The Impact of a Pandemic on Historically Black College/University Educators

Face To Face ◽

Black Experience ◽

Brick And Mortar ◽

Face To Face Instruction ◽

The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers personal and intimate interactions rooted in Black heritage that cannot be found at other higher education institutions. When an individual attends an HBCU, their experience becomes a part of their culture. In addition, the on-campus face-to-face instruction and activities at an HBCU focus on addressing issues that plague the Black community and are paramount for students. There are 107 HBCUs, three are permanently closed. In 2019, approximately one-third of the HBCUs offered fully online courses and programs to their students. When the pandemic shut down all brick-and-mortar higher education campuses, along with in-person learning, the remaining HBCUs went fully online in order to survive. PreK-12 school districts and everyone in America found themselves in a virtual education world. This chapter explores the impact of the pandemic on HBCU affiliates.

HIV: facts, fiction, and the impact on behavior of students at an Historically Black College/University

International Journal of Health Promotion and Education ◽

10.1080/14635240.2012.661964 ◽

2012 ◽

Vol 50 (2) ◽

pp. 61-67 ◽

Cited By ~ 9

Author(s):

Cynthia Williams Brown ◽

Jamilla T. Shepperson ◽

Himanshu Gopalan ◽

Salimah El-Amin

Keyword(s):

Historically Black ◽

Black College ◽

Handbook of Research on Multidisciplinary Perspectives on Managerial and Leadership Psychology - Advances in Logistics, Operations, and Management Science ◽

Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

10.4018/978-1-7998-3811-1.ch027 ◽

2021 ◽

pp. 530-557

Author(s):

Dawn DiPeri ◽

Marlena Daryousef ◽

Darrell Norman Burrell

Keyword(s):

Higher Education ◽

Instructional Design ◽

Design Theory ◽

Online Courses ◽

Face To Face ◽

Training Support ◽

Extreme Stress ◽

Institutions Of Higher Learning ◽

Education Administrators ◽

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

An A for Effort

The American Economic Review ◽

10.1257/aer.p20151116 ◽

2015 ◽

Vol 105 (5) ◽

pp. 616-620

Author(s):

Omari H. Swinton

Keyword(s):

South Carolina ◽

Historically Black ◽

Black College ◽

Data Set ◽

Class Participation ◽

Grading Policy ◽

Significant Difference ◽

Before And After ◽

This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on graduations rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for underclassmen are determined in part by performance on tests and in part by measures of “effort” such as attendance and class participation. This paper finds that while graduates graduate at a faster rate under the policy, there is no significant difference between graduation rates before and after the policy was implemented.

The Impact of a Historically Black College on African American Students

Urban Education ◽

10.1177/0042085901365005 ◽

2001 ◽

Vol 36 (5) ◽

pp. 597-610 ◽

Cited By ~ 10

Author(s):

Jacqueline Fleming

Keyword(s):

African American ◽

Historically Black ◽

African American Students ◽

Black College ◽

American Students ◽

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

Online Learning ◽

10.24059/olj.v15i1.188 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Nanette P. Napier ◽

Sonal Dekhane ◽

Stella Smith

Keyword(s):

Blended Learning ◽

Student Performance ◽

Liberal Arts ◽

Faculty Perceptions ◽

Liberal Arts College ◽

Final Exam ◽

Face To Face ◽

Faculty Teaching ◽

Face To Face Instruction ◽

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan ◽

10.36765/jartika.v3i2.303 ◽

2020 ◽

Vol 3 (2) ◽

pp. 396-402

Author(s):

Maria Florentina Rumba ◽

Margaretha P.N Rozady ◽

Theresia W. Mado

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Normal Phase ◽

Physical Contact ◽

New Normal ◽

Face To Face ◽

Balance Score Card ◽

Score Card ◽

Pros And Cons ◽

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

Emergency remote education and smart working at three European higher education institutions

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.287553 ◽

2022 ◽

Vol 17 (6) ◽

pp. 0-0

Keyword(s):

Higher Education ◽

Digital Technology ◽

Online Courses ◽

Higher Education Institutions ◽

Remote Education ◽

Face To Face ◽

The World ◽

Administrative Procedures ◽

European Higher Education ◽

Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

HIV/AIDS Knowledge of Undergraduate Students at a Historically Black College and University

Diseases ◽

10.3390/diseases6040098 ◽

2018 ◽

Vol 6 (4) ◽

pp. 98 ◽

Cited By ~ 4

Author(s):

Prince Andrew ◽

Azad Bhuiyan ◽

Anthony Mawson ◽

Sarah Buxbaum ◽

Jung Sung ◽

...

Keyword(s):

Hiv Infection ◽

Historically Black ◽

Undergraduate Students ◽

Hiv And Aids ◽

Black College ◽

Cross Sectional Survey ◽

Infection Transmission ◽

College And University ◽

Aids Knowledge

Objective: This study among 400 undergraduate students enrolled at Jackson State University (JSU) study aimed to assess knowledge about HIV and AIDS among African-American undergraduate students attending a historically black college and university. A cross-sectional survey was conducted. Data were collected using a validated, self-administered, and standardized questionnaire on knowledge regarding risks for HIV and AIDS. Three hundred and eighty-six students (96.5%) had good knowledge about HIV and AIDS, although some participants had misconceptions about the modes of HIV infection transmission. There were no significant gender differences for HIV and AIDS knowledge among the participants (χ2 = 3.05; P = 0.08). In general we concluded that JSU undergraduate students had adequate knowledge about HIV transmission modes and AIDS, although some participants had misconceptions about the routes of HIV infection transmission. Hence, this study calls for strengthening HIV and AIDS awareness education among undergraduate students.