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A Summit Focused
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www.wssu.edu/thesummit2015
INNOVATION
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A Summit Focused on
Black Faculty, Staff and
Graduate Students in
the UNC System
APRIL 16-17, 2015 l Thriving in the 21st Century University
TABLE OF CONTENTS
2015 SUMMIT KEYNOTE SPEAKER
PROGRAM AGENDA
ORAL SESSION ABSTRACTS
POSTER SESSION ABSTRACTS
NOTES
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3-7
8-23
23-26
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ACKNOWLEDGEMENTS28
2015 SUMMIT KEYNOTE SPEAKER
GENNA RAE MCNEIL is professor of history at the University of North Carolina in Chapel Hill where she teaches
United States history, African-American history, and U.S. Constitutional History.
A graduate of the University of Chicago, McNeil is widely known for her prize-winning Groundwork: Charles
Hamilton Houston and the Struggle for Civil Rights, which was awarded the Silver Gavel Award for outstanding
scholarship in American Legal History by the American Bar Association. Specializing in social movements,
race, and law, within the field of African-American history, McNeil is co-editor of three texts: with Michael
R. Winston, Historical Judgments Reconsidered; with John Hope Franklin, African Americans and the Living
Constitution; and with V. P. Franklin African Americans and Jews in the Twentieth Century. McNeil’s most recent
research examines State of North Carolina vs. Joan Little, 1974-1975 and has been published in Journal of
African American History and Sisters in the Struggle, edited by Bettye Collier-Thomas and V. P. Franklin. She is
also co-author and editor of the forthcoming “ ‘Song of Hope’ – Writings by African Americans on Depression.”
McNeil has served as a research scholar and fellow at both the Schomburg Center for Research in Black
Culture in New York City and the Woodrow Wilson Center for Scholars in Washington, D.C. Prior to joining the
faculty of the University of North Carolina as professor of history, McNeil taught at Howard University School
of Law and chaired the Department of History of Howard University. She has, as well, worked as an archivist
at the New York Public Library, served as the national Ecumenical Officer and Deputy General Secretary of the
American Baptist Churches in the USA (a multi-racial denomination of more than 1.3 million). Published in
February 2014, McNeil is co-author with Houston Bryan Roberson, Quinton Hosford Dixie, and Kevin McGruder
of Witness: Two Hundred Years of African American Faith and Practice at the Abyssinian Baptist Church of
Harlem, New York.
For further information, see website at www.unc.edu/faculty/History
Dr. McNeil may be reached at mcneilgr@unc.edu or by facsimile at (919) 962-1403
C.B. # 3195, History Department, Hamilton Hall, UNC – Chapel Hill (919) 962-2115
Chapel Hill, North Carolina 27599-3195
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PROGRAM AGENDA
THURSDAY, APRIL 16, 2015
Diggs Gallery, Winston-Salem State University
4:00 - 6:00 PM
Registration and Poster Session
5:30 - 7:00 PM
Opening Reception
Welcome
Chancellor Elwood L. Robinson
Winston-Salem State University
FRIDAY, APRIL 17, 2015
Hill Hall, Winston-Salem State University
8:00 - 8:45 AM
Registration and Continental BreakfastLobby
8:30 - 8:45 AM
Summit Opening and Greetings
Carthene R. Bazemore-Walker, Winston-Salem State University
Lecture Hall
8:45 - 9:55 AM
Concurrent Sessions
SESSION I: Diversity and the Disciplines Room 205
Moderator: Michael McKenzie, Winston-Salem State University
Dynamic and Rapid Entrepreneurial Statistical Measurement and Assessment
James Osler II, North Carolina Central University
Philliph Mutiysa, North Carolina Central University
Mark Wright, North Carolina Central University
Micro-Inequities in Higher Education
Cerise Glenn, UNC-Greensboro
Edna Chun, UNC-Greensboro
Shelly Brown-Jeffy, UNC-Greensboro
The Impact of Peer Assisted Study Scholars (PASS) on Doctoral Student Persistence
Comfort Okpala, North Carolina A&T State University
Deborah Eaton, North Carolina A&T State University
SESSION II: African-American Women Scholars: Challenges and Opportunities
Moderator: Heather Davis, Winston-Salem State University
Investigation of Female Faculty Mentoring at HBCUs
Deborah Fortune, North Carolina Central University
Goldie Byrd, North Carolina A&T State University
Sharon Cook, North Carolina A&T State University
Lecture Hall
www.wssu.edu/thesummit2015
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African-American Women Scholars: Challenges and Opportunities
Dawn Tafari, Winston-Salem State University
Kim Pemberton, Winston-Salem State University
Fran Oates, Winston-Salem State University
Voices from the Silent Ranks
Rachelle Barnes, Winston-Salem State University
Dawn Henderson, Winston-Salem State University
Shannon Mathews, Winston-Salem State University
SESSION III: Racial, Gender, Ethnic, and Sexual Diversity in the 21st Century Academy
Moderator: Silvia Ramos, Winston-Salem State University
An African-American Studies Course without Borders
Armondo Collins, UNC-Greensboro
Living the Truth of Struggle
William Boone, Winston-Salem State University
Still Teaching to Transgress
Michele Lewis, Winston-Salem State University
Shawn Ricks, Winston-Salem State University
“I’m Not Your Superwoman”
Shawn Ricks, Winston-Salem State University
10:00 - 10:55 AM
Plenary I: Provosts Panel
Brenda A. Allen, Provost and Vice Chancellor for Academic Affairs
Winston-Salem State University
Flora Bryant Brown, Interim Vice Chancellor for Academic Affairs
Elizabeth City State University
Joan F. Lorden, Provost and Vice Chancellor for Academic Affairs
University of North Carolina – Charlotte
Room 331
Lecture Hall
11:00 - 12:10 PM Concurrent Sessions
SESSION IV: Transformative Leadership for a Transformed Academy Room 205 Moderator: Kevin Byers, Winston-Salem State University
Leadership and Coalition Building for a Diverse Society
Beverly Williams, North Carolina State University
Emily Robinson, North Carolina State University
Joy Tongsri, North Carolina State University
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Supporting Staff through Professional Development Funding
Guila B. Cooper, Winston-Salem State University
Michelle C. Jordan, Winston-Salem State University
LaVon D. Gray, Winston-Salem State University
SESSION V: Transformative Teaching for a Transformed Academy
Moderator: Tiffany Baffour, Winston-Salem State University
Faculty Reading Groups
Nancy Polk, Winston-Salem State University
Tangela Towns, Winston-Salem State University
Jo Ann Coco-Ripp, Winston-Salem State University
Antionette Moore, Winston-Salem State University
Transformative Teaching: Empowerment for Social Justice Sensibility
Andrea Patterson-Masuka, Winston-Salem State University
Dawn Tafari, Winston-Salem State University
Kim D. Pemberton, Winston-Salem State University
SESSION VI: Beyond the Ivory Tower: Realizing a University without Walls
Moderator: Alvin Atkinson, Winston-Salem State University
21st Century Comm-Uni-Versity Model
Philliph Mutisya, North Carolina Central University
Prince Bull, North Carolina Central University
We Will No Longer Wear the Mask: Growing Past the Ivory Tower of Black Education
Tajanae Barnes, North Carolina A&T State University
College Going Perceptions of Middle School Students from Urban and Rural Communities
Annie Burton, UNC-Asheville
“Where do we go from here?” Black Intellectuals and the Future of the University
Corey D. B. Walker, Winston-Salem State University
S. Maxwell Hines, Winston-Salem State University
Jack S. Monell, Winston-Salem State University
12:15 - 1:20 PM
Luncheon Keynote
What Do We Need to Thrive in the 21st Century University?
Genna Rae McNeil, University of North Carolina – Chapel Hill
Room 331
Chaos or Community: (Re)Imagining the Classroom as a Beloved Community
Hope Jackson, North Carolina A&T State University
Jawana Little, North Carolina A&T State University
Robert Randolph, North Carolina A&T State University
Lecture Hall
Lecture Hall
www.wssu.edu/thesummit2015
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1:30 - 2:40 PM
Concurrent Sessions
SESSION VII: Transformative Leadership for a Transformed Academy Lecture Hall
Moderator: Letitia Wall, Winston-Salem State University
Advancing Gender Equity through Institutional Change for All
Zakiya Wilson, North Carolina A&T State University
Stephanie Teasley, North Carolina A&T State University
Goldie Byrd, North Carolina A&T State University
Robin Coger, North Carolina A&T State University
Exploring the Leadership Experiences and Challenges of African-American Women Scholars
Evelyn Leathers, North Carolina A&T State University
Comfort Okpala, North Carolina A&T State University
Diversity Succession Planning in Higher Education
C. Ellen Washington, North Carolina State University
Paul Baker, Bennett College
SESSION VIII: Recruiting and Retaining Black Faculty
Moderator: Melvin Fenner, Winston-Salem State University
Mentorship: A Strategy to Increase Promotion and Tenure of Junior Faculty
Wanda Lawrence, Winston-Salem State University
Vanessa Duren-Winfield, Winston-Salem State University
Leaving Academe: Academics Reflect on the Ostensible Departure of Black Women from the Tenure-Track
Crystal Chambers, East Carolina University
“Because you are, I am”: Transformative Mentorship through Black Feminist and Critical Race Theory
Oni Crawford, North Carolina A&T State University
Jawana Little, North Carolina A&T State University
SESSION IX: Transformative Leadership for a Transformed Academy
Moderator: Louise Allen, Winston-Salem State University
Extending the Reach: Embedding Librarian Instruction
Melinda Livas, Winston-Salem State University
Sandra Wilder, Winston-Salem State University
Demystifying Information Technology in the Undergraduate Classroom
Malishai Woodbury, North Carolina A&T State University
Interdisciplinary Synergy: Integration of Information Literacy into the Curriculum
Stephanie Dance-Barnes, Winston-Salem State University
Michael Frye, Winston-Salem State University
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Room 205
Room 331
Integrative Learning: A Model for Student and Faculty Development
Tennille Presley, Winston-Salem State University
Jill Keith, Winston-Salem State University
2:50 - 3:45 PM
Closing Plenary II: Summit Futures D. Kathy Stitts, Associate Provost and Dean of University College and Lifelong Learning
Winston-Salem State University
Peggy Valentine, Dean of the School of Health Sciences
Winston-Salem State University
Corey D. B. Walker, Dean of the College
Winston Salem State University
Carlton E. Wilson, Dean of the College of Arts and Sciences
North Carolina Central University
Zakiya Wilson, Associate Dean for Faculty and Student Success
North Carolina A&T State University
3:50 - 4:00 PM
Summit Closing
Carthene R. Bazemore-Walker, Winston-Salem State University
Lecture Hall
Lecture Hall
www.wssu.edu/thesummit2015
7
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Rachelle Barnes
EMAILbarnesr@wssu.edu
Name
Dawn Henderson
Emailhendersondx@wssu.edu
Name
Shannon Mathews
Emailmathewssh@wssu.edu
TITLE
Voices from the Silent Ranks
ABSTRACT
Women, specifically Black women, have forged pathways to enter the ranks of academia and traverse the tenure process. There exist narratives of the
experience of being a woman, a Black woman, in challenging social structures and spaces that reinforce subjugation and their silence. Within margins
of womanhood and Blackness, there are further points of marginalization and silence that exist in motherhood. Black women are not only managing
the challenges and expectations to adhere to the pressure of “productivity and scholarship,” but most negotiate this demand as mothers. The stress of
managing these multiple roles influences whether Black mothers advocate for or dissociate themselves from academia completely. Narratives collected
from Black mothers in academia will serve as the backdrop for this presentation as attendees engage in dialogue on the challenges for Black women
mothers as faculty and administrators. The innovative workshop will use spoken word as a medium for activism to highlight the value of giving voice
to “motherhood” through the experience of Black women faculty and ways to transform academic structures to reflect opportunities for tenure and
promotion. This creative workshop specifically aims to use a liberatory framework to facilitate dialogue on strategies used to support Black mothers
throughout the tenure process.
PRIMARY PRESENTER
Tajanae Barnes
EMAILtajanaelb@gmail.com
TITLE
We Will No Longer Wear the Mask: Growing Past the Ivory Tower of Black Education
ABSTRACT
For years, black people have fought for rights to receive an education (being able to read and write academically and think for themselves critically).
Blacks were told, and even believed, the only education they should desire is learning a trade (seamstress, carpenter, etc.). However, some people felt
strongly about education and founded thriving Historically Black Colleges and/or Universities (HBCUs). Today, those same universities created for black
people are threatened by the “ivory tower” of American society. The ivory tower, in this sense, represents the lack of educational opportunities and
suspension of the flourishing or realization of true potential in 21st century academia. Black people are placed in classrooms with teachers who refuse
to access the student’s full potential and diminish the knowledge black students hold. In her novel, Quicksand, Nella Larsen writes “This was, he had
told them with obvious sectional pride, the finest school for Negroes anywhere in the country, north or south; in fact it was better even than a great many
schools for white children” when describing an HBCU in a southern town, Naxos. If HBCUs were some of the most profound institutions, why are they now
crippling black students of the opportunities previously afforded to them? My presentation will explore the constant crippling and examine the thriving
success of black HBCU students who believe in learning outside the box and excelling beyond walls placed in their existence.
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ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Annie Burton
EMAILaburton3@unca.edu
TITLE
“College Going Perceptions of Middle School Students from Urban and Rural Communities: An evidence-based approach at UNC Asheville”
ABSTRACT
Explore the Tour (ETT) was designed on the premise that students would glean a more authentic college experience if carried out by college students.
To test this assumption students were asked to rank their experience with college students and faculty. Students are also asked to name three major
takeaways gleaned from the campus tour. The methodology seems to be effective based on pre- and post-surveys capturing qualitative and quantitative
data analyzed by cohort after each ETT session. To date, data from Valley Springs Middle (C1), Rugby Middle (C2) and Apple Valley Middle (C3) showed a
college confidence increase from 57%, 71%, and 47%, to 91% (up 60%), 100% (up 41%) and 88% (up 87%) respectively, and confirmed that schools
with the lowest college confidence rate have the highest number of students eligible for free and/or reduced l federal lunch programs. The resulting data
is used to identify population-based variances in order to continuously improve future ETT sessions.
Participants will come away with a myriad of ways in which higher education can work collaboratively with school districts to promote a college
going ideology, leveraging its most precious resources, faculty and students. More importantly, participants will glean a better understanding of the
communities they serve and how best to meet their needs. UNCA will launch a “College and Career Readiness” professional development model for
teachers in partnership with UNC Chapel Hill that will have an international reach to countries as far as Madagascar. This effort assist teachers in
complying with the necessary CEU requirements as proscribed by the NCDPI and also foster college and career readiness in the K-12 classroom setting.
In addition, participants will learn strategies about engaging faculty on their campuses to serve as content experts to spark teacher engagement on
innovative topics to introduce into the classroom setting.
PRIMARY PRESENTER
William Boone
EMAILboonewi@wssu.edu
TITLE
Living the Truth of Struggle: Educational Pioneers, Liberal Education and 21st Century HBCUs
ABSTRACT
Living the Truth of Struggle: Educational Pioneers, Liberal Education and 21st Century HBCUs
In “The Vocation of the Black Scholar and the Struggles of the Black Community,” Vincent Harding argues that African-American scholars should serve
as liberating agents of socio-historical change for African-American students. Harding challenges American notions of the detached academician,
while situating the Black scholar within the context of African-American, community struggle. How can Harding’s analysis be applied to professors
at historically Black colleges and professors in general? How can Harding’s work on black scholars and vocation inform liberal education and critical
pedagogy at HBCUs?
This paper examines Harding’s work as an entry point to examine the intersection between liberal education, critical pedagogy and student success
at HBCUs. This research utilizes “educational pioneering”-or the exploration of uncharted pedagogical, theoretical and institutional terrain—as a
conceptual framework to discuss transformative teaching and critical pedagogical strategies at historically Black colleges and universities in the 21st
century.
www.wssu.edu/thesummit2015
9
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Crystal Chambers
EMAILchambersc@ecu.edu
TITLE
Leaving Academe: Academics Reflect on the Ostensible Departure of Black Women from the Tenure Track
ABSTRACT
In this critical content analysis, I analyze responses to a Chronicle of Higher Education news blog on the disproportionate departure of Black women from
the tenure track. From behind the veil of anonymity, bloggers explore issues of social factors within reappointment, promotion, and tenure processes,
“women’s issues,” uneven faculty workloads, disparate pay, and affirmative action. The accuracy of the underlying report notwithstanding, I analyze
the civility of discourse about issues concerning gender, the incivility of discourse around matters of race, and comparative disinterest around matters
intersecting the two. Implications for climate within academe and why leaving academe can be a rational response to the multiple marginalizations of
women of color are explored.
PRIMARY PRESENTER
Armondo Collins
EMAILarcolli2@uncg.edu
TITLE
An African-American Studies Course Without Borders: E-Portfolios and Innovative Instructional Methods
ABSTRACT
Armondo Collins is the Head of the Digital Media Commons at the University of North Carolina Greensboro, where he works with students and faculty
to more effectively incorporate digital design technologies into their assignments. This presentation discusses the author’s use of Google Sites as a
platform to deliver course content. Armondo merges his research interests in African-American literature and Black Nationalist rhetoric with his practical
experience working with emerging website design technologies. Collins suggests that content-display platforms, like Google Sites, can be used to create
an asynchronous open-source African-American studies classroom that will provide important access to scholars and non-scholars, alike.
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www.wssu.edu/thesummit2015
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Guila Cooper
EMAILcoopergb@wssu.edu
Name Michelle C. Jordan
Emailjordanmi@wssu.edu
Name LaVon D. Gray
Emailgrayla@wssu.edu
TITLE
Supporting Staff through Professional Development Funding
ABSTRACT
Through Professional Development funding, many opportunities exist for staff to continuously grow and develop skill sets that increase their ability to
deliver excellence as a member of a team, department, school, or college at Winston-Salem State University. Professional development is a wide-ranging
term that applies to activities and opportunities that help one grow in terms of performance, satisfaction, and status within the workplace. Professional
development can involve job enrichment and expanding one’s current position through adding new responsibilities or taking on new projects; lateral
movement into a different area of the organization; and/or vertical movement to positions of higher status and greater responsibility.
Given our academic environment, professional development activities can take the form of staff attending classes, lectures, conferences, and other
academic and cultural events; and undertaking training and mentoring opportunities aimed specifically at staff.
This presentation will demonstrate the positive impact of the WSSU Staff Senate Professional Development Program (SSPD) towards enhanced staff
professionalism, improved customer service, and innovative inter-professionalism and connectivity to peers at other institutions.
The program has provided a significant number of opportunities for eligible WSSU staff members in their pursuit of professional development activities
related to current roles and responsibility, or anticipated changes. A key outcome for SSPD is that staff would actively pursue their full potential personally
and professionally; maintain current training in the tools, policies and procedures relevant to their position and assigned duties.
PRIMARY PRESENTER
Oni Crawford
EMAILocrawfor@aggies.ncat.edu
Name Jawana Little
Emailjs980558@ncat.edu
TITLE
“Tending Our Mother’s Gardens as Our Own: Navigating Interdependent Mentorship in Undergraduate Research for the Black Female Professoriate”
ABSTRACT
This paper examines the importance, complexities, and impact of interdependent mentorship amongst Black women on the undergraduate and graduate/
faculty levels. The purpose of this research, written and conducted by a faculty mentor and an undergraduate scholar, is to further examine and
interrogate current research methodologies from which Black women scholars have been excluded, erased, and commoditized within the academy that
they serve and contribute to. This work adds to the current literature as it is a unique and precise comparison that explicates the complexities of the
Black woman’s shared narrative through undergraduate mentorship. Through undergraduate mentorship, the faculty member and student both share
experiences that further their individual research to contribute to a larger body and pave a continual path through academia. In an engagement of critical
race theory, traditional pedagogical practices, as well as pedagogical practices that pertain specifically to African-Americans, we have been able to
conclude that the academy functions as a reflection of a much larger hierarchal system that has permeated academic spaces. The thematic elements
of space and ownership that govern universities across the nation are not irreconcilable with the Black woman’s essence within scholarship. Mentorship
amongst Black women, Black feminist literature and theory, and the Black female professoriate contain dialectics of identity that have heightened levels
of communal awareness and illuminated space for undergraduates and faculty that has yet to be recognized by the masses.
www.wssu.edu/thesummit2015
11
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Stephanie Dance-Barnes
EMAILdancest@wssu.edu
Name Michael Frye
Emailfryema@wssu.edu
TITLE
Interdisciplinary Synergy: Integration of Information Literacy into the Curriculum
ABSTRACT
The ability to use information technologies effectively to find and manage information, and then be able to critically evaluate and ethically use that
information to solve a problem are key characteristics of an information literate individual. Employers of the 21st century are looking for people who
understand and can adapt within this Information Age. Students that are deemed information literate correlatively have strong critical thinking,
analytical, and problem solving skills that translate into a more adaptable, capable, and valuable employee, with much to contribute. The proposed
presentation will address the development of synergistic teaching partnerships between faculty from various academic disciplines with university
librarians to successfully integrate information literacy throughout the undergraduate curriculum. The objectives will be to define what information
literacy is; demonstrate why it is important for student learning; and provide examples of how it can be incorporated into the classroom. The presentation
will highlight the roles of both the faculty and librarian in the preparation and implementation of an information literacy based course. Additionally,
the effectiveness of information literacy based courses will be primarily supported by providing strategies and outcomes that have been successfully
utilized during the instruction of BIO 2304 (Scientific Investigation of Diseases) offered by the Department of Biological Sciences at Winston-Salem State
University. This course has served as a model for general education and upper division courses that have sought to integrate information literacy within
the curriculum. These courses are of tremendous value because they serve as examples of successful teaching partnerships across the academy that has
led to innovative teaching strategies that promote student self-directed learning. Therefore, students that have “learned how to learn” and can utilize
various modes of information technologies upon graduation will be more attractive job candidates and productive citizens in society.
PRIMARY PRESENTER
Deborah Fortune
EMAILdfortune@nccu.edu
Name
Goldie Byrd
Emailgsbyrd@ncat.edu
Name
Sharon Cook
Emailswcook1@ncat.edu
TITLE
Investigation of Female Faculty Mentoring at HBCUs
ABSTRACT
Faculty mentoring programs are designed to help junior faculty develop long and productive careers in the academy. A study at the University of
Wisconsin revealed that untenured female faculty was resigning, voluntarily, at a greater rate than that of their male counterparts. To address this issue,
a structured mentoring program was developed for women faculty. Limited information exists in the professional literature regarding female faculty
mentoring at Historically Black Colleges and Universities (HBCUs). Thus, the purpose of this study was to investigate the mentoring experience of female
faculty at HBCUs. The research questions for this study were:
•
To what extent did female faculty receive mentoring as a junior faculty?
•
To what extent did female faculty desire mentoring?
•
What should be included in a structured mentoring program?
Data were collected via focus groups at four HBCUs in North Carolina. The study was approved by the Institutional Review Board at an HBCUs in North
Carolina. Approximately 25 female faculty participated in the four focus groups. The majority of the participants were African American female faculty.
Major findings of the study included the following: 1) most of the participants indicated that they had not received formal mentoring from faculty at
their institutions; 2) the participants felt that male faculty received more mentoring on their campuses than the female counterparts; and 3) majority of
participants felt there is a need for structured mentoring programs at HBCUs for female faculty. In conclusion, it seems that women junior faculty are
not receiving adequate mentoring to assist them in having successful careers in the academia. Based upon this study, this presentation will provide
recommendations for developing structured mentoring programs for women faculty at HBCUs.
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www.wssu.edu/thesummit2015
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Cerise Glenn
EMAILclglenn@uncg.edu
Name Edna Chun
Emaile_chun@uncg.edu
Name Shelly Brown-Jeffy
Emailslbrown2@uncg.edu
TITLE
Micro-Inequities in Higher Education: Recognizing and Addressing Subtle Forms of Discrimination in Everyday Interactions
ABSTRACT
Our interactive session engages micro-inequities, more covert forms of power imbalances due to social inequalities, for underrepresented groups in
institutions of higher learning. Micro-inequities include subtle messages, sometimes subconscious, that discourage, devalue, and ultimately impair
performance in the workplace. These can include nonverbal messages, such as looks, gestures, or tone of voice. Omissions can also create a “chilly
climate” for those with less social power. For instance, an African American female professor describes how none of her colleagues were mean or rude
to her, but she felt invisible because they did not address her at all. Micro-inequities can also take the form of micro-aggressions, verbal expressions
of aversive racism that are more ambiguous and often unintentional. For example, a student looking for a professor to address an issue sees a person
of color in the hallway of the department front office. When the professor asks if the student needs help, the student politely states an assistant cannot
help her and asks to speak to a professor instead. The cumulative effects of micro-inequities often result in macro level, systemic issues of prejudice and
discrimination. Furthermore, they can lead to damaged self-esteem and, eventually, withdrawal from co-workers in the office.
Overarching questions that guide our workshop include, 1) How do these micro-inequities manifest themselves in the day-to-day experiences of minority
faculty, administrators and staff? 2) How do we recognize and interpret them? 3) What is their impact on the self-esteem, confidence, and perceptions of
competence for minority faculty, administrators, and staff? 4) How are micro-inequities manifested in organizational processes such as compensation,
evaluation, promotion, and tenure? 5) How can we create new terminology to define micro-inequities when they result in macro-inequities? We will utilize
role playing activities and/or case studies to address these questions and develop strategies of resistance.
PRIMARY PRESENTER
Hope Jackson
EMAILjacksonw@ncat.edu
Name
Jawana Little
Emailjawana.southerland@ncat.edu
Name
Robert Randolph
Emailrerandol@ncat.edu
TITLE
Chaos or Community: (Re)Imagining the Classroom as a Beloved Community
ABSTRACT
Offering victims and victimizers hope of reconciliation and redemption after the devastating Civil Rights era, Dr. Martin Luther King, Jr. held that the
“Beloved Community” would be a model of inclusiveness, understanding, and love. This panel will present how we foster an environment of a beloved
community classroom in our HBCU courses. We will discuss various critical, pedagogical discourses as framework to negotiate painful trauma, memory,
and silence, specific obstacles in classrooms that are present African American culture and literature. Drawing on educators such as bell hooks, Cornell
West, and Toni Morrison, we will offer personal anecdotes about how we approach and teach various subjects, such as lynching, domestic and sexual
violence, and homophobia. In the process, we recognize that sharing personal experiences must be reciprocal involving us and our students. And, while
some refer to a beloved community as an impossible, utopian experience, we (re)imagine humanity as Dr. King did. In his book, Where do we go from Here:
Chaos or Community, Dr. King demonstrated “radical engagement.” Likewise, in our classrooms, we challenge our students to ask themselves: who are
you today? And, now that you know this painful information, what will you do with it? As critical pedagogues, we are advocates for the truth, but for also
challenging the meaning of that truth. More importantly, we remind our students that only through exercising reflection of that truth does transformation
take place. Our goal in the beloved community classroom is to teach our students how to navigate trauma by recognizing their agency and using it in a
socially responsible way to distance themselves from the chaos and move closer towards a true community.
www.wssu.edu/thesummit2015
13
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Wanda Lawrence
EMAILlawrencew@wssu.edu
Name Vanessa Duren-Winfield
Emailwinfieldva@wssu.edu
TITLE
Mentorship: A strategy to increase promotion and tenure of junior faculty
ABSTRACT
Introduction: New opportunities, expectations and responsibilities of new faculty can be very overwhelming with expectations to participate in
teaching, university, community service and scholarship. Due to the shortage of faculty, the focus tends to be “teaching,” consequently neglecting
scholarly activities. As a result, faculty are not prepared for tenure and promotion. Background: The School of Health Sciences (SOHS) composed of four
departments had very few tenured faculty in 2009, and Junior faculty were not prepared for promotion and tenure. The SOHS Research and Advisory
committee created a plan to prepare junior faculty for promotion and tenure. Method(s): A Research Mentorship Program was launched whereby new and
junior faculty members were matched with senior research faculty who shared their experience and knowledge, thus supporting seamless and successful
entrances into the research enterprise. The goal of the program is to provide research-oriented knowledge and skills necessary for junior faculty to
progress toward and accomplish tenure and promotion. Outcome criteria were established for the 2-year program and evaluation methods determined.
Scholarly and research intensive education sessions were planned. Evaluations were completed by mentees and mentors at various times. A pre-post test
design was used in this study. Results: The first year was completed May, 2009 and three faculty members received tenure and promotion. The second
cohort was completed August, 2011 and participating faculty completed applications for promotion and tenure. Discussion & Conclusions: Leaders in
universities must endeavor to determine strategies to recruit and retain faculty. Results of this mentorship program indicate that a program of this
magnitude may serve as one of the solutions for recruiting or retaining faculty. This presentation will address strategies that one school in a university
implemented to prepare junior faculty for tenure and promotion. The presentation will discuss the planning, implementation and evaluation of the
Research Mentorship Program.
PRIMARY PRESENTER
Evelyn Leathers
EMAILevelyn.leathers@yahoo.com
Name Comfort Okpala
Emailcookpala@ncat.edu
TITLE
Exploring the Leadership Experiences and Challenges Faced by African-American Women Scholars in Higher Education
ABSTRACT
The purpose of this phenomenological case study was to explore the leadership experiences and challenges faced by African-American women scholars
in higher education. The major goals of the study were to 1) determine the experiences of African-American female scholars during their leadership
transitions in higher education, 2) determine the leadership challenges faced during their transition in higher education, and, 3) determine whether their
experiences and challenges vary by school type. Criterion sampling technique was used to select five individual case studies of women that fit the criteria
for the study. The study was grounded in constructivist world view with the utilization of multiple data collection methods. Data from interview, document
analysis, observation, and surveys were analyzed using interpretive paradigm to understand the experiences and challenges faced by the participants.
The results from the data showed that the participants experiences varied by school type. The participants faced multiple challenges which also varied by
school type.
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ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Michele Lewis
EMAILlewismi@wssu.edu
Name Shawn Ricks
Emailrickssh@wssu.edu
TITLE
Still Teaching to Transgress: The Unique Challenges of Black Scholars and Women and Gender Studies at Historically Black Colleges and Universities
ABSTRACT
At Historically Black Colleges and Universities (HBCUs), curricula that deeply address women and gender studies and diversity of sexual and gender
identity among Black populations is limited. Thus, for Black scholars in the academy whose teaching and scholarship prioritizes these issues, it can be
a challenge for this work to gain recognition and appreciation as valid academic achievement. As well, the journals which are more likely to prioritize
publishing such work may not have the same “top tier” readership. However, given that teaching and scholarship in these areas are examples of doing
social justice work, these topics align with the historic missions of HBCUs. This presentation will highlight the significance of integrating these issues
into the curriculum to benefit HBCU students, and to benefit the perceived validity of the professional dossiers of tenure-track Black faculty who teach and
research women, gender, and sexuality among Black populations.
PRIMARY PRESENTER
Melinda Livas
EMAILlivasmm@wssu.edu
Name Sandra Wilder
Emailwildersa@wssu.edu
TITLE
Extending the Reach: Embedding Librarian Instruction
ABSTRACT
The advent of technology has redefined how academia offers online education and has shifted the way librarians approach teaching library instruction to
distance learners. Online teaching has been an integral part of the educational landscape since the beginning of the 21st century and has experienced
unprecedented growth within the last 10 years, (Allen & Seaman, 2013). Because of this trend, librarians are always thinking of creative ways to connect
distance students to library services, resources and research assistance. More librarians are becoming embedded librarians, hoping to engage distance
learners through technology.
As the distance services librarian, the largest distance program I serve is the RN/BSN program, which offers face-to-face and online classes. In an effort
to better serve our distance students I am embedded into two core nursing classes where I get an opportunity to directly connect with online students by
providing point of need services.
Research indicates that when librarians are embedded into a university’s LMS (learning management system), librarians serve as catalysts for connecting
library resources and research expertise to academic disciplines within the university community. Collaborating directly with RN-BSN nursing faculty has
given me the opportunity to better serve our RN-BSN students. I have been practicing embedded librarianship for the last two years and assessment data
gleaned from my experiences have been very positive.
During this panel discussion we will explain why this topic is so relevant and highlight areas where students have benefited the most from the librarian’s
presence in the learning management system.
We will also touch upon the beginning processes for becoming embedded and the required collaborative efforts between the librarian, faculty members,
and the learning management coordinators.
www.wssu.edu/thesummit2015
15
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Philliph Mutisya
EMAILpmmutisya@nccu.edu
Name Prince Bull
Emailphbull@NCCU.EDU
TITLE
21st Century Comm-Uni-Versity Model: Critical Issues for Faculty and Administrators Professional Development in Higher Education
ABSTRACT
Traditional culture of education (K-20) has created “Critical risk factors”, those students bring to college that are challenging faculty and administrators
in the academy today. Faculty Professional Development and leadership in the academy tend to ignore these risk factors students bring to college. Failure
to address these factors and barriers has resulted in student failure and inertia that impacts student’s recruitment and retention. Also, the faculty
and Administrators have created Critical Barriers in the way they perceive policies, design and develop programs, and by neglecting the critical role of
the faculty and leadership professional development. A major aspect that affects the teaching and learning effectiveness is negating critical role of
experiential learning. Experiential learning in addressing these factors and barriers are critical in faculty and administrators Professional Development
in order to create a culture of success in the academy. The discussion in this session will focus on Critical Barriers, Student Risk factors, and Strategies
that faculty and Administrators need to incorporate in Faculty Professional Development in order to make effective shifts in future direction of Higher
Education Culture that transforms the academy into a Comm-Uni-Versity to prepare 21st century culture of success and lifelong learners.
PRIMARY PRESENTER
Comfort Okpala
EMAILcookpala@ncat.edu
Name Deborah Eaton
Emaildeaton@aggies.ncat.edu
TITLE
The Impact of Peer Assisted Study Scholars (PASS) on Doctoral Student Persistence: A Qualitative Study
ABSTRACT
The purpose of this study was to explore the impact of Peer Assisted Study Scholars (PASS) on doctoral students persistent with a focus on one historically
Black university. PASS workshop sessions are facilitated by students and graduates from the same doctoral program. Doctoral students are the most
educationally advanced students in the higher education, but, unfortunately, they are the least likely to achieve their goal of completing a doctoral degree
(Golde, 2000). According to the Council of Graduate Schools (CGS, 2008), about 41% of students enrolled in doctoral programs successfully complete their
degrees within 7 years, while 57% complete it within a 10-year period. Previous studies have shown that different factors influence degree completion
(Lovitts, 2001), but none focused on the impact of PASS on persistence of doctoral students. UsingTinto’s (1993) doctoral education persistence theory
as a theoretical framework, data from multiple sources was analyzed to examine the impact of PASS on doctoral students’ persistence. PASS, an example
of the single most important environmental impact of student development and support (Astin, 1993), seeks to foster and further develop the learning
community among peers. The preliminary results from focus group interviews, observations, document analysis, and surveys show that students have
benefited from the PASS program. The themes that emerged from the analysis will be shared at the conference.
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www.wssu.edu/thesummit2015
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
James Osler II
EMAILjosler@nccu.edu
Name
Philliph Mutisya
Emailpmmutisya@nccu.edu
Name
Mark Wright
Emailmwrigh45@eagles.nccu.edu
TITLE
Dynamic & Rapid Entrepreneurial Statistical Measurement & Assessment Using Tri-Squared Analysis
ABSTRACT
This presentation provides an active discourse and overview on a new and innovative research methodology that incorporates, infuses, and integrates the
best of qualitative and quantitative data analysis. It combines, compares, and analyzes data to determine the validity of the research hypothesis through
a dynamic and investigative strategy. This strategy can be used as a practical model for in–depth investigations in education and the social behavioral
sciences.
Keywords: Trichotomy, Tri–Squared, Education Science, Eduscience, Statistics, Data Analysis.
PRIMARY PRESENTER
Andrea Patterson-Masuka
EMAILpattersona@wssu.edu
Name
Dawn Tafari
Emailtafaridn@wssu.edu
Name
Kim D. Pemberton
Emailpembertonkd@wssu.edu
TITLE
Transformative Teaching: Empowerment for Social Justice Sensibility
ABSTRACT
Amidst much national upheaval, social injustice and unrest, is the consistently growing need to graduate students who are committed to engaging in
social justice advocacy work in order to effect the much needed change in urban school systems and communities. However, empowering students with a
“social justice sensibility” (Patterson & Swartz, 2014) is not easy. There are unique challenges and opportunities that come with the work of empowering
students with the tools to depart from the university with a social justice disposition armed and willing to do the work necessary for meaningful change
to occur. This panel gives a vision of transformative teaching from an interdisciplinary perspective on social justice. This presentation is designed to fill
a void of that authentic experience of truly understanding how to work within schools and communities to effect change for a more inclusive society. The
panelists’ goal is to spark a conversation about what faculty can do to facilitate the transformation necessary for students to become change agents. This
panel is also designed to investigate strategies for cultivating undergraduate students’ understanding of what social justice means, how it looks, and
how it feels to sincerely be a social justice-minded advocate. This panel presentation concludes with a discussion of the centrality of what one panelist
calls a “social justice sensibility”.
www.wssu.edu/thesummit2015
17
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Nancy Polk
EMAILpolkn@wssu.edu
Name
Tangela Towns
Emailtownsta@wssu.edu
Name
Jo Ann Coco-Ripp
Emailrippjc@wssu.edu
Name
Antionette Moore
Emailmoorea@wssu.edu
TITLE
Faculty Reading Groups: Nourishing Scholarly Teaching and the Scholarship of Teaching and Learning
ABSTRACT
As educators, we understand the value of engaging actively in conversations about complex, real-world, compelling problems for our students. This has
been well established, and we are making strides toward facilitating more of it. But we generally overlook the fact that there is great value for faculty, as
well, to explore similarly complex and challenging “problems” with respected peers—particularly when those problems are significant and connected to
their professional lives. And what could be more relevant and ripe for study, reflection and collaboration than teaching and learning?
In 2014, two WSSU faculty reading groups committed to learn more about teaching and learning through readings and conversation about evidence-based
teaching practices. One group read a varied collection of published articles and book chapters, the other group read Ken Bain’s _What the Best College
Teachers Do_, and both engaged in productive discourse around teaching and learning scholarship and stories from their own teaching practices.
Both groups were deemed successful in creating opportunities for faculty of different disciplines, age groups, ranks, and teaching experience to advance
their own teaching and contribute to teaching effectiveness campus-wide. Newer faculty appreciated professional development that was low-risk,
collegial, and non-evaluative; tenured faculty enjoyed some validation as well as new ideas and understandings. All relished the camaraderie, mutual
mentoring, multidisciplinary perspectives and resulting projects.
Faculty reading groups provide an excellent structure to help faculty members develop scholarly teaching and create the scholarship of teaching and
learning (SoTL). A panel of reading group participants will offer insight into this particular avenue for providing diverse faculty opportunities to improve
their effectiveness as professionals and achieve success in the academy.
PRIMARY PRESENTER
Tennille Presley
EMAILpresleyt@wssu.edu
Name Jill Keith
Emailharpj@wssu.edu
TITLE
Integrative Learning: A Model for Student and Faculty Development
ABSTRACT
We will present results from a pilot involving Integrative Learning in the General Biology I course since many students who learn basic biological
concepts have difficulty connecting them to other disciplines. Thus, certain concepts of physics were incorporated into the course, including metabolism,
cell communication, cellular respiration, and biomolecules. The students’ knowledge and their beliefs towards biology were assessed using AACU’s
“Integrative Learning VALUE Rubric” and the Colorado Learning Attitudes about Science Survey (CLASS) to connect indirect and direct assessments. For
comparison, these same assessments were given to students in a General Biology class that did not use Integrative Learning. We learned that there are
some correlations with the students’ attitudes towards the subject and their overall understanding of the material.
The results were shared with Winston-Salem State University’s faculty from various disciplines at a Faculty STEM Institute. These Institutes allowed us
to receive insights from colleagues in psychology, chemistry, biology, physics, math, behavioral sciences, education, and nursing. They also served as a
venue for forming interdisciplinary partnerships.
Our next step is to track the General Biology students as they progress into other science courses and continually encourage faculty to use this model and
form new partnerships within and across disciplines.
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www.wssu.edu/thesummit2015
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Shawn Ricks
EMAILrickssh@wssu.edu
TITLE
I’m not Your Superwoman: The Role of Mental Health on the Physical Well-Being of African-American Women Scholars
ABSTRACT
This presentation will examine the concious and unconscious ways African-American Women Scholars engage in self-care as a survival mechanism.
African-American women continue to outnumber other racial and ethnic groups in rates of obesity, heart disease, diabetes, stroke, and numerous other
physical health indicators. This presentation will present preliminary data from a grant funded study in an effort to begin a discussion on the role of
mental health on the overall physical health and well-being of African-American Women Scholars.
PRIMARY PRESENTER
Dawn Tafari
EMAILtafaridn@wssu.edu
Name
Kim Pemberton
Emailpembertonkd@wssu.edu
Name
Fran Oates
Emailoatesfr@wssu.edu
TITLE
African-American Women Scholars: Challenges and Opportunities
ABSTRACT
In this interactive, question-and-answer, panel-style session, members of the DIVAS (Distinguished, Intellectual, Virtuous, Academic, Sistas) Collective
will explore how we have been working to reconceptualize the doctoral experience and create a safe space for Black women who are in doctoral programs
and who have already acquired their terminal degrees to thrive in academia. The DIVAS were formed in 2009 as a collective to address the unique
concerns and perspectives facing Black Female Ph.D. students at a public higher education institution in the southeastern United States. The DIVAS
collective has allowed Black women doctoral students and new professionals to “stand in the gap” and become the “othermother” (Guiffrida, 2005) for
Black women during their Ph.D. processes. As DIVAS, we understand that the experiences of Black women in academia are very complex and nuanced. As
such, our mission is to empower Black women in the academy by providing mentoring as well as academic and research support to enhance scholarship
and community involvement as we believe that service to one’s community is an essential characteristic of social uplift. The panelists will unpack the
Essential Components of the DIVAS framework and discuss how this structure has not only helped and continues to help them support one another, but
they will also share how this innovative framework forms the catalyst for merging the personal and the pedagogical (Brock, 2005).
www.wssu.edu/thesummit2015
19
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Corey D. B. Walker
EMAILwalkercd@wssu.edu
Name
S. Maxwell Hines
Emailhinessm@wssu.edu
Name
Jack S. Monell
Emailmonelljs@wssu.edu
TITLE
“Where do we go from here?” Black Intellectuals and the Future of the University
ABSTRACT
From Cardinal Newman’s The Idea of a University (1852) to Julia Benda’s La Trahison des clercs (1927) to Harold Cruse’s The Crisis of the Negro
Intellectual (1967), scholars throughout the modern era have attempted to formulate a critical understanding of the role and function of the intellectual
and the university. In light of the tremendous upheavals in higher education as a result of the global crisis in capitalist political economy, university
based intellectuals have experienced a new and profound crisis of vision, mission, and vocation. For black intellectuals in the American academy, the
current crisis can be said to be one that is always, already in light of their precarious historical and contemporary circumstances and existence in the
university. The current situation for black academic intellectuals however is particularly acute given the extensive regime of fiscal austerity, internally
resurgent disciplinary dictates, and pervasive technocratic thinking that instrumentalizes thought and human potential. This panel conversation seeks to
make a critical intervention in this conjuncture by examining the unique contours of this moment within the context of North Carolina. By highlighting the
exceptional challenges and distinct opportunities facing black intellectuals in the university, the panel will provide new avenues for thinking and hosting
alternative visions for black intellectual life and institutional existence within an ever changing university.
PRIMARY PRESENTER
C. Ellen Washington
EMAILcewashi2@ncsu.edu
Name Paul Baker
Emailpbaker@bennett.edu
TITLE
Diversity Succession Planning in Higher Education
ABSTRACT
At present, women and minorities are having considerable trouble moving into leadership roles in higher education. According to a 2007 report by
the American Council on Education, the numbers of women and minorities in presidential positions at colleges and universities have not increased
significantly since 1998. Not only has there been little movement in the presidency, but these groups are also underrepresented in other senior
administrators such as, Dean, Provost and Vice Presidents. Due to the low numbers of women and minorities assuming leadership roles, the need to
develop “succession planning models” should be considered to help increase the number of minorities in leadership. Succession planning can help
institutions realize current employees who not only have talent, but potential to move into leadership roles. The ACE report highlights the fact that almost
half of all college presidents are age 61 or older, which offers opportunities for renewal. As a result of this data, ACE and others are recommending that
more women and minorities should be considered for presidencies, as well as promoting more women and minorities to chief academic officer positions-the most traditional preparation for the presidency. In order to address these deficiencies, institutions of higher education should consider the following
factors for developing a succession plan: (1) mentoring, (2) professional development models, and (3). The Chronicle for Higher Education shows there
are currently 8 sitting college/university presidents who have tenures of 30 years or more in that role. This presentation will cover the ideal of succession
planning and the impact of mentoring in the senior administrative planning for institutional survival.
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www.wssu.edu/thesummit2015
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Beverly Williams
EMAILbjwilli6@ncsu.edu
Name
Emily Robinson
Emaileerobins@ncsu.edu
Name
Joy Tongsri
Emailjoy_tongsri@ncsu.edu
TITLE
Leadership and Coalition Building for a Diverse Society: A Transformative Course
ABSTRACT
This presentation will focus on the transformative impact of a general education course based on the National Coalition Building Institute (NCBI)’s model
of prejudice reduction. NCBI offers a comprehensive structure for embracing different individuals and perspectives in a variety of settings.
The course provides a structure in which students critically examine issues of individual identity, group identity, experiences of other groups and the
impact of discrimination. Students learn skills for addressing prejudicial comments, intergroup conflict and more. The course emphasizes the importance
of developing students’ awareness as global citizens, and provides techniques and strategies for successfully leading diverse groups.
Students in the course realized learning gains in their self-reports on measures of intercultural awareness including strategies to deal with intergroup
conflict, comfort in leading diverse groups of people, comfort in interacting with people who are different from themselves, and commitment to being an
inclusive leader.
This session will share insights gained from the instruction of this course as well as areas where we are growing. The instructors will share learning
outcomes for the course as well as sample course assignments should other groups be interested in replicating or modifying the course. (It should be
noted, however, that this course relies heavily on NCBI principles and should not be taught by someone who is not affiliated with NCBI).
PRIMARY PRESENTER
Zakiya Wilson
EMAILzwilson@ncat.edu
Name
Stephanie Teasley
Emailluster@ncat.edu
Name
Goldie Byrd
Emailgsbyrd@ncat.edu
TITLE
Advancing Gender Equity through Institutional Change for All at North Carolina A&T State University
ABSTRACT
A significant body of research on gender inequity in the academy has focused on women in majority institutions. Women faculty at minority-serving
institutions, such as Historically Black Colleges and Universities (HBCUs), experience many of the same types of barriers as women in other institutions
with some additional dynamics. The unique history of these academic institutions in advancing racial equity has in many ways limited discussions
on the status and success of women within them. Consequently, gender issues, especially those at the interface of race and gender, often receive
minimal attention. In 2012, North Carolina A&T State University (NCA&T) initiated a baseline climate study of the university in preparation for a NSF
ADVANCE Institutional Transformation proposal. Salient findings illustrated the underrepresentation of women faculty in STEM and the need to address
representation of women at the full professor level. Underrepresentation of women in senior professorial roles at HBCUs, like NCA&T, chronicles significant
inequities in the system and a need to advance the status of women within these institutions. Female faculty also indicated the need to address issues
related to workload balance, marginalization, support for scholarly productivity, mentoring, and professional development. This presentation will discuss
the genesis of efforts to catalyze gender equity at NCA&T and the initiatives being implemented for institutional transformation to improve the success for
women in STEM at a HBCU.
www.wssu.edu/thesummit2015
21
ORAL SESSION ABSTRACTS
PRIMARY PRESENTER
Malishai Woodbury
EMAILmalishai_msa@yahoo.com
TITLE
Demystifying Information Technology in the Undergraduate Classroom: Tech Tip Takeaways to Innovate Teaching and Personalize Learning
ABSTRACT
Across the country, from Secondary to Higher Education, personalize learning has become the teaching methodology of the 21st century. The primary
resource to effectively implement this strategy is technology. Ideally, since students have access to a 1:1 environment, then they can conveniently
access information and create products based on their own voice and choice. However, based on my Secondary experiences as a Personalized Learning
Environment Coordinator and Instructor at the collegiate level, there is a need to demystify how educators can simply integrate information technology
into the classroom or course in order to personalize learning.
In this session, I will model a few strategies that I use in the courses that I teach at NC A&T State University. Below are a few of the tech tip takeaways
that I will show to help others personalize learning with technology integration:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Take Student Attendance with Google Forms/QR Code
Organize and Share Research using Symbaloo
Digitize your Lectures with VoiceThread and Screencasting
Create a Virtual Classroom and Backchannel using Todaysmeet.com
Instant Message with Remind Me
Collaborate with Google Drive
Create a Virtual Poster Board or Live Current News on Padlet.com
Create Digital Answer Sheets for On-Line Assessments using Edmodo
Create On-Line Peer Observations for Presentations using Google Forms or SurveyMonkey
Your Voice... Your Choice... (Participant On-Demand Activities)
Bonus: Develop an App for your course with Tasker or Appy Pie
Prior to attending the session, an optional survey will be available to post questions or requests for specific technology.
22
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POSTER SESSION ABSTRACTS
PRIMARY PRESENTER
Alexis Littlejohn
EMAILalittlejohn111@rams.wssu.edu
Name
Burl Jones
Emailbjones411@rams.wssu.edu
Name
Keels Jones
Emailkjones114@rams.wssu.edu
Name
Brandon Bowden
Emailbbowden111@rams.wssu.edu
Name
Georgia McCauley
Emailmccauleyg@wssu.edu
Name
Elijah Onsomu
Emailonsomue@wssu.edu
Name
Johanna Porter-Kelley
Emailporterkelleyj@wssu.edu
Name
Vanessa Duren-Winfield
Emailwinfieldva@wssu.edu
TITLE
Implementation of a Screening Protocol to Assess Knowledge and Sickle Cell Trait Among Minority Athletes Enrolled at a Historically Black College and
University
ABSTRACT
Introduction: Sickle cell trait (SCT) is a hereditary condition in which the individual has one normal and abnormal gene for hemoglobin. Approximately 3
million people living in the U.S. have SCT and are unaware of their status; the condition affects 1 in 12 African Americans (AA) in the U.S. Athletes with
SCT are potentially more vulnerable to exertional heat stroke, severe muscle breakdown and sudden death when participating in strenuous exercise in
intense environmental conditions. The study screened minority athletes for SCT and assessed their knowledge about the disease.
Methods: The study recruited 112 student athletes who were screened for SCT. The athletic department aided with recruitment by asking student athletes
to report for SCT screening following their orientation. Athletes were consented and asked to complete a brief 14-item survey that included demographic
and specific questions about their knowledge and beliefs about SCT. Finger blood stick samples were conducted by Clinical Laboratory Science professionals and were sent to the lab for testing. Results: Among student athletes, males were 86%, Freshman (38%), Sophomore (21%), Junior (16%), and
Senior (21%). None of the athletes knew what SCT was, and 64% had never been tested for SCT; 67% did not know SCT can be inherited and 74% did
not believe they would be removed from the team if they tested positive for SCT; 9 athletes tested positive for SCT. Conclusion: Institutions should screen
athletes based on the potential to provide key clinical information and targeted education that may save lives among those who need it most
www.wssu.edu/thesummit2015
23
POSTER SESSION ABSTRACTS
PRIMARY PRESENTER
Vanessa Curlee
EMAILvcurlee106@rams.wssu.edu
Name Elijah Onsomu
Emailonsomue@wssu.edu
TITLE
Association between Race/Ethnicity and Depression Symptoms Among Participants in a Criminal Justice Drug Abuse Treatment Study (CJ-DATS) Collaborative Behavioral Management (CBM)
ABSTRACT
INTRODUCTION: Policy initiatives on recidivism typically focus on substance abuse treatment, while data from the Bureau of Justice Statistics show that
approximately half of all inmates suffer from mental illness (MI), and the prevalence and type of MI varies by race/ethnicity. The purpose of this study was
to examine the association between race/ethnicity and depression symptoms among CBM participants. METHODS: Inclusion criteria included: being ≥18
years, English speaking, drug dependence prior to incarceration, substance use treatment – parole condition, moderate-to-high-risk drug relapse and/
or recidivism. Exclusion criteria included: psychotic symptoms, leave prison without parole or probation, special parole caseload, and non-participating
supervision officer. Of the 569 men and women in the dataset, 288 were part of the treatment group – analytic sample. The outcome variable was
depression and the exposure variable was race/ethnicity. Descriptive, bivariate, and univariate and multivariate logistic regressions were conducted using
SPSS 21 and Stata/SE 13.1. Bivariate analysis was used to estimate prevalence of depression symptoms with various study characteristics. Multivariate
logistic regression assessed the association between race/ethnicity and depression adjusting for other covariates. RESULTS: Prevalence for depression
symptoms among participants in the CBM program was 36.1% (83 men and 21 women); representing 44.1% Whites, 41.2% African Americans (AAs),
10.7% Hispanics, and 3.9% other races, (X2 = 8.33, p = 0.04). In the unadjusted results, AAs and Hispanics were 49%, p = 0.01 and 56%, p = 0.04
less likely to have depression symptoms compared to Whites respectively. In the adjusted model, this was 42%, p = 0.08 and 52%, p = 0.13 respectively.
CONCLUSION: The prevalence of depression symptoms (36.1%) of this sample was greater than that of state prisons (23%). Policies and initiatives
aimed at implementing integrative rehabilitation programs must address the lack of MI treatment initiatives and resources to effectively plan community
treatment interventions post-release.
PRIMARY PRESENTER
Christian Griffith
EMAILcgriffith113@rams.wssu.edu
Name Notis Pagiavalas
Emailpagiavlasno@wssu.edu
TITLE
The Battery Vampire
ABSTRACT
The EPA estimates that 179,000 tons of batteries are disposed of each year in the United States. Worldwide, that number increases to nearly 10 billion
batteries per year. What is even more shocking is that when these disposable batteries cease to provide power to their various devices, they are disposed
of with approximately 50% of their energy still remaining. As a result, various harmful chemicals and unnecessary waste are unknowingly being thrown
into landfills, causing toxic leaks into the environment surrounding us.
The Battery Vampire, developed by 2ndLife Technology, LLC in Winston Salem, has invented and patented a software chip that can revolutionize the way
consumers use batteries in the future. When installed in battery-operated devices, BatteryVampire will double the available energy capacity in a device.
Benefits of BatteryVampire include reduced waste in our landfills, enhanced consumer life experiences, and decreased spending on batteries. In addition, military and other civic organizations will benefit from simultaneous improvements in the range of search and rescue operations while reducing the
weight of equipment used during their missions.
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www.wssu.edu/thesummit2015
POSTER SESSION ABSTRACTS
PRIMARY PRESENTER
Marcia Gumpertz
EMAIL gumpertz@ncsu.edu
Name Renee Moore
Emailrhmoore@ncsu.edu
TITLE
Faculty Retention and Promotion
ABSTRACT
This study takes an in-depth look at the promotion and retention patterns of underrepresented minority (URM) faculty at two large research-extensive land
grant universities with historical emphases on engineering, agriculture and veterinary medicine. There has been great concern about the “revolving door
for underrepresented minority faculty” (Moreno et al. 2006, MIT 2010), with evidence for the view that retention is at least as important as recruiting for
faculty from underrepresented groups (Myers and Turner 2004). Moreno et al. (2006) found that nearly three in five new URM faculty hired went to replace
URM faculty who had left the institution.
We find that both faculty retention and time to promotion from associate to full professor vary considerably among disciplines. When the probability of
leaving the institution is estimated for the entire university, URM faculty appear to be at much higher risk of leaving than other faculty. However, when the
analysis is done separately for different disciplines, the difference between URM and other faculty shrinks considerably for some disciplines.
PRIMARY PRESENTER
Alexandra Kurepa
EMAILkurepa@ncat.edu
TITLE
Research and Relevance: The Impact of a Master’s Program at an HBCU
ABSTRACT
We discuss both the research and relevance impact of the NCA&T Applied Mathematics Graduate Master’s Program. Through recent strengthening and
successful redesign, the program has significantly increased the country’s pool of minority Ph.D. candidates in Mathematics. It has also provided a
qualified group of graduates that continue to be recruited by various research government agencies, by hospital biostatistics and analytics teams, and by
community colleges. Therefore, we argue that both research and relevance describe the successful mathematics graduate program at this HBCU in the
UNC System.
www.wssu.edu/thesummit2015
25
POSTER SESSION ABSTRACTS
PRIMARY PRESENTER
Antionette Moore
EMAILmoorea@wssu.edu
TITLE
Facilitating Digital Literacy in African American Male Youth: The Utility of Afterschool Programs
ABSTRACT
The purpose of this qualitative study was to explore computer utilized in the daily lives of seven African-American male youth in the southeastern region
of the United States. Critical pedagogy was selected as the theoretical framework using Paulo Freire’s ideas of problem-posing education to promote
awareness towards using the computer other than for entertainment purposes. Data were collected from three individual semi-structured interviews,
samples of participants’ work, and a video recorded focus group. The data were analyzed using the phenomenological methodology as described by
Moustakas (1994). The results from this study indicated that African-American male youth used the computer to typically play video games. But, this
study also explored how to transform their technology literacies using targeted software application and technology (e.g., Scratch and XO laptop).
PRIMARY PRESENTER
EMAIL
Savannah Thompson
sthompson114@rams.wssu.edu
Name
Brianna Lee
Emailblee213@rams.wssu.edu
Name
Cynthia Williams Brown
Emailwilliamsc@wssu.edu
TITLE
Impact of a Summer Fitness Camp on Low-Income Children’s BMI
ABSTRACT
Low-income children are at increased risk for obesity (Kumanyika & Grier, 2006) with the rate of obesity among minority children being more than double
that of white children (Ogden, 2010). Many interventions fail to understand and take into consideration the unique environmental factors that influence
behaviors in low-income minority children (Kumanyika & Grier, 2006). This study explored a summer fitness program’s effect on Body Mass Index (BMI in
low-income minority children. The Rams Fitness Academy was a childhood obesity intervention implemented in a summer camp setting targeting 10-12
year-old children from low income families. The long-term goal of the proposed project was to reduce the prevalence of childhood obesity for minority
children from low income families living in Forsyth County, North Carolina. The project tested the feasibility and effectiveness of a 6-week summer fitness
& wellness program designed to address the social and environmental barriers that unique to low income families. Participants for the Academy were
recruited primarily from the local housing authority areas. Additional recruitment occurred at selected public elementary and middle schools that had at
least 95% of their children on free or reduced lunch, as well as, selected local churches located near the targeted housing authority areas. Approximately
120 low income minority children, ages 10-12 were recruited to participate in the summer fitness and wellness camp called Rams Fitness Academy (RFA).
Results included pre- and post-BMI data.
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NOTES
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ACKNOWLEDGEMENTS
The Chancellor and the Provost would like to thank the following for their support of this event:
Aramark
Business Services
The College of Arts, Sciences, Business and Education
Office of Marketing and Communications
Office of Science Initiatives
School of Health Sciences
Staff Senate
University Advancement
University College and Lifelong Learning
SUMMIT PLANNING COMMITTEE:
Rudy Anderson
Carthene R. Bazemore-Walker, Chair
Anthony T. Bennett
Marian Anderson Booker
Chelii Broussard
Karen Cession
Evelyn Chunn
Theo Chunn
Guila Cooper
Heather J. Davis
James M. Dubose
Vanessa Duren-Winfield
Rotunda L. Eaton
Sigrid R. Hall
Derrick K. Hargrove
Sarah Hinshaw
London Mickle
Charles Parrott
Sandy Reid
LaMonica Sloan
LaKeith Stevenson
Tarina A. Whitfield
Cynthia Williams-Brown
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