Taking Advantage of a Changing Market

HBCUs can utilize new technology with the purpose of appealing to the growing market of nontraditional students. This chapter also expounds on the concept that simply introducing technology does not necessarily translate into higher student achievement. Improper implementation of technology can result in a lowering of academic productivity. HBCUs must invest heavily in development for its faculty and staff in best practices in online instruction such that their students can have the most rewarding academic experience possible. University administration must engage in their own leadership and technology development such that they can instill the necessary level of buy-in from all levels of University personnel to ensure the highest possibility of success in attracting, educating, and graduating the growing numbers nontraditional students. This chapter's significance to student engagement and retention is that HBCU's must explore ways of attracting students of the technology age, while providing them with challenging curricula that are conducive to the nontraditional student's life style.

In Sync

This chapter explores the concept of student involvement in distance education, and whether or not it is possible for HBCUs to provide an online learning environment that upholds their traditional ideals of a close and personalized educational experience, particularly in a teacher education program that requires field experiences. Based on responses from 269 student surveys, the key factor appears to be the extent to which instructors recognize that online students are individuals with genuine concerns that deserve similar attention as their classmates on campus. This includes being flexible, assisting students who are not as skilled at setting and/or maintaining a pace, establishing and maintaining lines of communication, providing transparency with course grading, being prepared and organized, making themselves available, providing multiple levels of support and interaction, and dealing effectively with technical problems. Faculty at HBCUs should remember that teaching online is still teaching, and be careful not to remove the human element from the process.

Use of Innovative Pedagogies and Creative Partnership Strategies to Promote Undergraduate STEM Education at an HBCU

A continued decline in the student enrollment and retention and graduation rates of Underrepresented Minorities (URM) in STEM majors is a potential threat to future sustainability, viability, and competiveness of several STEM degree programs, particularly at Historically Black Colleges and Universities (HBCUs). The development of a broad-based and inclusive strategy to motivate, excite, retain, and graduate highly qualified URM students in STEM disciplines is therefore a national priority and is imperative for HBCUs. This book chapter highlights four major strategies including: 1) the design and implementation of new curriculum initiatives, active learning pedagogy, and other student engaging pedagogies, 2) early involvement of URM students in hands-on and guided inquiry research experiences in STEM majors, 3) establishing collaborations between HBCUs and Community Colleges, and 4) establishing strong collaborations between HBCUs and local K12 school districts to promote a grass root science education to promote a quality pipeline for HBCUs.

The Emergence of the Professional Doctorate

While extensive research exists for both the doctoral experience and career paths after the doctorate, the bulk (if not all) of these studies are limited to those attaining the Doctor of Philosophy (PhD) degree. By contrast, less is known about Doctor of Education (EdD) awardees, and even less is known about Black EdD awardees within the context of Historically Black Colleges and Universities (HBCUs). However, as Black EdD graduates from HBCUs are among the fastest growing segments of doctoral graduates, it is important to determine the career trajectories of “Black Docs”. Using a quantitative comparative case-study approach, along with qualitative analysis and in-depth interviews of Black EdD HBCU alumni, this chapter, per the author, will illuminate the experiences of Black EdD graduates with regard to the long-term career impact of attaining the terminal degree, and provide insight toward ensuring the support and career preparation necessary toward assisting Black doctoral students and alumni to reach their career goals.

HBCU Writing Centers Claiming an Identity in the Academy

Due to the dearth of literature regarding HBCU writing centers a team of writing center professionals at a North Carolina started “The Conversation” to claim an identity and to secure a place for HBCU writing centers in the larger institutional context. The team invited the writing center staff of the other 10 North Carolina HBCUs to join in the effort. Within a few months, “The Conversation” evolved into the North Carolina HBCU Writing Center Consortium.In this chapter, the author shares the history and future of the organization.

Motivational Factors for Academic Success Prospectives of African American Males at Historically Black Colleges and Universities

This chapter investigates the motivational factors affecting retention rates of Black males at Historically Black Colleges and Universities (HBCUs). In particular, this research is focused on identifying factors that Black male HBCU attendees described as facilitating their continuation in college. Data from this study was derived from a sample of 109 Black male students attending the following institutions: North Carolina Central University, North Carolina A&T University and Winston-Salem State University.

The African American Course Mystique

One of the challenges in building an inclusive and engaged college campus is empowering students to leverage campus resources while creating an environment that afford academic success. It is common for colleges and universities to offer diverse courses such African American studies courses to enrich students' learning. Drawing from a larger study focused on the factors influencing the engagement of White students attending public HBCUs, this chapter presents select aspects of the experiences of 22 White students attending two public HBCUs who were required to enroll in an African American studies or African Diaspora course toward degree completion. Despite instances of hypervisibility, a term associated with racial spokesmanship roles or feeling as if one stands out due to characteristics, such as race (Peterson & Hamrick, 2009); students pointed to the positive impact of diverse interactions with peers; strong faculty interaction and difficult class discussions that challenged their critical thinking skills and identity development and growth.

Techniques for Retaining Computer Science Students at Historical Black Colleges and Universities

Computing jobs are among the fastest growing areas of employment in the United States. However, there is a critical shortage of students majoring in computing. Institutions of higher education are not producing enough computing graduates to keep up with the growing demand. A contributing factor to the shortage of graduates in computing is the lack of African Americans completing computer science degrees. To change this trend, it is imperative to increase the number of African American receiving computer science degrees and who are well prepared for careers in computing. This chapter discusses effective techniques for retaining African American computer science majors at Historically Black Colleges and Universities.

The Role of HBCUs in Preparing African American Males for Careers in Information Technology

African Americans represent only two percent of the professionals working in computer occupations. Many policy makers and researchers argue that the educational pipeline is the major impediment to hiring a more diverse workforce. In this chapter we review literature and use findings from our prior research to inform a discussion about the issue and challenges faced by African American male undergraduates enrolled in technology majors at HBCUs. Our work also highlights the unique role that HBCUs can play in broadening the educational pipeline through corporate partnerships and community outreach. We offer recommendations for attracting African American men to information technology, supporting them as they pursue undergraduate degrees, and providing professional development opportunities that foster successful careers in information technology. We conclude with a discussion of research trends to further understand the issue of under representation, and innovative strategies that HBCU s can adopt to broaden the participation of African American men in information technology.

Strategies to Enhance the Role of HBCUs in Increasing the Science, Technology, Engineering, Mathematics, and Medical (STEMM) Workforce

Historically Black Colleges and Universities (HBCUs) have a long history of student engagement and institutional commitment to developing STEMM degrees. To become even better at fostering a diverse STEMM field, HBCUs must assess their strengths, weaknesses and challenges as well as opportunities in order to remain competitive in the 21st century. This chapter explores factors related to improving STEMM student academic preparation, retention and engagement. The authors provide recommendations to enhance experiential learning and offer educational pathways that lead to long-term retention and engagement of minority students. Furthermore, in the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty and institutional cultures. Historically black colleges and universities have played an important role in diversifying the Science Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. In this paper we offer practical suggestions to clarify and strengthen their roles in student recruitment, retention, engagement, and advancement in STEMM. Preparatory summer institutes give minority students access to curriculum, tutoring, research opportunities, psycho-social support while encouraging the development of peer and faculty relationships. Such institutes nurture a successful socialization of minority students into STEMM disciplines. Dual admissions between two year and four year degree granting institutions will likely enhance student retention. Institutional agents and mentors play a major role by providing experiential learning opportunities that capture and retain students' interests. A combination of experiential learning, dual articulation, and the creation of strong and engaged institutional agents as well as mentors will likely facilitate student retention and successful integration into a larger STEMM network.