«INNOVATION ANGE CH d n a ST 2N1VERSITY IN RIVING TH THE I URY U CENT 16-17 APRIL 15 A Summit Focused on Black Faculty, Staff and Graduate Students in ...»
A Summit Focused
on Black Faculty,
Staff and Graduate
Students in the
A Summit Focused on
Black Faculty, Staff and
Graduate Students in
the UNC System
APRIL 16-17, 2015 l Thriving in the 21st Century University
TABLE OF CONTENTS2015 SUMMIT KEYNOTE SPEAKER 2 PROGRAM AGENDA 3-7 ORAL SESSION ABSTRACTS 8-23 POSTER SESSION ABSTRACTS 23-26 NOTES 27
ACKNOWLEDGEMENTS 282015 SUMMIT KEYNOTE SPEAKER GENNA RAE MCNEIL is professor of history at the University of North Carolina in Chapel Hill where she teaches United States history, African-American history, and U.S. Constitutional History.
A graduate of the University of Chicago, McNeil is widely known for her prize-winning Groundwork: Charles Hamilton Houston and the Struggle for Civil Rights, which was awarded the Silver Gavel Award for outstanding scholarship in American Legal History by the American Bar Association. Specializing in social movements, race, and law, within the field of African-American history, McNeil is co-editor of three texts: with Michael R. Winston, Historical Judgments Reconsidered; with John Hope Franklin, African Americans and the Living Constitution; and with V. P. Franklin African Americans and Jews in the Twentieth Century. McNeil’s most recent research examines State of North Carolina vs. Joan Little, 1974-1975 and has been published in Journal of African American History and Sisters in the Struggle, edited by Bettye Collier-Thomas and V. P. Franklin. She is also co-author and editor of the forthcoming “ ‘Song of Hope’ – Writings by African Americans on Depression.” McNeil has served as a research scholar and fellow at both the Schomburg Center for Research in Black Culture in New York City and the Woodrow Wilson Center for Scholars in Washington, D.C. Prior to joining the faculty of the University of North Carolina as professor of history, McNeil taught at Howard University School of Law and chaired the Department of History of Howard University. She has, as well, worked as an archivist at the New York Public Library, served as the national Ecumenical Officer and Deputy General Secretary of the American Baptist Churches in the USA (a multi-racial denomination of more than 1.3 million). Published in February 2014, McNeil is co-author with Houston Bryan Roberson, Quinton Hosford Dixie, and Kevin McGruder of Witness: Two Hundred Years of African American Faith and Practice at the Abyssinian Baptist Church of Harlem, New York.
For further information, see website at www.unc.edu/faculty/History Dr. McNeil may be reached at firstname.lastname@example.org or by facsimile at (919) 962-1403 C.B. # 3195, History Department, Hamilton Hall, UNC – Chapel Hill (919) 962-2115 Chapel Hill, North Carolina 27599-3195
Leaving Academe: Academics Reflect on the Ostensible Departure of Black Women from the Tenure-Track Crystal Chambers, East Carolina University
Interdisciplinary Synergy: Integration of Information Literacy into the Curriculum Stephanie Dance-Barnes, Winston-Salem State University Michael Frye, Winston-Salem State University
TITLE Voices from the Silent Ranks
ABSTRACTWomen, specifically Black women, have forged pathways to enter the ranks of academia and traverse the tenure process. There exist narratives of the experience of being a woman, a Black woman, in challenging social structures and spaces that reinforce subjugation and their silence. Within margins of womanhood and Blackness, there are further points of marginalization and silence that exist in motherhood. Black women are not only managing the challenges and expectations to adhere to the pressure of “productivity and scholarship,” but most negotiate this demand as mothers. The stress of managing these multiple roles influences whether Black mothers advocate for or dissociate themselves from academia completely. Narratives collected from Black mothers in academia will serve as the backdrop for this presentation as attendees engage in dialogue on the challenges for Black women mothers as faculty and administrators. The innovative workshop will use spoken word as a medium for activism to highlight the value of giving voice to “motherhood” through the experience of Black women faculty and ways to transform academic structures to reflect opportunities for tenure and promotion. This creative workshop specifically aims to use a liberatory framework to facilitate dialogue on strategies used to support Black mothers throughout the tenure process.
TITLE We Will No Longer Wear the Mask: Growing Past the Ivory Tower of Black Education
ABSTRACTFor years, black people have fought for rights to receive an education (being able to read and write academically and think for themselves critically).
Blacks were told, and even believed, the only education they should desire is learning a trade (seamstress, carpenter, etc.). However, some people felt strongly about education and founded thriving Historically Black Colleges and/or Universities (HBCUs). Today, those same universities created for black people are threatened by the “ivory tower” of American society. The ivory tower, in this sense, represents the lack of educational opportunities and suspension of the flourishing or realization of true potential in 21st century academia. Black people are placed in classrooms with teachers who refuse to access the student’s full potential and diminish the knowledge black students hold. In her novel, Quicksand, Nella Larsen writes “This was, he had told them with obvious sectional pride, the finest school for Negroes anywhere in the country, north or south; in fact it was better even than a great many schools for white children” when describing an HBCU in a southern town, Naxos. If HBCUs were some of the most profound institutions, why are they now crippling black students of the opportunities previously afforded to them? My presentation will explore the constant crippling and examine the thriving success of black HBCU students who believe in learning outside the box and excelling beyond walls placed in their existence.
TITLE “College Going Perceptions of Middle School Students from Urban and Rural Communities: An evidence-based approach at UNC Asheville”
ABSTRACTExplore the Tour (ETT) was designed on the premise that students would glean a more authentic college experience if carried out by college students.
To test this assumption students were asked to rank their experience with college students and faculty. Students are also asked to name three major takeaways gleaned from the campus tour. The methodology seems to be effective based on pre- and post-surveys capturing qualitative and quantitative data analyzed by cohort after each ETT session. To date, data from Valley Springs Middle (C1), Rugby Middle (C2) and Apple Valley Middle (C3) showed a college confidence increase from 57%, 71%, and 47%, to 91% (up 60%), 100% (up 41%) and 88% (up 87%) respectively, and confirmed that schools with the lowest college confidence rate have the highest number of students eligible for free and/or reduced l federal lunch programs. The resulting data is used to identify population-based variances in order to continuously improve future ETT sessions.
Participants will come away with a myriad of ways in which higher education can work collaboratively with school districts to promote a college going ideology, leveraging its most precious resources, faculty and students. More importantly, participants will glean a better understanding of the communities they serve and how best to meet their needs. UNCA will launch a “College and Career Readiness” professional development model for teachers in partnership with UNC Chapel Hill that will have an international reach to countries as far as Madagascar. This effort assist teachers in complying with the necessary CEU requirements as proscribed by the NCDPI and also foster college and career readiness in the K-12 classroom setting.
In addition, participants will learn strategies about engaging faculty on their campuses to serve as content experts to spark teacher engagement on innovative topics to introduce into the classroom setting.
TITLE Living the Truth of Struggle: Educational Pioneers, Liberal Education and 21st Century HBCUs
ABSTRACTLiving the Truth of Struggle: Educational Pioneers, Liberal Education and 21st Century HBCUs In “The Vocation of the Black Scholar and the Struggles of the Black Community,” Vincent Harding argues that African-American scholars should serve as liberating agents of socio-historical change for African-American students. Harding challenges American notions of the detached academician, while situating the Black scholar within the context of African-American, community struggle. How can Harding’s analysis be applied to professors at historically Black colleges and professors in general? How can Harding’s work on black scholars and vocation inform liberal education and critical pedagogy at HBCUs?
This paper examines Harding’s work as an entry point to examine the intersection between liberal education, critical pedagogy and student success at HBCUs. This research utilizes “educational pioneering”-or the exploration of uncharted pedagogical, theoretical and institutional terrain—as a conceptual framework to discuss transformative teaching and critical pedagogical strategies at historically Black colleges and universities in the 21st century.
TITLE Leaving Academe: Academics Reflect on the Ostensible Departure of Black Women from the Tenure Track
ABSTRACTIn this critical content analysis, I analyze responses to a Chronicle of Higher Education news blog on the disproportionate departure of Black women from the tenure track. From behind the veil of anonymity, bloggers explore issues of social factors within reappointment, promotion, and tenure processes, “women’s issues,” uneven faculty workloads, disparate pay, and affirmative action. The accuracy of the underlying report notwithstanding, I analyze the civility of discourse about issues concerning gender, the incivility of discourse around matters of race, and comparative disinterest around matters intersecting the two. Implications for climate within academe and why leaving academe can be a rational response to the multiple marginalizations of women of color are explored.
TITLE An African-American Studies Course Without Borders: E-Portfolios and Innovative Instructional Methods
ABSTRACTArmondo Collins is the Head of the Digital Media Commons at the University of North Carolina Greensboro, where he works with students and faculty to more effectively incorporate digital design technologies into their assignments. This presentation discusses the author’s use of Google Sites as a platform to deliver course content. Armondo merges his research interests in African-American literature and Black Nationalist rhetoric with his practical experience working with emerging website design technologies. Collins suggests that content-display platforms, like Google Sites, can be used to create an asynchronous open-source African-American studies classroom that will provide important access to scholars and non-scholars, alike.
TITLE Supporting Staff through Professional Development Funding