The purpose of this research was to investigate whether a mid-sized public university could create a more coherent and efficient undergraduate curriculum over a short period of time with minimal resources. We pursued this question using an action research design. Using a curriculum model, we developed that focused on foundational, breadth, and…

This article examines the workings of Hampton Institute's external relations program to show how the school developed loyal supporters and donors. By 1900, Hampton was the wealthiest school for African Americans, and its philosophy--stressing vocational education and forsaking political equality--was at its most influential during this time,…

This article revisits Rosemary DuMont's 1986 articles on Black librarianship and racial attitudes in LIS. The first part addresses missing or limited coverage on the library schools at five historically Black colleges and universities: Alabama A&M University, Clark Atlanta University, University of the District of Columbia, Hampton University,…

In campus environments where resources are low and demand for student and institutional success are high, there is an increased need to build a collaborative network and team aimed at advancing advising practices that promote retention, persistence, and navigation of resources for students. This chapter illustrates the use of a team-based…

In this article, we explore the experiences and self-reflections of faculty as CANVAS Ambassadors at Morgan State University, a Historically Black University in Baltimore, Maryland, during the COVID-19 global pandemic. The university transitioned to remote/online instruction using the CANVAS™ learning management system in March of 2020. The…

This year-long leadership development program was designed to enhance the cognitive, affective, and behavioral dimensions of leadership self-efficacy of HBCU STEM leaders to broaden the participation of African American undergraduates in STEM. Learning outcomes guided the development of curricular resources including on-line learning, multi-day…

This article provides a perspective on faculty mentoring at Historically Black Colleges/ Universities (HBCU). The purpose of this effort is to: 1) establish a useful dialogue on providing academic mentoring to faculty as professionals, and 2) generate some recommendations that are effective and critical to faculty's academic mentoring, especially…

Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative…

College transition programs offer early access to the collegiate experience, aid in the adjustment of students transitioning to college, and facilitate positive adjustments for Black women in their early college years. Less is known about whether Black women identify these programs as having a lasting influence on their college degree programs and…

By drawing on data from two studies, we describe how a strategic partnership between student affairs professionals and faculty researchers supported the expansion of a K-12 engagement-focused teaching and learning model to one that could support undergraduate science, technology, engineering, and mathematics (STEM) learners. The model was…

Historically Black Colleges and Universities (HBCUs) are racially diverse institutions. As such, this qualitative study examines the interconnected aspects of the college choice processes and campus experiences of White students attending a public HBCU. Utilizing (Renn and Arnold, "The Journal of Higher Education," 2003, 74, 261)…

This study aims to identify some perceived gaps in a selection of statistical skills and software abilities of professors of education in United States colleges and universities. In addition to a general U. S. sample, a sample of education professors in Historically Black Colleges and Universities (HBCUs) was examined in order to understand their…

This study is part of a larger research that explores the creation of an instrument to capture the social and cultural factors that affect Black students' persistence in STEM. Most research on self-efficacy in the science education literature were either done at predominantly White institutions, during summer programs for students of color, or on…

The National Center for Educational Statistics (US Department of Education, 2016) reports enrollment in Historically Black Colleges and Universities (HBCUs) has increased 36 percent since 1990, with the Integrated Postsecondary Education Data System (IPED) reporting 355,058 students enrolled in HBCUs compared to 260,381 in 1990. The growth of…

The experiences and challenges that African American science, technology, engineering, and mathematics (STEM) professionals face and overcome as they persist in their careers are rarely examined. In this exploratory qualitative inquiry, the experiences of ten African American STEM PhD mentors were examined. A situated identity framework was used…