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2014 Thursday Concurrent Sessions
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1:45 - 2:55pm


GPSing the New Faces of Race and Gender Requires Recalculation

Margo Foreman, Indiana University-Purdue University Indianapolis; Dr. Kim D Kirkland, Indiana University-Purdue University Indianapolis


Today’s leaders can no longer rely on traditional categories of race and gender as prompts for engagement.  Binaries of female, male, black and white have now expanded to multi-racial, two or more, cablinasian, non-gendered, pan-sexual, etc.  When one is responsible for creating or implementing policies without gender consideration, they may be faced with that very obstacle.  This session will help leaders examine the complexities that the new faces of race and gender present.



A Collective Approach to Intercultural Program Development in Higher Education

Linda Lyons, Kennesaw State Univerity, University College


Understanding the approaches faculty can adopt in order to facilitate and support undergraduate students' cultural awareness is increasing. I share how team collaboration is impacted by action research methodologies when membership consists of various dynamics such as race, sex, and age. The Intercultural Developmental Inventory (IDI) was used as a tactical approach to assess and develop the team's own intercultural competence when building synergy to develop and execute intercultural programs. This method can also be used in other planning initiatives with work teams that consist of various social demographics.


Sustainability Across the Curriculum: A Strategic Initiative to Support Faculty Development

Charles Richardson, Clark Atlanta University


In recent years there has been a tremendous increase in attention given to the topic of sustainability. Requisite antecedents to the successful formation of a sustainable infrastructure include the proper education/preparation of the current cohort of undergraduate and graduate college students. Hence, it is critical that faculty and administrators recognize the potential benefits of this area of study, and ensure that this critical knowledge area becomes a part of the expected learning outcomes for their graduates.

The Influence of Noncognitive Factors on the Academic Success of Urban Black Males
Leon Rouson, Norfolk State University; Aretha Marbley, Texas Tech University


The thrust of the presentation will examine the influence of seven selected noncognitive factors on the academic success of urban Black high school males.  The major question is:  Which of the selected seven noncognitive variables are most useful in predicting academic success for urban Black high school males? This study reinvestigated Sedlacek and Brooks’ (1976) proposed set of seven noncognitive variables related to academic success:(a) self-concept; (b) realistic self-appraisal; (c) understanding of and ability to deal with racism; (d) preference for long-term goals over more immediate, short-term needs; (e) availability of a strong support person; (f) successful leadership experience; and (g) demonstrated community service.



International Study Tour

Joseph Silver, Silver & Associates


This session is designed to share the experiences of past international professional development study tours with conference participants. The purpose of the international professional development study tour will be discussed and will include questions and answers on any aspect of the study tour. Also, information will be shared on the 2014 destination.


The Academic Slavery of Free Expression

Dr. Crystal Rae Coel Coleman, Murray State University; Dr. James Wadley, Lincoln University; Dr. Karen Hill Johnson, West Kentucky Community and Technical College


The presenters will remind African American educators and administrators that due to "political correctness," there is a line drawn on the pathway to success when it comes to academic free expression. We STILL do not know who gets to draw the line, stand on the line, or who gets to cross the line. Gender, race, culture and law in connection to tenure, promotion, coursework and one's overall reputation and psychological well-being will be discussed. Chemers 5-M Model of Leader Effectiveness, McCroskey's study, Symbolic Interactionism and the Social Exchange Theory will be introduced. The high expectations for outstanding and "correct" dialogue often conflict with subjective standards that keep changing.


3:10 - 4:20pm


Writing to Publish in Academic Journals

Alice Scales, The Negro Educational Review, University of Pittsburgh; Dr. Shirley A. Biggs, The Negro Educational Review, University of Pittsburgh; Dr. Sharon Nelson-Le Gall, The Negro Educational Review, University of Pittsburgh


This session is designed to engage participants in discussion about how academic writing can enhance their careers in education. As such the preparation of manuscripts for review and publication will be addressed. Participants are encouraged to bring their draft manuscripts in electronic format and hard copy for discussion. Also, we urge participants to bring their laptop computers to the session for Internet connections and manuscript drafting. Participants are also encouraged to review articles in current issues of The Negro Educational Review (NER) either online or in hard copy. Moreover, those articles content, organization, and form of presentation should be studied. Copies of the NER journal will be available for review. 


3:10 - 4:20pm


Re-establishing Self Efficacy among Black Graduate Students in STEM Programs

LaVar J. Charleston, University of Wisconsin-Madison; Jerlando F. L. Jackson, University of Wisconsin-Madison


The literature regarding STEM fields expresses the importance of recognizing the connection between self-concept and ability in STEM education and occupation, particularly the computing sciences. This study reveals that in different stages of the computing trajectory, self-efficacy needs to be reestablished for graduate students to persist. In doing so, this research captures a novel space in the self-efficacy literature, presenting self-efficacy in the STEM field of computing as a mobile construct to be reestablished at each level of the educational trajectory.


The Effects of Interpersonal Relationships on Black Students' STEM Persistence

LaVar J. Charleston, University of Wisconsin-Madison; Jerlando F. L. Jackson, University of Wisconsin-Madison


In the STEM field of computing sciences, isolation, inadequate advisement, among other complex factors perpetuates the underrepresentation and low persistence of African Americans in academic programs. Using viable social identity and communities of practice as theoretical underpinnings, this qualitative study into the lives of 37 aspiring and current African American computer scientists produced findings that illuminate the significance of interpersonal relationships that promote persistence in homogeneous, unwelcoming STEM academic environments. These findings include positive peer interactions and modeling, parental and familial nurturing, and multifaceted mentorship.



The Role of Institutions in African American Males Academic Success

Samuel Sampson, Prairie View A&M University


Learn about common program components, best practices, and programmatic trends in minority male programs and organizational policies that impact African American student success.


Finding Our Way: Retaining Males of Color at an HBCU

Rodney Washington, Jackson State University; Tony Latiker, Ed.D., Jackson State University


This study would examine four years of cohort data from to establish a profile of African American male students enrolled at an HBCU.   The methodology would assess key variables and trends that increase the likelihood of non-completion and also determine correlates of social and academic factors.  Risk factors noted would then be used to gauge the effectiveness of university services. This project holds significant implications for university service models such as first year support, developmental education and enrollment outcomes.


3:10 - 4:20pm


I am My Brother's Keeper: Retaining African American Males in College

Reginald Green, Southern Arkansas University; Dr. Kimberley Davis, Arkansas State University


I am my Brother’s Keeper Brother to Brother Mentoring Program is a program developed to increase the retention and graduation rate for minorities in college, in particular African American males.  The program provides both group and one-on-one mentorship from seniors and juniors to freshman and sophomore with the overall goal of enhancing personal growth, study skills, decision making skills, and guidance on matriculation throughout college.



Men of Honor's Best Practice For Securing Hard Money Institutional Funding

Ronald Hopkins, San Jacinto College District; Alex Okwonna, San Jacinto College District; Jerry Wallace, San Jacinto College District; Dr. Lamar McWaine, San Jacinto College District


Our presentation will discuss how the San Jacinto College District’s Men of Honor student success initiative for African American males program has evolved over the last six years from a volunteer effort to a fully funded institutional program with a full time staff, student staff, faculty and staff volunteers and scholarships for high school students who go on to attend San Jacinto College.  We will highlight program activities and special projects as well as share ideas that contributed to the District’s decision to institutionalize the Men of Honor Program.



A Multidimensional Diversity Council Approach to Modeling Inclusive Excellence

Roland B. Smith, Jr., Rice University


Rice University, after celebrating its Centennial, strikes a very different picture today than it did at its founding at the beginning of the 20th Century. Its charter limited enrollment to “white inhabitants” of  “slender means.” In 1963, its board of governors began the process of changing the charter. The session will cover the development of Rice’s current multidimensional diversity council, including strategies and lessons learned as the structure seeks to engage the widest possible sectors of the university in achieving the goal of inclusive excellence.


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