The Passing of NCCU’s Mr. Roger Roy Gregory
Dear NCCU Community:
It is with a heavy heart that I write to inform you of the passing of Mr. Roger Roy Gregory, former director of Alumni Relations and active NCCU alumnus, on Tuesday, September 1, 2015.
Alumnus Gregory had a deep love for NCCU and was the epitome of an Eagle with true Eagle Pride. He came to North Carolina Central University in 1967 as a freshman from Camden County, North Carolina, and immediately began working with alumni through a work-study project. Alumnus Gregory graduated from NCCU in 1971 with a Bachelor of Science degree in business administration.
Alumnus Gregory was employed as the director of NCCU’s Office of Alumni Relations from 1999-2004 and also worked as special assistant to the chancellor in subsequent years. He served as the chief liaison between NCCU and alumni and was affiliated with the NCCU Alumni Association for more than 33 years. For 26 of those years, he served on the executive committee of the NCCU Alumni Association, and was the national president from 1976 to1981, and again from 1994 to 1998. Alumnus Gregory had also been president of NCCU’s New York, New Jersey and Durham alumni chapters.
The biographical sketch of Alumnus Gregory, as prepared by Dr. Floyd Ferebee, retired NCCU Professor of English, is included below. A full obituary is forthcoming.
A celebration of life is being planned for Alumnus Gregory. Details will be circulated once they are finalized. Here is a link to a great article and magazine cover story about one of NCCU’s greatest “Friendraisers,” Alumnus Gregory: http://www.spectacularmag.com/files/Spectacular_Mag_-_Nov_2006.pdf.
Please keep Alumnus Gregory’s family, friends and all the members of the Eagle community that he touched throughout his life, in your thoughts and prayers.
In Truth and Service,
Dr. Debra Saunders-White
Mr. Roger Roy Gregory was born on Sunday, February 27, 1949, in Camden, N.C. He died on September 1, 2015, in Durham, N.C. He was the eldest of three children. Roger received his early education in Camden County, North Carolina, graduating from Marian Anderson High School in 1967. He received the Bachelor of Science degree from North Carolina Central University (NCCU) in 1971. He also continued his studies at the University of Cincinnati, Rutgers University, and numerous other professional development institutes and societies. After graduating from NCCU, he lived in the New York and New Jersey area working in human resources for more than 20 years. He returned to Durham in 1989 to continue his work in the human resources arena as director of Human Resources at North Carolina Mutual Life Insurance Company. In 1989, he was appointed director of Alumni Affairs at NCCU.
Roger became active with the NCCU Alumni Association immediately after his 1971 graduation. In 1972, he was elected president of the New York City Chapter, and he became the youngest national president of the NCCU Alumni Association in 1976. He served in that capacity for five years and was again elected to the position for another four-year term in 1994. He was a member of the Association’s executive committee for more than 20 years. He also served as president of the Central New Jersey and the Durham alumni chapters. A life member of the Association, he was named Alumnus of the Year in 1982 and 1992, and he was the 2012 Honoree for the Annual Awards Dinner of the NCCU Alumni Association.
Roger was a member of the board of directors for the Durham Arts Council, Durham Workforce Development Board, the NCCU Foundation, the National Urban Affairs Council and Downtown Durham Inc. He served on the Durham Chamber of Commerce Human Relations and Top Priority Education committees. In addition, he was the founding chairman of the African American Leadership Initiative of Greater Durham and Wake County.
Roger was a life member of the Alpha Phi Alpha Fraternity, Inc., an organization he loved immensely. He served his fraternity in a number of capacities including as president of Beta Theta Lambda Chapter in Durham, program director for the Association of North Carolina Alphamen (ANCA), director for the Central Area of the ANCA, and as a committee member of numerous state and regional committees. He also served as chair of the Alpha Phi Alpha Fraternity National and Southern Region Life membership programs. He was advisor to undergraduate chapters at NCCU, Duke University and the University of North Carolina at Chapel Hill. As a result of his dedication to Alpha Phi Alpha, Roger received several fraternity awards including Beta Theta Lambda’s Brother of the Year, ANCA’s Alumni Brother of the Year, the Southern Region Brother of the Year, ANCA’s Charles Green Award, and Beta Theta Lambda’s A. M. (Gus) Witherspoon Leadership Award, to name a few.
FVSU to host national artistic conference next month
Painters, illustrators, visual and conceptual artists will gather on Fort Valley State University’s campus for an upcoming national conference. The university will host the National Alliance of Artists from HBCU’s on Thursday and Friday, Oct. 8 and 9. The group will meet inside the Students Amenities Building on Thursday, Oct. 8 and FVSU’s Fine Arts Gallery and Studio Center located in the downtown city of Fort Valley, Ga. on Friday, Oct. 9.
The mission of the NAAHBCU is to bring art and art education to its member institutions. The organization is committed to sustaining artistic programs on college campuses for future generations of students. The group also provides professional opportunities for artists, art historians, curators, collectors and art enthusiasts.
The theme for this year’s conference is “Afrofuturism Rising: Black Art across the Spectrum.”
According to Ricky N. Calloway, an FVSU professor of art, this is the first time that the conference will be held on the university’s campus. He said the conference will help to increase awareness about the campus’ Visual and Performing Arts Program. During the conference, NAAHBCU members will also discuss the meaning of Afrofuturism, censorship in art, what it takes to be successful in fine art and graphic design and ways to elevate the importance of the arts within African-American culture.
“I have been associated with the National Alliance of Artists from HBCU’s for approximately nine years,” Calloway said. “It’s the type of art organization I have always wanted to join. We have enlightened the minds of many people about historical and contemporary events pertaining to people of the African diaspora through art exhibitions, lectures, and art appreciation books, visual art books dedicated to musicians, art catalogs, and collaborative murals across America.”
An opening reception for professional artists will take place at the Tubman African-American Museum on Oct. 8th from 6-8 p.m. An opening reception for national student exhibitions will take place at FVSU Fine Arts and Studio Center located in the downtown city of Fort Valley, Ga. on Oct. 9th from 2-4 p.m. The group’s executive meeting will take place Wednesday, Oct. 7th from 7-8 p.m. at the Marriott Coliseum Hotel in Macon, Ga.
“For many years our conferences were hosted by other universities and museums. I have witnessed the joy that visitors and art patriots received from learning about the emotional horrors and triumphs that we have experienced as a whole, the African diaspora,” Calloway said. “We have received positive publicity for many years nationally. Therefore, this 15th annual conference will bring positive publicity for FVSU. It will show that FVSU family is a supporter of the arts. Because of our creative blessed skills, art can enlighten and free the mind of hundreds of years of negative and false information. There’s no civilization, nor future, without visual arts.”
Tickets to the two-day conference are free to the public. Membership dues and registration will take place Thursday morning, Oct. 8 from 8-9 a.m.
For details, contact Calloway at (478) 825-6918, or e-mail firstname.lastname@example.org.
Fort Valley State University
Marketing and Communications
(478) 825-6319, email@example.com
2015-2016 Behavioral Health Capacity Expansion Sub Award Request for App…
I am pleased to announce that Morehouse School of Medicine has received a Notice of Award from the Substance Abuse and Mental Health Services Administration (SAMHSA) to continue as the Historically Black Colleges and Universities-Center for Excellence (HBCU-CFE) in Behavioral Health. We look forward to working with all Historically Black Colleges and Universities to promote student behavioral health and student retention.
The HBCU-CFE will again support a Behavioral Health Capacity Expansion Sub-Award program. The purpose of this program is to promote opportunities for HBCU institutions to foster behavioral health careers through internships; to expand knowledge of culturally appropriate, evidence-based and emerging best practices; to expand screening and referral services for students at risk for behavioral health disorders; and to support educational activities around behavioral health and prevention strategies.
All HBCUs are eligible to apply for the Behavioral Health Capacity Expansion Sub Award. Enclosed is the Request for Application (RFA). The RFA is also posted on our website (www.hbcucfe.net). We have also enclosed additional information about the HBCU-CFE.
The sub-award submission deadline is September 24, 2015, thank you.
Gail A. Mattox, MD, DFAACAP, DFAPA
Chairperson & Professor, Department of Psychiatry and Behavioral Sciences
Project Director, HBCU-Center for Excellence in Behavioral Health
Growing Pains, Institutional Change, and Leadership at FAMU
Symbols are an important piece of American society. Symbols can inspire and they can also remind of us of a time passed. People take their symbols seriously, sometimes religiously. One only needs to look at the current climate around the removal of the confederate flag from the South Carolina capitol building to understand this to be true. Symbols mean things. Symbols communicate values, tradition, community, shared mindsets, and institutional identity. In the same vein, symbolic change represents similar sentiments. In most cases, symbolic change happens before actual structural and cultural change occur. Symbolic change is used to communicate a shift in values, thoughts, and processes. It often points to what an organization aspires to or how they desire to perceived. Symbolic change doesn’t necessarily indicate that a society or an organization actually wants to change. When an organization makes an act of symbolic change that is mere theater, an act that was not ever intended to be followed with true structural and cultural change, but finds that real change is indeed happening it can find itself in shock, turmoil, and sometimes distress. Some would say we are witnessing this occur at Florida A & M University (FAMU).
A few years ago FAMU found itself at the center of various news stories concerning the death of Robert Champion and the culture of hazing and cover up now associated with the institution. This unfortunate story led to public conversations about FAMU’s governance, leadership, and its tendency towards insularity and possibly overly loyal to traditions, even if those traditions proved detrimental to its existence. Pressures of multiple scandals and concerns of the board led to the resignation of then President James Ammons, and a new president had to be selected. All eyes were on FAMU. Who would they pick next? Would they be the FAMU that only trusted its own or would they challenge tradition? Enter President Elmira Mangum.
President Elmira Mangum was a presidential pick with a background unlike what we had commonly seen at FAMU. She had no direct connection with FAMU, having not attended, taught, or worked there prior. Though an HBCU graduate, she came from an upper level administrative position at a private, ivy league, PWI. President Mangum would also be the 127- year old institution’s first permanent female president. President Mangum represented a new day in various ways at FAMU. She looked like change. The decision to select her as president looked like change, and therefore the general public and FAMU stakeholders were to believe that FAMU would be turning a corner, taking the best of who they are with them and leaving the worst behind. Or so we thought. One can tell if an organization has embraced the process of true structural and cultural change as opposed to just symbolic change when a challenge to an unspoken value, informal process, or informal protocol occurs. It appears Mangum’s hire choices and leadership style was interpreted as affronts to the aforementioned by certain stakeholders, board members, and especially the board chair. Public dissent from the board chair begs the question if Mangum’s hiring was to act as simply symbolic change, not real change. If so, it seems President Mangum has not gotten the memo.
The problem with symbolic change is that it merely sparks or inspires progress, but it does not ensure progress. Not to mention, when the symbolic actor engages their role as an actual change agent, engaging in real structural and cultural change, there is bound to be conflict with those in positions of influence and power that never intended for real change to occur. Unfortunately for FAMU we have seen this play out over the last year in numerous ways including fiery debates over hires and dismissals, challenging President Mangum’s competency to lead, a desire from some board members for a micromanagement of the president, and a seemingly public battle between the board chair and president—one of the most important relationships to ensure high functioning institutional leadership. I would also be remiss if I neglected to mention the sexist ways President Mangum’s character has been assassinated and her leadership questioned. This includes allusions of sexual relationships with hires, claims from FAMU stakeholders that a school with a woman president will never have a successful football program, and pushes to bring in former presidents to help her lead as if she accumulated all of her prior leadership experience by happenstance and suddenly became incompetent to lead once gracing FAMU’s halls and corridors. We know these attacks on her lack of effective leadership are not true by merely looking at what President Mangum has accomplished in her short tenure at FAMU. These accomplishments include but are not limited to:
- Receiving $110,000 for First Generation students from the Florida Board of Governors
- FAMU Named as one of America’s Top Colleges for 2015
- FAMU Receives $1.3M NIH Grant To Support Innovative Cancer Treatment Research
- State legislature providing a total of $7.6 million for student affairs building and completion of Pharmacy Phase II building
- Awarded $6 million in grants from the U.S. Department of Energy National Nuclear Security Agency
I don’t suggest that all has been perfect under the Mangum administration. No transition is. I don’t suggest that every decision made by Mangum should go without question. Good governance allows for multiple voices and viewpoints to be heard. I also don’t suggest that Mangum has amassed all of these achievements as an island. She has undoubtedly had some team players, on the board and across the campus, to support her along the way. However, the embattlement with the board of trustees and with the board chair in particular, that President Mangum has had to and continues to endure is not only uncalled for, it is unhealthy for the institution. And really, shouldn’t that be the focus of what everyone is doing here—sustaining a healthy and effective institution? As we continue to watch this case play out, it is my hope that the board and President Mangum will be able to find a resolution that does not include micromanagement of the president nor an irreparable chasm created between the board and president.
Institutional stakeholders (students, alumni, faculty & staff, funders, etc.) at FAMU, and all institutions, must become more aware of and adamant about who sits on the institution’s board of trustees. Not only should constituents be concerned with what financial and capital means these board members bring to the table but also what value systems they carry through the doors. It is ultimately these value systems that color how trustees engage their work and the decisions that they make. HBCUs hold tradition in high esteem. Tradition is important as it creates a lasting bond between generations and speaks to the heart and identity of an organization. Tradition is the constant current that holds steady as organizations grow in an ever changing world. However, when one cannot distinguish between tradition and poor practice one’s role in the decision-making process may need to be questioned. When we began to care about doing things the way we have always done them more than whether that process will aid in reaching goals and being effective, the time for reevaluation has arrived. We have to ask, if our leaders desire progress and success or are they more concerned with position and power? Do our board members really desire leaders who are innovative and daring or do they want puppets that look the part but have no real say? Do we as stakeholders desire symbols of change but no real change at all?
As the current and next generation of FAMU students, donors, and other community stakeholders view what appears to be an unwarranted attack on a president who is working hard to do the job she was hired to do, what will be communicated? Will they see an institution that they can invest in? Will they see an institution that survived the worst of times and with the hiring of President Mangum was ready to continue to grow the great, rich legacy of FAMU and put down the parts of themselves that hindered true progress and success? Or will they see a reluctance to move forward because of persons who never expected to have to share power or have to embrace cultural and organizational change? What interpretation stakeholders make will bode important for the institution’s future. No one wants to be associated with what seems to be instability—not donors, parents, or students. President Mangum isn’t just a symbol—she is a leader. She is the president. She serves at the pleasure of the board, but the board should be her chief partners in “Building a Brand that Matters in the 21st Century and Beyond”, not her chief enemy. FAMU deserves more than symbols. FAMU deserves a board that is willing to work alongside and respect the president as an invested partner and not expect her to simply be a silent puppet. FAMU is indeed experiencing growing pains, but hopefully it will grow together not fall apart.
Dillard Receives $1.5 Million Federal Education Grant
Dillard Receives $1.5 Million Federal Education Grant
(NEW ORLEANS, LA) – Dillard University has received a five-year grant totaling $1.5 million from the U.S. Department of Education to provide tutoring, counseling and other support services to ensure students earn a college degree. The grant was competitively awarded through the Department of Education’s Student Support Services initiative, which is designed to increase retention and graduation rates among students from low-income backgrounds and would be first-generation college graduates. According to Dr. Kevin Bastian, assistant vice president for support services and the grant’s principal investigator, Dillard’s program is designed to provide comprehensive support services. “Some students, while they have the drive to do well academically, are faced with a number of challenges, academically and socially. These challenges often impede or even derail their path to a college degree,” said Bastian.
Dillard will implement the grant alongside other university-run support projects within its Division of Student Success, including Keys to Success, which provides academic support for student-parents. Dillard also currently operates two additional federal education K-12 grants. “The Student Support Services grant initiative allows us to provide a continuum support for students,” Bastian added.
“Department of Education Data show that students from lower-income families are nearly twice as likely to not complete a college degree in six years,” said Dr. Toya Barnes-Teamer, vice president for student success. “We have made a conscience effort over the past few years to engage our students to make sure we provide the comprehensive resources students require to graduate and succeed,” said Barnes-Teamer. As a first generation college student, Barnes-Teamer said that the support provided to her through a TRIO Program helped to prepare her for the career she’s in today. She also explained that the grant goals are aligned with the University’s Student Integration Model for Success that addresses increased retention and graduation rates. Student Support Services include academic advising, tutoring, study skills training, financial aid counseling, assistance with enrollment into graduate or professional school and help exploring career options.
The grant, which is set to begin in September, will provide academic and other resources for up to 200 students each year over a five-year period. For additional information contact Dillard’s Division of Student Success at 504-816-4714.
HCC receives $1.6 million grant from the US Department of Education
HCC receives $1.6 million grant from the US Department of Education
WELDON, N.C. – Halifax Community College (HCC) recently received a $1,647,110 grant from the US Department of Education. The letter dated July 20, 2015, from the US Department of Education noted approval of fiscal year (FY) 2015 Student Support Services (SSS) program grant application.
The $1,647,110 Trio Student Support Services program grant will serve 250 first-generation, low-income and disabled students and assist them in retention and completion from HCC. The grant is for the performance period of Sept. 1, 2015 – Aug. 31, 2020. Sherida Gholston is the project director. Pictured below is Dr. Ervin Griffin, Sr., president and Sherida Gholston, project director.
Halifax Community College’s Mission
Halifax Community College strives to meet the diverse needs of our community by providing high-quality, accessible and affordable education and services for a rapidly changing and globally competitive marketplace.
Media Contact: Dr. Dianne Rhoades, Vice President of Institutional Advancement, Halifax Community College and Executive Director of the Halifax Community College Foundation Inc., firstname.lastname@example.org, 252-536-7239.
Travel to Cuba October 10-17, 2015
|Travel to Cuba October 10-17, 2015 The group will leave Miami, Florida on October 10, 2015 flying to Havana and will return to Miami on October, 17, 2015How would you like to ride old American cars, dance the Salsa, eat delicious Cuban food at family owned restaurants, take a tour of Old Havana, listen to Afro-Cuban Jazz, visit the Museum of the Slave Trade and learn how slaves were brought from Africa to the Caribbean, learn how Cuban cigars are made and talk with Afro-Cuban educators, artists and shop owners.New Perspective Travel and Cuban Heritage Experiences are sponsoring a 6 night, 7 day trip to the cities of Havana, Matanzas, Cienfuegos and Trinidad Cuba.
The price of the trip from Miami is $2,795 per person-double occupancy, $2,995 per person-single occupancy.Price includes: Round trip airfare Miami/Havana/Miami, Six nights hotel accommodations at the Melia Cohiba hotel,Daily breakfast buffet, six lunches, two dinners,Transportation in private motor coaches ,Bilingual tour guide,Airport/hotel group transfers,Cuban visa fees and health insurance,
Gratuities for guide, driver and speakers.
The price does not include domestic airfare to/from Miami (round trip airfare from your home to Miami), airport transport fees and Cuban airport departure tax of 25.00 Cuban convertible pesos (CUC).
Minimum of 15 travelers required. So, tell your friends.
A $500 deposit is required to reserve a space. The $500 deposit is due at sign-up. Balance is due on or before September 15, 2015.
For more information and to make payment and travel arrangements contact: email@example.com or call 919-413-3761.
We hope you can join us on October 10!
HBCU Presidents to Critics: We Are Still Very Relevant
Glenda Baskin Glover say non-minority institutions should take a lesson from HBCUs on how they are coping in the face of limited resources. (Photo by John Cross, TSU Media Relations)
In spite of fewer resources compared to the nation’s other majority institutions, Historically Black Colleges and Universities graduate impressive number of majors in education and in science, technology, engineering and mathematics.
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Responding to critics who question the relevancy of HBCUs and whether they can embrace the culture of diversity they have demanded of others, a panel of HBCU presidents meeting at Tennessee State University on March 24th, said HBCUs continue to play a key role in the nation’s higher education landscape and have become more diverse in student population, faculty and staff.
“Those raising questions about the relevancy of HBCUs have no case to back their claim,” said President Glenda Baskin Glover, of TSU, in an opening statement, adding that the question should be about how HBCUs have survived with limited resources and yet produce outstanding graduates.
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“How can HBCU’s become a model for other institutions by operating with limited resources and yet we have survived with a high level of performance by putting out more than 5 percent of all graduates in the nation annually? That should be the question,” Dr. Glover asserted.
Attending a three-day “Diversity and Inclusion Summit on HBCU’s,” Dr. Glover, Dr. William B. Bynum, of Mississippi Valley State University; and Dr. Kevin D. Rome, of Lincoln University Missouri, answered questions about HBCU mission, good governance, customer service, and a culture of openness that embraces all without regard to race, sexual preference or heritage.
The summit brought together participants from institutions and organizations across the country includingClark Atlanta University, Indiana University, Xavier University, Alabama A&M University, Vanderbilt University, Fisk University, and Florida A&M University.
Dr. Ben Reese, longtime educator and president of the National Association of Diversity Officers in Higher Education, served as moderator of the Presidents’ Panel, a key component of the summit organized by the TSU Office of Diversity and International Affairs.
On the issue of limited resources with high return, Bynum and Rome agreed with Glover that instead of questioning HBCU’s relevancy, critics should be asking how non-minority institutions could learn from HBCUs.
“Not only are our institutions diverse, HBCUs are relevant to those students who are there,” said Dr. Rome, at whose Lincoln University blacks are now in the minority at 40 percent, a shift seen in the last six years. “HBCUs give opportunities to those who would not have had those same opportunities at other institutions. Their graduates are making great difference as doctors, engineers and educators.”
“Are we still true to the HBCU mission,” Reese asked.
“We should be true to our mission, focus on what we are about, and continue to do what we do well,” said Dr. Bynum, warning that HBCUs should not try to take on the mantle of being everything to everyone. “This is not a one-size fits all business. Role models and mentorships are the backbone of what we are about.”
On the broader issues of diversity and inclusion, especially dealing with lesbians, gays, bisexuals and transgender, the presidents said their institutions have exercised complete openness on “individual” free expression, and have instituted policies that put no barriers to individual practices.
“It is an asset that we can do things that embrace everyone,” Dr. Rome said. “If we are in the business of teaching, then we must be ready to embrace and allow people to speak out and not be faced with questioning who they are.”
HBCU presidents Bynum and Glover agreed that universities should be a place where people can be who they are.
Drawing from his background as a sociologist, Bynum said he was dismissive of the long-held belief by “religious conservatives” that being gay is a lifestyle choice.
“For those in the black community who say being gay is a choice, science has proven them wrong,” said the MVSU president. “And the comparison of gay rights to civil rights has great merit because it all comes down to a mater of individual right.”
Dr. Glover, the longtime educator and trained lawyer, sees the issue as a matter of constitutional right.
“I am a strong supporter of the Constitution that tells one to be what they want,” Dr. Glover said. “We can’t close the doors on some and say we are diverse. Allowing people to be what they are is what diversity is.”
Among other issues, the HBCU presidents said resources, especially funding, was one of the main problems facing HBCUs. For instance, in Tennessee, it is not how many students you recruit but how many you graduate that determine funding level, Dr. Glover told her colleagues.
“So why we try to go the traditional recruitment route, we have to recruit in a certain way to carry out the mandate of the state, and remember to recruit students who can help us get funding,” Glover said.
On the question of how HBCUs can be a model for other institutions, the TSU president repeated her assertion that non-minority institutions should learn how HBCUs have remained successful in the face of limited resources.
Break-out sessions discussed topics including “The New HBCU: Does Diversity and Inclusion Impact the Relevance of HBCUs?”; “Beyond the Choir: Developing a Culture of Inclusion and Excellence”; “Repositioning HBCUs for the Future”; “Student Leadership Apprentices: Whose Mentor are You”; “Renovating Academy: Challenges Associated with a Diverse Faculty”; and “Exploring the Chemical Dynamics of an HBCU to the Global marketplace: A Possible Plausible STEM Transition.”
At a reception for summit participants in the Holiday Inn Express Downtown Nashville, Dr. Dennis Raiim, CEO of the Center for Black Student Achievement, wowed the gathering with words of inspiration.
He was followed by Freedom Rider and Civil Rights Activist Dr. Ernest “Rip” Patton, who spoke about his role in organizing the first lunch counter sit-ins in Nashville in the early 1960s.
Later, President Glover, along with summit Chair, Dr. Jewell Winn, presented awards and gifts to sponsors and supporters including AT&T, NADOHE, HCA, AGB, APLU and the Tennessee Board of Regents.
Source: TSU News Service
About Tennessee State University
With nearly 9,000 students, Tennessee State University is Nashville’s only public university, and is a comprehensive, urban, co-educational, land-grant university offering 38 undergraduate, 22 graduate and seven doctoral programs. TSU has earned a top 20 ranking for Historically Black Colleges and Universities according to U.S. News and World Report, and rated as one of the top universities in the country by Washington Monthly for social mobility, research and community service. Founded in 1912, Tennessee State University celebrated 100 years in Nashville during 2012. Visit the University online at tnstate.edu.
Wilberforce Faculty File 14 Complaints Against School
Four tenured faculty members at Wilberforce University have filed 14 complaints with the National Labor Relations Board, charging the school’s administration unlawfully placed them on sabbatical.
The complaints, which were filed Aug. 19, accuse the school of unilaterally violating its labor contract, unfairly disciplining the instructors and changing the terms and conditions of employment. All four are officers of the school’s faculty union.
Sources say that the professors involved include Richard Deering, union president and a longtime critic of several administrations. Deering referred questions to the union’s lawyer, Ted Copetas, who also declined to comment.
Sources say that the four professors were told they’d remain on leave until they met three requirements: obtaining 18 hours of coursework in the fields they teach, publishing at least one article in a peer-reviewed scholarly journal and delivering a scholarly paper at an academic conference.
The sabbaticals mean one-third of the school’s 12 tenured faculty have been placed on leave.
University officials also could not be reached for comment. But in an Aug. 3 press release, President Algeania Freeman announced a new “sabbatical program” for faculty. The release said that the program would help the school maintain its accreditation, which is in jeopardy.
According to the press release, the program will ensure faculty fulfill academic criteria set by the Higher Learning Commission (HLC), the agency that accredits colleges and universities in Ohio and other Midwestern and Southwestern states. The HLC requires faculty have at least 18 hours of academic courses in the discipline they’re teaching.
The release also says that the sabbatical enable faculty to satisfy several stipulations of the union contract that demand continuing scholarly activity and contributing to their academic disciplines through scholarly research.
The filings hint at continuing conflict at an institution known for a contentious relationship between faculty and administration. Members of the Wilberforce University Faculty Association joined students protesting former President Patricia Hardaway, who was Freeman’s immediate predecessor. The group said Hardaway was allowing the school to deteriorate financially and academically. Hardaway resigned in December 2013.
In 2012, the union also filed a complaint with the Ohio State Attorney General about the university’s Board of Trustees and its governance of the school. The allegations included the board overcompensated former President Floyd Flake, who earned more than $300,000 annually in salary and benefits. That complaint was dismissed.
Freeman was appointed president last year, after a search that saw several top candidates withdraw from consideration. She has a reputation for restoring fiscal stability while alienating faculty, staff and students. During her tenure as president of Martin University in Indianapolis from 2008 to 2010, seven members of the school’s 16-member Board of Trustees resigned, and students protested after she fired a popular instructor.
ASU Student Named National HBCU All-Star
Lamar Butler is among 75 of the nation’s top HBCU students who have been named to the first class of HBCU All-Stars, a program sponsored by the White House Initiative on Historically Black Colleges and Universities.
ASU’s Lamar Butler is again in the national spotlight, as he has been selected by the White House Initiative on Historically Black Colleges and Universities (WHIHBCU) to join a distinguished group of college students in the Initiative’s first class of HBCU All-Stars.
The All-Stars is composed of 75 undergraduate, graduate and professional students who are recognized for their accomplishments in academics, leadership and civic engagement. The All-Star class was selected from among 450 students enrolled at 62 HBCUs.
“To be selected as an HBCU All-Star is a blessing and an honor,” Butler said. “I will be representing not only myself, but also Alabama State University on a national level. I believe this is amazing positive publicity for our University, and it will show students that coming to an HBCU is not a crutch, but rather it is a catalyst to success.”
This is not the first time Butler, a junior chemistry major, has been recognized on a national scale. Last year, he was selected as a Tom Joyner Foundation Hercules Scholar, receiving a $1,500 scholarship in recognition of his leadership skills, community service and academic achievement. Earlier this year, Butler was among an elite group of American college students who participated in a 54-mile trek along the Selma to Montgomery National Historic Trail to commemorate the 50th anniversary of the Selma to Montgomery Voting Rights March.
Over the course of the year, the HBCU All-Stars will serve as ambassadors for the WHIHBCU, providing outreach and communication with fellow students about the value of education and about the role of the WHIHBCU as a networking resource.
Butler aid ASU prepared him for this honor by teaching him to be a servant leader and by instilling the importance of academic success and forging solid relationships.
“It’s about not being above those that you lead, but rather you are down in the trenches doing the dirty work right beside them. It means that sometimes you will have to get out and do the hard things so that someone else will benefit,” Butler said.
The group of All-Stars also will participate in this year’s White House HBCU Week Conference in September, as well as various national events and web chats with WHIHBCU staff and professionals from a range of disciplines.
Zillah Fluker, ASU’s vice president for Institutional Advancement, was chosen by the WHIHBCU to mentor three of the All-Stars including Butler.
“It truly is an honor to be able to help and guide these young people as a mentor,” said Fluker. “This is a wonderful opportunity for each of them not only to demonstrate the tremendous talent and potential that can be found within the nation’s HBCUs, but also to highlight the important role that HBCUs continue to play in developing the next generation of leaders.”
“The Obama Administration is committed to promoting excellence, innovation and sustainability across our nation’s HBCUs. This year’s class of All-Stars has distinguished itself as exemplars of the talent that HBCUs cultivate and noble ambassadors of their respective institutions,” said Ivory A. Toldson, WHIHBCUs’ acting executive director. “We are confident these impressive students will help the White House Initiative on HBCUs meaningfully engage with students, showcase their talent and advance our agenda to advance academic excellence at HBCUs.”
Bobby Rush to perform at Jarvis Christian College’s Jarvis Fest
Hawkins, TX – Veteran blues man Bobby Rush will perform at Jarvis Christian College’s Jarvis Fest 2015 on Oct. 3.
“An Evening of Blues and Soul Benefiting UNCF” and featuring the singer/guitarist, will begin at 9 p.m. at the E.W. Rand Center on the college campus.
Bobby Rush’s latest albums include 2014’s Grammy-nominated funk-infused “Decisions” and 2013’s Grammy-nominated and Blues Music Award-winning album “Down in Louisiana.” The latter’s 11 songs revel in the grit, grind and soul that’s been the blues innovator’s trademark since the 1960s.
After more than 60 years of recording and touring, Rush still performs more than 200 shows a year and headlines major festivals and concerts for more than 20,000 people a night. His songs include “Camel Walk,” “I Ain’t Studdin’ You” and “Booga Bear.”
Admission is $65 in advance; $75 at the door.
Saturday’s activities also will include Casino Night beginning at 6 p.m. Tickets are $35 for Casino Night only. Tickets are available online at Eventbrite.com. or at Jarvis Christian College.
Jarvis Fest is an annual event aimed at raising money for Jarvis’ Annual United Negro College Fund Campaign. This year’s goal is $90,000.
Report: Cheyney U Mismanaged $30M in Federal Aid
Nearly $30 million in federal financial aid awarded to Cheyney University — a public, historically black institution in Pennsylvania — is in question after an internal review found at least one error in 85 percent of its records for federal grants between fiscal 2012 and fiscal 2014. The Pennsylvania State System of Higher Education last year hired the independent firm Financial Aid Services (FAS) to reconcile Cheyney’s federal financial aid programs after it determined Cheyney hadn’t performed the required reconciliation internally for those three years.
The U.S. Department of Education is reviewing the FAS report and will decide whether Cheyney will have to repay some or all of the funds it didn’t administer properly. In the meantime, FAS is administering Cheyney’s federal financial aid programs.
The report is damaging for Cheyney, an institution that’s struggling with steep enrollment declines and a budget deficit that grows larger each year. “This report brings to light the deficiencies of many enrollment management functions, the university’s policies and procedures, communications, academic progress, student accounts, student records, financial records, and student information management systems resulting in overall findings of noncompliance with federal regulations for the administration and delivery of federal student aid totaling $29.6 million over three years,” an executive summary of the report said.
SC State reaches $312,500 settlement with ex-president Elzey
South Carolina State University trustees say they have reached a settlement in a lawsuit over the firing of former university president Thomas Elzey.
Board members said Wednesday they agreed to pay Elzey $312,500 and pay his attorneys in his wrongful firing suit $20,000.
The statement says that trustees acknowledge Elzey took over a university in poor financial shape and struggling to keep its accreditation. Elzey was fired in March after less than two years with the university. The South Carolina Legislature would later fire the trustees.
The statement says Elzey was paid what he was owed under his contract
Trustees say Elzey still supports S.C. State and wishes he had been given more time to fix the school’s financial problems.
The university is more than $30 million in debt.
Deal eases move from NC community college to private school
RALEIGH, N.C. (AP) – It’s getting a little easier for North Carolina students to move from a community college to a four-year school.
The presidents of the state community college system and North Carolina’s private universities association are to sign an agreement Thursday making it easier for students to transfer credits they’ve earned.
21 of North Carolina’s 36 independent institutions have agreed to adopt the new standards. More could do so in the future. Most of the state’s independent schools are small, ranging from Brevard College in the mountains to Chowan University DownEast.
Read the agreement: NC community college transfer details
About 2,000 community college students transfer to one of the independent higher education institutions each year.
A similar alignment of courses and curricula has been in effect for 18 months between the state’s community colleges and University of North Carolina campuses.
(Copyright 2015 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)
Claflin Welcomes Largest Freshman Class in University History
The Claflin University Freshman College inducted the Class of 2019 – one of the largest in University history – during the 2015 Confirmation Ceremony earlier this month. The ceremony culminated a week-long orientation for new students.
“In the Class of 2019 you have cyber security scholars, Darla Moore scholars, honors college scholars, (Rudolph) Canzater scholars – I can go on and on about the scholars we have in this class, one of Claflin’s largest classes in more than a decade,” said Dr. Leroy Durant, vice president for student development and services.
The Freshman College is a comprehensive yearlong program designed to help entering freshmen build character, confidence, pride, memories and pathways to success. Students experience special seminars with small classes focusing on the needs of freshmen students and featuring close interaction with orientation leaders, faculty members and peer mentors.
Orientation week is full of activities to help the incoming class gain the tools and skills needed to succeed in their chosen fields of study and get acclimated to college life. During the Confirmation Ceremony, students are formally inducted into The Freshman College.
This year’s speaker was Dr. Isaiah McGee, chair of the Department of Music, associate professor of music and director of the Claflin University Concert Choir. McGee told the class to create their own opportunities and become visionary leaders.
“Go to class tomorrow, study hard, commit to excellence and get all the education you can,” McGee said. “It is not by haphazard that you are here. God doesn’t make mistakes.”
In an emotional and inspiring speech, McGee urged students to have desire, dedication and determination as they embark on their Claflin career.
“You must have a desire to want to learn all that you can, a dedication to seeking the knowledge that eludes us through the vast number of books and research, and the determination to finish the race no matter how hard it may be. You must never be a slave to circumstances, but the creator of your own destiny,” he said.
McGee told students to be change agents and to not be afraid of failure.
“Failure is the way you learn to do things right,” he said. “It doesn’t matter how many times you fall down. All that matters is how many times you keep getting up. Aim high; set your goals among the stars for if you fall, Class of 2019, fall on your back. If you can see up, you can reach up; if you can reach up, you can get up and keep striving for that goal of being the next visionary leaders. A Claflin education will produce visionary leaders.”
In addition to attending seminars and mentoring, students in The Freshman College participate in community service and service learning and freshman assemblies.
“We are here today not to confirm that you have finished your freshman week, but to confirm you made the right choice by choosing Claflin University,” McGee said.
Discounting Grows Again
Private colleges and universities continue to raise their tuition discount rates, even as many institutions struggle with decreasing enrollment and declining revenue despite the practice.
A report from the National Association of College and University Business Officers released today reveals that tuition discount rates are at an all-time high and many institutions are using the strategy to a point that, according a top analyst at NACUBO, is “not sustainable.”
Private institutions commonly discount their tuition — using institutional aid (often derived from tuition revenue) to offer students a discount from the sticker price — in an effort to entice students to enroll.
On average, private colleges’ discount rate — institutional grant dollars as a percentage of gross tuition and fee revenue — reached 48 percent for freshmen in 2014, up from 46.4 percent the year before, according to the 2014 Tuition Discounting Study, which surveyed 411 private colleges and universities (public institutions were not included in the survey because their funding formulas and pricing structure are different than those at private institutions).
Put another way, institutions awarded about 48 cents in institutional grants to freshmen for every dollar collected for first-year tuition and fees.
The average freshman in 2014 received an institutional grant that covered 54.3 percent of his or her college’s sticker price, up from 53.1 percent last year.
Much of the aid is going to needy students. NACUBO found thatm in 2013, about three-fourths of institutional aid was awarded to students with financial need.
Colleges feel pressure to increase the tuition discount because student demands are changing. Ever since the financial crisis of 2008, students have a heightened awareness of the price of college and are looking for as much aid as they can get.
“While the economy has improved, many families are still struggling. In a lot of communities you’re still seeing, if not job losses, jobs that don’t pay nearly as much as they did,” said Ken Redd, director of research and policy analysis at NACUBO. “There’s an increased inability [for needy students to go to college] and an unwillingness to pay even if you did have the money.”
He continued: “The level of price sensitivity … is very real.”
And colleges are trying to figure out how best to respond to that sensitivity, along with other challenges like demographic shifts in many U.S. regions that will negatively affect enrollment.
Yet increasing one’s tuition discount rate year after year isn’t the answer, Redd said.
Eighty-nine percent of first-time, full-time freshmen received some level of tuition discount, up from 88 percent the year before. That rate drops to 77 percent when all undergraduates are considered. Undergraduates as a whole received grants that cover, on average, 48.9 percent of tuition and fees.
Despite the prevalence and growing size of tuition discounts, nearly half of the institutions surveyed by NACUBO reported declining enrollment from 2013 and 2014. Sixty three percent of business officers at institutions experiencing enrollment struggles attribute cite price sensitivity as a contributor.
And the steep discounts are cutting into revenue: gross tuition price increases largely have been offset by increased grant aid to students. The vast majority of grant aid is funded from tuition and fee revenue. NACUBO found that, on average, just 10.8 percent of institutional grants were funded by endowments.
Net revenue of surveyed institutions is expected to grow just 0.4 percent per student next year, the report states. This is not a new trend. After adjusting for inflation, tuition revenue has been flat for the last 13 years.
“The real decline in net tuition revenue suggests to us that tuition discounting, at the levels they are currently at, is just not sustainable,” Redd said.
Redd added that some colleges — realizing that overdiscounting tuition may fail to improve, or even hurt, their financial health — are trying to leverage other strategies to recruit students, like freezing tuition, expanding marketing efforts or increasing selectivity. Many are looking for recurring savings to try to make up for slowing revenue gains.
Yet Redd says change takes time, especially given existing market challenges. Tuition discounting levels will likely continue to grow in the near future.
“The financial need is still going to be very high, and the competition among schools for students is still going to be very high, so it wouldn’t surprise me, at least for the next couple of years, if we would see this trend continue,” he said.
Though the majority of institutions raised their discount rate, some held the line: 31 percent reduced or maintained their tuition discount rate from 2013 to 2014. Yet that number is lower than the previous year, when 34.6 percent lowered or held steady their discount rates.
Peek into most college classrooms and it’s not uncommon to find students dressed in shorts, T-shirts or sweatpants. But when the academic year begins today at Dillard University, faculty are expecting to see far more professional attire, as male students are encouraged to don suits and ties for the first day of class.
The initiative is an effort by the university and its upperclassmen to make sure other male students at the historically black institution are accustomed to wearing a suit and tying a tie by the time they graduate. That’s a style of dress that officials said many students are unacquainted with when they first come to campus.
“The thing that is most encouraging about this entire endeavor is that it is 100 percent student generated,” Demetrius Johnson, dean of student affairs, said. “It’s not a program that the university said we needed to do. It’s the upperclassmen saying, ‘I need to make sure first-year students understand something I didn’t three years ago: the importance of knowing how to tie a simple knot in a tie.’” (There isn’t an equivalent program for women.)
The annual effort has been taking place at Dillard since 2012, and was the idea of the university’s “senior gentleman” at the time, a student named Jerome Bailey. Also known as Mr. Dillard, the senior gentleman is the university’s equivalent of a class president, a position shared with a female student known as Miss Dillard. Bailey, who now works as a member of the university’s admissions staff, began encouraging all male students to wear suits on the first day of class in an attempt to “to elevate the standard for the appearance and image of Dillard men.”
The effort that year was delayed a week by Hurricane Isaac, but when classes resumed, a large number of male students did arrive on the New Orleans campus wearing full suits or other kinds of business attire.
In a video promoting the effort at the time, Bailey acknowledged that it was likely that not all male students owned a suit, and so he asked them to borrow one or to wear polo shirts and khakis instead. Since then, the university has assembled a large shared “closet” filled with donated professional attire for students to use. The clothes are mostly donated by faculty members, university officials and upperclassmen.
Johnson, who estimates that he has donated five suits and about 50 ties and belts in the last year to the closet, said while the initiative is focused on encouraging students to wear suits on the first day of class, the effort is really a year-round project at the university.
“As a historically black university, we have a number of first-generation, low-income students,” Johnson said. “And we want make sure that everybody is prepared for the world after graduation, and one of the ways we do that is to make sure that every man knows how to tie a tie. It may seem outside of the bounds of what you do in a college environment, but serving a population of students where there may or not may be a father in the home or one who works in an a industry requiring a suit, we want to make sure our students know how to represent an institution and themselves upon graduation.”
The university also organizes a program called Ties That Bind, in which male students are taught by faculty and staff how to tie several types of tie knots. Some fraternities on campus require their members to wear suits every Tuesday and encourage other students to do the same.
Johnson said about 40 percent of men now wear suits and ties on the first day of class, thanks to the continued efforts of students and the support of the university. The current senior gentleman, Dakari Morton, is now in charge of organizing the event, and faculty and staff members help promote the initiative on university social media accounts.
“On the first day now, there are suits everywhere on campus,” Johnson said. “And it’s a fantastic look.”
NCCU News: NCCU Receives $1.1 Million Federal Education Grant
North Carolina Central University has received a five-year grant totaling $1.1 million from the U.S. Department of Education to provide counseling, tutoring and other support to help students earn their college degrees.
The funds are part of the federal TRIO Student Services Support Program designed to increase retention and graduation rates among students with disabilities and those who are first-generation college graduates from low-income families.
“We are very pleased that NCCU has been awarded this grant, which will be used to provide a foundation of support for students needing additional academic assistance to earn a degree,” said Ontario Wooden, Ph.D., associate vice chancellor for Innovative, Engaged and Global Education in the Division of Academic Affairs. “There are numerous hurdles facing our students as they work toward graduation, from obtaining financial aid to making satisfactory academic progress toward their degree. This grant will enable targeted students to successfully navigate the transition to college and complete their undergraduate degree.”
Wooden is principal investigator and project director for the grant. Co-principal investigators are Monica T. Leach, Ed.D., David Hood, Ed.D. and Jennifer Schum, Ph.D.
“Student success is North Carolina Central University’s No. 1 priority,” said Chancellor Debra Saunders-White. “This grant will provide game-changing momentum for our student-success initiatives.”
The project will support academic advising, tutoring, study skills training, financial aid counseling, assistance with enrollment into graduate or professional school and help exploring career options.
The grant covers services to 140 students each year for five years. To be eligible for the program students must have a confirmed disability or be a first-generation college student from a low-income family. A portion of the disabled students also must be from low-income households, which is defined by federal guidelines.
The Department of Education’s objectives for NCCU call for at least 77 percent of students enrolled in the program to successfully matriculate from one year to the next, that 75 percent remain in good academic standing, and 45 percent graduate within six years. The TRIO program was founded as part of the Economic Opportunity Act of 1964. This is the first TRIO grant awarded to NCCU.
83 Students from 70 Historically Black Colleges and Universities (HBCUs) Named 2015 HBCU All-Stars AUGUST 20, 2015
The White House Initiative on Historically Black Colleges and Universities (WHIHBCUs) today announced its 2015 HBCU All-Stars, recognizing 83 undergraduate, graduate, and professional students for their accomplishments in academics, leadership, and civic engagement.
The All-Stars were selected from more than 450 students who submitted applications that included a transcript, resume, essay, and recommendation. Over the course of the year, the HBCU All-Stars will serve as ambassadors of the WHIHBCUs by providing outreach and communication with their fellow students about the value of education and the role of the Initiative as a networking resource. Through social media and their relationships with community based organizations, the All-Stars will share promising and proven practices that support opportunities for all young people to achieve their educational and career potential.
“The Obama Administration is committed to promoting excellence, innovation and sustainability across our nation’s HBCUs. This year’s class of All-Stars has distinguished itself as exemplars of the talent that HBCUs cultivate and noble ambassadors of their respective institutions.” said Ivory A. Toldson, WHIHBCUs’ acting executive director. “We are confident these impressive students will help the White House Initiative on HBCUs meaningfully engage with students, showcase their talent and advance our agenda to advance academic excellence at HBCUs.”
In addition, the All-Stars will also participate in this year’s White House HBCU Week Conference in September as well as various national events, web chats with Toldson and other Initiative staff and professionals from a range of disciplines. The All-Stars will have exceptional opportunities to engage with other HBCU scholars and to showcase their individual and collective talent across the HBCU community.
For more information regarding the 2015 HBCU All-Star Student program and application contact: firstname.lastname@example.org and follow @WHI_HBCUs on Twitter.
NOTE TO EDITORS: Attached is a list of the 2015 HBCU All-Stars, alphabetical by their hometown state, and including the city they are from, the school they attend and the school’s location.
2015 HBCU All Stars
Greensboro – Jamie Binns, Talladega College, Talladega, AL
Huntsville – Ajiah Graham, J.F. Drake State Community and Technical College, Huntsville, AL
Huntsville – Kedgeree McKenzie, Oakwood University, Huntsville, AL
Tuscaloosa – Avery Brown, Stillman College, Tuscaloosa, AL
Pine Bluff – Sidney Smith, University of Arkansas at Pine Bluff, Pine Bluff, AR
Palmdale – Jynae Jones, Miles College, Fairfield, AL
Denver- Cynthia Hall, St. Philips College, San Antonio, TX
DISTRICT OF COLUMBIA
Beachrhell Jacques – University of the District of Columbia, Washington, D.C.
Miami Gardens – AcNeal Williams, Florida Memorial University, Miami Gardens, FL
Miami – Marquise McGriff, Florida Memorial University, Miami Gardens, FL
Orlando, Landon Wright, Bethune-Cookman University, Daytona Beach, FL
Tallahassee, Gilda Brown, Florida A&M University, Tallahassee, FL
Atlanta – Jennifer Smith, Florida A&M University, Tallahassee, FL
Atlanta – Lauren Wiggins, Tennessee State University, Nashville, TN
Atlanta – Rebecca Dorsey, Albany State University, Albany, GA
Atlanta – Chaz Gibson, Howard University, Washington, D.C.
Atlanta – Angelica Willis, North Carolina A&T University, Greensboro, NC
Atlanta – Alayna Robinson, Xavier University of Louisiana, New Orleans, LA
Augusta – Patrick Outler, Morris College, Sumter, SC
Barnesville – Austin Ogletree, North Carolina A&T University, Greensboro, NC
Covington – Timothy Tukes, Morehouse College, Atlanta, GA
Fayetteville – Lindsey Foster, Howard University, Washington, D.C.
Macon – Vi’Dual Futch, Benedict College, Columbia, SC
McDonough – Zoe McDowell, Clark Atlanta University, Atlanta, GA
Warner Robbins – Shelton Bowens, Savannah State University, Savannah, GA
Fishers – Kasey Hornbuckle, Tuskegee University, Tuskegee, AL
Radcliff – Ralph Williams, Kentucky State University, Frankfort, KY
Baton Rouge – Sally Ross, Southern University and A&M College, Baton Rouge, LA
Gonzales – Sheirvan Ursin, Jarvis Christian College, Hawkins, TX
Grambling – Temitayo Michael Akinjogunla, Grambling State University, Grambling, LA
New Orleans – Marina Banks, Dillard University, New Orleans, LA
Bryans Road – Aaleah Lancaster, Bennet College, Greensboro, NC
Capitol Heights – Kayla Fontaine, Virginia State University, Petersburg, VA
Cheltenham – Leah Williams, Delaware State University, Dover, DE
Fort Washington – Ravenn Mathis, Bowie State University, Bowie, MD
Fort Washington – Antonia Hill, Spelman College, Atlanta, GA
Laurel – Salematou Traore, University Maryland Eastern Shore, Princess Anne, MD
Parkville- Marcel Jagne-Shaw, Morgan State University, Baltimore, MD
Owings Mills – Miles Jenkins, Hampton University, Hampton, VA
Waldorf – Danielle Hawkins, Hampton University, Hampton, VA
Woodbine – Mya Harvard, Spelman College, Atlanta, GA
Berrien Springs – Rian Cho, Meharry Medical College, Nashville, TN
Corinth – English Fields, Rust College, Holly Springs, MS
Edwards – Erica Harris, Hinds Community CollegeUtica Campus, Utica, MS
Greenville – Spencer Davis, Tougaloo College, Tougaloo, MS
Jackson – Nina Hill, Jackson State University, Jackson, MS
Natchez – Jonathan Weir, Alcorn State University, Alcorn, MS
Richfeild – Bryann Guyton, Shaw University, Raleigh, NC
Las Vegas – Maliq Kendricks, Tuskegee University, Tuskegee, AL
Camden – Christoff Lindsey, Prairie View A&M University, Prairie View, TX
Far Rockaway – Nathalie Nelson, Interdenominational Theological Center, Atlanta, GA
Cambria Heights- Gionelly Mills, Lincoln University of Pennsylvania, Lincoln University, PA
Charlotte – Elliot Jackson, Fayetteville State University, Fayetteville, NC
Charlotte – Raven Weathers, Livingstone College, Salisbury, NC
Charlotte – Mona Zahir, Winston Salem State University, Winston, Salem, NC
Durham – Tamina Kienka, North Carolina Central University, Durham, NC
Kinston – Kyle Brown, Winston Salem State University, Winston, Salem, NC
Winston – Salem, Tyler Duncan, Vorhees College, Denmark, SC
Cincinnati – Sierra Blackwell, Fisk University, Nashville, TN
Columbus – Christina Hathcer, Wilberforce University, Wilberforce, OH
Pittsburgh – Kevin Lee, Paul Quinn College, Dallas, TX
York – Kristin Shipley, North Carolina A&T University, Greensboro, NC
Hemingway – Kimesha Cooper, Claflin University, Orangeburg, SC
Orangeburg – Kareem Heslop, Claflin University, Orangeburg, SC
Orangeburg – Samuel Cole, South Carolina State University, Orangeburg, SC
Society Hill – Lamar Butler, Alabama State University, Montgomery, AL
Jackson – Tremaine Sails, Dunbar, American Baptist College, Nashville, TN
Memphis – Taevin Lewis, HarrisStowe State University, St. Louis, MO
Memphis – Keenan Lowery, Lane College, Jackson, TN
Memphis – Tamara Bates, Philander Smith College, Little Rock, AR
Arlington – Mira Bakine, Langston University, Langston, OK
Dallas – Nateisha Choice, Wiley College, Marshall, TX
Fort Worth – Britt Spears, Prairie View A&M University, Fort Worth, TX
Houston – Quentin Monroe, Central State University, Wilberforce, OH
Houston – Francis Vazquez, Texas Southern University, Houston, TX
Racine- Jeanni Simpson- Howard University, Washington, DC
Disputanta – Tatyana Calhoun, University of the District of Colombia, Washington, D.C.
Hampton – McKinley Strother, Elizabeth City State University, Elizabeth City, NC
Richmond – Leah Reid, Virginia Union University, Richmond, VA
Virginia Beach – Jasmine Dunbar, Norfolk State University, Norfolk, VA
St. Thomas – Tonecia Rogers, University of the Virgin Islands, St. Thomas, USVI
Enugu – Jude Okanya, Paine College, Augusta, GA
Johannesburg – Andronica Klaas, Johnson C. Smith University, Charlotte, NC
Delta Sigma Theta Awards NCCU $200k for Scientific Research
North Carolina Central University (NCCU) has been granted the Delta Sigma Theta Sorority Inc. Distinguished Professor Endowed Chair Award. The $200,000 award will support university efforts in integrated biosciences that focus on uterine fibroid tumor research.
The award was presented at Delta Sigma Theta’s 52ndNational Convention in Houston, Texas, on July 25, 2015. Dr. Harriet F. Davis, vice chancellor for institutional advancement, accepted the award on NCCU’s behalf during the sorority’s public meeting. Delta Sigma Theta awards the grant biennially to a historically black college or university (HBCU) that provides support for a professor of distinction to be in residence to teach or conduct research.
The grant will allow Dr. Darlene K. Taylor, NCCU associate chemistry professor, to partner with the Campion Fund of the Phyllis and Mark Leppert Foundation for Fertility Research. The group will conduct uterine fibroid research and host a public conference titled “Uterine Fibroids: What Every Woman Needs to Know.”
The conference will take place at NCCU Mary M. Townes Science Building on Oct. 10, 2015, from 8:30 a.m. to 5 p.m. Paula Gwynn Grant, director of communications and advocacy for the Arch Diocese of Atlanta, will provide the keynote address.
“There is little attention and resources dedicated to uterine fibroid therapy; as a female scientist I seek to change this paradigm,” Taylor said.
Uterine fibroids affect 80 percent of women, bringing complications that can be devastating and detrimental to quality of life. Taylor’s goal for the award is to support uterine fibroid research and minimally invasive testing of localized therapies.
The Distinguished Professor Endowed Chair Award was established in 1977 at the sorority’s 34th National Convention as a perpetual trust fund to continue the group’s longstanding commitment to educational excellence through quality instruction at HBCUs. The award was established to support and sustain these historical institutions, provide assistance to expand educational opportunities, and to give long overdue recognition to distinguished black instructors and professors.
About North Carolina Central University
North Carolina Central University prepares students to succeed in the global marketplace. Flagship programs include the sciences, technology, nursing, education, law, business and the arts. Founded in 1910 as a liberal arts college for African-Americans, NCCU remains committed to diversity in higher education.Our alumni excel in a wide variety of academic and professional fields.
Kappa Alpha Psi Chapter Donates $29k to Dillard University
The men of Kappa Alpha Psi gathered in the city of New Orleans to conduct business and to give back to the community last week. The national organization donated computer labs to several schools in New Orleans including St. Augustine. The convention also severed as a gathering for the men who crossed Kappa Alpha Psi while at Dillard Universityto return to New Orleans.
This past Saturday over 80 men of the Beta Gamma Chapter of Kappa Alpha Psi came back to their roots on the campus of Dillard University and had a great time remembering their college days. The men of Beta Gamma held a reception as well as a chapter luncheon and donated over $29,000 to the university for scholarships. Graduate brothers of Kappa Alpha Psi from Dillard University donated to the scholarship as well. Dr. Kimbrough was present to accept the gift and express words to the group for their achievement.
Job Well Done to the men of the Beta Gamma Chapter of Kappa Alpha Psi Fraternity, Inc.
Norfolk State University President Eddie N. Moore, Jr.: “There are very high expectations.”
NORFOLK, Va (WVEC) — The new school year is starting at Norfolk State University in just a few days.
With it’s accreditation in limbo, NSU has just one month to submit a full report to the agency that will determine it’s future.
“We will, if you’ll allow me to say this, do everything we can to get our candle out from under the bushel basket it’s been covered with,” Interim Vice President Eddie Moore said.
He spoke at the State of the School Address on Monday.
“The single largest challenge we’ll face is the accreditation and the outcome from that. There are very high expectations,” Moore said.
The school’s accreditation was placed on probation by the Southern Association of Colleges and Schools in December 2014.
They have less than one month to turn in a full report to the organization before the commission comes to visit in October to decide the University’s fate.
“I would suspect they’re probably going to look for all the audits, because 5 audits in 20 months is amazing,” Moore said.
Moore said he’s optimistic about the future of NSU, but needs everyone’s cooperation.
“We’re hoping that our faculty will cooperate, which does mean a sacrifice from the liberal arts faculty,” Moore said.
Along with faculty cooperation, growing enrollment is also a major project for the administration.
Official enrollment numbers will be released on Thursday for the Fall 2015 semester- something experts were concerned about given the school’s probation status.
Virginia Secretary of Education Anne Holton has been working closely with NSU- and she’s on board with the progress.
“It was something that was a long time coming and we’re just night and day different than we were two years ago,” Holton said.
College Students in 36 States to Benefit from Extra $23.4 Million in Student Support Services Grants Focused on Success in Higher Education
The U.S. Department of Education today announced an additional $23.4 million in Student Support Services grants to more than 100 institutions in 36 states, aimed at helping college students from economically disadvantaged backgrounds succeed in higher education.
Today’s announcement comes less than a month after the Department announced the initial round of Student Support Services awardstotaling $270 million for 968 institutions in all 50 states.
“We were fortunate to be able to provide additional assistance to colleges and universities to help give students the extra push they may need to graduate from college,” said U.S. Secretary of Education Arne Duncan. “These grants provide critical help and encouragement along students’ college journey, enabling them to reach their personal goals and contribute to the economic vitality of our nation.” Typical projects include providing students with academic tutoring, assistance in course selection, information about financial aid and economic literacy, and support and resources, as well as helping students transfer from two- to four-year colleges or from undergraduate to graduate or professional studies.
Projects may also offer: individualized counseling and career guidance, exposure to cultural events, mentoring, and housing assistance during school breaks for those who are homeless or in foster care. This is one of seven Federal TRIO Programs, which provide outreach and student services for students from disadvantaged backgrounds, low income individuals, first-generation college students, and individuals with disabilities, foster care youth or homeless children and youth—to help them progress through the academic pipeline from middle school to post-baccalaureate programs.
Following is a list of the grant recipients.
||Bevill State Community College/Hamilton-STEM
||University of Arkansas Community College at Hope-Texarkana
||Mesa Community College
||Arizona State University
||Pima County Community College/Desert Vista Campus-STEM
||University of Arizona-STEM
||Azusa Pacific University
||California State University/Dominguez Hills-Veterans
||Redwoods Community College District/Eureka
||Solano Community College/Fairfield-STEM
||California State University/Fresno-Disabled
||Gavilan Joint Community College District
||Chabot-Las Positas Community College District-Chabot College-STEM
||University of California/Irvine
||California State University/Long Beach-Disabled
||Long Beach Community College District-Disabled
||Rancho Santiago Community College District—Santiago Canyon
||College of the Desert-Veterans
||American River College-Veterans
||Sonoma County Junior College-STEM
||West Kern Community College District
||Community Technical College Manchester
||University of Florida/Gainesville
||Florida Gateway College
||Pensacola State College-Veterans
||University of West Florida
||Florida State University/Tallahassee
||Florida State University/Tallahassee-STEM
||Atlanta Metropolitan College-STEM
||Armstrong Atlantic State University
||Georgia Southern University
||Guam Community College
||Lewis-Clark State College
||Rock Valley College
||Lincoln Land Community College
||Fort Scott Community College
||Kansas City Kansas Community College
||Kentucky State University
||Owensboro Community and Technical College
||Mount Wachusett Community College-Disabled
||Eastern Maine Community College
||Mid Michigan Community College
||Eastern Michigan University
||Eastern Michigan University-Veterans
||Hennepin Technical College-ESL
||North Hennepin Community College-STEM
||Copiah-Lincoln Community College/Natchez
||North Carolina Central University
||North Carolina State University-STEM
||Beaufort County Community College
||Sitting Bull College
||Northeast Community College
||New Mexico State University-STEM
||Nevada State College
||Fulton Montgomery Community College-Disabled
||Orange County Community College
||SUNY/Rockland Community College
||East Central University-Veterans
||University of Central Oklahoma-ESL
||Oregon State University-STEM
||Lane Community College-STEM
||Rogue Community College District
||Eastern Oregon University
||Community College of Philadelphia
||University of Pennsylvania
||Community College of Allegheny County
||Pennsylvania State University/Wilkes Barre Campus
||Colegio Universitario de San Juan
||Inter American University of Puerto Rico/Baranquitas
||Southern Wesleyan University
||Horry-Georgetown Technical College
||Piedmont Technical College-Veterans
||York Technical College-STEM
||Dyersburg State Community College
||Dyersburg State Community College-STEM
||University of Tennessee/Knoxville
||Texas A&M University-Corpus Christi-STEM
||Grayson County Junior College
||Houston Baptist University
||Texas Southern University
||San Antonio College-Veterans
||St. Mary’s University Texas
||Texas A&M University/Texarkana
||Wharton County Junior College
||Utah State University/Eastern-Price
||Paul D. Camp Community College
||Tidewater Community College/Portsmouth Campus
||Virginia Union University
||Everett Community College
||Everett Community College-STEM
||Washington State University-TeacherPrep
||Wenatchee Valley College
||University of Wisconsin/Oshkosh-STEM
||Glenville State College
VSU, Student Accomplishments
I am pleased to share with you the following student accomplishments for summer 2015 in the Reginald F. Lewis College of Business at Virginia State University. (This list does not include summer 15 internship announcements as previously reported in the spring.)
This is a bit of a cheerleading report and not intended to suggest that we are absent work to be done. Still, we are proud for what our young professionals are accomplishing.
Thank you for your invaluable contributions in making this happen for our students!!!
(1) Kianna Rodrigues (Marketing major) and Marvel Taylor (Management major) have each been awarded a $7,500 Altria scholarship.
(2) Marshawn Shelton (Management major) has earned a full-time positon for after graduation in May with AT&T. Marshawn interned for AT&T this summer in Atlanta and did very well. Marshawn will manage forty employees upon assuming the full-time position.
(3) Deonesha Williams (MISY major) participated in the RichTech networking session in Richmond’s Scott Addition. Deonesha networked with over 50 IT professionals.
(4) Mykala Daniel (Marketing major) earned a paid summer internship at WestRock, formerly MWV and RockTenn prior to the merger.
(5) Treyshon Harris (MISY major) earned a paid summer internship as a Data Entry Operator at Southern States.
(6) Atiya Leach (Marketing major and 14 grad) and LaTasha Richardson (Management major and May grad) participated in the Madison + Main Media Mixer in Richmond with 50 industry professionals.
(7) Deric Gassaway (Marketing major) earned a summer internship as a Public Relations Associate at the Friendship Public Charter Schools in D.C.
(8) James Barber (Management major) participated in a Workforce Investment Board (WIB) luncheon hosted for industry in Colonial Heights.
(9) Adrian Serry (Accounting/Finance major) earned a paid summer internship at Springleaf Financial Services in Petersburg. Adrian was responsible for business development for all of southside Virginia.
(10) Kera Bridges (MISY major and May grad) and Eldon Burton (Management major and 11 grad) participated in the Big Brothers Big Sisters breakfast with 150 persons in Richmond.
(11) Kineka Berry (Marketing major) earned a summer internship at Boutique Digital Agency in Richmond.
(12) James Barber (Management major) represented the College of Business at the Richmond Raiders football game at the M. H. West & Co. executive suite at the Coliseum.
(13) Alanda Petes (Management major) earned a paid summer internship with Middleburg Bank.
(14) Alisha Williamson (Management major) earned a paid summer internship at Enterprise Rent-a-Car in the Manager in Training program.
(15) Asia Denwiddie (Accounting major and May grad) interviewed for an accounting position at the Virginia Department of Taxation and for an accounting position with Aijalon.
(16) Shanikka Richardson (Marketing major and May grad) earned a full-time position to stand up a marketing department at ChemTreat in Richmond. Shanikka had multiple offers so she had to weigh her offers before deciding on ChemTreat.
(17) James Barber (Management major) and Shannon Thrower (Accounting/Finance major) attended the candidates forum hosted in-part by the College of Business and had an opportunity to interface with the State Senate and House of Delegates candidates along with the sponsoring organizations, i.e. Danielle Fitz-Hugh (Petersburg Chamber of Commerce) and Joe Croce (Southside Virginia Association of Realtors).
(18) Melanie Fowler (Management major and May grad) earned a Personal Banker position at Well Fargo, the Crater Road location.
(19) Caleb Rook (Marketing major and May grad) earned a position as a loan originator with Live Well Financial in Richmond.
(20) Jade Mims (Management major and May grad) earned a position at Dominion Credit Union in Richmond.
(21) Chrisana Cuffee (Marketing major) was offered a summer internship at the Hampton Coliseum.
(22) Stacey Davis (Management major and May grad), Melanie Fowler (Management major and May grad) and Alanda Petes (Management major) were featured in the new I AM PETERSBURG commercial coming soon to TV at: https://www.youtube.com/watch?v=V2vYg4UxOvU
(23) Perlecya Dozier (Marketing major and 14 grad) earned a position as an Image Importer at Kantar Media in Norfolk.
(24) Zekia McCarvin (Accounting major and 14 grad) earned a job as an A/P Specialist at IMC, Inc. in Woodbridge.
(25) Aaron Torres (Accounting major and 12 grad) earned a position as a Recruiter for Accounting Principals in Northern Virginia.
(26) Hameed Salmond (Accounting major and 14 grad) earned a position as a Staff Accountant at Kearney and Company in Alexandria.
(27) Chantel Brown (Marketing major and 14 grad) earned a position as a Manager-in-Training at Enterprise Rent-a-Car.
(28) James Barber (Management major) participated in the Association of Information Technology Professionals (AITP) networking social at the Wingate in Short Pump. James reconnected with Mary Lynne Staib (Owner of VACO Technology) who hosted James for Project Shadow two years ago.
(29) Lisa Abbott (Management/HR major), James Barber (Management major), and Shannon Thrower (Accounting major) attended the Greater Richmond Chamber of Commerce’s Entrepreneurship Competition held at the Carpenter Center in Richmond. Fourteen start-ups participated and was attended by 350 persons. The students networked with dozens of companies.
(30) Edmarie Rodriguez (MISY major and exchange student and 12 grad) was promoted at work and is now Associate Project Manager at BioTelemetry Research in D.C.
(31) Shannon Thrower (Accounting major) participated in Project Shadow in Richmond at REDC Community Capital with Randy Shelton, CEO.
(32) Val Simpson (Management major and 13 grad) earned a contract job at Ralph Lauren in Greensboro. Val was previously working for Senator Kay Hagan prior to Hagan’s electoral loss in November.
(33) Philandra Jordan (MISY major) earned an internship for the summer in IT for Homeland Technical Support in Woodbridge.
(34) Kayla Peck (Accounting major and 14 grad) graduated from George Mason University with her Master’s Degree in Accounting.
(35) Terrance Hobson (MISY major and May grad) participated in a networking session in Richmond with 25 entrepreneurs. Said session was hosted by our friend Dale Fickett, Executive Director of RVAWorks.
(36) (260) Kianna Rodrigues (Marketing major) earned an internship for the summer doing marketing for White Label in New York City.
(37) Kort Murdock (MISY major) participated in the RichTech networking event at CenterStage in Richmond with seventy professionals.
(38) Wesley Wright (Accounting major) earned a summer position as a Student Auditor for the United States Postal Service’s Office of Inspector General.
(39) Shaniece Pugh (Management major) earned a paid internship in the Management-in-Training program at Enterprise Rent-a-Car.
(40) Stedman Hinds (Accounting major) earned a position as an Auditor at Hillsborough County.
(41) Taylor Ashley-Bean (Accounting major and May grad) earned a position in accounting at Deloitte back home in Bermuda.
(42) Joseph Burnett (Accounting major) earned a full-time position in accounting for after graduation with Allmond & Company in D.C.
(43) Justin Murchison (MISY major and May grad) earned a job as an IT Apprentice at the Federal Reserve Bank of Richmond.
(44) Brittany Stukes (Management/HR major) earned a summer position in management and sales/events with Dauntless Events.
(45) Shanikka Richardson (Marketing major) earned a contract marketing position with the Crater Procurement Assistance Center.
(46) Twenty-five students interviewed for positions with our friends Chris Jones (Regional Leader) and Meg Kelly (Recruiter) from Tek Systems.
(47) Corey Peoples (MISY major and May grad) was hired as a Security IT Solutions Associate at General Electric (GE). Corey first participated in Project Shadow with GE and visited again with the team when we hosted GE on campus.
(48) Monet Graves (Accounting/Finance major) earned a paid summer internship at State Farm. As you may recall, we nominated Monet for a prominent insurance industry scholarship; a scholarship that she won! Now, the scholarship has materialized in an internship!
(49) Olivia Jackson (MISY major and May grad) earned a paid Post-Grad internship in IT for the Department of Homeland Security and Emergency Management.
(50) Carl Capel (Accounting major) earned a full-time position as an Accounts Receivable Clerk at the Richmond Marriott downtown on Broad Street.
(51) Eliza Dizon (MISY major) and Deonesha Williams (MISY major) have been awarded free national memberships to the Black Data Processing Association compliments of a generous sponsorship by the Voice of Your Customer.
(52) Chelsey Green (Management major) and Akhenaton Blye (Management major) participated in a networking event guests of Marilyn West and M. H. West & Co. in the executive suite at the Richmond Coliseum for the Raiders’ arena football game.
(53) Tarasha Pierce (Management major and May grad) represented the College of Business guest of Greg Campbell and Smarter Interiors at the Richmond Flying Squirrels’ game at the Diamond.
(54) Matt Williams (Accounting major and 13 grad) has earned a position as a Junior Accountant at TFC Consulting in Rockville, Maryland.
(55) Ce’Erra Patton (Management major) was awarded the prestigious Benjamin A. Gilman International Scholarship to study abroad in the fall. Ce’Erra will study at Mahidol University International College in Bangkok, Thailand. Ce’Erra is currently interning at Dominion. Please consider watching Ce’Erra’s video; CLICK HERE: https://www.youtube.com/watch?v=P0pVJ1OpCOE
(56) The following MISY students passed their SAP Certification; Kera Bridges, Tiara Green, Eli Johnson, Kort Murdock, Corey Peoples, Shante Raines, and Diamond Sykes.
(57) Aaron Blosser (Management major and 13 grad) earned a position as a Career Services Coordinator at the Media Tech Institute in Houston.
(58) Tarasha Pierce (Management major and May grad), Allison Selby (Management major and May grad), and Equasha Smith (Management/HR major and 14 grad) interviewed for a HR position at the HUF Center.
(59) Tarasha Pierce (Management major and May grad) participated in Project Shadow with Dale Fickett (Executive Director of RVAWorks) in Richmond.
(60) James Barber (Management major) and Elijah Miller (Marketing major) participated in the Urban Financial Services Coalition (UFSC) business competition workshops and conference for a week in Atlanta.
(61) Jasmine Mason (MISY major) earned a paid summer internship at Nationwide Insurance. Jasmine worked out of Columbus, Ohio. Jasmine now constitutes our fourth Nationwide Intern in as many years.
(62) Stacey Davis (Management major and May grad) earned a position in Sales and Customer Relations at All State in Tidewater. Stacey was interning for State Farm here while in school and has elected to stay in the insurance industry.
(63) Alana Dawson (Marketing major and 14 grad) earned a position as a Client Associate working with Private Wealth Financial Advisors for Wells Fargo in Charlotte.
(64) Abraham Bangura (Marketing major and 14 grad) has been hired by Enterprise Rent-a-Car for the Manager-in-Training program. Abraham now joins Cornelius Barnes, Chantel Brown, Imani Bullen, Colisha Davis, Chad Flucas, Kamesha Gibbs, Tiana Grayson, Tiffany Gullins, and Alisha Williamson at Enterprise!
(65) Shantell Johnson (Management major and 13 grad) has earned a position as a Production Specialist at Mondelez International in Richmond.
(66) A’Rion Hyman (Management major) earned a paid summer postion at General Dynamics in Chester.
(67) Justin Carr (Accounting major and 14 grad) earned a position as an Inventory Accounting Associate at GPM Investments LLC with the Fas Mart stores in Richmond.
(68) Cindy Tologo (Accounting major and 13 grad) will attend William and Mary in the fall to earn her Master’s in Accounting.
(69) Azzeza Mussa (Accounting major) married her sweetheart and earned a position as a sales agent at Aflac.
(70) James Barber (Management major) facilitated an opportunity for nine Ettrick Elementary students to participate in our Richmond Area Program for Minorities in Engineering. The elementary students joined our middle and high school students and were mentored by professionals from Northrop Grumman, W.M. Jordan, U.S. Naval Surface Warfare Center, and Owens & Minor.
(71) Terenn Stafford (Management major and 12 grad) returned to campus to participate in our Richmond Area Program for Minorities in Engineering. Specifically, Terenn mentored our middle school students on behalf her employer, Northrop Grumman. Additionally, Terenn coordinated all of the volunteers (mentors) for NGC.
(72) Brittney Young (Management major and 12 grad) has earned a position as the HR Coordinator at Ketchum in New York City.
(73) Asia Denwiddie (Accounting major and May grad) earned an accounting position at the Virginia Department for Health. Asia now has a decision to make because she was recently awarded an accounting job at Dinwiddie Water Authority.
(74) Mary Scott (Accounting major and 11 grad) earned a promotion as an Auditor at the Auditor at Public Accounts and has earned an adjunct accounting teaching position at Virginia Commonwealth University.
(75) Ta’Keisha Martin (Accounting major and 12 grad) earned a promotion as a Financial Analyst at AbbVie.
(76) Tiara Green (MISY major and May grad) earned a position as an IT Analyst at Virginia Premier Health in Richmond.
(77) Eli Johnson (MISY major and May grad) earned a position as an IT Analyst at Virginia Premier Health in Richmond.
(78) Keyona Davis (Accounting major) earned a paid summer internship at the Defense Supply Center in Richmond. Keyona is working in contracting.
(79) Juwariyah Abdus-Salaam (Management major and 12 grad) earned a teaching position at a university in Riyadh, Saudi Arabia. Juwariyah will be teaching English. She is currently teaching English in Konya, Turkey.
(80) Linsey Burch (Marketing major and 12 grad) earned a position as a TDM Engagement Specialist at Wells + Associates in D.C.
(81) James Barber (Management major) and Marnelle Fanfan (Management major and December grad) represented us in the M. H. West & Co., Inc. executive box at the Coliseum for the Richmond Raiders game.
(82) DeLydia Lawrence (Accounting major) has earned a position as the Manager at Destination Theater in Prince George.
(83) Terrance Hobson (MISY major and May grad) earned a post-grad internship as a General Manager-in-Training at Sam’s Club.
(84) Our students’ commitment to excellence earned an investment of $3,000 from our friends at Enterprise Rent-a-Car.
(85) James Barber (Management major) and Eliza Dizon (MISY major) hosted sixty middle school students from Richmond for fun hands-on experiential learning role-play exercises. For us, it constituted another recruiting opportunity.
(86) Eliza Dizon (MISY major) represented us at the Petersburg Rotary meeting luncheon and addressed a group of 30 business and community leaders at the Petersburg Country Club.
(87) Kera Bridges (MISY major and May grad) earned a position as Customer Care Support Technician at Fannie Mae for the Xerox contract.
(88) Thirty students were awarded $1,000 each in new or additional scholarship money for the fall semester subsequent their application and award.
(89) Jhadee Gordon (Accounting major) earned a paid summer internship at the University of Maryland. Jhadee is a Tutor Counselor teaching high school students.
(90) Ryan Villogram (Marketing major and 14 grad) was hired by New York Life as an agent in Maryland.
(91) Marnelle Fanfan (Management major and 14 grad) was hired full-time as the City of Petersburg’s Tourism/Events/Film Operations Manager. Marnelle first interned in this capacity and thereafter as a contract worker.
(92) James Barber (Management major) represented the University and College as a volunteer at Ettrick Elementary distributing meals for the Foodbank.
(93) Briana Taylor (Marketing major) earned a paid summer internship at Inbound Central in Richmond with responsibilities pertinent to social media.
(94) Stedman Hinds (Accounting major) has earned a position as an Accounting Specialist at PricewaterhouseCoopers in the Tampa office.
(95) Mame Dior Beye (Management major and May grad) has been hired as a HR Coordinator at Managements Systems International in Arlington. Additionally and more importantly, Mame was awarded her U.S. citizenship!!!!!
(96) Sylvia McHerron (Management/HR major) has earned a full-time position for after graduation in December as a Logistics Manager at Walmart. Sylvia has interned for WalMart Logistics in South Carolina this summer. It should be noted that Sylvia and her husband also bought a house!
(97) Kianna Rodrigues (Marketing major) participated in Project Shadow with Kym Grinnage (General Manager) and Judy Gibson (HR Director) at NBC12 in Richmond.
(98) Brandin Harvell (Marketing major) participated in Project Shadow with Renee Chapline (Executive Director) and Lauren Bowman (Project Manager) at Virginia’s Gateway Region.
(99) Kianna Rodrigues (Marketing major) participated in the Industrial Turnaround Corporation (ITAC) Dream It Do IT camp for high school students. Kianna delivered a presentation regarding what constitutes branding and coached the students. For us, it constituted another recruiting opportunity. Thirty high school students from the region participated.
(100) Stacey Davis (Management major and May grad) earned a position as an Accounts Payable associate at DB SCHENKER.
(101) Kevin Kidd (Agribusiness major and May grad) earned a position as a Farm Manager for Murphy Brown in Waverly.
(102) Nia Thompson Branch (Management major and 11 grad) has co-founded a company in Hampton, i.e. Level U Fitness, LLC. Nia continues to work as a Program Cost Control Analyst for Newport News Shipbuilding.
(103) Cecilia Bayoh (Management major and 13 grad) earned a promotion at Victoria’s Secret and is now a Merchandising Supervisor.
(104) Jamarl Asbery (Marketing major and 13 grad) earned a full-time paid internship in Logistics Management at Fort Lee for the U.S. Army.
(105) Eliza Dizon (MISY major) was awarded a $2,500 Johnson & Johnson Scholarship. We nominated Eliza for the scholarship in her capacity as a member of our Black Data Processing Association and Eliza is one of only four students in the entire country to be awarded the scholarship!
(106) Aaron Kinney (Marketing major and 13 grad) earned a position as an Administrative Assistant to the Director at the Academic Support Center at Notre Dame College in Cleveland.
(107) Tiana Robertson (MISY major and May grad) earned a position as an Inbound Sales Associate for Wells Fargo in Charlotte.
(108) Deonesha Williams (MISY major) earned a paid internship at General Electric (GE) in their cyber security operations. Deonesha has now been offered a coop for the fall semester.
Jonathan M. Young
Director of Corporate Relations
Virginia State University
Reginald F. Lewis College of Business
P.O. Box 9398
Virginia State University, VA 23806
Did you know?
We are the 2011 recipient of the Governor’s Award for Innovative Use of Technology in Higher Education.
We are the 2012 RichTech Technology Innovation Deployment Awardee for being Digital at the Core.
Of over 100 HBCUs nationwide, our business programs took top honor in 2012.
Your company can host a student for a 1 day “Project Shadow” visit; over 600 students have participated.
More than 250 companies have facilitated innovative small-group role play for students regarding “real-world” skills including sales, cold-calls, conflict resolution, customer is always right, elevator speech, etc.
After 6 semesters, students have accrued savings exceeding $1,121,000 because of new digital-delivered & customized text books at the same time increasing retention.
Our aim is to refine “soft skills”, augment career awareness, and develop “real world” skills not often learned in a traditional classroom!
Presidential Hopefuls’Higher Ed Plans May Close HBCU’s
Hillary Clinton today became the latest democratic presidential hopeful to call forincreased higher education access through loan or tuition-free governmental funding. From CNN:
According to outlines of the plan previewed to CNN, the basis of Clinton’s college promises include vowing that students will be able to attend in-state public colleges or universities “without ever having to take out a loan for tuition.”
Clinton will do this, according to the campaign, by incentives to states that agree to provide “no-loan tuition at four-year public colleges and universities.” States that agree, under the Clinton plan, will win grants from the federal government.
Everyone should want debt-free education, but no one – especially African-Americans and those living in HBCU communities – should want the plans forwarded by this slate of candidates to be the higher education solution.
Free tuition to any community college and reduced tuition to public institutions, will expedite the extinction of several HBCUs. Without federal and state investment in public historically black campuses which lack unique programs, modernized facilities and marketing resources, students of all races will flock to larger, more developed predominantly white colleges.
That’s not opinion – that is fact proven by several lawsuits against state governments for neglecting publicly-owned black colleges. In essence, the Obama administration and his successor could essentially do in 12-16 years what most Republican governors and right-wing legislative bodies could not do in more than 150 years – kill off black colleges.
Between Obama’s $300 million war on black colleges through federal funding cuts and changes to Pell Grant and PLUS Loan eligibility standards, and the calls for free education from Democratic presidential front-runners Hillary Clinton, Martin O’Malley and Bernie Sanders, there will be no messy discussion of merger or closure for HBCUs. They will just close under their own lack of support from political systems, and rapid decline in appeal to alumni and high school students alike.
So when Grambling, Southern, Elizabeth City State, Virginia State or some other campuses announce that they will cease operations or merge with another school, many black folks will criticize the lack of giving, or the incompetence of administration of these schools. But those charges will only be a small accessory in the crime against HBCUs, where political forces helped to make HBCUs an inferior choice in an higher education landscape where cost and brand mean everything to corporations and billions of families around the world.
What these candidates could do, and for which HBCU leaders should individual and collectively lobby, is a funding system where students who attended HBCUs and other minority-serving institutions can attended at a reduced rate or for free, if they meet certain academic and need based standards.
They could call for military to amend higher education tuition programs through ROTC or post-service to increase opportunities for future and current members of the armed forces to earn degrees at HBCUs.
What government can do is offer large tax reductions to corporations which build in economically depressed areas, and which donate to HBCUs to support endowment expansion, programmatic development and better social positioning.
And what HBCU students and alumni, as voters, must do is call for our candidates on both sides of the aisle to specifically address what they can and will do for HBCUs – the institutions which are best equipped to battle short-term and systemic poverty, political disenfranchisement, and social justice issues – all targets for any man or woman who wants to be president of the United States in 2016 and beyond.
Five Things Families of First-Generation College Students Need to Know
Over the next few weeks more than three million first-year students will show up to well-manicured campuses all across the nation to begin their first semester as college students. It is a special time filled with excitement and random worries about the unknown for students and the families sending them off. Many of these students will be the first in their family to attend college. The success of these students is critically important to achieving President Obama’s goal of America having the highest proportion of citizens in the world with a post-secondary degree or credential. Numerically, this goal is impossible without significantly improving the percentage of low-income and first-generation students who not only enroll in college, but also persist long enough to earn a degree.
Many college students rely on family support. Parents who attended college often enjoy greater financial resources to support their students and they pass along important social and cultural capital about being a successful college student. The likelihood that their children have been exposed to college campuses prior to arriving is much greater. In a recent conversation with a college president, she expressed dismay at the fact that too many parents of first-generation students still send their children off to college “site unseen” as a matter of circumstance. College access and success programs have mainly focused on supporting first-generation students but families must also focus on how to appropriately support their students. Family support (apart from money) is as critical as any campus-based intervention designed to retain and sustain students. The following are five things families of first-generation students should consider before and after lugging that last footlocker into a dormitory and kissing goodbye:
- Remind them that they belong
Many first-generation students and students from low-income families struggle with imposter syndrome–the inability to internalize their success, or seeing themselves as undeserving of the opportunity given their background. A critically important sense of belonging can also be threatened on college campuses where students find it difficult to relate socially or culturally. Many first-generation students will falsely question whether they belong on a college campus. Go out of your way to remind your student that they are good enough, remind them that they deserve to be in college as much as anyone else, remind them that making adjustments to college is normal and that they will grow more comfortable over time. Your job is to convince them, beyond a shadow of a doubt, that they are worthy of being a college student and that the world awaits their genius.
- Eliminate unnecessary distractions
The academic and social transitioning to college represent unique challenges for all students. It is important for families to help students focus on what matters most. Equally important is eliminating, or at least minimizing, unnecessary distractions. Some families for example, as an incentive or reward, will consider sending their student off to college with a car before determining whether they actually need one. Parking, maintenance, repairs, or being constantly hit-up for transportation favors of every variety can present a significant distraction, especially in the first year of college. In other instances families can inadvertently burden students with what is happening back home. Staying connected is good; unnecessary worry about circumstances they cannot fix is not. Learning to become a good college student is difficult enough without unnecessary distractions.
- Plan beyond the first-year
If we agree that one main goal of going to college is to actually graduate, then the celebratory sendoff must be tempered by longer-term planning. One common mistake is underestimating the actual cost of attendance, expenses beyond tuition and fees. Another common mistake is failing to do “completion planning.” This requires families to be thoughtful about what is required for their student to remain in college long enough to actually graduate. Far too many brilliant young people, who have learned to be good college students, do not return the second year because of short-sighted planning.
- No lonely breaks
For many first-generation and low-income students who will leave home for college, the holiday and seasonal breaks throughout the academic year can be tough to manage. The expense of traveling home can be prohibitive. Yet, the idea of not being around loved-ones during the holidays can be emotionally heavy–especially for students away from home for the first time. Sending a care package with familiar favorites and an encouraging note can go a long way. Thinking about relatives or family friends closer in proximity as a destination during the breaks is also a good option. Students should not be solely responsible for figuring out what to do during academic breaks. Instead of scrambling, they should be able to comfortably and confidently look forward to a short recess like everyone else.
- Make sure they are connected
For 30 years researchers have theorized that students who are socially and academically integrated into institutions are more likely to persist. Getting involved in campus-based activities outside the classroom is important for success. Help students identify support services on campus before they actually need them. The health center and counseling services, tutoring resources, computer support services, club sport programs, relevant student organizations or campus-based service opportunities are all important for getting students connected and supported. Asking questions about what they are doing outside the classroom is just as important as prying about grades.
THE WORLD NEEDS YOU’ Claflin welcomes more than 400 to Class of 2019
“My experience so far at Claflin has been very good – I love Claflin so much,” said incoming freshman Malik Washington of Charleston.
“It’s been very informative and I’ve learned a lot. I’m looking forward to the next four years,” he said.
Washington was one of 427 freshmen Claflin University welcomed to campus this weekend during the beginning of New Student Orientation.
The Class of 2019 features a diverse group of students, representing every region of the United States and seven countries. This year’s freshmen class includes high-school valedictorians and salutatorians, 28 Rudolph Canzatar/James E. Clyburn scholars and high-achieving students from across the nation.
“We salute the Class of 2019, more than 400 strong,” said President Henry N. Tisdale during the Sunday’s Freshman Parting Ceremony.
“We’re excited about this very talented class. This is the next generation of visionary, global and ethical leaders,” he said. “We thank you for choosing Claflin University and now you are a part of a very special university and part of the Claflin family.”
Students came from counties across South Carolina, with Richland County sending the most students. The class includes students from 20 other states, Ghana, India, Jamaica, Kenya, Nepal, Nigeria and Trinidad.
Freshman and St. Louis, Missouri, native Preston Bruce plans to major in bioinformatics as a Presidential Scholar. The St. Louis High School student was courting Brown University and the University of Southern California, but a chance encounter with Claflin Director of Admissions Michael Zeigler changed his mind.
“I am majoring in bioinformatics. It is an emerging field that combines the study of computer science and biology. It can be used to track the development of diseases such as cancer and various genetic disorders,” Bruce said.
“I have always had an interest in science and genetics. Claflin is one of the few schools with a dedicated bioinformatics major. I have been on campus for about five weeks. It has been exciting, but I will miss my parents. I am really enjoying the weather and the events and activities we’ve been involved with,” he said.
New Student Orientation Week began with the freshmen arriving at residence halls with anxious parents by their side.
During the Parting Ceremony on Sunday, Tisdale assured the parents that their children would soon grow into confident young men and women of vision.
Tisdale encouraged members of the class to be conscientious of their social and moral responsibilities and to develop a global outlook, leadership qualities and a spiritual life.
“As you enter Claflin, I want to give you some things to begin thinking about,” Tisdale said. “Consider the Claflin Consciousness and what it means to be participating in the Claflin community.
“We want you to keep some special things in mind as you take this journey toward visionary leadership at Claflin: remember to keep God first; remember to be mindful of our values, the Claflin Guiding Principles; remember you, too, can lead. The world needs you; be mindful of the Claflin Confidence; be mindful of the choices you make … and we expect you to graduate in four years.”
The students’ path began by walking through the Arch of Confidence, a Claflin tradition to welcome students to the institution.
The freshmen will participate in a week-long orientation facilitated by the university’s Freshman College. This year’s theme is “Exploring Pathways of Purpose” and includes a variety of workshops and social activities to help get the students acclimated to the rigors of college life.
A special highlight will be the Freshmen Retreat held at White Oak Conference Center in Winnsboro on Aug. 13-14. The annual retreat serves to teach incoming freshmen leadership skills and prepare them for the transformational challenges they will face as Claflin students.
The Freshman Confirmation Ceremony on Aug. 16 will conclude the first week of activities for the Class of 2019. At the ceremony, each member of the class will pledge to uphold the hallmarks of the Freshman College, which are building character, confidence, pride, memories and pathways to success.
Clinton’s Big Plan for Higher Ed
Hillary Clinton will today unveil a massive plan to make higher education more affordable, student loan debt less burdensome and states accountable for supporting their public colleges. The plan — which would cost $350 billion over 10 years — is one that campaign officials say will be central to her candidacy for the presidency.
The plan touches on many other aspects of higher education policy beyond tuition and state support, promising lower interest rates on student loans, tougher rules for for-profit higher education, new grants for private colleges that have small endowments and serve large numbers of low-income and minority students, and a major expansion of AmeriCorps, through which those who perform national service may receive funds for college or repay student loans.
The plan, if adopted, would create many more opportunities for Americans to earn a four-year degree at a public college without spending or borrowing as much as they do now. And the plan would create — for many students — options that are debt-free or effectively free. But the plan stays away — intentionally, according to campaign officials — from broad promises about making higher education free or debt-free for everyone.
With the plan, Clinton puts out an alternative on college affordability to those of Senator Bernie Sanders and her other rivals for the Democratic presidential nomination. The campaign’s fact sheet states: “Lifting incomes for working Americans is the defining economic challenge of our time. And to raise wages, there is no better investment we can make than in education.”
The plan, called the New College Compact, would:
- Provide grants to states, which would be given to four-year public colleges that pledge to create no-loan tuition plans for students and community colleges that charge no tuition. The grants (based in part on requirements outlined below) should bring down tuition for in-state students across the board at these colleges. In theory, some public institutions might opt to participate and others in the state might not.
- States would be required to “halt disinvestment” and provide more money to public higher education, so that the infusion of federal funds would add to total support for higher education and not allow states to spend less.
- Stipulate that the debt-free options do not use Pell Grant funds, meaning that Pell-eligible students would be able to use those grants for living expenses and minimize their need to borrow.
- Link the size of federal grants to states to the proportion of low- and middle-income students enrolled in the state’s public colleges. The plan would use existing federal programs to provide support based on graduating large proportions of these students.
- Set family contributions for college expenses at “reasonable” rates and base financial need calculations on an expectation that students work 10 hours a week.
- In cases where a state declined to participate, create a path for public colleges to do so directly with the U.S. Education Department.
- Cut the interest rate on federal student loans “significantly” to eliminate any profit that the government makes on these loans.
- Allow everyone with current student debt to refinance at today’s relatively low interest rates.
- Create a new program to help “modest endowment” private colleges keep tuition low and promote better graduation rates. The program will be designed for minority-serving institutions and others that serve a high proportion of Pell-eligible students.
- Expand the AmeriCorps public service program (a favorite of President Bill Clinton) from 75,000 to 250,000 students annually.
Accountability and Accreditation
The Clinton plan would also embrace new accountability measures, some of which may be controversial with colleges. For example, a fact sheet on the plan states that “our colleges and universities should be up-front about graduation rates, likely earnings and likely debt, and how those metrics compare with other schools. Clinton’s plan will make sure that students can shop around, rather than roll the dice.”
President Obama made similar arguments on behalf of his ratings plan, on which he has since pulled back, and faced significant pushback from many higher education leaders who feared such statistics and comparisons would be oversimplified.
The plan would also require colleges to have “skin in the game,” such that colleges are penalized when too many students fail to graduate and are left with debts. The campaign said that Clinton would “embrace bipartisan efforts,” such as the bill introduced last week by Senators Jeanne Shaheen of New Hampshire, a Democrat, and Orrin Hatch of Utah, a Republican, to require colleges to share the default risks and measure loan underperformance in new ways.
As for accreditation, Clinton both called for reforms and affirmed the importance of accreditation. Senator Marco Rubio of Florida, a candidate for the Republican presidential nomination, recently outlined a higher education platform in which he called for ending the accreditation “cartel,” and creating a system that “welcomes low-cost, innovative providers.”
Clinton advocated changes, but also suggested that accreditors are wise to hold new programs and new modes of delivery to rigorous standards. And she implied that online learning — or at least some of it — has quality issues.
The Clinton plan will “ensure that accreditation does not stifle innovation and keep out promising new entrants — but set standards high for existing and new entrants,” the campaign document said. “Title IV funds [federal financial aid] will be a lever to ensure accreditors are open to low-cost, technology-enabled programs. But we will rigorously evaluate outcomes to make sure these programs work. We must restore integrity to online learning and will not tolerate programs that fall short.”
Tough Line on For-Profits
The Clinton campaign’s fact sheet also indicates that she will take a tough line on for-profit higher education. In the plan, Hillary Clinton endorsed several measures that for-profit colleges are already opposing — and perhaps Clinton will reassure some for-profit critics who have wondered about her views in light of President Bill Clinton’s lucrative relationship, since ended, with Laureate Education.
The outline of the Clinton higher ed agenda said that Clinton will “strengthen and defend” the gainful employment regulations that the Obama administration has pushed in a fairly intense legal and political fight (which isn’t over) to deny participation in aid programs to some for-profit institutions based on the ability of graduates to find good jobs.
Further, Clinton is pledging to “crack down on lawbreaking by for-profits” by expanding support for the efforts of numerous government agencies to “enforce laws against deceptive marketing, fraud and other illegal practices.”
She also repeated a vow to take action to help veterans recruited by for-profit colleges. Clinton said that she would “close the 90-10 loophole” that she said colleges use to “prey on veterans.” The rule prevents for-profits from receiving more than 90 percent of their revenue from federal sources. But under current regulations, veterans’ and military service members’ educational benefits do not count toward that 90 percent limit, and Clinton is joining a number of Democratic members of Congress who want those funds to count, potentially resulting in some for-profits losing eligibility for aid programs.
Paying for the Plan
In providing some detail on the financing of the plan, Clinton campaign materials said that about half of the $350 billion cost would come in direct grants to states and colleges. And one-third would come from debt relief by lowering interest rates on student loans.
The source of funds: “closing tax loopholes and expenditures for the most fortunate.” (Such sources of funds tend to have a hard time winning approval in Congress, at least as currently composed.)
The campaign’s fact sheet makes a case for these actions by saying that “we need to make ambitious investments so that cost is no longer a barrier to college education, and the burden of debt does not hold back everyday Americans.”
Clinton would significantly outspend Sanders, who has called for $18 billion a year in state grants to allow them to slash public college tuition.
Help for All Kinds of Students
A campaign adviser on education who spoke on condition of anonymity said in an interview Sunday that the plan would help all kinds of students. Everyone would have free tuition at a community college. And four-year public colleges would become more affordable. While some students might still have to borrow for nontuition expenses at public institutions, that borrowing would be minimal compared to what students are taking out in loans today. Further, the program should create “some debt-free options” for those students who want to avoid all debt.
For those at private colleges, there will be immediate assistance in the form of lower interest rates on student loans, she said.
While many students would end up with a debt-free education and a very low-cost higher education, the campaign wants to avoid calling the plan “debt-free” or “free” higher education, she said. “Sometimes ‘debt-free’ is thrown around in the Washington chattering classes” and people don’t realize that such plans aren’t as free or debt-free as described, the Clinton adviser said.
The plan is also based on the idea of all players — federal and state governments, families, students, colleges — doing their parts, she said. But the expectations are reasonable. For example, she noted that research has found that working 10 hours a week has a positive impact on completion rates (while working many more hours a week has the opposite effect).
By stressing the obligations of all parties, as opposed to a “free” message, the aide said an important message was being sent. “One of the things that is important and gets lost is that college is still a really good investment,” she said. “We think everyone should commit to it.”
Sandy Baum, a senior fellow at the Urban Institute and an expert on college costs, has been advising the Clinton campaign and describes herself as “highly supportive” of the campaign, but not on the Clinton staff. (She was authorized to speak on the record, unlike the aide quoted above.)
Baum praised the proposals being made today. “I think it’s very important that she is stepping up and addressing what everyone knows is a very real problem, that too many students are struggling with student debt, and too many students are not succeeding with college,” she said.
In the past, Baum has been critical of some “free” college plans for not focusing enough on the resources needed both by students and colleges. She noted that the Clinton plan avoids these problems, by assuring increased funds to public colleges to make up for lost tuition revenue. She also noted the recognition of the Clinton plan — in provisions like requiring that Pell funds not be relied on to create a debt-free option — that many students’ nontuition obligations are a key factor in their ability to enroll or their need to borrow.
“Any campaign plan is going to have details that need to be worked out,” she said. But this one, right from the start “is designed with attention to the resource issue. It involves assurances about the money that the state is putting into higher education, so that the state can’t just replace its funds with federal funds.” And this matters, Baum said, to assure quality and affordability, not just the latter. It is better for some students to borrow modestly (for nontuition expenses at four-year institutions) than for everyone to be promised such a low price that quality would suffer, Baum said.
“I am pleased that they are trying to address this problem in a meaningful way without saying everything will be free.”
Peter McPherson, president of the Association of Public and Land-Grant Universities, said that he needed to learn more about the plan, but that based on what he has heard, he was struck that it has “many complexities” that need study. But he said he “appreciated the concept” of a new federal-state partnership to provide needed resources to public colleges and universities.
He said that there has been “a real problem of some states reducing their appropriations for higher education,” and that it was important for plans to deal with “access, quality and completion,” not just any one of those factors. “It’s time for a public discussion” on these issues, McPherson said.
Molly Corbett Broad, president of the American Council on Education, also praised the idea of a public discussion on helping families afford higher education. “A presidential election is the time to consider broad changes to public policy, and this is a big, bold and complex proposal,” she said via email. “With the widespread public interest in helping students and their families finance a college education, it is not surprising to see this and other proposals put forward as part of the conversation around how to make college more affordable and encourage states to invest appropriately in higher education. We look forward to participating in that discussion.”
Sarah A. Flanagan, vice president for government relations and policy development at the National Association of Independent Colleges and Universities, was critical in an interview of a series of proposals — including President Obama on free community college and Sanders on reduced-cost public higher education — that she said represented a significant shift in public policy. She said that, for generations now, federal support for students has gone to the student, who in turn decides where to take the aid. These new plans, she said, direct federal support to public institutions (even if there are some pots of funds for those at privates).
“This is an emphasis on institutions over students,” she said. And Flanagan said that many private colleges serve large numbers of low-income students and are not wealthy institutions with extravagant campuses — at a time when many public colleges and universities are recruiting wealthy students.
“We’re doing public policy based on an image that isn’t based on reality,” she said. “There are as many climbing walls at publics as privates.”
29 Ineligible Football Players Cost Morehouse College a Three-Year NCAA Probation
Morehouse College’s Atheltic Department faces a three-year probation and $5,000 fine for three major violations of NCAA bylaws occurring from 2009 to 2015.
In July, the NCAA released the public infraction decision as part of its agreement with Morehouse College. The decision details how both the athletic department and the college occurred three NCAA infractions — (1) NCAA Division II Manual Bylaw 184.108.40.206.5, NCAA Division II Manual Bylaw 220.127.116.11, and NCAA Division II Manual Constitution 2.8.1.
From academic years 2009-2010 to 2014-2015, the athletic department attested to playing 29 ineligible student-athletes; failing to “properly certify student-athletes’ eligibility in two areas (1) continuing eligibility (progress-toward-degree requirements); and (2) good academic standing”; and improperly signing financial aid awards. This decision involves the football, cross-country, basketball, golf and baseball programs.
The college also received an infraction for failing to properly oversee the department. The decision issued by the NCAA Division II Committee on Infractions was not appealed.
The case began when Morehouse was sent a letter from an attorney on Sunday, September 22, 2013, as noted by the decision. The letter detailed multiple alleged NCAA legislation violations. The attorney, who sent the letter, represented eight families of both current and former Morehouse College football student-athletes.
Morehouse responded to the letter by informing the plaintiff it would investigate the alleged violations. The college used two outside firms for a self-reported investigation which was later submitted to the enforcement staff on Monday, April 28, 2014.
The self-report informed the decision of the Summary Disposition Report (SDR). On May 13, 2015, the committee reviewed the infractions and accepted the violations, self-imposed penalties and corrective actions. Six days later, additional penalties were proposed for Morehouse by the committee. The penalties were not contested.
The 29 ineligible student-athletes included: two student-athletes “who were not in good academic standing with the institution;” “three who failed to designate a degree program;” and seven “who competed after being academically ineligible.” 93 percent (27 out of 29) of the violations were a result of eligibility certification violations due to insufficient credit hour fulfillment.
During this time, the college also violated NCAA Bylaw 16.8.12, which forbids institutions to provide lodging and travel expenses for ineligible student-athletes.
Prospective student-athletes fell victim to improper financial aid awarding through academic years 2009-10 to 2013-14. The director of athletics improperly signed and issued athletic related financial award letters to prospective student-athletes without following NCAA and institutional standard procedures.
In addition to conditions detailed in the decision, the three-year probation requires Morehouse to complete three standard mandatory conditions:
- Report the terms of the probation and penalties on the Morehouse’s athletic’s website, which also includes media packages for current student-athletes and future recruitment efforts like informing prospective student-athletes of the college’s probation.
- Submit annual reports showing compliance with the regulations to the Committee of Infraction.
- Certify that the college’s athletic policies and procedures meet NCAA requirements by the end of the probationary period.
If Morehouse breaks any of these conditions, the department is subject to further disciplinary action and potential suspension.
This probation period follows a tempestuous season for the Mighty Maroon Tigers football program. They were subject to much scrutiny after a “Dear White People” screening outbreak in a South Carolina movie theater.
In addition, Morehouse recently gutted its performing arts programs like its world-renowned Morehouse College Glee Club. Hopefully with its extra cash, Morehouse College will invest more into its academics and arts programs.
Senate Honors 1890 Land-Grant Universities
The U.S. Senate last week unanimously approved a resolution commemorating the 125th university of the Second Morrill Act that led to the creation of 19 historically black land-grant universities. The resolution celebrates that 1890 law and designates August 30 as “1890 Land-Grant Institutions Quasquicentennial Recognition Day.”
Those institutions collectively enroll more than 110,000 students, according to the Association of Public and Land-grant Universities, which praised the resolution’s passage.
Back To College: Students Move Into Dorms At WSSU
WINSTON-SALEM, N.C. — It’s moving day for Winston-Salem State University students!
Nearly 900 first-year students moved into residence halls on campus Sunday.
Do you remember your college days? What advice or tips do you have for new college students? Share them with us on our WFMY News 2 Facebook page or find us on Twitter @WFMY.
STUDENTS PROTEST TUITION CHANGES AT SHAW UNIVERSITY
RALEIGH (WTVD) —
Students who say they were depending on money for the coming school year protested a decision by Shaw University President-elect Tashni Dubroy Tuesday to shift some tuition discounts from the band and athletic programs to the choir, students who have GPAs of 3.5 or above, and the Honors College.
“The justification for these actions is quite explicable when viewed in tandem with my overarching fiscal responsibility to Shaw University and to our university’s history of rewarding students, especially those who exhibit excellence in their academic studies,” wrote Dubroy in a memo explaining the decision.
But some band members told ABC11 that they only learned of the change when they arrived for band camp this week.
“It was criminal to get these kids here under false pretenses,” said Band Director Charles Brown – who spoke with ABC11 as an individual, not as a representative of the school.
Brown said the Platinum Sound Marching Band generates a lot of money for the school, but now it’s taking a hit.
“I have lost 28 freshman and five returning students, 33 students total, who refuse to come because they can’t afford to,” said Brown.
The tuition discount for band students was $7,500. Dubroy held an impromptu meeting with the protesting students Tuesday.
“We cannot be sustainable by giving away a discount situation. It’s not a scholarship,” she said.
Dubroy said students with high GPAs get no academic support while the band gets a total of $525,000 in scholarship funds annually. The football team receives $550,000, and the men’s and women’s basketball teams split $500,000.
Dubroy said a reallocation of scholarship money was needed to address declining enrollment. While that sounds fair enough, students are angry about the timing of the announcement – so close to the start of the school year.
“After we paid for physicals, after we paid for housing, and paid for gas money to get down here, why haven’t we been notified of this situation?” asked junior Devon Dobe.
The president’s office says the financial office was supposed to notify students a month ago, but many have only – as of this week – just found out.
Dubroy said she is working with the school’s athletic director to increase fundraising to pay for more scholarships for student-athletes, but she said Band Director Brown did not agree to work on more fundraising for band members.
DILLARD AWARDED $10.5 MILLION FROM NATIONAL INSTITUTES OF HEALTH
(NEW ORLEANS, LA) – Dillard University recently received a major grant from the National Institute of Environmental Health Sciences (NIEHS) of the National Institutes of Health (NIH). The Institute awarded the $10.5 million grant to Dillard’s Deep South Center for Environmental Justice (DSCEJ), which will train individuals in asbestos, lead, construction, and Hazardous Waste Operations and Emergency Response (HAZWOPER). The award to Dillard was one of only 10 grants awarded nationwide to institutions including UCLA, Rutgers Biomedical and Behavioral Sciences, and the United Steelworkers.
The worker training initiatives will occur at strategic sites across the Gulf Coast and throughout the country with training programs established in Houston, Detroit, Pensacola, Savannah and New Orleans. Dillard’s consortium of training sites will attract and provide training for over 500 participants. Through formal arrangements with HBCUs, community based organizations, unions and industry; Dillard’s program staff will provide environmental health and safety training for underserved populations as well as currently employed workers within environmental remediation and related fields.
In addition to training and outreach, Dillard’s DSCEJ programming also includes a research focus, which is spearheaded primarily by the Center’s project director and principal investigator, Dr. Beverly Wright. Under her leadership, the Center has produced a number of publications as well as regional and national conferences regarding environmental justice-related issues.
Dillard Awarded $10.5 Million from NIH …2
Dr. Wright and Dillard’s DSCEJ have managed a number of projects from NIH, Housing and Urban Development (HUD), U.S. Department of Labor, and the Environmental Protection Agency (EPA) over the past 20 years. The Center also led critical training and research efforts in the gulf coast region for small businesses, first responders, residents and hazardous waste industry workers following Hurricane Katrina in 2005 as well as the Gulf Oil Spill in 2010. Additionally, following Hurricane Sandy, the DSCEJ was called on to lead clean up training efforts in New York and New Jersey. “We are extremely excited to be able to continue our work exhibiting excellence and developing sound practices which have advanced the quality of our training programs over the years. We are gratified and excited about the increased support from the NIEHS to do this most important work,” said Dr. Wright.
According to Theodore Callier, assistant vice president for Sponsored Programs, Dillard faculty and researchers have consistently secured increased support from the NIH in recent years. “Given the list of recipients, this latest NIEHS award demonstrates the level of confidence the agency continues to have in Dillard’s Center.”
Grant activities will begin later this month and continue through July of 2020.
HBCU Alignment: 5 Critical Areas that Need Adjustments
As a stalwart advocate and supporter of Historically Black Colleges and Universities (HBCUs), I have been thinking a lot lately about what ails this sector of the academy and what can be done to enhance its relevance, responsiveness and competitiveness. Although both critics and supporters tend to write and speak about HBCUs as a monolithic group, doing so undervalues the diversity of the sector and the need to reject the one size fits all approach to addressing the challenges that many of these institutions face.
Having spent some aspect of every day for nearly a decade focused on the well-being of HBCUs, I have found myself searching for an analogy that captures the essence of the problems they face. Alas, I think I found the perfect analogy from the days of my youth while growing up in the Arkansas delta in the 1950s and 1960s when everything from birth to death was defined by poverty and race. As a consequence of our low-wealth status, virtually nobody in my community ever bought a new car. A “new car” was, in fact, a used car that had been traded in two or three times by white owners and sold to black sharecroppers and subsistence farmers on credit and at inflated prices. Seldom was the new car paid for before it broke down and was of no use to the buyer. Yet, the seller refused to cancel the loan.
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Nearly all of these “new” used cars had one problem in common: the body was out of alignment. Now, anyone who has ever seen or driven a car that’s out of alignment knows that it appears that the front end of the car is going to hit the oncoming traffic, while the rear end is running off the road! In addition to safety considerations, the lack of alignment posed other problems for the driver, such as irregular wear on the tires, a lack of headlight symmetry and steering difficulty, among other issues.
As I observe, read and reflect on the challenges confronting HBCUs, I have concluded that these institutions face a lack of alignment in at least five critical areas.
1. A lack of alignment between the vision of the president and the values and mission of the institution.
No matter how compelling the vision of the president may be, unless it is aligned with the mission of the institution and its needs, progress is limited at best and unsustainable for sure. The vision of the president, while important, is not enough. He/she cannot be all things to all people and must focus on the areas of highest need and priority no matter what disparate constituent groups might prefer.
2. A lack of alignment between the leadership style of the president and the expectations of the board of trustees.
While many, if not most, board members express a commitment to hiring a strong, independent and self-directed president, when such a person assumes his/her duties, discord follows shortly thereafter. Unfortunately, it seems that too many trustees want presidents to provide leadership in a manner not only consistent with what they believe should be done, but how they believe it should be done.
3. A lack of alignment between the curriculum/degrees offered and the needs of the domestic and global workforce.
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Regrettably, too many institutions offer low quality vanilla-flavored degree programs based on faculty interests and expertise rather than the needs of students and prospective employers. Thus, too many students graduate with the required degree requirements, but not with the knowledge and skills required to compete successfully in the world of work. Discontinuing or modifying a degree appears to be one of the most difficult things for man
y faculty to do. If one were to examine the inventory of degree offerings at most institutions, I suspect they’d find that few changes have occurred in required courses since the degree was launched.
4. A lack of alignment between the focus of the president and the interests of the alumni.
It seems that many HBCU alumni want their alma mater to operate just as they remember it decades ago, except in loco parentis! Failure to operate in such a manner results in withholding financial contributions and the spread of negativism about the commitment and effectiveness of the president and his/her leadership team.
5. A lack of alignment between the president and the faculty, staff and students.
The vision, values and focus of the president notwithstanding, little gets accomplished and sustained without the support of those on whom the president depends for support. It is the faculty who teach and mentor students and staff who make sure their interests and needs are met at the highest levels of excellence and respect. Too often, out of necessity, if a program or service is discontinued, faculty and staff often view it as an affront to them and their needs. Yet, it is clear that institutions cannot be all things to all people and choices must be made about which programs could and should be supported.
The best way to ensure that HBCUs thrive is to make sure they are aligned along the lines suggested in this commentary. This alignment cannot be mandated nor legislated by presidents, elected officials or trustees. Rather, consensus must be pursued, nurtured and maintained by all members of the university. An important starting point is for all parties to practice the art of disagreeing without being disagreeable. Those who truly care about HBCUs must learn how to disagree without losing sight of the fact that the institution exists to serve the needs of students, not to provide paid or volunteer positions for employees or trustees – or to advance anyone’s personal agenda!
There is one thing for certain: Unaligned institutions may survive, but they will not thrive. Institutional alignment is the job of all key constituents rather than that of the president acting as a master mechanic.
!!!!!CONGRATULATIONS!!!! EMILY M. DICKENS, ESQ. NAMED VICE PRESIDENT FOR PUBLIC POLICY & EXECUTIVE DIRECTOR, AGB CENTER FOR PUBLIC TRUSTEESHIP & GOVERNANCE
Emily M. Dickens, Esq. | Assistant Vice President for Federal Relations| The University of North Carolina| 910 Raleigh Road| 919-962-4628| www.northcarolina.edu| www.uncserves.northcarolina.edu| @uncgafedrel The University of North Carolina | Chartered in 1789, UNC was the first public university in the United States and the only one to graduate students in the eighteenth century. Today, UNC is a multi-campus university composed of all 16 of North Carolina’s public institutions that grant baccalaureate degrees, as well as the NC School of Science and Mathematics, the nation’s first public residential high school for gifted students.
Top 10 Tips to Improve Your Grades in College
College is both a pleasant and difficult experience. On one side, classmates are always ready to throw another party. But on the other side, professors are giving you more and more assignments. Next, we have come out with ten ways of improving college grades while still having time for fun activities. Try them out and observe the results.
1. Attend all courses
This is the easiest thing to do – just be present at all courses you have enrolled to. Some professors require a certain number of attendances in order to let student take the exams. By being there every time, you get many advantages: professors will get to know you; you will be exposed to lectures; you will spot the smart classmates willing to help others in need; you will figure out the professor’s favorite topics, etc.
2. Be active in class
Now, just sitting there is not enough for improving your grades. Students must seize every opportunity they have to make themselves remarked. So be there physically and mentally – ask questions, launch a new idea, answer to professors’ inquires, participate in discussions, and so on.
3. Discuss with your professors
If you are in a bad academic situation, the best thing to do is to speak with professors. Ask them how you could improve grades by doing extra assignments or by helping them out with something. Professors are always happy to see that students care about their future and get actively involved. They will find a solution for your problem
4. Become better at essay writing
Submitting better papers is a guarantee for getting higher grades. So practice essay writing until you manage to reach an acceptable academic level. For this, it would be great to have some experts on your side. Just contact an assignment service online and ask for its help. But be careful, though, there are tons of scams out there. Use assignment writing services review blogs likequeensland-assignment.com to find a trustworthy website.
5. Use fun learning methods
Learning doesn’t have to be a burden. There are ways of making it fun. For example, you could join a students’ forum and learn actively by discussing with others. Then, study groups are also great for both making friends and easily achieve new information. Use technology to spice up the learning process with flashcards, quizzes, videos, etc.
6. Study constantly
Lazing around all year and struggling to learn everything in one week is definitely not a good strategy for getting higher grades. The secret is to study a little every day, to learn progressively. Information sinks in better in this way and you will be prepared for any exam!
7. Take effective notes
While in class, don’t forget to take notes. Make them clear and easy to follow. Use schemes and abbreviations. Try to have a beautiful handwriting (or at least readable). Don’t struggle to put down every detail the professor speaks about. Just note the essential data.
8. Always be organized
Organization is the key to success in every field. Create schedules with courses, exams and deadlines for submitting papers. Also, keep track of the bibliography and write sheets for every read book. Have a balanced program containing studying hours and relaxation time, too.
9. Ask for help
It’s not a shame to ask for assignment help! Be smart and accept when things get out of control. Look for guidance in the persons around you – colleagues, professors, and even parents. If you have too many papers do be done in a short time, hire an assignment service. That’s what modern students do in order to survive college!
10. Go to summer school
This is a last, desperate solution for those who cannot fix things anymore. Summer courses will help you get on track and start fresh with all subjects. Not to tell that it is better to work one summer than to postpone graduation!
In conclusion, improving your grades is not that hard if you act now! Don’t wait till the end of the semester in order to start working on your papers. Follow the indications and improve your academic situation in simple and sometimes fun ways.
Cheyney University faces enrollment, financial problems
For Clairton High School graduate Qualyn Meade, Cheyney University is a “school for second chances.”
After an old knee injury sidelined a cheerleading scholarship offered at Kutztown University, he took a year off before enrolling at Cheyney in Delaware County, one of the nation’s more than 100 historically black colleges and universities.
“I know it’s crazy, but I cried when I first got to campus,” said Mr. Meade, now 20 and about to enter his second year at Cheyney. “I always wanted to go to an HBCU. Cheyney gives students who maybe aren’t the brightest, aren’t the strongest, a chance to thrive and succeed. Finally having that opportunity to start school and be able to do well. … It was overwhelming.”
Mr. Meade is walking in the footsteps of thousands of others who have attended Cheyney since it was founded almost 200 years ago to “instruct the descendants of the African Race in school learning,” as founder Richard Humphreys wrote in his will. One of 14 state-owned universities in the State System of Higher Education, it began offering higher education degrees in the early 1900s.
But now questions about the university’s financial and academic stability leave the institution at a critical crossroads.
The university is on its third line of credit from the State System of Higher Education — this one for $6.5 million after two similar ones — to help cover its daily operations into 2016. Its financial aid polices are under scrutiny to see whether any money needs to be returned to the U.S. Department of Education after the university failed to adequately track federal student aid over the course of three years. Its administration has had high turnover, with nine acting, interim and long-term presidents in the past 14 years.
And enrollment, which already declined from 1,586 students in 2010 to 1,022 in 2014, is expected to drop by 302 students — another 30 percent — to 700 this fall. Only 54 percent of students who began their studies in fall 2012 returned to the university for fall 2013. Some degree programs have few students; math has just one.
The university declined to comment on any definite plans to turn the school around, although state officials are talking about collaborating with West Chester University, another member of the system, located about six miles away. Robert Bogle, chairman of the Cheyney University Council of Trustees, said there has been “a lot of talk,” but he has yet to see a detailed short-term and long-term sustainability plan to outline the university’s next steps that is “agreed upon” by the State System and Cheyney representatives.
University spokeswoman Gwen Owens declined to make interim president Frank Pogue or other university administrators available for interviews.
A coalition of students, alumni and community activists — called Heeding Cheyney’s Call — is pushing for change through a civil rights lawsuit filed in November. The suit mirrors previous ones from the early 1980s and late 1990s, arguing Cheyney has not received a fair share of government resources.
Cheyney stakeholders agree that the issues the university is facing did not emerge overnight but are largely a reflection of years of fighting for equitable treatment and funding.
“People think Cheyney is about to close,” said Junious Stanton, former Cheyney University Alumni Association president. “It’s underfunding of a much higher need to where we’re forced to take minimal resources and put Band-Aids on the problem instead of really addressing and solving the problem. The situation is unsustainable.”
‘That’s what keeps you there’
In the face of such challenges, attracting and retaining more students is vital to the historic institution’s future.
The student body is made up mostly of Pennsylvania residents — one third come from Philadelphia — and is largely low-income. In 2013, more than 90 percent of the student body received financial aid and 77 percent received Pell Grants, federal need-based grants.
In July — a time when most college-bound students were flipping through dorm assignments and course booklets of their chosen schools — the university was continuing its efforts to recruit more students for the fall semester.
The university extended the general admission deadline to Wednesday, little more than two weeks before the start of the fall semester. Officials also advertised open slots for the university’s Keystone Honors Academy on its website on July 16.
The honors academy — a key recruiting tool — offers full scholarships, including tuition, room and board, fees and a laptop, for qualifying students. It also serves as a feeder program for the Bond Hill Scholarship program, which allows recipients to pursue a graduate degree at three partnership universities: Penn State University, Temple University and the University of Pittsburgh.
In response to a Right-to-Know request from the Post-Gazette, university officials said, last school year, the university received $1.5 million from the state for the honors academy and 92 honors scholarship recipients. The university declined to provide how many scholarships were still available as of July 16, when the article advertising available scholarships on Cheyney’s website was published. A Right-to-Know request for that information is pending.
The article touted the scholarship as “one of Pennsylvania’s best-kept secrets” with testimonies from former scholars, including former student body president Chris Carter, now 26, who was recruited for the honors academy as a senior at Pittsburgh Allderdice High School in 2006-07.
However, his first impression of the campus when he arrived in fall 2007 was almost enough to make him relinquish the full academic scholarship and transfer to one of three other schools — Pitt, Howard University and Duquesne University — that accepted him.
In his freshman dorm, Yarnall Hall, the ceiling leaked when it rained. The tiny rooms had no air-conditioning. Steam heat caused the floors to dampen as they warmed. The building has been demolished, and the university has since built a new dormitory and science building, but many of its facilities are in a similar state of disrepair, he said.
“In my first semester, I had a really hard time getting over the state of the facilities,” he said. “It was hard to overlook the fact that none of our buildings looked brand new. I’d toured other campuses within the State System, so I couldn’t help but wonder why do we look like this when every other school looks like that?”
By his second semester, he found himself at home.
He played trumpet in the marching band and began to connect with his classmates. His professors became mentors and friends.
“I was so used to being the only black student in my honors classes in high school that, when topics like affirmative action and police brutality came up, I felt like I had to fight to be heard,” he said. “[At Cheyney], I felt like there was a common ground with the understanding of struggles of African-Americans. When you have those connections, those positive, life-changing experiences on campus … that’s what keeps you there. That’s what makes you want to stay.”
By the time Mr. Carter graduated from Cheyney in 2011, he was first chair for jazz and concert bands, belonged to the campus chapter of the NAACP, had served as student body president and received the Bond Hill Scholarship to pursue a law degree at Pitt.
The inequities he noticed between Cheyney and the other 13 universities — all predominantly white — within the State System of Higher Education went from being a source of discouragement to a catalyst for him to seek increased funding and support.
In spring 2011, towards the end of his term as student body president and just a few months before Mr. Carter was scheduled to graduate, Mr. Corbett’s administration announced plans to eliminate all state funding for both the Keystone Honors Academy and the Bond Hill Scholarship. Mr. Carter, along with the student government administration, organized a student walkout to protest the cuts and a statewide student protest in Harrisburg. Public outcry from students, faculty, alumni and supporters helped deter the measure.
Parity through equity
The honors program was first developed in 1999 from a lawsuit initiated on behalf of Cheyney accusing the State System of underfunding Cheyney.
A settlement was reached between Cheyney and the state: The state would provide additional funding to the university to be used for renovations and updated facilities and more academic programs.
More than 15 years after the settlement, members of Heeding Cheyney’s Call contend the university still has not received equitable resources from the state system. Coalition spokesman Michael Coard said the goal is to receive “parity through equity” through dedicated, continuous resources from the state.
Mr. Stanton, a founding member of HCC, said, “We’re the stepchild of the system. They’ve essentially stood aside and watched the university go under.”
At a State System board of governors meeting in June, Ken Mash, president of the Association of Pennsylvania State College and University Faculties and a professor at East Stroudsburg University, told the board the Cheyney faculty has been forced to work in “conditions that would be intolerable” at other the other universities.
“None of us should allow what has happened to continue to go on. We have all failed that university and its students at this point,” he said.
Alicia Brumbach, spokeswoman for the State System chancellor’s office, defended the resources committed to Cheyney in a prepared statement.
“The State System is committed to the success of Cheyney University and all 14 state-owned universities,” she said. “The record clearly shows that the State System and the Commonwealth have committed substantial resources to the university and its students.”
Mr. Stanton also cited a lack of strong leadership within the university to help “stem the hemorrhaging.” The latest interim president, Mr. Pogue, took over after the abrupt retirement of former president Michelle Howard-Vital in July 2014 after a seven-year term.
“There have been so many areas where the university either departmentally or collectively was in a state of dysfunction,” he said. “I don’t see leaders taking any significant bites out of the elephant.”
A defined role and plan
The university is in “catch-up mode” in terms of academic offerings, Mr. Bogle, the board chair, said, with outdated and under-enrolled programs that aren’t competitive. In July, the state system’s board of governors released 16 new approved degree programs at eight state-owned universities for the upcoming year. Cheyney was not among them.
“Some of the ones we have are not working,” he said. “Some of these programs cost the university money, and we can’t afford to have these programs that cost us money. If you don’t have what the students want, then they’ll go elsewhere.”
He declined to comment on which programs the university would consider cutting or adding. However, a presentation from university officials at the Cheyney University Alumni Association retreat last fall showed only one student was majoring in math and five in English, while social relations/criminal justice had 115 students. Some other popular programs include business administration/management; biology and biology/health professions; communications arts; and liberal studies.
Marybeth Gasman, director for the Penn Center of Minority Serving Institutions at the University of Pennsylvania, said an important marketing tool for HBCUs is developing key program offerings and a clear identity, then recruiting quality students in a targeted manner.
“Cheyney needs to ensure that people understand what is unique about it and what it has to offer,” she said. “They need to figure out exactly what they’re good at and focus on that.”
In the midst of expected changes, Mr. Meade said he believes the HBCU fills a vital role within the State System.
“I wanted to be able to get back to my roots, see people who have a positive outlook and are making an impression on the world as people of color,” he said. “To go to a place where you see an entire community moving forward in the world really gives me a hopeful spirit.”
Former Xavier University President Norman Francis Says HBCU’s Face Tough Decade
Former Xavier Universitiy President
Even Though Blacks Borrow More for College, Enrollment Declines
WASHINGTON (NNPA) – Recognizing that a college degree is one of the surest paths to a job and economic security, Black families are taking on more student loan debt than White and Hispanic families, according to a new report by Wells Fargo.
According to the report, student loan debt increased by roughly 97 percent between the 1995-1996 school year and 2015 and Black undergraduates that started school during the 2011-2012 school year can expect to borrow $28,400 for a four-year bachelor’s degree compared to Hispanics who will borrow $27,600.
The total price of attendance for Black full-time students increased 115.4 percent during the 2011-2012 school year compared to the 1995-1996 school year and White students experience 113.6 percent jump over the same time period.
The report stated, “The average out-of-pocket net price (which is the price after aid plus student loans) increased 88.7 percent for Blacks, 80.8 percent for Asians and 74.7 percent for Whites between the 2011 and 2012 school year compared to the 1995 and 1996 school year.”
In addition, the report found that more than 60 percent of Black undergraduate students qualify “for some type of aid from the federal government” compared to 50 percent of Hispanics and 34 percent of Whites and Asians.
John Rasmussen, the president of personal lending and the head Education Financial Services at Wells Fargo said that two primary realities often frame the conversation about higher education: student loan debt and the growing costs associated with earning a degree.
“The outstanding amount of student loan debt has now exceeded $1.2 trillion,” said Rasmussen. “That is larger than credit card debt and automobile debt.”
He also noted that the cost of college over the past 20 or 25 years has increased at a pace that is significantly faster than inflation.
“Families are trying to be really practical,” said Rasmussen. “Trying to keep costs down now, staying in state more, exploring community college options, and asking tough questions like, ‘Are my kids ready to go to college?’”
Rasmussen added that students and families want federal loan programs that are easier to navigate, better information about the true costs of federal loans and what families can expect for outcomes like graduation rates, job placement rates and salary and earnings and the repayment performance of students.
Even though Blacks are taking on more student loan debt, in recent years that increased burden has delivered mixed results on enrollment rates.
A 2014 report by the Wells Fargo Securities, LLC Economics Group, that linked educational attainment to economic success, found that Black enrollment in degree-granting institutions has increased considerably since the Great Recession, but that enrollment rate “slowed down noticeably in 2011 and 2012.”
The report said, “This slowdown in Black enrollment in degree-granting institutions plus the strong increase in the enrollment of Hispanics has helped push the Hispanic rate above the Black rate for the first time since the early part of the 1970s.”
Still, economists and education advocates agree that a college education continues to be a sound investment, despite the cost
Six HBCUs Awarded NCAA Academic Support Funds
Historically Black universities are receiving a significant portion of the more than $4 million in grants recently allocated by the National Collegiate Athletic Association (NCAA) for helping Division I schools provide academic support to student-athletes.
Last week, the NCAA announced that nine schools, including six HBCUs, are recipients of Accelerating Academic Success Program grants, which support institutions in their efforts to satisfy requirements of the Division I Academic Performance Program. The program “was developed to ensure schools provide an environment that supports education while enhancing the ability of student-athletes to earn a degree,” according to the NCAA.
Recipients of the three-year Accelerating Academic Success Program Comprehensive Grants are Alcorn State University ($900,000), California State University, Bakersfield ($870,686), Hampton University ($675,000), Florida A&M University ($675,000), Delaware State University ($449,850) and North Carolina A&T State University ($277,284.38).
“The comprehensive grants will be … used to fund increased academic support services staffing and space; technology upgrades (software and hardware); career planning; professional development; and increased availability of summer financial aid for student-athletes,” the NCAA said in a statement.
Schools can seek a maximum of $300,000 annually for three years. Grant recipient schools are required to match grant dollars each year of the program. In the first year, the school must make a 25-percent match. A 50-percent match is required in the second year and 75-percent match in the third year.
Recipients of the single-year Accelerated Academic Success Program Initiatives Grants are California State University, Northridge ($100,000), Idaho State University ($8,333.33) and Texas Southern University ($80,608).
Institutions qualifying for the Accelerated Academic Success Program grants are non-Football Bowl Subdivision I schools in the bottom 10 percent of resources as determined by rates of institutional expenditures, athletics department funding, and Pell Grant aid.
“With the additional resources and support, the grant will allow us to demand higher outcomes for our student-athletes,” said Jason Cable, associate athletic director for compliance at Alcorn State University.
Cable told Diverse that with new funding the Alcorn State athletics department expects this academic year to provide scholarship support for 15 to 20 fifth-year students whose athletic eligibility has run out so that they can complete their degree. As they finish their schooling, those former athletes will be expected to mentor current student-athletes. In addition, the athletics department will hire two academic counselors bringing its total to five for managing roughly 300 student-athletes at the Lorman, Miss.-based school.
“Degree completion is our number-one focus. This (initiative) affords student-athletes an opportunity to graduate with their peers because we will have funds set aside for them to come back and earn their degree,” he said.
Cable noted that hiring two additional counselors will improve the athlete-to-counselor ratio from 100 to 1 to 60 to 1. “We believe that increased attention for individual student-athletes will have an immediate impact on their retention,” he said.
Earl Hilton III, director of intercollegiate athletics at North Carolina A&T State University, said its three-year grant will support the hiring of an academic counselor and a learning specialist. The new hires will increase the athletics department’s academic counseling staff from four to six at the Greensboro, N.C.-based university.
“It’s a fairly straightforward solution. … From my perspective, there’s no mystery in how (Academic Progress Rate) challenges are resolved,” he said.
“Additional academic support staff to provide coverage of your student-athletes and additional opportunities for summer school … are two steps we’ve taken in the last three to four years that have improved student-athlete retention,” Hilton explained, noting that North Carolina A&T has roughly 325 student-athletes.
In 2012, the Accelerating Academic Success Program (AASP) was created by the NCAA Executive Committee. The AASP includes an annual conference and grants and support to Division I institutions. Last week’s awards marked the third round of AASP funding by the NCAA.