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

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

Charles B. W. Prince (Howard University, USA) and Rochelle L. Ford (Syracuse University, USA)
Indexed In: SCOPUS
Release Date: June, 2016|Copyright: © 2016 |Pages: 343
ISBN13: 9781522503088|ISBN10: 1522503080|EISBN13: 9781522503095|DOI: 10.4018/978-1-5225-0308-8

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.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Graduate Mentoring
  • HBCU Writing Centers
  • Living Learning Communities at HBCUs
  • Post Graduate Careers at HBCUs
  • Retention in HBCUs
  • STEM in HBCUs
  • Student Engagement

Reviews and Testimonials

International contributors in higher education, student affairs, teaching, student retention, and education policy issue a call to action for historically black colleges and universities (HBCUs). The book begins with an overview of strengths and weaknesses of existing retention strategies directed toward black students, then offers ideas, frameworks, and cases for student engagement, retention, persistence, and success. Some areas discussed include the first-year experience, HBCU writing centers, HBCU-based learning communities, strategies for HBCUs to increase undergraduates in STEM and medicine, and technology and the HBCU. There are also ideas on how to strengthen engagement for white students in African America history courses, and how to prepare African American males for careers in information technology and computer science.

– ProtoView Reviews

[...] Racial tension and the development of contemporary advocacy groups like Black Lives Matter coincides with the challenges of Historically Black Colleges and Universities (HBCUs) as these institutions compete with Primarily White Institutions (PWIs) to retain African American populations. Challenges are many and finding a balance between tradition and progress calls for efficiency and innovation without compromising educational quality. This book gathers research in this area and serves as a mechanism for engaging dialogue that will impact the success of the HBCU.
Retention strategies are soundly addressed in chapters 1-4 with emphasis on the whole student; support is essential and chapter 4 ("Multi-tiered Systems of Support") replicates a model for support at the college level. Strong students need to have good grades and paralleling that are mentoring, professional commitment, productivity, and creativity from peer students and faculty; chapters 5-10 demonstrate learning experiences and options including distance learning and how this is best assumed with an Afro-centric appeal for students. Chapters 11-13 focus on the correlation between gender and race, embracing topics like engagement of white students in a HBCU or promotion of education for African American males. The concluding chapters focus on the finites of computer science programs and black doctoral students and career goals. Information is both theoretical and practical. Systemic ideas can be replicated or modified for other institutions. Additionally, ideas may be used in other minority schools or in PWIs. This book is a call to action for student engagement and retention with subtopics of funding, digital inequality, disabilities, and other factors effecting educational opportunity. Underlying much of this work is the idea that performance enhances retention and how to best improve education experience. [...]
Setting A New Agenda for Student Engagement and Retention in Historically Black Colleges and Universitiess recognizes the challenges of enrolling students and authenticating their educational experience through engagement during their college years. This professional development source will be well used by educators, instructors, counselors, career coaches, and those devoted to the whole student pedagogy.

– Janis Minshull, ARBA Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Mr. Prince serves as the first Director for Student Success and Transition in the Office of Undergraduate Studies. He leads the office’s strategic plan, and all campus-wide initiatives from orientation to the first-year experience and beyond. All of these programs are arranged to impact the institution's graduation and retention rate. Mr. Prince has been with Howard University for two years before joining the Office of the Provost - Office of Undergraduate Studies. Previously, he served as the Site Manager for the Jumpstart For Young Children, at Howard University in the School of Communications. From those experiences, Mr. Prince has worked with ensuring student success through service-learning and educational success. Mr. Prince earned his Bachelor’s degree in Secondary Education and Social Studies from Southwestern University in Georgetown, TX. He later pursued his Master’s degree in International Comparative Education from The George Washington University in Washington, DC. Mr. Prince specializes in K-12(Public & Private), Higher Education (National and International), Curriculum and Instruction, Evaluation and Assessment and Governance.
In June 2014, Rochelle L. Ford, Ph.D., APR, became a tenured professor and the new chair of the Public Relations Department in the SI Newhouse School of Public Communications at Syracuse University, responsible for all undergraduate and graduate public relations programs at this PRWeek top-ranked university. Having served as a faculty member at Howard University since 1998, Dr. Ford has mentored hundreds of African American public relations professionals and championed the diversity agenda within the public relations industry through her research, grants, teaching and service. In August 2014, she was inducted into Arthur W. Page Society. She has published extensively on diversity and inclusion as well as issues facing higher education. She is a recipient of PRSA’s D. Parke Gibson Multiculturalism Award, The Plank Center for Leadership in Public Relations Milestones in Mentoring Award and the National Black Public Relations Society Founders Award. She holds a BA from Howard University, MA from University of Maryland and a PhD from Southern Illinois University at Carbondale. A mother of three, she has led Church Initiative’s Single and Parenting Ministry in the US and in Kenya.

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