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Assessment, Accountability, and Student Learning Outcomes at Historically Black Colleges and Universities
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Orr, Verna F. – National Institute for Learning Outcomes Assessment, 2018
This report presents the background and subsequent founding of the Historically Black College and University (HBCU) Collaboration for Excellence in Educational Quality Assurance (CEEQA). CEEQA is the first collaborative of its kind, and seeks to help address accountability measures while being true to HBCU missions and culturally relevant…
Descriptors: Black Colleges, Evaluation Methods, Accountability, Cultural Relevance
E-Learning Fatigue and the Cognitive, Educational, and Emotional Impacts on Communication Sciences and Disorders Students during COVID-19
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Reed, Hope C. – Perspectives of the ASHA Special Interest Groups, 2022
Purpose: The purpose of this study was to investigate e-learning fatigue; the cognitive, educational, and emotional impacts on university students; and attitudes toward different course delivery modes after more than a year of COVID-19--mandated distance education in the United States. Method: A survey consisting of 25 Likert items was conducted…
Descriptors: Electronic Learning, Fatigue (Biology), Communication Disorders, COVID-19
Engaging Voices: Methods for Studying STEM Education at Historically Black Colleges and Universities (HBCUs)
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Gasman, Marybeth; Nguyen, Thai-Huy – Journal for Multicultural Education, 2016
Purpose: This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research "on" these institutions, the authors worked with them to understand their successes and build upon their capacity in the science, technology, engineering and…
Descriptors: STEM Education, Black Colleges, Educational Research, African American Students
Investing in the Future: Lessons on Advancing Institutional Effectiveness from Historically Black Colleges and Universities
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Morelon, Carla; Jones, Tiffany; Russell, LaToya – Southern Education Foundation, 2016
The Southern Education Foundation (SEF) engaged a group of 13 Historically Black Colleges and Universities (HBCUs) in a study of institutional effectiveness. The purpose of this study was to: (1) identify the issues related to capacity and institutional practice that contribute to overall campus effectiveness; and (2) to understand what, and how,…
Descriptors: Black Colleges, Organizational Effectiveness, Institutional Evaluation, Educational Practices
Networking with Historically Black Colleges and Universities: Cultural Diversity in Public Administration Education at Indiana State University. A Final Report on a Cultural Diversity Innovation in Public Administration Education Project, 1992-1993.
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Mohapatra, Manindra K.; McDowell, James L. – 1993
This final report describes a Cultural Diversity Innovation project implemented in 1992-93 at Indiana State University (ISU). The central objective of the project was to enrich cultural diversity elements in the Masters in Public Administration (MPA) curriculum at ISU through the presentations of visiting faculty from historically black colleges…
Descriptors: Black Colleges, Blacks, College Faculty, Cultural Differences
Report on a Program for Collaboration between MPA Programs in Historically Black Universities and a Predominantly White University (Indiana State University): A Cultural Diversity Innovation Project Supported by NASPAA.
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Mohapatra, Manindra K.; McDowell, James L. – 1992
A program was developed to enhance collaboration and exchange between the Masters in Public Administration (MPA) programs at historically black colleges and universities (HBCU) and Indiana State University (ISU). The program sought to promote communications between faculties, develop an awareness about public policy issues associated with the…
Descriptors: Black Colleges, Black Community, Black Studies, Blacks