Vision and Strategy for Developing a Successful Online Degree Program on a Shoestring Budget

2013 ◽  
pp. 253-271
Author(s):  
Jeton McClinton ◽  
Michele D. Estes
Keyword(s):  
Online Learning ◽  
Historically Black ◽  
College Of Education ◽  
Black Colleges ◽  
Degree Program ◽  
Economic Downturn ◽  
Historically Black Colleges ◽  
Online Degree ◽  
Black Colleges And Universities

Historically Black Colleges and Universities (HBCU) are rich in history, culture, resources, and opportunities. This case study explains the thought processes of administrators and faculty at one HBCU as they respond to an institutional initiative to increase student enrollments during an economic downturn. Although online learning opportunities offer potential for increasing student enrollments and university income, this approach generates a series of complex questions within the College of Education where resources are limited. Questions relate to the need for, and potential impact of, online learning; related pressures and paradigms in higher education; technology and management concerns; and faculty perspectives and preparation. This chapter considers how to overcome barriers to revive and implement an online degree program with these issues in mind.

Advancing Retention and Engagement Strategies Through Effective Online Mediums

2021 ◽  
pp. 1471-1493
Author(s):  
Amanda Eakins ◽  
Sheldon L. Eakins
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Engagement Strategies ◽  
Learning Programs ◽  
Black Colleges And Universities

Historically Black Colleges and Universities in the USA continue to play a pivotal role in educating students within the African diaspora as they provide a practical and resourceful platform for students to develop a sense of belonging through community and organizational outreach activities on campus. However, the student population in higher education as we used to know has changed, and adult learners now make up a large majority of the enrolled population. This chapter aims to review the history of online education and will provide a conceptual framework for incorporating online learning in an institution's student success plan for both their traditional and non-traditional students. The author will also review the needs of the adult learners and provide an overview of how the development and integration of online learning programs and collaborative efforts with other institutions through dual enrollment and degree MOU programs can foster growth at Historically Black Colleges and Universities.

Advancing Retention and Engagement Strategies Through Effective Online Mediums

2019 ◽  
pp. 53-82
Author(s):  
Amanda Eakins ◽  
Sheldon L. Eakins
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Historically Black ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Engagement Strategies ◽  
Learning Programs ◽  
Black Colleges And Universities

Historically Black Colleges and Universities in the USA continue to play a pivotal role in educating students within the African diaspora as they provide a practical and resourceful platform for students to develop a sense of belonging through community and organizational outreach activities on campus. However, the student population in higher education as we used to know has changed, and adult learners now make up a large majority of the enrolled population. This chapter aims to review the history of online education and will provide a conceptual framework for incorporating online learning in an institution's student success plan for both their traditional and non-traditional students. The author will also review the needs of the adult learners and provide an overview of how the development and integration of online learning programs and collaborative efforts with other institutions through dual enrollment and degree MOU programs can foster growth at Historically Black Colleges and Universities.

Examining Disparities in Food Access Between Historically Black Colleges and Universities and Non-Historically Black Colleges and Universities

2021 ◽  
pp. 089011712110244
Author(s):  
Mariah Kornbluh ◽  
Shirelle Hallum ◽  
Marilyn Wende ◽  
Joseph Ray ◽  
Zachary Herrnstadt ◽  
...  
Keyword(s):  
United States ◽  
Historically Black ◽  
Food Access ◽  
The United States ◽  
Black Colleges ◽  
Colleges And Universities ◽  
Historically Black Colleges ◽  
Census Tracts ◽  
Neighborhood Socioeconomic Status ◽  
Black Colleges And Universities

Purpose: Examine if Historically Black Colleges and Universities (HBCUs) are more likely to be located in low food access area (LFA) census tracts compared to public non-HBCUs. Design: ArcGIS Pro was utilized to capture food environments and census tract sociodemographic data. Setting: The sample included 98 HBCUs and 777 public non-HBCUs within the United States. 28.9% of study census tracts were classified as LFA tracts. Measures: University data were gathered from the National Center for Education Statistics. Census tract-level LFA classification was informed by the United States Department of Agriculture’s Food Access Research Atlas. Covariates included population density and neighborhood socioeconomic status of census tracts containing subject universities. Analysis: Multilevel logistic regression was employed to examine the relationship between university type and LFA classification. Results: A higher percentage of HBCUs (46.9%) than public non-HBCUs (26.6%) were located in LFAs. After adjusting for population density and neighborhood socioeconomic status, university type was significantly associated with food access classification (B=0.71;p=.0036). The odds of an HBCU being located in LFA tracts were 104% greater than for a public non-HBCU (OR=2.04;95% CI=1.26,3.29). Conclusion: Findings underscore the need for policy interventions tailored to HBCU students to promote food security, environmental justice, and public health.

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