28th Annual HBCU Faculty Development Network Conference Program by hbcufdn

28th NATIONAL HBCU FACULTY DEVELOPMENT NETWORK CONFERENCE (2nd VIRTUAL) "Higher Education: Leading, Managing, Teaching, and Motivating Students for Success in the New Environment”

October 28-29, 2021

OFFICIAL PROGRAM

28th Annual HBCU Faculty Development Network Conference (2nd Virtual)

"Higher Education: Leading, Managing, Teaching, and Motivating Students for Success in the New Environment” October 28-29, 2021

Featured Events Thursday Keynote Speaker: Dr. Gwen Webb Professor Educational Administration & Human Resources Development Texas A&M University 8:35 a.m. – 9:25 a.m. Thursday Lunch Keynote Council on Foreign Relations Online Teaching and Learning Resources Maria Casa, Sarah McMerty Council on Foreign Relations 12:30 p.m. – 1:35 p.m. Thursday Special Sessions: National Science Foundation 4:05 p.m. – 5:00 p.m. Friday Keynote Session: Dr. Bernadette Hence Senior Program Manager Minority Science and Engineering Improvement Program U.S. Department of Education 8:30 a.m. – 9:10 a.m. 3

28th Annual HBCU Faculty Development Network Conference (2nd Virtual) October 28-29, 2021 Friday Plenary Sessions Using PowerNotes to Help Make Reading Visible Jimmy Fleming Power Notes 11:45 a.m. - 12:15 p.m. Yes! You CAN Support Minorities in Education Abroad Lee Rivers Fulbright Outreach Specialist Institute of International Education 12:45 p.m. - 1:30 p.m. Share Your Expertise with the World: Accessing Short-term Exchange Opportunities Through the Fulbright Specialist Program Amirah Nelson Senior Outreach Officer, World Learning 12:45 p.m. - 1:30 p.m. Friday Special Session Author's Corner 3:10 - 4:10 p.m. Institutional Memberships: Fayetteville State University Morehouse College Morgan State University Norfolk State University North Carolina A&T University

Prairie View A&M University Tougaloo College University of the Virgin Islands

Host Institutions: Prairie View A&M University

Texas Southern University 4

BOARD OF DIRECTORS

Ruby Broadway (President) Dillard University

Brain-based Teaching and Leadership Coach Henry J. Findlay (Immediate Past President) Tuskegee University, (Retired)

Assessment & Diversity Donald Collins (Treasurer) Prairie View A&M University

Faculty Development and Learning Communities Laurette B. Foster (Executive Director) Prairie View A&M University

Student/Academic Development Karen Stewart (Board Member) Texas Southern University

Educational/Faculty Development China Jenkins (Secretary) Texas Southern University

(Board Member) VACANT

HBCU Faculty Development Network Founders

Phyllis Worthy Dawkins (Past President and Co-Founder), Independent Consultant

Stephen Rozman Founder Tougaloo College

Past Presidents’ Advisory Committee Members Phyllis Worthy Dawkins (Past President and Co-Founder) Independent Consultant Henry J. Findlay, Retired, Tuskegee University Laurette Blakey Foster, Prairie View A&M University Eugene Hermitte, Retired, Johnson C. Smith University Jeton McClinton, Jackson State University Ruby Broadway, Dillard University Co-Founders: Co-Director: and Co-President: Stephen L. Rozman & Phyliss Worthy Dawkins

Conference Planning Committee Members HBCU Faculty Development Network Board Members Shayla Wiggins, Prairie View A&M University John Briscoe, Conference Coordinator Theodore D. Callier, Content Editors

VIRTUAL CONFERENCE

Thursday, October 28, 2021 8:15 a.m. – 8:30 a.m. Welcome/Opening Remarks

Ruby Broadway, President Karen Stewart, Board Member

VIRTUAL CONFERENCE

Thursday, October 28, 2021 8:35 a.m. – 9:20 a.m.

Keynote Speaker Dr. Gwen Webb Professor Educational Administration & Human Resources Development Texas A&M University

Session I – TEACHING & LEARNING VIRTUAL CONFERENCE

Thursday, October 28, 2021 9:30 a.m. – 10:15 a.m.

Session 1A

Student Perspectives on the Relevance of Modern-Day Slavery Studies at HBCUs Xhana Thompson, Tougaloo College Precious Thompson. Tougaloo College Caleb Houston, Tougaloo College Sharon Jimerson, Tougaloo College This presentation relates to the research projects undertaken by four Tougaloo College students, mentored by Tougaloo faculty, on topics related to modern day slavery (including mass incarceration). It includes the scope of the project, the methodology used, and the findings. They will also discuss the effect of conducting this type of study and how it has contributed to their academic experience at Tougaloo College. Since they represent five different majors - Psychology, English, Education, History, and Sociology, a diversity of benefits and perspectives will be represented.

Session I – TEACHING & LEARNING VIRTUAL CONFERENCE

Thursday, October 28, 2021 9:30 a.m. – 10:15 a.m.

Session 1A

Panel Discussion Research Symposium: Sharing Case Studies and Graduate Student Success Douglass Butler, Prairie View A&M University Clarissa Booker, Prairie View A&M University Christopher Butler-Day, Prairie View A&M University Shadene Moss, Prairie View A&M University Kelcey Morrow, Prairie View A&M University Shanel White, Prairie View A&M University Brittney Scott, Prairie View A&M University The panel discussion will share case studies and recommendations presented by graduate students at the 16th Annual Educational Research Symposium. 9:30 a.m. – 10:15 a.m.

Session 1B

JSU Ready! Project Fast: Females Advancing Science & Technology Dawn McLin, Jackson State University Jessica Murphy, Jackson State University Targeted Infusion Project: Females Advancing Science & Technology (FAST) is to be designed to enhance the fields of computer science, emergency management technology, meteorology and psychology, so that underrepresented undergraduate female students (UFMS) become highly qualified and prepared to successfully enter graduate programs and/or careers in STEM, specifically, emergency management and/or disaster preparedness. FAST can also inform and help transform the larger academic community about issues relevant to STEM careers, emergency management and/or disaster preparedness. Thursday, October 28, 2021 9:30 a.m. – 10:15 a.m.

Session 1B

Effective Student Engagement in a Remote Learning Environment Chadia Aji, Tuskegee University M. Javed Khan, Tuskegee University The challenges of remote learning include appropriate materials, delivery modalities and more importantly student engagement. A team of aerospace engineering and mathematics faculty at an HBCU who previously developed learning materials and techniques for effective student engagement in a “flipped” environment, adapted these for use in their remote classes. The students using the adapted materials were surveyed for their satisfaction with the engagement techniques. This remote teaching methodology and the results of student satisfaction surveys will be shared in the presentation. This presentation is based on an exploratory project funded by the NSF IUSE program.

Session I – TEACHING & LEARNING VIRTUAL CONFERENCE Thursday, October 28, 2021 9:30 a.m. – 10:15 a.m.

Session 1C

Slow Down to Prepare, Protect and Plan in the Teaching and Learning Environment Jesse Rivers, Huston-Tillotson University

Re-thinking the status quo has to also be applied to teaching and learning. The status quo is no longer the physical classroom space. This has been replaced with our attempts to revamp teaching and learning in synchronous and asynchronous environments. We are swamped with the latest technologies designed to improve teaching and learning. What we are left with is a feeling of being overwhelmed and not being proficient in implementing new requirements. Sure, we attend professional development. However, are we accomplishing anything or only becoming more confused? I propose a time to slow down and control the learning environment with the three p's (prepare, protect, and plan). 9:30 a.m. – 10:15 a.m.

Session 1C

Students Who Feel Well Learn Well: Addressing the Impact of COVID19 on The Lives of Students, A Faculty Based Initiative Edward Stephenson, Florida Memorial College This presentation will discuss ways in which faculty can address COVID 19 impact on the psychological and academic wellbeing of students. While many students have demonstrated much resilience in confronting the multitude of challenges posed by COVID19, there are others for whom this experience has been the source of much trauma and grief. In this session I will share with faculty a presentation that has been developed for the purpose of promoting dialogue with students, providing them with the opportunity to share their experiences, with the hope of promoting healing and renewal.

Session II – STUDENT SUCCESS VIRTUAL CONFERENCE

Thursday, October 28, 2021 10:20 a.m. – 11:05 a.m.

Session 2A

HBCU Summer Bridge Programs: Cultivating Academic Success, Cultural Identity, and Empowerment in Black Students Jamila Clayton, Prairie View A&M University Summer bridge programs (SBPs) are designed to help first-time freshmen students “bridge” the educational gap from high school to college through academic support programming. HBCU SBPs provide a unique experience for students by providing curricula that discuss African American history, HBCU history, and social justice awareness, while building a foundation for students’ academic success and acclimation to the university. Using survey data from HBCU participants, this study will provide best practices on how HBCU summer bridge programs help increase the self-efficacy, academic confidence, and empowerment of Black students to support their success and persistence rates at the university.

Session II – STUDENT SUCCESS VIRTUAL CONFERENCE

Thursday, October 28, 2021 10:20 a.m. – 11:05 a.m.

Session 2A

#Ask.Learn.Succeed: A Campus Wide Student Success Model Andrea Lewis, Spelman College Alayna Blash, Spelman College Brandi Reese Georgia, Spelman College Student Success works when there is a campus-wide “all hands on deck” approach. This session will explore best practices of student success including advising, targeted interventions, First Year Study Groups, Sophomore Meet Ups, Workshops, and the College Completion Action Team. When faculty and staff work together for a common goal of student success, students have increased grade point averages, a greater sense of belonging, and rich collegiate experiences. Campus community teamwork allows the College to benefit from higher retention and completion rates. Student Success is a campus-wide responsibility and a must-have campus initiative. 10:20 a.m. – 11:05 a.m.

Session 2B

Academic Advising: A Learning-Centered, Equity Focused Approach Levon Esters, Purdue University Sean Bridgen, NACADA: The Global Community for Academic Advising Louis Macias, University of Wisconsin-Madison

The success of undergraduate students from underrepresented groups (URGs) is of paramount importance. Unfortunately, our systems of higher education are failing them. Research demonstrates that the preparation of faculty to be inclusive and equitable in how they teach and advise students is critical to student success. And these are skills that faculty can learn. Academic advising, which is focused on teaching, can greatly impact the student experience. This presentation will focus on developing an inclusive and equitable learner-centered academic advising practice based on the work of NACADA as well as the Inclusive Professional Framework developed by the Aspire Alliance. Thursday, October 29, 2020 10:20 a.m. – 11:05 a.m.

Session 2B

Navigating the Pandemic: Placing the Focus on Student Support Samantha Strachan, Alabama A&M University This presentation will discuss strategies employed in an educator preparation program to support students during the COVID-19 pandemic.

Session II – STUDENT SUCCESS VIRTUAL CONFERENCE

Thursday, October 28, 2021 10:20 a.m. – 11:05 a.m.

Session 2C

10:20 a.m. – 11:05 a.m.

Session 2C

Compassionate Teaching Strategies in Digital Classrooms for Adult Online Students Gabriela Johnson, Walden University Pandemic-related job losses fostered growth in online higher education. People seek training to have better professional opportunities. Students enrolled in college for the first time or after a long hiatus. Many are underrepresented first-generation students working multiple jobs, caring for family, and unfamiliar with technical matters. Adult online undergraduates have unique needs and challenges, particularly during their first term. A compassionate teaching philosophy that does not compromise excellence is needed to help these adults transition into student-practitioners amid already busy lives, often aggravated by COVID-19 related distress. Discussion on compassionate teaching will be accompanied by strategies for the online classroom.

Session III – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Thursday, October 28, 2021 11:10 a.m. – 11:55 a.m.

Session 3A

Using MURAL to Increase First-Year Doctoral Student Engagement in an Online Higher Education Leadership Program Jade Lee, Clark Atlanta University Andraelya Moody, Clark Atlanta University Vernandi Greene, Clark Atlanta University Devin White, Clark Atlanta University Joiet Wesley, Clark Atlanta University How can instructors keep doctoral students engaged in virtual learning situations? This question was investigated by an instructor and first-year doctoral students in an online Higher Education Leadership program at an HBCU in the Southeast region of the country. More specifically, a technological platform called MURAL was used to allow students and their instructor to visually collaborate in real-time and asynchronously. Findings related to student engagement, doctoral education, and instructional technology are all explored.

Session III – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Thursday, October 28, 2021 11:10 a.m. – 11:55 a.m.

Session 3A

Meet Them Where They Are: Relevant and Invigorating Coursework Eileen Slaton, Huston-Tillotson University Thinking of ways to meet our students where they are, is a great starting point for course design. Reviewing current course offerings and asking ourselves if we are offering relevant and invigorating course work for our students are essential. Connecting our courses to future workforce opportunities strengthens our students’ employability. Are we staying current with workforce opportunities in relation to our course offerings and course design? Are students able to “see” themselves in any of your major content area course offerings? Do we have a course idea that needs to be brought to life in our department? 11:10 a.m. – 11:55 a.m.

Session 3B

Capacity-Building To Benefit All HBCUs and PBIs Crystal Moore, Strategic Education, Inc Ed Smith-Lee, United Negro College Fund To address the rapid shift to online learning, UNCF (United Negro College Fund) in partnership with education provider Strategic Education, Inc., offered all eligible HBCU and PBI faculty access to four-week professional development workshops on effective online teaching and course design. Over 1,500 faculty members from nearly 100 institutions participated. In this session, UNCF, Strategic Education and participating institutions will share how this community-centered approach to professional development provided faculty members, regardless of school size or prestige the chance to build their online teaching capacity. Upon completion, attendees will better understand how to maximize community resources for faculty development. Thursday, October 28, 2021 11:10 a.m. – 11:55 a.m.

Session 3B

Course Design with the Brain in Mind: Using Neuro, Cognitive, and Learning Science Strategies in Online Course Design Mark Wright, Bethune Cookman University As research on the brain and how we learn continues to grow and inform educators on how to best teach and learn, course design is an area where faculty can learn how to incorporate these brain science strategies into the design of their online courses. This presentation will discuss strategies to improve metacognition, cognitive load, retrieval, transfer of learning, attention, interleaving, and spaced practice. This presentation will also provide examples for how each of these components can be woven into your course design plan. Additionally, you will learn how a kinesthetic approach to cognitive learning methodology can enhance student learning and some methods that stimulate increased brain activity in preparation for learning.

Session III – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Thursday, October 28, 2021 11:10 a.m. – 11:55 a.m.

Session 3C

Association of College and University Educators (ACUE) Shayla Wiggins, Prairie View A&M University The mission of the Association of College and University Educators (ACUE) is to ensure student success and equity through quality instruction. During the 2020 – 2021 Academic year, fifty-one Prairie View A&M University faculty became ACUE credentialed. The faculty completed twenty-five modules that focused on evidenced-based online teaching practices proven to help students succeed. This session will give an overview of the program and the impact on the faculty and students at Prairie View. 11:10 a.m. – 11:55 a.m.

Session 3C

Escape Room as a Linear Online Clinical Judgement Activity for Nursing Students: A Pilot Study Charlotte Hurst, Dillard University Carolyn Wilson, Dillard University Problem: The COVID 19 pandemic changed hospital and campus hands on clinical experiences to an online alternative learning activity. The goal of this clinical escape room experience was to transfer a 3-D multilinear escape room project into an online linear project to validate clinical judgement requirements for nursing practice in a maternity nursing course. Method: The project design is based on Tanner’s Model of Clinical Judgement. Using a Case Study approach, students use a communication tool to identify and manage a client experiencing Postpartum Hemorrhage. Results: Students demonstrated lifesaving activities for the management of a hemorrhaging client post-delivery.

Session IV – RESEARCH IN HIGHER EDUCATION VIRTUAL CONFERENCE

Thursday, October 28, 2021 12:00 p.m. – 12:25 a.m.

Session 4A

Closing the Equity Gap: An Examination of the Efficacy of Assessment Strategies in Online Courses Annette Teasdell, Clark Atlanta University To determine the efficacy of assessment strategies, this research examined how assessment instruments contribute to positive student outcomes for diverse learners in a 100% asynchronous online environment. Data analysis yielded invaluable information to improve the viability of assessments already being implemented. Findings from the examination of the data set yielded: 1) what was learned; 2) how the findings may be incorporated into instructional practice and curriculum design; 3) the student impact; and 4) what can be done differently. Implications for practitioners at HBCUs as well as PWIs suggest a need for culturally responsive pedagogy.

Session IV – RESEARCH IN HIGHER EDUCATION VIRTUAL CONFERENCE

Thursday, October 28, 2021 12:00 p.m. – 12:25 a.m.

Session 4B

Effective Leadership during a Pandemic Pamela Barber-Freeman, Prairie View A&M University Patricia Hoffman-Miller, Prairie View A&M University A year ago today, no one could have predicted that 2020 would be filled with the number of deaths, home foreclosures, and the rates of increase in unemployment. In add ition, 2020 caused public and private schools, colleges and universities to alter their method of instruction along with d eveloping strategic plans to keep the doors open for all students. Specifically, the speed and scope of the coronavirus crisis posed extraordinary challenges for leaders in today’s vital institutions. It is easy to understand why some may have missed opportunities for decisive action and honest communication. When the situation is uncertain, human instinct and basic leadership training can cause leaders to take the wrong step due to fear or being overly anxious. Being a leader during this pandemic time required a strategic plan as well as create procedures that would motivate all learners. This paper examined the steps of African American women leaders at a HBCU, despite the uncertainties, developed strategic plans that allowed for a lot of progress at their institution. The theoretical frameworks fulfill multiple purposes within this study 12:00 p.m. – 12:25 a.m.

Session 4C

Exploration of Self and Strategies: A Transformative Model for Inclusion Patrice Petroff, Queens University Charlotte Stacey Bush, Berry Academy of Technology Andy Wertz, Independent Contractor How can you program your mind for success and ways to give back to the school community? What is the pathway for personal and student growth and ultimately student success? In this session we will explore a possible pathway for embracing peers and students where they are, to develop strong relationships and growth through mentoring and modeling. VIRTUAL CONFERENCE

Thursday, October 28, 2021 12:30 p.m. – 1:35 p.m.

Keynote Speakers

Lunch & Games “Council on Foreign Relations Online Teaching and Learning Resources” Maria Casa, Council on Foreign Relations Sarah McMerty, Council on Foreign Relations

Session V – EDUCATIONAL/FACULTY DEVELOPMENT AND ADMINISTRATION VIRTUAL CONFERENCE

Thursday, October 28, 2021 1:40 p.m. – 2:25 p.m.

Session 5A

Purposeful Leadership to Grow Leaders with Purpose Kelley Bolden-Bailey, Educate Lead Serve Consulting, LLC Social and Political Inequality, Economic and Educational Inequities, Human and Health Accountability in the midst of a Global Pandemic. Purposeful HBCU Leaders play a key role in producing and growing the Leaders with Purpose needed to address these challenges. 1:40 p.m. – 2:25 p.m.

Session 5A

Create and Ignite the Centers for Teaching & Learning Lucinda Blue, Johnson C. Smith University During this pandemic time, it is important to have a Center for Teaching & Learning at educational institutions to provide support to faculty, staff, and students. Faculty and staff have been asked to pivot to online teaching and support, and this movement has not been easy or transparent for everyone. Higher education has become more competitive and demanding because to teach pedagogically, virtual instruction requires technical skills that have to be taught and practiced. Also, to assist the “whole” student, faculty and staff must be trained. The Center for Teaching & Learning must operate “to help faculty modernize their teaching style, to framework concepts and information so students comprehend and transfer information from course to course” (Frizell et al., 2018). Creating a Center for Teaching & Learning does not “just” happen. It must be planned with a mission, objectives, benefits, short- & long-term goals, location, and yes, funding! In summary, this Center for Teaching & Learning must be aligned to the University’s strategic plan. So, through a variety of instructional technology, design components, collaborative internal and external partnerships, the end goal is to enhance student success. The scholarship and pedagogy of teaching should ultimately increase student recruitment, retention, and graduation rates. Thursday, October 28, 2021 1:40 p.m. – 2:25 p.m.

Session 5B

The Need for Equity Literacy in Higher Education Beverly Sande, Prairie View A&M University In this session, the presenter will describe equity literacy and how faculty and staff at institutions of higher education can strive for equity. Equity literacy is a process through which we ensure that policies, practices, institutional cultures, and ideologies are actively equitable, and that institutions are purposefully attending to the interests of the students and families that may have been attended to inequitably. By recognizing and deeply understanding these sorts of disparities, we prepare ourselves to respond effectively to inequity in the immediate term (Gorski, 2020).

Session V – EDUCATIONAL/FACULTY DEVELOPMENT AND ADMINISTRATION VIRTUAL CONFERENCE

Thursday, October 28, 2021 1:40 p.m. – 2:25 p.m.

Session 5B

Strengthening the HBCU Research Agenda Fred Seamon, MGT Consulting Group Latara Lampkin, Florida State University Strategic goals and concerted efforts to coordinate and expand research at HBCUs is central to supporting innovation for social impact, preeminence, and institutional competitiveness, regionally, nationally, and beyond. In this session, the presenters will share practical, evidence-based strategies to build and sustain capacity in individuals and institutions conducting research. The presenters will focus on three inter-related domains for capacity building: people, settings, and activities. Presenters will also share intentional models for institutional partnering to build research capacity and to support a cohesive research agenda for impact, scale, and sustainability. Thursday, October 28, 2021 1:40 p.m. – 2:25 p.m.

Session 5C

A Comparative Study of Grammarly and Laptop Method and Traditional Classroom Method on Student Learning Achievement Rafael Gamero, Florida A&M University Vonda Reed, Shaw University

Technology not only serves as a tool for engaging students with interactive learning, but it provides students with opportunities for differentiated and more inclusive learning. Active learning is a necessity for students, especially Gen Z students whose devices of choice are smartphones followed by laptops. This session will explore the effects of the technology method (using Grammarly software and laptops) and the traditional classroom method (without the use of technology) on student learning in College English and Composition II courses. The information shared during this session will aid faculty with the benefits of using technology and software to enhance student engagement and learning . Thursday, October 28, 2021 1:40 p.m. – 2:25 p.m.

Session 5C

Planning Your Way to Success-Assessment Planning Rolanda Anderson, Tougaloo College Colleges and Universities across the nation are using assessment to demonstrate growth within academics, administration, operations, and to maintain accreditation. In this session we will learn the eight (8) components to create an assessment plan using the SMART Approach (Specific, Measurable, Attainable, Relevant, Timebased) and the KISS Method (Keep it Simple, Smarty), to help educational stakeholders continue the overall institutional growth.

Session VI – TEACHING & LEARNING VIRTUAL CONFERENCE

Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6A

Academic eSports: Recruiting and Retention Pathways to STEAM Robbie Melton, Tennessee State University eSports can be a strategic vehicle as a Pathway to STEAM Programs. Academic eSports can enhance college recruiting, retention, and career opportunities. Academic eSports can promote innovation, entrepreneurship, as well as promote diversity, inclusion, and access. When organized well and designed as a cross-curricular activity for a wide range of students, eSports has the potential to bring students together, enhance learning and mitigate technological inequities for students with fewer resources. Furthermore, structured eSports offerings have the potential to build inclusive, pro-social environments that can facilitate sound educational outcomes. Thus, pairing eSports with STEM education can help students reach their full potential. Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6A

Cisco Networking Academy and HBCUs Social Justice Initiative Jessie Pagan, Cisco CSR - Cisco Networking Academy As part of Cisco’s 13 Social Justice Beliefs and Actions Commitment, a first step in our journey to combat deeply rooted racial inequities, we are partnering with Historically Black Colleges and Universities to develop long-term, sustainable strategies focused on delivering faculty, student, and university success. In partnership with the Student Freedom Initiative and Computex Technology Solutions, we’re scaling and accelerating our impact through a $150 million commitment. The Cisco Networking Academy is further poised to maintaining its partnership commitment to HBCUs by continuing to provide world-class educational courseware, training and support. Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6B

Panthers Vote!: Studio Project Exposing Past Voter Suppression Methods to an Historically Disenfranchised Collegiate Population Tracey Moore, Prairie View A&M University The students at Prairie View A&M University (PVAMU) are no strangers to voter suppression. In recent history, they have marched, protested, and sued local government officials in hopes of having voter registrations validated, re-establishing an on-campus polling place, receiving equitable early voting hours and more. In the Digital Media Arts program, 3rd-year students explored the history of voter suppression in a poster campaign series entitled “PANTHERS VOTE!”. The project, inspired by Antionette Carroll’s poster submission, to the AIGA Get Out the Vote 2016 civic engagement campaign, sought to spread awareness to the student body through traditional and digital means.

Session VI – TEACHING & LEARNING VIRTUAL CONFERENCE

Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6B

Teaching the Way the Brain Learns: A Simple Structure for Interactive Classrooms Nancy Winfrey, North Carolina A&T University Audrey Dentith, North Carolina A&T University This workshop introduces an experiential learning framework that increases student motivation with a coherent approach to understanding and using content. Participants will explore the process of connecting students to prior knowledge as a neurological anchor for new content, creating relevant application tasks for reflection and discussion, and then transferring classroom learning to relevant contexts. With each structural sequence, students move through a pedagogically sound learning cycle supported by current neuroscience research on how the brain “learns.” This structure can be used repeatedly- with new content, making planning easier and generating a predictable, and therefore safe, learning environment for students. Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6C

Coronavirus (COVID-19) and the Impact on FERPA Febreu Holston, Tuskegee University When the COVID-19 Pandemic presented itself, we all had concerns about the confid entiality and privacy of student information. Higher education has the responsibility to protect the privacy of student health and educational information. Privacy policy (FERPA) requires that educational personnel understand their responsibility for the privacy of student information. This presentation will briefly review FERPA policy and the requirement to meet the policy guidelines for FERPA as well as the confidentiality of student health issues (positive testing, quarantine, health care services, retesting, notifying parents, faculty, etc.) regarding the COVID-19 Pandemic, while at the same time following strict privacy guidelines.

Thursday, October 28, 2021 2:30 p.m. – 3:15 p.m.

Session 6C

Decision Making: Prioritizing a Curriculum Relevant to Teaching and Learning Gwendolyn King, Alabama State University The purpose of this study is to examine perceptions of faculty in the Instructional Support Department courses as they relate decision-making to teaching and learning. The process will examine ways of presenting instructional materials or conducting instructional activities. The sample for this study consists of faculty who are currently teaching in the Instructional Support Department. The faculty perceptions focus on teaching and learning strategies as they relate to decision-making in the curriculum. A mixed method study using a Likert scale to collect quantitative data was employed.

Session VII – TEACHING & LEARNING VIRTUAL CONFERENCE

Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7A

The Effectiveness of Adaptive Learning in Gateway Mathematics Courses at a Private HBCU Valerie Bennett, Clark Atlanta University This work provides results on the effectiveness of adaptive learning in gateway Mathematics courses at a private HBCU. STEM majors are faced with infamous gateway courses which are touted as factors that determine whether or not students should continue in their chosen fields of study. Low pass rates in gateway classes like Calculus and Pre-Calculus often derail African American (AA) students from their pursuit of careers in STEM. ALEKS, an adaptive learning tool which uses both Artificial Intelligence and Machine Learning, was used as a tool to remedy low pass rates of Calculus and Pre-Calculus courses. Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7A

Online Teaching and Learning in Higher Education During Covid-19 Pandemic: Students’ and Faculty Perceptions Andrea McDonald, Prairie View A&M University Camille Burnett, Prairie View A&M University COVID-19 has changed teaching and learning in higher education. This presentation aims to provide research findings about student and faculty experiences with online instruction during the pandemic. A qualitative approach was used to recruit participants from five institutions in Texas. We collected demographic information through Google forms and conducted twenty semi-structured interviews via Zoom. Data were transcribed and analyzed using grounded theory approach. The results showed that fear, limited access to resources, no interactions, and time constraints were challenging for faculty and students. More trainings and careful planning of online instruction is needed to reduce the negative impact of online education. Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7B

Using Learning Outcomes to Guide Student Learning Cynthia Johnson, Texas Southern University Utilization of learning outcomes provides common language so both faculty and students can understand the purpose of the course and what students are expected to learn. Learning outcomes can help students understand what they know and what they do not. When properly utilized, learning outcomes can help quickly and easily provide feedback needed to track students’ progress towards mastery of a topic or skill.

Session VII – TEACHING & LEARNING VIRTUAL CONFERENCE Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7B

Striving in the Midst of a Pandemic: The Music and Arts Virtual Masterclass Project Jessie Primer, Tougaloo College Terrance Evans, Tougaloo College Demetria White, Tougaloo College

The Music and Arts Master Class Project was a three-day class for middle and high school art, band, music technology, and music and coding students. Participants were taught and trained by some of the most accomplished musicians and teachers in the State of Mississippi. Participants were immersed in an inspiring and encouraging environment where they participated in ensembles, master classes, and other artistic disciplines. The engagement of the masterclasses afforded students a wealth of benefits such as developing personal and social skills, meeting new people, being self-reliant, and being resourceful, all which can boost self-esteem and confidence and improve academic improvements. Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7C

When Content Overshadows Context: What We Miss in the Creating “Universal” Online Shells and Policies Jeffrey Pietruszynski, West Virginia State University

After decades of restructuring our pedagogy to be more “student centered,” we have arrived at “best practices” in online teaching that seem to ignore those lessons. In the universal idea of “humanness” we lose the context of the word. Many online classrooms have become places where rules, netiquette, and “normality” get in the way of critical pedagogy and student-centered retention. By looking at pedagogical scholars, we can see where these practices and the theories can clash. This is not necessarily a bad thing, but, instead a way for us to reflect, revise, and renew skills that help reach our students. Thursday, October 28, 2021 3:15 p.m. – 4:00 p.m.

Session 7C

Faculty Strategies for Building Mentoring Relationships with Underrepresented Student Populations Carolyn Davis, Prairie View A&M University Daniel Kennebrew, Prairie View A&M University

Mentoring relationships can be powerful and life-altering. Although mentoring makes a significant difference for first-generation and low-income students (Bettinger, 2011), there is a high level of insecurity when approaching faculty who can assist with academic advising, career mapping, or simply navigating the new college environment. Through our research, we plan to acknowledge the critical need for faculty to proactively engage underrepresented students (minorities, first-generation, and low-income) and present strategies to build productive mentor/protégé relationships that will increase student self-efficacy and persistence on to graduation.

SPECIAL SESSION VIRTUAL CONFERENCE

Thursday, October 28, 2021 4:05 p.m. – 5:00 p.m.

Special Session A

NSF Funding Opportunities that Advance Social, Behavioral, and STEM Education Research Eve Boyle, National Science Foundation HBCUs make a considerable contribution to training students to become leaders in STEM education and the social and behavioral sciences. Yet, HBCUs are underrepresented in National Science Foundation (NSF) award portfolios in these disciplines. Several programs within NSF’s Directorate for Education and Human Resources (EHR) and Directorate for Social, Behavioral and Economic Sciences (SBE) are available to strengthen research and teaching programs at HBCUs. Thursday, October 28, 2021 4:05 p.m. – 5:00 p.m.

Special Session B

Funding Opportunities that Advance STEM Education and Research at Historically Black Colleges and Universities (HBCUs) Carleitta Paige-Anderson, National Science Foundation Tori Smith, National Science Foundation Jessie Dearo, National Science Foundation The National Science Foundation’s Division of Human Resource Development (HRD) serves as a focal point for agency-wide commitment to enhancing the quality and excellence of STEM education and research through broadening participation of historically excluded identities. Priority is placed on investments that focus on creating and testing models to ensure the full participation of and provide opportunities for the educators, researchers, and institutions dedicated to serving these populations. Programs within HRD have a strong focus on partnerships and collaborations to maximize the preparation of a well-trained scientific and instructional workforce that represents the collective diversity of the nation.

CLOSING SESSION VIRTUAL CONFERENCE

Thursday, October 28, 2021 5:00 p.m. – 5:05 p.m.

Wrap Up and Announcements

BOARD MEETING VIRTUAL CONFERENCE

Thursday, October 28, 2021 5:10 p.m. – 5:30 p.m.

Board Meeting

VIRTUAL CONFERENCE

Friday, October 29, 2021 8:30 a.m. – 9:10 a.m. Welcome/Opening Remarks

Keynote Speaker

Dr. Bernadette M. Hence Senior Program Manager Minority Science and Engineering Improvement Program U.S. Department of Education VIRTUAL CONFERENCE

Friday, October 29, 2021 9:15 a.m. – 10:00 a.m.

Networking Session

Fresh Wind Networking Session China Jenkins, HBCUFDN Secretary The HBCU FDN Fresh Wind session is designed to provide an opportunity for participants to share input on how the Network can support their members. Facilitated by the HBCU FDN Board of Directors, participants will discuss relevant professional development in the areas of faculty development, academic leadership, and student support services.

Session VIII – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Friday, October 29, 2021 10:05 A.m. – 10:50 A.M.

Session 8A

Creating Innovation in STEM: Piloted Assessment-Based Adaptive Math Course at Fayetteville State University Lynn Miles, Fayetteville State University Fayetteville State University piloted an Assessment-Based Adaptive Math Course, to improve college education, STEM education for the minority and disadvantaged student population, and create evidence-based pedagogical practices to improve student learning and outcomes. After attending at least five (5) or more enhancement sessions, 12% to 55% more students passed with a grade of A in the adaptive math class versus attending traditional math class. The enhancement sessions improved the rate of students passing despite age, gender and race. This research is the catalyst on how HBCU’s can implement adaptive learning curriculum in STEM to decrease deficiencies and increase retention.

Session VIII – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Friday, October 29, 2021 10:05 A.m. – 10:50 A.M.

Session 8A

Virtual Reality in Higher Education Chadia Aji, Tuskegee University M. Javed Khan, Tuskegee University The use of VR in STEM education will, in one hand, reduce the reliance on spatial visualization skills, while also supporting the development of visualization skills. Additionally, VR brings with it an element of engagement. A team of faculty at an HBCU developed immersive VR lessons in several STEM courses. These VR lessons were implemented in a non-immersive environment due to COVID-19. The analysis of pre-post surveys indicated that the VR lessons had positive impact on student learning. This presentation is based on an exploratory project funded by the NSF HBCU Targeted Infusion Projects program. 10:05 A.m. – 10:50 A.M.

Session 8B

Empowering Scholarship through an Online Qualitative Data Analysis Lab for Doctoral Students Lonnie Morris, The Chicago School of Professional Psychology Louis Bon Ami, North Carolina A&T State University Sharon Lassiter, North Carolina A&T State University Chaundra Burrage, The Chicago School of Professional Psychology This session details a weekly, hour-long dissertation coaching session focused on qualitative analysis. In three years, what began as a small pilot has since blossomed into a highly coveted research experience that leverages peer-to-peer learning, mentorship, observation and course integration to master learning outcomes. It now includes students from multiple disciplines, multiple institutions, visiting scholars, and research mentors. Session attendees will get a clear understanding of why this lab was selected as the 2019 Online Teaching Innovation of the Year. Friday, October 29, 2021 10:05 A.m. – 10:50 A.M.

Session 8B

Maximizing Inclusive Instruction in Online and HyFlex Settings Leslie Coward, University of Houston Lydia Ugwu, University of Houston This session will discuss how Kotter’s Eight Stages of Change was used to implement instructional transformation and describe faculty perceptions of HyFlex as a tool for meeting the needs of diverse learners. It will detail the process for instructional transformation through the lens of Kotter’s Eight Stages of Change, specifically professional development training. Results from the study will also be discussed, particularly faculty perceptions regarding professional development training transfer to classroom instruction for diverse learners utilizing the Output of Transfer Behavior Scale and the Inclusive Teaching Strategies Inventory.

Session VIII – INNOVATIVE INSTRUCTIONAL DESIGN & TECHNOLOGY VIRTUAL CONFERENCE

Friday, October 29, 2021 10:05 A.m. – 10:50 A.M.

Session 8C

No Longer in the Margins: Infusing African American History and Culture into the Syllabus Lisa Bratton, Tuskegee University A syllabus is a syllabus...or is it? Too many of our students arrive on our campuses with limited or even negative perspectives of the African and African American experience. Faculty members in any discipline can use the syllabus to change this trajectory. This presentation will show how a syllabus can also be a cultural document that affirms African and African American history and culture. Using “Lift Every Voice and Sing,” the principles of Kwanzaa, African intellectual history and more, students learn not only the content of the class but also the African connection to knowledge and the pursuit of excellence. 10:05 A.m. – 10:50 A.M.

Session 8C

Using The Reiss Motivation Profile and Gamification to Impact Student Learning Joanna Showell, Bethune Cookman University Junell McCall, Bethune Cookman University

Students’ motivation to learn impacts general education courses and low motivation often hinders learning outcomes (Ditta et al.,2020). As such, this session introduces the Reiss Motivation Profile and Gamification to create strategies for influencing learning and behavior outcomes. The Reiss Motivation Profile’s 16 universal desires seek to improve understanding about students’ personal effectiveness and drive toward better performance in the classroom. While the inclusion of gamification also fosters behavioral learning outcomes (Sailer and Homner, 2020), it encourages learners to abandon their anxiety and learn new information as they apply their skills to solve mysteries, unlock points, and race against the clock to solve both well-defined and illdefined problems.

Session IX – EDUCATIONAL/FACULTY DEVELOPMENT AND ADMINISTRATION VIRTUAL CONFERENCE Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9A

Cultivating Nurse Educators for Leadership: Bridging the Diversity Gap Carmen Lewis, Prairie View A&M University A qualitative Delphi study gathered expert recommend ations on critical components of a leadership development program and factors that contribute to the facilitation of the development of leadership capacity among underrepresented nurse educators at Historically Black Colleges and Universities. The study revealed HBCU academic nurse leaders and nurse educators desire evidence-based leadership program design, a focus on specific leadership competencies, and valid outcome evaluation. Respondents desired a program that assesses individual leadership aspirations, provides information on the skills required to achieve leadership goals, guides participants on how and when to use skills, and creates opportunities to practice them.

Session IX – EDUCATIONAL/FACULTY DEVELOPMENT AND ADMINISTRATION VIRTUAL CONFERENCE

Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9A

Leading While Black: Strategies for Surviving the Worst Bosses Lonnie Morris, The Chicago School of Professional Psychology Wendy Edmonds, Bowie State University David Sippio, Independent Contractor Sharon Lassister, North Carolina A&T University This session examines a collection of traumatizing workplace encounters with bad leaders. Through these experiences, the panelists identify leadership lessons and strategies for individuals, groups, teams, and organizations. Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9B

Preserving the Architectural Studios’ Unique Learning Environment: Collaboration and Content Creation in the Virtual Studio John Okello, Prairie View A&M University As Covid-19 rippled through most spheres of human interaction the academic world was not spared. The School of Architecture faced a seemingly impossible choice, shut down for a prolonged period or find a way of engaging in collaborative studio-based learning in its inherently social environment while still ensuring the safety of our populations. This presentation shares the unique challenges faced in the Architectural studio and the techno- pedagogically driven solutions that allowed us to create a viable virtual studio environment while challenging the students to move beyond the traditional tactile view of learning Architectural design in the foundational years. Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9B

Open Education Resources (OER): HBCU Affordable Learning Solutions Leadership Grant Robbie Melton, Tennessee State University Effua Ampadu, Tennessee State University Deborah Chisom, Tennessee State University The HBCU Affordable Learning Solutions Leadership Grant provides training and pilots stipends for HBCUs interested in reducing the cost of textbooks and teaching-learning materials. Information will be presented to highlight the value and cost saving of Open Education Resources (OER) for an institution. In addition, participants will receive access to the established HBCUALS.org Portal, promoting HBCUs, culture, diversity, inclusion, and social justice.

Session IX – EDUCATIONAL/FACULTY DEVELOPMENT AND ADMINISTRATION VIRTUAL CONFERENCE

Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9C

Student Success in the SEC3UREs Project: Spartans Engaged in Community-Focused Collaborative Course-Based Undergraduate Research Experiences Nazir Bareski, Norfolk State University Stephen Via, Norfolk State University Malikah Abdullah-Israel, Norfolk State University Ashley Haines, Norfolk State University This session provides a great opportunity for faculty, staff, and administrators to learn from our experiences on how to successfully implement engaging and authentic research experiences for undergraduate students. We go in depth into the program that was established across our department at every level, from a 100 level freshman course to upper level senior courses. In addition, we will discuss the important strategies to gain buy-in from faculty within the department, faculty across the university, administrators on campus, and stakeholders in the community! We have videos, pictures and testimonials. We hope to see you in our session! Friday, October 29, 2021 10:55 a.m. – 11:40 a.m.

Session 9C

Rethinking Graduate Education and Online Learning at HBCUs: Accommodating Working Adults Beyond the COVID-19 Crisis Sheila Witherspoon, South Carolina State University The crisis response from higher education during the COVID-19 pandemic enacted distance education as the panacea. As online learning via asynchronous content and synchronous sessions appeared to become a more viable means by which higher education could continue, this type of learning delivery is extremely appealing to graduate students who are working adults. This presentation will examine how the pandemic crisis has shed light on the probability of graduate programs having to consider online teaching and learning as its primary instructional method. Strengths, challenges, and solutions based on Knowles’ 5 Assumptions of Adult Learners, instructional design, and HBCU graduate student’s experiences will be delineated.

PLENARY SESSION VIRTUAL CONFERENCE

Thursday, October 29, 2020 11:45 a.m. – 12:15 p.m.

Plenary Session “Using PowerNotes to Help Make Reading Visible” Jimmy Fleming PowerNotes

VIRTUAL CONFERENCE

Thursday, October 29, 2020 12:20 p.m. – 12:40 p.m.

Lunch

Lunch (Network Awards/Acknowledgments/Games/Announcements)

PLENARY SESSION VIRTUAL CONFERENCE

Thursday, October 29, 2020 12:45 a.m. – 1:30 p.m.

Plenary Session “Yes! You CAN Support Minorities in Education Abroad” Lee Rivers Outreach & Recruitment Specialist Fulbright

“Share Your Expertise with the World: Accessing Short-term Exchange Opportunities Through the Fulbright Specialist Program” Amirah Nelson Senior Outreach Officer World Learning

Session X – TEACHING & LEARNING VIRTUAL CONFERENCE

Friday, October 29, 2021 1:35 p.m. – 2:20 p.m.

Session 10A

Relevant and Effective Strategies for Teaching and Learning in the New Environment Arthur Petterway, Prairie View A&M University Clarissa Booker, Prairie View A&M University The session will present relevant and effective strategies designed to improve teaching and learning in the new digital age.

Session X – TEACHING & LEARNING VIRTUAL CONFERENCE

Friday, October 29, 2021 1:35 p.m. – 2:20 p.m.

Session 10A

Esports & Gaming: Leveraging Relevant STEM and STEAM Content To Benefit HBCUs John Cash, Johnson C. Smith University All colleges and universities face similar circumstances as it relates to providing unique and quality education as well memorable student experiences to justify costs. There are several ways to address providing an added value; and one of the newer and potentially more lucrative options is leveraging Esports/ gaming at the institution. In January 2020, Johnson C. Smith University launched the first Esports & Gaming (ESG) Trifecta: 1) Esports and Gaming Management Minor/Certificate Program, 2) Esports Lab, and 3) Esports Club/Game Development Club. 1:35 p.m. – 2:20 p.m.

Session 10B

Teaching and Learning in a Crisis Kashley Brown, Grambling State University Melody Threadcraft, Jarvis Christian College Kymberly Wimberly, St. Phillips College Teaching at the collegiate level is not led by protocol as with the teachers who teach grade levels. Whereas a grade schoolteacher would have to adhere to lesson plans and high stakes testing from the State Department, we college professors have a more flexible approach toward ensuring rigor for our students. We do have to adhere to State policies as well as accreditation guidelines; however, we can structure our classrooms and instruments of learning at whatever approach that works for us in ensuring that knowledge is obtained. Since the 2020, COVID- 19 pandemic began, the academic climate, as well as learning and teaching overall has been a bit of a strain. Most schools moved from face to face to 100 percent virtual instruction and learning. While facing these changes, we as faculty still must be within our guidelines of rendering a quality education by having Quality Matters training to teach online, be accessible virtually through Zoom and FaceTime, and have proctoring services for online exams. That was a journey for everyone involved. Now we all, for the most part, have returned to face-to-face settings, but we still face obstacles during this transition and the COVID numbers have climbed back up rapidly in the midst of this.

Session X – TEACHING & LEARNING VIRTUAL CONFERENCE

Friday, October 29, 2021 1:35 p.m. – 2:20 p.m.

Session 10B

Dynamic Interactive Non-Traditional Textbook Initiative (DINTTI) Duane Wallace, Morgan State University Rosa Abraha, Centers for Disease Control & Prevention Non-traditional publishers support instructors with the staff to design an innovative, affordable, interactive, and updatable web-based publication. Kendall Hunt’s custom non-traditional publishing offers instructors the opportunity to create a unique web-based, mobile friendly platform that is specific to their needs and the needs of the modern college student. Presently, the high cost of textbooks is driving the vast majority of college students to delay or avoid purchasing required course materials. Additionally, it’s becoming challenging for instructors to find textbooks that fully meet their needs. The Dynamic Interactive Non-Traditional Textbook Initiative aims to resolve these issues. 1:35 p.m. – 2:20 p.m.

Session 10C

Brain Structures and Reading Activity Milford Jeremiah, Morgan State University Learning has a neural dimension. They are primarily visual, auditory, and tactile. The reading process, for example, is chiefly visual. In a class of textbook reading for first -year students, they are oriented to elements of brain structure that govern the reading process. They are lead through the process of sending visual stimuli from the optic nerve to the primary visual cortex. In addition, the process of reading comprehension and brain correlates (e.g., frontal and temporal lobes) are discussed. Friday, October 29, 2021 1:35 p.m. – 2:20 p.m.

Session 10C

Engineering Identity and Academic Success M. Javed Khan, Tuskegee University Chadia Aji, Tuskegee University The influence of a professional identity has been documented as an important indicator of academic success. Longitudinal and cross-sectional studies are being conducted at an HBCU to determine the development of professional identities of STEM undergraduate students. This presentation will share cross-sectional data for engineering students. The three dimensions of engineering identity (competence, recognition, and interest) were measured using an eleven-item questionnaire. Differences and trends were identified between upper-division and lower-division student groups. Influence of gender was also explored. This presentation is based on an exploratory project funded by the NSF HBCU Excellence in Research (EiR) program.

Session XI – STUDENT SUCCESS VIRTUAL CONFERENCE Friday, October 29, 2021 2:25 p.m. – 3:10 p.m.

Session 11A

Advancing the Socialization of All but Dissertation HBCU Instructors to Terminal Degree Attainment Brandi Brand, Virginia Tech University Grace Ndip, Virginia Tech University Jeremy Ernst, Embry-Riddle Aeronautical University Jana Talley, Jackson State University Willie Rockward, Morgan State University According to Gardner (2008), the attrition rates across disciplines in doctoral programs is approximately 50%, and there is a high attrition rate of women and racial and ethnic minorities in comparison to White male students. In 2011, 21.5% of all doctoral degrees in the United States were awarded to persons of color, with African Americans and Hispanics representing only 6.9% and 5.8%, respectively. 2:25 p.m. – 3:10 p.m.

Session 11A

Leveraging Aspire’s Inclusive Professional Framework to Become a More Equitable Practitioner Donald Gillian-Daniel, University of Wisconsin-Madison Christopher Agard, Temple University To better serve our students and colleagues as faculty, staff, and administrators, we need to address issues of race and racism more effectively in society and in higher education, including faculty-led classrooms and institutional workspaces. The NSF INCLUDES Aspire Alliance’s (Aspire’s) holistic, identity-based professional development framework promotes examination of individual and organizational structures to understand how to become more equitable practitioners. Focusing on the interpersonal relational/communication domain of Aspire’s Inclusive Professional Framework (IPF), this session will provide real-time practice addressing classroom and leadership-based challenges. Participants will reflect on how the IPF can support their own professional growth and development. Friday, October 29, 2021 2:25 p.m. – 3:10 p.m.

Session 11B

Diversity of Technical and Artistic Skills and Student Success in an Industry Becoming Remote Hira Roberts, Prairie View A&M University The Digital Media Arts (DGMA) department at Prairie View A&M University (PVAMU) would like to submit a proposal for presenting interactive digital projects created by students in the Fall of 2020. These projects were taught remotely using various methods enabling students to work from anywhere and gain problem solving skills that they otherwise would not have gained. With a focus on aesthetics, students learned to apply mathematical rules, graphs, creative coding, and elements of art and design to build virtual reality and desktop applications. The various skills acquired during this process, boosted confidence and presentation skills, making students attractive candidates for recruiters.

Session XI – STUDENT SUCCESS VIRTUAL CONFERENCE

Friday, October 29, 2021 2:25 p.m. – 3:10 p.m.

Session 11B

Morehouse College Enters the Metaverse: Transforming Higher Education Using Virtual Reality (VR) Across Disciplines Tanya Clark, Morehouse College Ovell Hamilton, Morehouse College Ethell Vereen, Morehouse College Muhsinah Morris, Morehouse College According to the Price Waterhouse Cooper (PwC) Report, “Seeing is believing”, “AR and VR have the potential to add $1.5 trillion to the global economy by 2030” (2019). Morehouse College, the only all-male HBCU, was intrigued to lay the framework of what virtual reality (VR) looked like in higher education across all disciplines and embarked on making VR the classroom. Being that higher education determines the access people have to a better quality of life, it is imperative that students are prepared to engage and produce in this digital age. Thus, in the Spring of 2021, Morehouse entered the Metaverse via virtual reality with purpose. The digital twin campus of Morehouse College was created by VictoryXR, making it the first institution of higher education in the Metaverse. Courses in history, biology, and chemistry were implemented during the pilot phase. Modules in Biology and Chemistry included cross-disciplinary lessons taught in conjunction with English. VR provided students with an immersive experience that created higher levels of engagement due to a distraction free environment. Through every lesson, the four Morehouse professors who taught these courses were intentional about the student learning outcomes being met first and foremost. Friday, October 29, 2021 2:25 p.m. – 3:10 p.m.

Session 11C

Integrated Approach to Support Student Identity Formation and Success Immaculata Igbo, Prairie View A&M University Kathleen Straker, Prairie View A&M University Margie Landson, Prairie View A&M University Addressing multiple aspects of student needs can help advance their success. Studies have shown that providing a welcoming environment, peer support, academic support, and improved readiness for upper division curriculum contributes enormously to student success. This presentation will share how one HBCU baccalaureate program provides an integrated, multi-pronged approach to enhance student retention and progression, adapting the format of presentation to the pandemic crisis.

Session XI – STUDENT SUCCESS VIRTUAL CONFERENCE

Friday, October 29, 2021 2:25 p.m. – 3:10 p.m.

Session 11C

Glocalism: Bringing the World to Your Students, Faculty and Staff Stephanie Tilley, Prairie View A&M University Nathan Mitchell, Prairie View A&M University Fonjweng Godlove, Prairie View A&M University Marcus King, Prairie View A&M University The field of international education had to employ revolutionary strategies to foster glocal learning and develop intercultural competence during this era of COVID 19, as travel out of the country became limited. This workshop will provide tangible and effective approaches for virtual cross-cultural learning at Historically Black Universities & Colleges (HBCUs) that center on glocalism - the interconnection of local and global social concerns, to promote student engagement and diversity of thought. The presenters are glocal practitioners and scholars from Prairie View A & M University who are successfully navigating the continued challenges presented by COVID 19 while actively advancing intercultural learning through glocalism pedagogy in their curriculum, programming, and initiatives.

SPECIAL SESSION VIRTUAL CONFERENCE

Friday, October 29, 2021 3:10 p.m. – 4:00 p.m. Author’s Corner Donald Collins, HBCUFDN Treasurer Kimberly Gay, Prairie View A&M University

BUSINESS MEETING VIRTUAL CONFERENCE

Friday, October 29, 2021 4:00 p.m. – 5:00 p.m.

Business Meeting

AUTHOR’S CORNER Moderator: Donald R. Collins Blue, L. (2015). Fruitful Inspirations. Trafford Publishing. • Johnson C. Smith Collins, D. R. (2021). Reflecting on Autoethnographic and Phenomenological Experiences: A Caregiving’s Journey. Myers Education Press. • Prairie View A&M University Crayton III, M. E. (2021). Evolution of Creation: The Interface Between Science and Scripture. Self-Published. • Dillard University Harris, A. J. (2021). Leading While Black: Challenges being an African American Leader in a White Organization. Gatekeeper Press. • Prairie View A&M University Moderator: Kimberly M. Gay Hardiman, W. J. (2021). The Ra-Surrection of Truth from the Change of Falsehood. Curry Brothers Publishing. Hoston, W., Cambrice, F., Robinson, M. (2020). Contemporary Debates in Social Justice: An Interdisciplinary Approach to Exploring the Lives of Black and Brown Americans. Kendall Hunt. • Prairie View A&M University Morris, L. R., Edmonds, W. M. (2021). When Leadership Fails: Individual, Group and Organizational Lessons from the Worst Workplace Experiences. Emerald Publishing Limited. • Prairie View A&M University Robinson, P. A., Williams, K. V., and Stojanov, M. (2021). Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice. Routhledge Taylor & Francis Group. • Louisiana State University • Prairie View A&M University Authors’ Corner Honorable Mentioned Crayton III, M. E. (2018). Brain, Mind, Soul and Spirit: The Interface Between Science and Scripture. (Revised Edition). Dorrance Publishing Co. • Dillard University Hargrove, S. K. (2017). In Search of Academic Leadership: A Primer for Faculty Development. Self-Published. • Tennessee State University

THURSDAY KEYNOTE SPEAKER

Dr. Gwendolyn Carol Webb Professor Educational Administration & Human Resources Development Texas A&M University Dr. Gwendolyn Carol Webb is celebrating her 47 th year as an educator. She served as a high school teacher for seven years and as a teacher of special education at the middle and high school levels for eight years. She currently holds a joint appointment as an Associate Professor in Educational Administration and Human Resource Development, and Teaching, Learning and Culture at Texas A&M University. She also served as an Assistant Professor in Special Education at The University of Texas for six years. She has received teaching awards from Texas A&M University and The University of Texas. Dr. Webb received the George Bush Excellence Award in Public Service in 2009. She also received the Social Humanitarian Award from The Carter G. Woodson Black Awareness Committee’s “Black Girls Rock,” celebration at Texas A&M in 2014. She received the Service Award for the Department of Educational Administration and Human Resources in 2017, and The Extraordinary Service Award for the College of Education and Human Resources in 2018. Most recently she received the Most Inspiring Advisor Award from the Texas A&M Student Chapter of the NAACP, in April of 2021. Her research interests include (a) culturally responsive leadership, pedagogy, and teacher development, (b) equity audits, (c) the disproportionate representation of African American learners in Special Education, (d) culturally responsive family and community engagement, and (e) the exploration of academic achievement and sociopolitical contexts among African American girls. Her current research focuses keenly on the perceptions of young African girls who demonstrate “Talking With Attitude,” as they are overrepresented in discipline and suspension data. She champions a strength/integrity model to share their voice, affirming their cultural identity and promise. She provides professional development and workshops to School Administrators, Teachers, Families, School Boards, Community Organizations and Students in PreK-20 settings. It does indeed take an entire village to educate a child, but we must first reconstruct the educational village!

FRIDAY KEYNOTE SPEAKER

Dr. Bernadette M. Hence Senior Program Manager Minority Science and Engineering Improvement Program U.S. Department of Education Dr. Bernadette M. Hence – currently serves as Senior Program Manager for the Minority Science and Engineering Improvement Program at the U.S. Department of Education. Dr. Hence is responsible for formulation and identification of new strategies that will lead to improvements and greater accountability in Science, Technology, Engineering, and Math (STEM) fields at schools, colleges, and universities to increase minority graduates. Dr. Hence has over 19 years of experience in instructional and administrative roles at both community colleges and universities and has worked in the Mechanical Engineering Technology and Civil Engineering Technology Departments. Her administrative experience in higher education involves planning, development, coordination, and evaluation of courses. She is experienced in monitoring grant activity for several state grants including budget management, benchmarking, and accountability. Previously she served as Senior Policy Advisor for the White House Initiative on American Indian and Alaska Native Education and Policy Advisor for the White House Initiative on Historically Black Colleges and Universities and engaged business, government, military, homeland-security, scientific, cultural, and education communities to build partnerships initiatives. She has five years of experience working as a pipeline design engineer and worked on several projects including the 48 inch, 743 mile Northwest Alaskan Natural Gas Pipeline. In 2013, she received the Martin Luther King Day Drum Major for Service Award for her volunteer work with Kidgineer, a science-enrichment program based in Maryland that focuses on providing hands-on projects for students in grades K-5th in areas such as robotics, video game programming, chemistry, circuits, physics and other fields of science. Dr. Hence received her Bachelor of Science in Civil Engineering and Doctorate in Education Administration degrees from the University of Houston in Houston, Texas.

THANK YOU FROM HBCU FACULTY DEVELOPMENT NETWORK Moderators Douglas Butler Jamila Clayton Kimberly Gay Tracey Moore Stephanie Tilley Tiffany Wheaton Shayla Wiggins Aysha Williams Kamilla Williams HBCUFDN Board Members Appreciation Prairie View A&M University Office of Academic Affairs Prairie View A&M University Center for Teaching Excellence Prairie View A&M Center for Instructional Innovation and Technology Services Amazing Awards MET Printing Comcast Shayla Wiggins John Briscoe

HBCU Faculty Development Network A Resolution in the Loving Memory of Hyacinth Elaine Robinson Findlay “Don’t be dismayed at good-byes. A farewell is necessary before you can meet again. And meeting again, after moments of lifetimes, is certain for those who are friends.” Richard David Bach WHEREAS, Dr. Hyacinth Elaine Robinson Findlay born in Jamaica, West Indies was raised to love and respect family and extended family, pursue academic excellence, be true to herself and to the God she served. August 5, 2021 ended Dr. Findlay’s physical presence with us but did not end the commitment to those that continue to love her dearly. WHEREAS, Dr. Hyacinth Elaine Robinson Findlay an active member of the St. Joseph Catholic Parish in Montgomery, Alabama extended her teaching in serving as director of religious education. Her commitment was evident to her faith as she always found a parish to serve and attend Mass, even when attending conferences and other travels. WHEREAS, Hyacinth married the love of her life Henry J. Findlay, never seeing one without the other, there was life balance with a commitment to their children and families and her church and education. WHEREAS, Dr. Hyacinth E. Findlay a professor of Instructional Leadership at Alabama State University served as a leader and author of the National Council of Accreditation of Teacher Education (NCATE) report for the College of Education Her main areas of research included teacher concerns, educational leadership, and succession planning. She served as a faculty advisor and leader touching the lives of many candidates that matriculated through the College of Education at Alabama State University. WHEREAS, Dr. Hyacinth E. Findlay served as a public school and higher education administrator, she also traveled widely on international educational trips, including a Fulbright award to Senegal and then Gambia returning with knowledge to share with her students. WHEREAS, Dr. Hyacinth E. Findlay was a true supporter to the HBCU Faculty Development Network before and during the times Henry served as President by serving as an editor each year to the many submitted abstracts, assisting with the onsite registration, and filling in any and everywhere needed. Now, Be It Resolved, that all members of the HBCU Faculty Development Network family celebrate the life and legacy of Dr. Hyacinth Elaine Robinson Findlay. Be It Further Resolved, that the board and all members of the HBCU Faculty Development Network express our deepest condolences to the family of Dr. Hyacinth Elaine Robinson Findlay as she takes her journey to the place that has been prepared for her, a true believer. This resolution will be presented to the family and a copy will be permanently placed in the HBCU Faculty Development archives. Dated and signed this sixteenth day of August 2021 in Houston, Texas. Harris County Laurette Blakey Foster_______________ Laurette Blakey Foster Executive Director 47

SAVE THE DATE 29th Annual HBCU Faculty Development Network Conference

New Orleans, Louisiana OCTOBER 2022 48