Academics
Groundbreaking Initiative to Support Black Male Persistence (Academics)
BY. DR. DARRYL HYLTON, JR.
OPINION: CEO, Dr. Darryl Hylton, Jr., shares his experience on creating a course specifically designed for African-American males. THE INCEPTION During the matriculation in my doctoral program, I collaborated with the Center for Student Success at Mars Hill University to create an opportunity to increase the retention and [eventually] graduation rates of African-American males who traditionally have the lowest degree completion. The original idea to create the First Year Seminar was met with minor resistance from various constituents across campus due to fear of the sections being considered a form of segregation. As defined by Dictionary.com, segregation is "the separation of people or things from the main body or group". Using this definition as a foundation, I explained to my constituents that we were already "segregating" and providing specific support services for certain specialized populations (i.e. Bonner Scholars and Honors Program). With that rationale coupled with the institutional research, it was finally accepted [with reservations] to begin Fall 2019. COURSE DEVELOPMENT Upon the acceptance of the sections, my colleague (Dr. DeAndre Howard) and I began the journey of course development. We knew from the beginning that our approach had to be different. There had to be an intentional effort in applying cultural relevant pedagogy through course lectures, assignments, discussions, etc. while maintaining the integrity of the course learning outcomes. Course curriculum planning began around mid-May and was not finalized until mid-July. Spring 2020 Issue
Simultaneously, I collaborated with the Office of Admissions to gather a list of students who selfidentified as male and African-American (per their application). Upon receiving the list, I called every student and spoke with them (and their families) about this new opportunity. The students who were interested and accepted the invitation were registered for the section. While most students contacted said yes, there were a couple that declined. By the end of the summer orientations and before the semester began, Dr. Howard and I met face-to-face with each family and student. On the first day of class we welcomed 28 students (23 Football, 2 Basketball 2 Lacrosse, and 1 Track) from six different states (NC, GA, SC, FL, CT, and LA). COURSE STRUCTURE As an adult education practitioner, I understand the need to challenge and support students to become self directed when critically thinking and analyzing situations in problem solving. With this unique cohort of students, this student development theory was even more important. Utilizing a blended course format teaching from a culturally relevant pedagogical lens, I intentionally incorporated creativity, charisma, and leadership through the use of group discussions, case studies, and reflective writing. It is important to me to provide spaces for students to use their words and voices to express their thoughts while trying to navigate the educational system, negate stereotypes, and for many of them become the first in their family to graduate from college. The Daily Affirmation. Every Tuesday and Thursday I greeted each student at the door with a smile and firm handshake. I wanted each student to feel welcomed into the learning THE EDUCATED MENTOR |8
