7141 research outputs found
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42nd Nashville Conference on African-American History and Culture (2023)
No full textCoverage of the 42nd Annual, Third Virtual, Nashville Conference on African American History and Culture; facilitated by Tennessee State University\u27s College of Liberal Arts and the Metropolitan Historical Commission on February 10, 2023https://digitalscholarship.tnstate.edu/ncaahc-videos/1011/thumbnail.jp
Perceptions of Educational Administrators About Teaching Online in Saudi Arabia
No full textThe purpose of this study was to determine educational leaders’ perceptions of online teaching. This study was conducted in Saudi public schools in the city of Bisha. The purpose of the current study was to reveal the reality of the requirements of online teaching and to identify the gaps that would hinder the employment of teaching via the Internet. The study also aimed to try to develop guidelines that help educational leaders to employ and use online teaching in Saudi public schools. This study analyzed seven educational leaders’ interviews, a pre-interview survey was conducted to determine overall positive or negative perceptions of students’ online teaching options and educational leaders was purposefully selected to represent a range of perceptions. Among the major findings, Online teaching options provided an interactive learning environment and contributed to the development of the student’s thinking. Factors related to online teaching included encouraging educational leaders and teachers to employ and implement online teaching, integrating technology into education, and providing them with support. The continuity of online teaching is linked to the Madrasati platform. And there were many obstacles that stood in the way of online teaching, such as the difficulty of using computerized software for teaching online. In addition to the lack of guidelines for leaders, teachers, and students on utilizing technology. The study recommended the development of a practical strategy to reduce the obstacles facing the application of online teaching in public education schools in the Kingdom of Saudi Arabia
An Athletic Financial Analysis Comparing HBCUs and PWIs
No full textHistorically Black Colleges and Universities athletics may be at risk of continuing in the future, primarily due to an inability to secure the funding that non- Historically Black Colleges and University institutions and programs have been able to garner historically through the National Collegiate Athletic Association. Many Historically Black Colleges and Universities athletic departments have undergone significant reductions in their athletic department programming. The problem researched in this study was the lack of sufficient revenue generated by Historically Black Colleges and Universities to reinvest into their programs compared to peer institutions within the same division. This study explored the financial challenges facing athletic departments, specifically addressing revenues and expenses between Historically Black Colleges and Universities and their Predominantly White Institution peers. A series of ANOVAs and Mann-Whitney U tests were conducted to assess for differences in athletic department expenses and revenues by type of school and division. The findings were not statistically significant for athletic department expenses and revenues by type of school. The findings were statistically significant for athletic department expenses by division. A thorough examination of athletic department expenses and revenues revealed that Historically Black Colleges and Universities, particularly in Division I, are willing to invest significantly in their athletic programs to achieve national recognition. In contrast, Division II institutions face constraints that limit their financial commitments to athletics, emphasizing the multifaceted financial decisions these institutions must make
Freshman Orientation Faculty’s Role in Academic and Career Alignment at an HBCU
No full textFreshman orientation programs are essential in facilitating the successful transition of high school students to college. At Historically Black Colleges and Universities (HBCUs), these programs have become essential for supporting and advising students as they begin their academic journey. However, the extent to which faculty members of freshman orientation actively align students\u27 academic goals with their chosen career pathways is a significant concern. This mixed-method study investigated the role of freshman orientation faculty in aiding first-year students’ academic and career alignment at an HBCU. Research revealed a gap in faculty preparedness to guide students in aligning their educational and professional goals. The purpose of the study was to assess the faculty effectiveness in freshman orientation and identify gaps in their knowledge, preparation, and training. Employing a mixed-method exploratory design, quantitative data were collected through Likert scale surveys and qualitatively through focus groups. The research questions sought to refine the study’s purpose, offering a focused investigation into faculty preparedness and its impact on students. This study holds significance for various stakeholders, including students, faculty, administrators, industry professionals, and policymakers. The findings demonstrated the need to develop a curriculum for freshman orientation programs and create policies emphasizing faculty training, support and innovative teaching strategies, and peer mentorship opportunities. The findings will help confirm the trends observed in this study and gain a deeper understanding of faculty perceptions and challenges. This, in turn, will contribute to improved academic and professional outcomes for students and positively impact their overall success
Leadership Strategies: Retaining African American Male Students at a Historically Black Institution
No full textAfrican American male enrollment in degree-granting postsecondary institutions saw a small increase between 2010 and 2019, rising nine percent over that period. However, their representation only reached eight percent of total undergraduate students by fall 2019, down slightly from nine percent in 2010. Only 37% of African American men who started bachelor\u27s programs in 2010 completed them within six years, compared to 63% of their Caucasian male peers. Historically Black colleges and universities (HBCUs) enrolled a disproportionately high 17% of African American men versus the national average of eight percent. Research showed these men had significantly lower retention and graduation rates than students from other racial/ethnic backgrounds. At HBCUs specifically, only 38% of African American male students graduated within six years, versus the national average of 42%. While some progress was made in access over the past decade, this study sought to provide deeper insight into the issue using a triangulation research method addressing it from three perspectives: a national literature review, an in-depth state study, and a focus group of African American men from an HBCU. The overall findings from all three noted significant challenges that impeded retention, such as poor college preparation, financial constraints, stereotypes, lack of role models, and insufficient institutional support services directly related to African American males. The study provided leadership strategies for addressing retention through mentoring programs, community outreach, academic support, and scholarships
Higher Education Leadership Support of Faculty Utilizing Technology COVID-19 Pandemic: Case Study
No full textThe COVID-19 pandemic has forced higher education institutions to rapidly transition to online learning. This has placed a significant burden on faculties, who have had to learn new technologies and adapt their teaching methods in a short period of time. Higher education leaders have a critical role to play in supporting faculty during this transition. By taking a comprehensive approach to supporting faculty and students, higher education leaders can help to mitigate the negative impact of the COVID-19 pandemic or crisis on education. This study showed how higher education leaders helped to ensure that faculty members can continue teaching and learning effectively, even amid a crisis. The finding results were received from two data collection sources of data: (a) the Qualitative Method using interviews with HBCU administrators using primary data and (b) the Quantitative Method using review of archival materials to perform analysis of faculty technology use survey. Lastly, the Pre-Pandemic & Post-Pandemic findings revealed the impact of changes made and recommendations for future leaders in a crisis. It is recommended from this study that higher education administrator should be proactive with creating a strategic plan for emergencies
Faculty Attitudes Regarding Artificial Intelligence Usage at an HBCU
No full textThis study aimed to explore the attitudes of faculty members towards the use of Artificial Intelligence (AI) in higher education. The mixed-method research design focused on AI\u27s perceived usefulness, ease of use, trustworthiness, ethical implications, and potential for future impact on teaching and learning processes. The study employed a validated AI attitude scale, with open-ended survey questions to measure these dimensions. The findings suggest a tentative acknowledgment of AI\u27s potential usefulness in higher education among the respondents. However, the views were mixed, indicating some disagreement or uncertainty. This mixed response underscores the need for further research to understand the factors influencing these attitudes, such as personality traits, cognitive abilities, and exposure to AI technology. The study also revealed a high level of agreement among participants that AI has transformational potential that will likely influence pedagogy and teaching practices. The study\u27s implications suggested that AI is widely seen as having the potential to transform higher education. However, to realize this potential, it is a need for comprehensive training programs to equip educators with the necessary skills and knowledge to effectively use AI in their teaching practices