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Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities

Book Description

As more Americans are attending college, historically black colleges and universities (HBCUs) are now in a position where they must directly compete with other institutions. While other colleges and universities might have more resources and stronger infrastructures, HBCUs provide better opportunities to meet the needs of students of color. Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities explores the innovations that HBCUs can enact to better serve and prepare the next generation of African American leaders, and to be more competitive in the higher education landscape. As students need different forms of support throughout their academic career, it becomes necessary to engage them through mentorship, programming, and classroom management. This book is a valuable resource for educators and administration at HBCUs, sociologists, policy makers, and students studying education science and administration.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
  7. Preface
    1. THE BOOK
    2. REFERENCES
  8. Acknowledgment
  9. Chapter 1: Existing Retention Strategies
    1. ABSTRACT
    2. INTRODUCTION
    3. SOCIAL INTEGRATION/SOCIAL INVOLVEMENT
    4. FIRST YEAR / FRESHMAN EXPERIENCE
    5. MEYERHOFF SCHOLARS PROGRAM
    6. BRIDGE PROGRAMS
    7. ACADEMIC COACHING AND COUNSELING
    8. REFERENCES
  10. Chapter 2: Regenerating HBCU Persistence and Retention
    1. ABSTRACT
    2. INTRODUCTION
    3. THE TWENTY-FIRST CENTURY HBCU
    4. PREDICTORS OF PERSISTENCE AND BARRIERS TO RETENTION
    5. PERSISTENCE DECISIONS
    6. SOLUTIONS AND RECOMMENDATIONS
    7. FUTURE RESEARCH DIRECTIONS
    8. CONCLUSION
    9. REFERENCES
  11. Chapter 3: HBCU Writing Centers Claiming an Identity in the Academy
    1. ABSTRACT
    2. IMPACT ON STUDENT RETENTION
    3. INTRODUCTION
    4. THE BEGINNING
    5. TAKING SHAPE AND GAINING ACCEPTANCE
    6. MOVING FORWARD
    7. REFERENCES
  12. Chapter 4: Using a Multi-Tiered System of Support
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. IMPLEMENTATION STRATEGIES
    7. ADMINISTRATIVE CONSIDERATIONS
    8. FUTURE RESEARCH DIRECTIONS
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Mentoring Graduate Students at HBCUs
    1. ABSTRACT
    2. IMPACT ON STUDENT ENGAGEMENT
    3. BACKGROUND
    4. RECOMMENDATIONS
    5. FUTURE DIRECTIONS AND CONCLUSION
    6. REFERENCES
  14. Chapter 6: Toward an HBCU-Based Model of Learning Communities
    1. ABSTRACT
    2. INTRODUCTION
    3. OVERVIEW
    4. OUR POSITIONALITIES
    5. HBCU-BASED MODEL OF LEARNING COMMUNITIES
    6. IMPLICATIONS
    7. CONCLUSION
    8. REFERENCES
  15. Chapter 7: Strategies to Enhance the Role of HBCUs in Increasing the Science, Technology, Engineering, Mathematics, and Medical (STEMM) Workforce
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: ROLE OF HBCUs IN STEMM OUTCOMES
    4. SOLUTIONS AND RECOMMENDATIONS
    5. FUTURE DIRECTIONS
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  16. Chapter 8: Use of Innovative Pedagogies and Creative Partnership Strategies to Promote Undergraduate STEM Education at an HBCU
    1. ABSTRACT
    2. IMPACT ON STUDENT ENGAGEMENT AND STUDENT RETENTION
    3. I. INTRODUCTION
    4. II. BACKGROUND
    5. III. CURRICULUM INNOVATION DEVELOPMENT TO PROMOTE UNDERGRADUATE STEM EDUCATION AT HBCUs.
    6. IV. USE OF EARLY HANDS-ON RESEARCH EXPERIENCES TO PROMOTE UNDERGRADUATE STEM EDUCATION AT HBCUs
    7. V. PARTNERSHIPS WITH LOCAL SCHOOL DISTRICTS TO PROMOTE UNDERGRADUATE STEM EDUCATION AT HBCUs
    8. VI. PARTNERSHIP BETWEEN HBCUs AND COMMUNITY COLLEGES TO PROMOTE STEM EDUCATION AT HBCUs
    9. VII. SOLUTIONS AND RECOMMENDATIONS
    10. VIII. FUTURE RESEARCH DIRECTIONS
    11. IX. CONCLUSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  17. Chapter 9: In Sync
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. METHODOLOGY
    5. RESULTS
    6. DISCUSSION
    7. CONCLUSION
    8. REFERENCES
  18. Chapter 10: Taking Advantage of a Changing Market
    1. ABSTRACT
    2. INTRODUCTION
    3. TECHNOLOGY DOES NOT MEAN ACHIEVEMENT
    4. HOW DO WE DO IT?
    5. A SCHOOL IS ONLY AS GOOD AS ITS LIBRARY
    6. DEALING WITH DISTANCE
    7. THE GAME PLAN
    8. CAN ONLINE CLASSES DO THE JOB?
    9. REFERENCES
  19. Chapter 11: The African American Course Mystique
    1. ABSTRACT
    2. IMPACT ON STUDENT ENGAGEMENT
    3. INTRODUCTION
    4. BACKGROUND OF STUDY
    5. LITERATURE REVIEW
    6. DISCUSSION
    7. RECOMMENDATIONS FOR FUTURE PRACTICE
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTE
    12. APPENDIX
  20. Chapter 12: Motivational Factors for Academic Success Prospectives of African American Males at Historically Black Colleges and Universities
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. METHODOLOGY
    5. RESULTS
    6. RECOMMENDATIONS FOR FUTURE RESEARCH
    7. LIMITATIONS
    8. DISCUSSION AND IMPLICATIONS FOR PRACTICE
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
  21. Chapter 13: The Role of HBCUs in Preparing African American Males for Careers in Information Technology
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  22. Chapter 14: Techniques for Retaining Computer Science Students at Historical Black Colleges and Universities
    1. ABSTRACT
    2. IMPACT ON STUDENT RETENTION
    3. INTRODUCTION
    4. BACKGROUND
    5. SOLUTIONS AND RECOMMENDATIONS
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  23. Chapter 15: The Emergence of the Professional Doctorate
    1. ABSTRACT
    2. INTRODUCTION
    3. OVERVIEW
    4. THE INFLUENCE OF HBCUs ON RETENTION AND COMPLETION
    5. THE PhD VS. THE EdD
    6. BLACK DOCTORAL DEGREE ATTAINMENT
    7. DOCTORAL STUDENTS AND CAREER PLANNING
    8. RESEARCH FOCUS
    9. RESEARCH IMPLICATIONS
    10. RESEARCH GOALS
    11. METHODOLOGY
    12. SELECTION OF STUDY PARTICIPANTS
    13. INTERVIEWS AND DATA ANALYSIS
    14. RESULTS
    15. CAREER ADVANCEMENT
    16. PERSONAL GROWTH
    17. THE ROLE OF CULTURE AND CONNECTIONS TO COMMUNITY
    18. DISCUSSION
    19. LIMITATIONS
    20. PROGRAM WEAKNESSES AND RECOMMENDATIONS
    21. THE PhD VS. EdD REVISITED
    22. CONCLUSION
    23. ACKNOWLEDGMENT
    24. REFERENCES
    25. ENDNOTE
  24. Compilation of References
  25. About the Contributors