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2014 Saturday Concurrent Sessions
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8:00 - 9:00am


Graduate Student Success

Phoebe Butler-AJibade, North Carolina A & T State University


Graduate students often feel isolated and struggle to complete their degrees.  This study examined 6 institutional factors associated with degree progress among graduate students.  A review of graduate deans identified resources provided to graduate students and factors effecting failure to provide graduate student resources.


Why Are We Losing All of Our Black Trans Students?

Benito Nieves


Black trans youth rarely find themselves enrolling into college; and higher education institutions offer little to interrupt this pattern. Instead, inner-city communities are forming around this population, with little avenues back into an education setting. How can colleges charge their health education student service teams to help break the cycle?


We PASS: Promoting Persistence and Success of Underrepresented Students

Bianca Evans


The COSAM Summer Bridge Program is four week experience for pre-freshmen attending Auburn University. The program seeks to bridge the gap between high school and college by helping students both academically and socially. This recruitment and retention tool is directed at mainly African American students in scientific majors and uses mentoring, tutoring, and workshops to engage students to become active learners promoting success in the campus community. This presentation will highlight findings from a study that gives insights into academic achievement with implications for further research.


Marvelous Freedom Deconstructed: New Approaches to Blackness in Academia

Camille Morgan


Last February, art students from Columbia College and School of the Art Institute of Chicago sought to transcend racial boundaries by curating "Marvelous Freedom/Vigilance of Desire, Revisited. Inspired by the original eponymous 1976 exhibit and D. Scot Miller's "AfroSurreal Manifesto: Black is the New Black," the show presented Chicago artists of color who approach art-making through an Afro-Surrealist lens. This roundtable seeks to both encourage this model in other institutions and explore the heated debates sparked by diminishing difference while being institutionally shackled to it.


How eating Sushi may get you your next design job

Carl B. Trimble, University of Louisiana at Lafayette


In college, Architectural design students are obsessed with grades. They believe that each potential employees will someday ask for their college transcript and on command they will whip out that 3.99 GPA and Kinkos bound design portfolio and they are off to job nirvana and soon to be featured on the cover of Architectural Record. Not yet "on of Corbusier". Enter reality, a commodity/phenomena usually MIA in design schools.  After the grand presentation of credentials' the new employer/prospect just smiles at their work and informs them that lunch is being catered and inquires, would you prefer maki, nigiri or sashimi? Blindsided. They are on foreign territory.   Sushi arrives and the struggle with the chop sticks reveals. After a month of no job offer, they change the portfolio font and blindly do it all over again. Welcome to the land of "habitus". This habitus failure suppresses the number of design graduates and keeps minority designer out of key design rolls and other positions in the arts.


New Solutions to an Old Problem: Rethinking Current Approaches to Recruit and Retaining Black Males in Science

Dillon Beckford, Springfield College


Black male continue to be underrepresented in the sciences both in terms of declared majors and in terms of teachers, tenured positions with the academy. What are the causes underlying this persistent gap? How might those working in student affairs find new ways to integrate undergraduate black male into the sciences. In this presentation we will discuss ways that encourages, explore, and challenges the stereotypes. We will also explore this issues and propose some possible solutions based on experience and research.


Teacher Preparation, Financial Literacy, and the Shift from Left Brain Dominance

Lisa Clark, CUNY_Kingsborough Community College; New York City Department of Education


This purpose of this session is to examine the journey of a scholar-practictioner and analyze the shift from left brain dominance to a balanced approach to teacher preparation. Scholarship is embedded in the publications documenting reflective practice. As teacher preparation programs advance into the 21st century global environment, they must facilitate student learning , and prepare young adults with the skills necessary to compete. Teacher preparation programs are also responsible for preparing students to address the collection and use of data in the decision-making process. Issues regarding technology and financial literacy will be defined and analyzed during this informative session.


Successfully Navigating Chilly, Resistant, & Exclusive Institutional Contexts: The Strategies of Graduate Program Leaders

Sosanya Jones, Southern Illinois University-Carbondale

This presentation will highlight successful strategies of diversity leaders in higher education who work within institutions that shows signs of resistance to diversity and inclusion efforts.


The Plight of the African American Male Early Childhood Professor

Reginald Williams, South Carolina State University


Abstract: Even though African American men constitute 0.7% of the teaching workforce in early childhood education within classrooms across the nation, the percentage is even less within the higher education culture at two and four year institutions.  This article details the struggles that African American male early childhood professors face in establishing scholarly reputations within the field, dealing with pressures of advising predominant female student populations. It presents one professor's successes in navigating these obstacles.


Seeking a Mentoring Relationship: The Challenges of Navigating the Pipeline for African American Women

Rhonda Fowler, Texas A&M University


While the conversation about the benefit and value of mentoring has begun across campuses, there is no clear understanding of the degree to which the idea is being executed effectively on campuses.  Mentoring relationships need to be examined and explored across campuses.  In order to meet the diverse needs of African American women, creating a culturally responsive environment is important is critical.  The support systems mentors can offer in higher education help build the social capital in higher education.


Ph.D. Pathways Mentoring Program: A "Grow Our Own" Diversity Initiative

Robin Phelps-Ward, Ball State University


In an effort to achieve its strategic goal to diversify the student and faculty population and contribute to the number of minorities in higher education, Ball State University launched the Ph.D. Pathways mentoring program in 2012.  With a mission to encourage, guide, and equip underrepresented, minority undergraduate and graduate students with crucial resources, the program collaborates with dedicated faculty mentors to influence students to pursue graduate school and the life of a professor.  This program focuses on Ph.D. Pathways' best practices and future directions.


The Case and Need for Sub-Genres to Define Hip Hop Music and Culture

Torman Jahi, The Office of African American Male Achievement/Oakland Unified School District


To say Hip Hop in the 21st century is no longer sufficient in describing a genre and culture that has spread worldwide over 40 years.  This 21st century discussion will help forward the culture, and place artists, music, and styles into categories so the positive can be visible and uplifted, and the profane can be categorized in a way that does not define the overall culture.



9:15 - 10:15am


Gender Issues Among HBCU Faculty: Responding to a Call to Action

Danita Bailey-Perry, Texas Southern University; Yoruba Mutakabbir, Texas Southern University


This is a proposal for a roundtable discussion of a project examining gender issues among HBCU faculty.  The majority of literature on Black women academics focuses on the predominately White setting (Bonner, 2001).  However, the situation is not any better for women of color at HBCUs.  According to Bonner (2002), there is a pattern of gender inequity at HBCUs.  Gender relations are an important issue for any institutional type.  However, the HBCU reputation of challenging racism can conceal gender discrimination.  The purpose of this project is to explore how women faculty fare compared to men at HBCUs.


Faculty Learning Communities: Critical Friends in Higher Education

Jacqueline Smith, Texas Southern University; Viveca A. Grant, Ed.D., Texas Southern University; Bernell Peltier-Glaze, Ed.D., Texas Southern University


Transformational learning communities are fiercely committed to educational equity and excellence in academia. These communities consist of a network of educators with a common interest in improving educator practices in order to ensure high student achievement and equitable outcomes for all students (National Staff Development Council, 2008). One way our university demonstrates this is through the development of critical friends who are focused on transformational learning and courageous conversations. Through critical friendships among colleagues, educators share resources and ideas, support each other in implementing new practices, and build relationships characterized by mutual trust.


Resilience and Reclamation:

African American Men Describe Networks of Support

Dr. Malcolm Bonner, The Lincoln University


Much has been written about the problemetized image and  perception of black men in the United States; drugs and addiction, poverty, crime, violence, incarceration, recidivism, absentee fatherhood, academic non-acheivement,  so called "at-risk" status, and a plethora of well documented problems. There is much less available literature on black men who have survived and flourished in the face of such peril and who and what contributed to their survival. I interviewed African American men who have overcome adversity in various forms to not just survive, but to flourish as productive and contributing members of society. In the interviews, the men described the various forms of social and family and spiritual support which provided the foundation for their positive lifestyles.  I will present the results of a series of interviews with men of African descent in Philadelphia Pennsylvania who have emerged from troubled circumstances to not just survive, but flourish as constructive, productive contributing members of their communities and of society. Findings will be valuable in designing systems to support and encourage African Americans to identify and  pursue opportunities in higher education.

Pathway to Student Success: From the Front Porch to the Barbershop

Kimberly Weatherly, Columbia College Chicago; Shanita Akintonde, MBA, M.ED, ABD, Columbia College


The growing multiethnic nature of education and training environments makes it dire that academic and student affairs professionals, especially those working in multicultural sub-communities within predominantly White learning environments, collaborate by developing skills to deliver academic, cultural and social programming. The purpose of this presentation is to discuss nonacademic support programs that aid in the retention of multicultural students at predominantly white higher education institutions. Student involvement in non-academic programs has been found to be most instrumental in multicultural student matriculation in college.


The Need for Diversity Programs in Higher Education

Marsha James, Argosy University


The need and ability to improve the enrollment status of African American students in higher educational institutions is important not only within these institutions but also on a wider societal level.  This presentation will highlight and summarize the findings from studies, which focus on best practices and model programs that improve the enrollment of African Americans.  In addition, the presentation will highlight best practices, which have a positive effect on retaining these students once they are enrolled in these institutions of higher learning.


Constructing Student-Oriented Learning in African American Studies Online Courses

Mary Margaret Hui, University of Arkansas


The greatest barrier to increasing online courses is faculty members, as they resist online course expansion due to generational differences and confusion of their benefits. This presentation provides strategies to alleviate faculty resistance and construct student-oriented learning in online African American Studies courses.  Through research- and experiential-informed approaches, this presentation shares the potential of online cultural courses in diversifying college students.  Methods of best practice, instructor experiences in online course development, and the benefits of online cultural/area studies courses are discussed.



Michi Everett, Emory University School of Medicine


Existing research on the impact of transformational leadership on culturally diverse workplaces is minimal despite the introduction of this type of leadership in 1978 (Goho, 2006). Transformational leadership occurs "when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality" (Harrison, 1999, p. 26). The increase of culturally diverse student populations within the complex, highly political realm of higher education will necessitate effective multicultural environments led by transformational leaders.


Forging Leaders in Higher Education: Problems, Best Practices, and Prospects

Robert Keith Collins, San Francisco State University; Jamila S. Maxie, University of Houston; Wayne J. Hilson, Jr., Indiana University-Purdue University Indianapolis (IUPUI)


What barriers to success do Black professionals face in higher education? This Best Practices Roundtable offers an experience-based discussion lead by LMI 2012 cohort members - on the nature and source of obstacles that Black professionals face, the best practice strategies used to overcome them, and the potential positive career advancement opportunities that can result. This discussion is governed by the premise that barriers to success must be understood consistently with the everyday occupational and interpersonal challenges that limit the aspirations of future administrators and college faculty.


Setting Family Career Pathways: A Look into Family Career Legacies

Porscha Jackson, Texas A&M University


There is much to be said about familial influence on career decisions; however, little is researched on the career selection of those that decide to follow in their parents' or other family members' footsteps.  This presentation discusses the research of two African American families and how and why family career legacies are created and how the creation of positive family career legacies can create a more focused workforce and community in the 21st century.


Shared Successes: Model Programs for Recruiting & Retaining African-American College Students

Vicki Bonds, Indiana University-Purdue University Indianapolis (IUPUI); Angela Espada, Indiana University-Purdue University Indianapolis (IUPUI)


Recruiting and admitting African American college students are essential first steps in providing educational opportunities to these students. However, if there is not persistence to graduation then institutions are merely tallying numbers which highlight their failure to fulfill the academic promise of these students. IUPUI has found that the Diversity Scholars Research Program and Norman Brown Diversity & Leadership Program, two programs which academically challenge and engage African American students, while providing direction, structure, and mentorship leads to student excellence and increased graduation rates.


Breaking the Glass Ceiling

Toya Barnes-Teamer, Dillard University, New Orleans


As we consider leadership in higher education, this session will address strategies that African-Americans can use to obtain the advantages necessary to move up the ladder at various types of institutions.


Creating Success Through Linking African American Museums to Higher Education

Ellen Zisholtz, South Carolina State University; Davion Petty, South Carolina State University; Joy Estevez, South Carolina State University


The 21st Century Museum provides a variety of learning experiences so that the museum can increase community involvement and student participation, integrating the museum into curricula and visitor diversity. The African American museum can be a catalyst for cross-disciplinary thinking, visual awareness, innovation, creativity, global awareness and life-long learning. Presenters will be diverse young people who will tell their stories of diversity and youth involvement in African American museums. They will be ethnically diverse “ Hispanic, Brazillian, African American“ representing the diaspora with differing views of race.


10:30 – 11:30am


Culture Centers: Campus Leaders and Liaison Makers

Dr. Fred Hord, Knox College and ABCC Executive Director; Dr. Rodney Cohen, Yale University and ABCC President


African American Women in Academia: How we Survive

Charnetta Gadling-Cole, Alabama A&M University; Dr. Pamela Plummer, Alabama A&M University; Dr. Rachel Robinson, Alabama A&M University


African-American Women face a variety of challenges navigating the academic process. As students and faculty, they often endure circumstances that attempt to marginalize their efforts. Through the lens of their own experiences, this panel will explore concerns brought forth by Dr. Lena Wright in her article, In Her Own Words: Realities of Academe for African-American. Strategies will be identified to assist in the survival of the higher education process to ensure success of African-American Women in the ivory tower.


Lest we forget: Addressing retention of the biracial college student.

Dave Louis, Texas Tech University; LaTricia L. Phillips, MFA, Wstern Michigan University


The presentation takes a critical look at the lack of programs geared towards biracial students on college campuses and the fertile ground for faculty mentoring. Students, who are biracial, with one parent of African American descent, many times find themselves choosing one of their cultures for the purposes of identifying on campus (Poston, 1990). This results in feelings of betrayal, anxiety and guilt. The needs of this African-American sub-population have not been sufficient addressed by the Academy diminishing the doctoral pipeline.


Proactive Mentorship: Effectively Cultivating the Next Generation of Black Women Leaders

Crystal Chambers, East Carolina University; Rochelle Newton-Brown, Duke University


In this session we discuss part of a study comparing a multicultural student center on a women's college campus and a women's center on an HBCU campus in their support of Black women undergraduates. We find that both offer quality programming; yet, key differences in approach and leadership outcomes for students were the active versus proactive mentorship strategies of the center directors.  An examination of those differences and the comparative effectiveness of active and proactive mentorship strategies will be presented.


Closing the Achievement Gap in Mathematics-Is Developmental Education the Answer?

Frank Conic, III, University of Florida College of Education


The term "achievement gap" has been used to describe the disparity in student performance and learning as evidenced by achievement test scores of minority and non-minority students since the publication of the report, "Equality of Educational Opportunity" (more widely known as the Coleman Report), commissioned by the U.S. Department of Education in 1966. That research suggested that both educational institutional factors as well as socio-economic factors impact the academic achievement of students and contribute to the gap in the performance of minority and non-minority students.


Mentoring Guide: A Retention Strategy for Faculty in Higher Education

Danita Potter, Grambling State University; Danita Tolson, EdD, Coppin State University


Research shows that mentoring is an effective strategy for orienting and retaining employees in the job market. However there is little known regarding how facilitates faculty in higher education. The purpose of this presentation is to describe and discuss the development of a mentoring guide to assist with faculty retention in higher education.


Interim does not equal INactive: Developing Social Capital via Interim Appointments

Wayne J. Hilson Jr, Indiana University-Purdue University Indianapolis (IUPUI)


The presenter examines three interim positions held at different points during his 13-year career in higher education and grounds them in a social capital theory of career success framework (Seibert, Kraimer, and Liden, 2001). He contends that through a proactive approach to optimizing interim experiences, one can advance his/her career prospects by building upon existing social capital at complex institutions. The objective is to shed greater light on the positive impact of these experiences at the intersection of career and social capital development.


Theatre as Service Learning to Promote Higher Education

Regina Turner, Indiana University Purdue University Indianapolis; Nicole Oglesby, Indiana University Purdue University Indianapolis; Claudette Lands Indiana University Purdue University Indianapolis  


Many colleges and universities aggressively encourage faculty and students to execute Service Learning projects in communities near their campuses. Funded by a federal grant, IUPUI formed a partnership with one of the city's low income communities. As part of the wide array of services offered to improve the community,  one class created a Theatre-as-Service Project to enlighten community residents about the value, content, logistics and challenges of seeking a higher education degree.


The Cohort Model: African-American Student Success in Ph.D. Hybrid Programs

Wendy Cotton, Hampton University; Kwesi Franco, Hampton University; Diona Williams, Hampton University


Educators are in relative agreement about the challenges and rigors of doctoral level academic study. However, there is a paucity of research about the dynamics of doctoral study in an online hybrid model in educational leadership. An examination of the dynamics of the doctoral cohort model through analyzing the various issues that were raised and resolved as doctoral students matriculated through a new hybrid program in educational management as the initial cohort of learners.


The Role of Institutions Play in the Academic Success of African American Males

Leslie Coward, 4W Solutions, Inc/The University of Texas @ Austin; Samuel Sampson, Prairie View A&M University


Learn about common program components, promising practices, and programmatic trends in minority male programs and organizational practices that impact (both positively and negatively) the academic success of African American male students.

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