scholarly journals Lessons Learned From a Training Collaboration Between an Ivy League Institution and a Historically Black University

2009 ◽  
Vol 99 (S1) ◽  
pp. S57-S60 ◽  
Author(s):  
Timothy P. Flanigan ◽  
Nanetta Payne ◽  
Emma Simmons ◽  
Jennifer Hyde ◽  
Kaye Sly ◽  
...  
Keyword(s):  
Historically Black ◽  
Lessons Learned ◽  
Ivy League ◽  
Historically Black University

The Feedback Cycle: Lessons Learned With Video Annotation Software During Student Teaching

2020 ◽  
Vol 49 (1) ◽  
pp. 94-112
Author(s):  
Jillian Ardley ◽  
Maila Hallare
Keyword(s):  
Historically Black ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Evidence ◽  
Video Recording ◽  
Lessons Learned ◽  
Video Annotation ◽  
Learning And Development ◽  
Historically Black University ◽  
Feedback Cycle

Video annotation software (VAS) programs, such as GoReact, allow users to provide synchronized feedback in a video recording. This report examines the integration of VAS into a student teaching internship at a Historically Black University during a three-semester period. Through this research, the authors determine the effectiveness of the VAS feedback cycle in terms of support for the learning and development of teacher candidates. The research evidence pinpoints the need for extensive training by all participants and for accessible technical support. Moreover, the research demonstrates a lack of value and understanding of the importance of the VAS feedback cycle from all the participants and stakeholders. Finally, the research recommends that, in order to use the VAS feedback cycle appropriately, all the participants must be trained in the system and in the pedagogy and value of VAS learning systems.

Engaging Undergraduate Social Work Students in Challenging Dialogues About Race

2017 ◽  
Vol 22 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Shane R. Brady ◽  
Jason M. Sawyer ◽  
Samara Herrera ◽  
Haley Stevens
Keyword(s):  
Social Work ◽  
Predominantly White ◽  
Historically Black ◽  
Social Work Students ◽  
Lessons Learned ◽  
Predominantly White Institution ◽  
Historically Black University ◽  
White Institution ◽  
Generalist Practice

This study provides a description, overview, and lessons learned from an undergraduate generalist practice course assignment aimed at promoting critical dialogues about race among undergraduate social work students at a historically Black university and students from a predominantly White institution. The preliminary qualitative results from reflection journals provide lessons learned about how students experienced this dialogue project and can be helpful to other undergraduate social work instructors considering incorporating race dialogues into their classes.

Integrating the Approach With Research at a Historically Black University

2010 ◽  
Author(s):  
David S. Shen-Miller ◽  
James Campbell ◽  
Shayla D. Tumbling ◽  
Tremayne Simpkins
Keyword(s):  
Historically Black ◽  
Historically Black University

HIV/AIDS Knowledge, Attitudes, and Risk Behaviors Among Historically Black University Students

2011 ◽  
Author(s):  
Kathleen H. Dockett ◽  
Evelyn Lieb ◽  
April De La Cruz ◽  
Melinda A. Montgomery ◽  
Tranesha Christie
Keyword(s):  
University Students ◽  
Historically Black ◽  
Risk Behaviors ◽  
Historically Black University ◽  
Aids Knowledge ◽  
Hiv Aids

The effect of stereotypes on black college test scores at a historically black university

2022 ◽  
Vol 194 ◽  
pp. 408-424
Author(s):  
Mackenzie Alston ◽  
William A. Darity ◽  
Catherine C. Eckel ◽  
Lawrence McNeil ◽  
Rhonda Sharpe
Keyword(s):  
Historically Black ◽  
Test Scores ◽  
Black College ◽  
Historically Black University
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