Ruminations on 2012

January 19, 2012

What will 2012 mean to us?  Well, we will celebrate the 175th anniversary of the beginning of higher education for African descendants in America––starting at Cheyney University.  This anniversary symbolizes the courage, persistence, perseverance of HBCUs in spite of staggering odds, and their enduring faith in the power of education to improve the futures of generations of citizens spanning three centuries––19th, 20th, and 21st centuries.  As the first such institution in America, the story of Cheyney University begins with Quaker Richard Humphreys, and chronicles a long and arduous journey that reflects aspects of American history and American s/heroes by whose sheer force of will we have moved forward as Americans.

We will probably never be able to tell the full story with the works all of the diverse s/heroes who have served to enrich America by broadening its intellectual capital.  Cheyney University's 175 years is a story about people––about the visionaries, the faculty, the advisors, the mentors, the administrators, the supporters, stakeholders, and the hundreds of families who converged at the beacon called The African Institute, the Institute For Colored Youth, Cheyney State Teacher's College, Cheyney State College, and finally Cheyney University with hopes for a better tomorrow.

Our more immediate tomorrows will offer some good news such as the modest economic recovery in the US and a steadied European economy.  2012, also, happens to be the year of some major human decisions including the US presidential elections.  Worldwide there will be celebrations and anniversaries that signify human accomplishments such as the 60th Anniversary of England's Queen Elizabeth.  We will edge closer to peace among men and women as we learn to recognize and respect the values of other perspectives.  Chances are, things will continue to move at light speed, within and outside of the ubiquitous "cloud," and there will be unstoppable technological innovations changing our daily existence––even as we lament the loss of geniuses like the late Steve Jobs.

Genius will still emerge in these tomorrows.  One such person, Dr. Maya Angelou, will help us celebrate our 175th Anniversary on March 22nd, 2012.  Others will join us at the 175th Anniversary Gala on October 18th in the Philadelphia Convention Center to raise merit scholarship dollars, so that the University can better produce more young geniuses and continue its legacy of access, excellence, and opportunity.

2012 is just the beginning! 

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Learning For A Lifetime Of Choices

December 09, 2011

Recently, I had lunch with a childhood friend, Marlene. We have been friends since we were both thirteen years old, many decades ago. Our lifelong friendship began on the south side of Chicago where we discovered personal commonalities, as we explored public libraries and devised many less intellectual adventures together. On a chilly Wednesday in November, we met in Union Station in Washington, D.C., and it was indeed a joyous reunion as we hugged and launched into trading endless recollections and stories of all the life that has happened to us since. When we looked into each other's faces, we bore witness to a half-century of American societal forces that had shaped the lives and choices of two women who grew up with limited resources, but dreamed of nearly endless possibilities.

Between the two of us there were four children–all with college degrees. It was our prayer, and that of our spouses, that we had prepared these talented young adults to lead responsible, worthwhile, and altruistic lives. My friend earned an MBA from a big ten university, and I earned a Ph.D. from an equally prestigious university. Besides the fact that we both have done well by American standards, we also both gained so much more from our college experiences than only the academic content and subsequent jobs offered. It was our advanced educations that provided exposure to options, consideration of diverse perspectives, and development of skill sets beyond our imaginations.

As states struggle with competing priorities for revenue, and the economic downturn lingers, there is even more debate about the value of a college education in relationship to the costs of attendance. Now I know that as a lifelong learner and educator, much of what I think about the value of a college education can be considered biased–since I liked learning so much, it did not occur to me to leave the structured community of learning – a college/university environment. Moreover, it is clear that today’s prospective students can still choose from a range of institutions which correlate as closely as possible with their families and financial support systems, and in doing so reap similar lifelong rewards that Marlene and I enjoyed.

However, as my friend and I shared stories in Union Station, I realized that an expanded worldview is in itself a legacy, possibly just as precious as an inheritance of a land estate. It also occurred to me how fortunate we both have been to have spent so much time developing broader perspectives and expanded worldviews. Our experiences with higher education influenced the activities we engaged in with our children and, in turn, improved the range of choices in the lives of our children and probably their grandchildren.

Without a doubt the knowledge and confidence we have both gained can be acquired from other experiences other than a college experience, but the efficiency and sequencing of these learning experiences that occur in a college environments might take years to acquire without the talented and caring professors who serve as learning guides and mentors.

As I returned to Cheyney University on the train and savored the reconnection with a life-long friend, I enjoyed thinking about the access to a quality education that we at CU offer to young adult learners who have the opportunity to create robust lifetime options and legacies of learning for their children, and their children, and their children, and so forth.

This is how we hope to build a powerful legacy of learning for future Americans.

Michelle Howard-Vital, Ph.D.
President
Cheyney University
 

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The Land of the Free and the Home of the Brave

November 02, 2011

So often,  like other Americans, I  have stood with my hand over my heart and sung the words of our national anthem placing special emphasis on the words "for the land of the Free and the home of the Brave."

Also,  undoubtedly,  though most of us stand proudly when we sing the Star-Spangled Banner," the song ushers forth a range of diverse memories, dreams, and expectations in current day Americans  who have emerged, one way or another, from a nation that was built by  diverse immigrants.  Nonetheless, as a nation, we  are still defining Freedom.  I often wonder—just how does defining and defending freedom relate to our daily lives?

As I come to grips with another birthday, watch the developing millennium generation,  and imagine America in 2052, I have definite hopes and dreams that we will truly build a nation that is free to care about each other.  I hope we are building a nation of people who are courageous enough to fight for the tenets in which our nation was built.  I also hope we build a nation that cares about the development of personal character and the well-being and security of the least of us.

Before you go there, I am not naive.   Steeled by the broad shoulders of Chicago where I was prepared for a life of the mind  and  nestled by the dreams of my southern, and depression era, mom-- I think I see us for what we are.

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A Marvel to Behold

September 28, 2011

I sat there in the expansive and ornate ballroom next to my husband with about 800 other HBCU conference attendees listening, in sheer rapture, to every word of the incomparable and iconic Dr. Johnnetta Cole, as she delivered the dinner address in Washington, D. C.  She spoke to us of academic excellence of the need for continuous improvement, and shared with us our past successes exemplified by our graduates.

This woman with 51 honorary doctorates was a marvel to behold-- a master of communication who could deliver an hour-long speech in just the right conversational tone to keep an audience of HBCU elite hanging onto her every word, words that rang true with the intellect and passion of an inspirational teacher seasoned with the appropriate moral certanity of a righteous pastor. At the end of her speech, she was rewarded with a heart-felt standing ovation with some even wiping tears from their eyes, and others looked around to verify that they had indeed witnessed this American s-hero blessing us with the depth and breadth of her lifetime of learning, giving, and loving.

This was certainly not the first time that we had been in the company of this extraordinary American woman. We met her while serving in slightly different roles in higher education in North Carolina at the University of North Carolina at Wilmington.  At that time, our daughter was about six years old, and Dr.  Johnnetta Cole, who was the  Commencement Speaker and then president of Spelman College, stopped amidst the news media and those seeking to wish her well to take our daughter's hand and to invite her to join the young women at Spelman College when she was old enough to attend. Our daughter smiled, and even though years later it was too hard to resist Chapel Hill, she remembered that regal woman who had held her hand, and invited her so elegantly to a special place called Spelman.

Some years later, my husband and I again were privileged to attend a celebration of her years at Bennett College, as Dr. Julianne Malveaux assumed the presidency. Again, her intellect mixed with humility was warmly captivating.

Indeed, as I commence my fifth year as president of Cheyney University, Dr. Johnnetta Cole continues as an example for me of inspirational and authentic leadership-- the kind of leadership that alters and saves lives.  As we develop our living and learning communnities at the University, it is especially critical for me to create the sense of a place where students can develop both academically and socially into competitive citizens of the world.  I know Johnnetta would expect no less than excellence from those who are charged with guiding today's youth into tomorrow's leaders.

Thank you, "Sister President!"

Michelle.

Michelle Howard-Vital, Ph.D.
President
Cheyney University

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It Changed Everything

September 19, 2011

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Welcome Back, Students...

August 23, 2011

Dear Students,

Welcome back to Cheyney University. It is my hope that you will have a very good year and move closer towards your personal and professional goals. You will note that the new 400 bed residence hall is progressing well. Many students before you worked to make this residence hall possible, so I know that you will respect their efforts by treating this new residence life community as a special home. Remember, this is our house, and we want to show our pride by keeping it beautiful and clean. We are also renovating Browne Hall and Humphrey's Hall, on the Quad, to include residence suites. A new science building is scheduled for construction later this year. It will be a state-of-the art facility for our faculty and students.

Dr. Robin Williams and Ms. Tammy Hilliard-Thompson are developing a learning community’s model for students in the University College model and the University community as a whole. It is our hope that the learning communities will be cohorts of students who will study together, take some classes together, and help each other through graduation. They welcome your ideas and assistance in developing more learning communities. Learning communities can be developed around themes such as science and math or around other interests such as photography, journalism, entrepreneurism, etc.

This should be a good year for us at Cheyney University. On October 13, 2011, we will have a special Ed Bradley lecture by Mr. Byron Pitts of 60 Minutes. I hope you plan to attend this lecture. It is free to all students, and I think you will appreciate Mr. Pitts' story. We also have an eclectic mix of talent for the Art and Lecture Series to help introduce you to the art and music of other cultures. I also hope you plan to attend these activities.

As you probably have noticed, there is a new outdoor basketball court, and we are preparing for the September 3rd Battle of the Firsts. We hope you will come out and cheer our CU football team to victory over the Lincoln University team.

Students, it is very important that you make the most of your time at Cheyney University. You are here to learn, develop your personal brand, and to prepare yourself for the very competitive workforce. Ms. Ruth Brice is the director of the Career Center (CCPD). She is there to help you develop the soft skills that are necessary for you to gain profitable employment. Additionally, Rev. Morris is also here to help you secure an internship by your junior year.

It is our hope that every student will participate in at least one internship before graduation. Our students have participated in internships with Disney, Vanguard, Walmart, and a host of other companies. We are constantly developing more internship sites, so please take advantage of this opportunity.

Well students, I hope to meet each of you personally this year. I expect for you to act as the intelligent and responsible young adults you are, and I expect you to dedicate yourself to excellence. You should leave Cheyney University with specialized information you can use to help you reach your dreams!

Sincerely,

Michelle Howard-Vital, Ph.D.

President, Cheyney University of Pennsylvania

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They Will Be What They See

August 03, 2011

As we wind down the summer semester and prepare to welcome the incoming and returning students, I admit that I am facing the 2011-2012 year with both anticipation and anxiety.

During the four years that I have served as the University President, many of the students who started as freshmen have graduated, and they are beginning their adventures in law school, graduate school, medical school, or they are entering into the workforce with the goal of fulfilling their responsibilities as emerging leaders in a competitive, global society.

So, why the angst? In my conversations with students, I empathize with them as they prepare to leave the comfort and familiarity of campus. They are beset with numerous contradictory messages in their attempts to navigate the transition from secondary school to college, from dependence to independence, and from non-chalant consumers to independent thinkers and leaders.

My conversations with these millennials are both reminiscent of the 1970's and hopeful for the 2020's. Regardless of how they arrived at college or their experiences prior to coming, students usually arrive at college with hopeful and optimistic expectations that the college experience will have a positive effect on their lives and the lives of those they love. Yet, while seeking their versions of a better life, students also bring with them their past experiences with educational institutions, the non-verbal messages they have endured from various sources about what their lives are likely to be, and the indisputable economic and societal factors they encounter.

While listening to these students, and looking into their eyes, I also realize the awesome responsibility we have as educators, mentors, and teachers to demonstrate by example the values of hard work, compassion, altruism, patriotism, and integrity. It is our hope that our newly developed University College and the development of learning communities will assist with this transition, and enable our students to enjoy continued success in their personal and professional lives.

As the new academic year quickly approaches, I know that once again I will experience the anxiety of observing students make the transition from young adults to industry leaders and anticipate the joy of seeing the Class of 2012 make their way across the stage at Commencement.

 

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Cheyney University Faculty Retire After a Life of Service to the University Community

June 23, 2011

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Recently, my husband and I attended a retirement celebration for several members of the Cheyney University community. Most of the retirees were faculty who had, during their long years of service, shared their specialized knowledge, their valuable time, and their hopes for a better future with thousands of students. Some of the faculty members who were retiring had taught students and mentored other faculty at Cheyney University for 40 years and more.

Retirees who worked tirelessly on staff have also contributed much to the University community by performing their daily tasks with professionalism and excellence in customer service. From the beginning of the retirement dinner, the mood was both celebratory and warm. It was easy to discern that the bonds that held this diverse community together were those of mutual respect, shared commitment to the University's mission of access, opportunity, and excellence --and those of kinship and friendship.

After dinner there were congratulatory comments and well-wishes made by the Director of Human Resources, the Provost, and the Dean . While the remarks were witty, well- intended, and often humorous, the comments of the departing retirees were the most heart-filled and heartfelt. Many of the faculty, both retirees and others, approached the podium to make remarks, and during these remarks became overcome with emotion-- as they recalled the camaraderie, mentoring, friendships , and challenges they faced together.

The bonds we witnessed at the retirement dinner underscore the legacy that is Cheyney University. As we move closer to celebrating our 175th Anniversary, it is clear that we are celebrating the connected lives of a cadre of dedicated individuals bound by the common vision that it is possible to provide access, opportunity, and excellence to an emerging generation of students who are seeking both to obtain more specialized knowledge, to elevate their status in life, and to seek their true purpose in life.

As we engage in a multitude of commemorative events this year, we will be honoring the memory of thousands of former faculty, staff, alumni, and stakeholders who demonstrated by their work and courage that it is essential for us to prepare a broad range of future leaders for America to the best of our abilities--our connected futures depend on it.
 

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Celebrating Our Legacy Of Access, Opportunity, And Excellence To Ensure Our Future

May 16, 2011

In April, Eric Almonte and I had the opportunity to accompany several students from Cheyney university to Harrisburg, so that the students could tell their stories to various legislators. The students explained how the proposed budget cuts would affect their lives, and they wanted to ultimately influence legislators.

What was sort of intriguing about this trip was how many people reacted positively to the students from Cheyney University. Now, I must admit that the students were definitely outstanding representatives. Our student trustee has already been admitted into two prestigious law schools with scholarships. Cheyney University’s outgoing president of the student government association has also been accepted into the University of Pittsburgh’s law school, and one of the female students plans to pursue a doctorate degree. These students came from different parts of the state, and from other states, but they had one thing in common—they continue to demonstrate Cheyney University’s legacy of access, opportunity, and excellence. There are many other students like them on the university’s campus.

As we prepare to celebrate Cheyney University’s 175th anniversary, it is important to note that our legacy is really a compilation of the stories, of the excellence, and of the opportunities this institution has helped others achieve since its founding in 1837.

Like most institutions, our legacy encompasses the courage, sacrifices, and commitment of many individuals across three centuries—19th, 20th, and 21st. Some of those who have contributed to the legacy of Cheyney University will remain unsung heroes/heroines. Yet, when we celebrate the contributions of Cheyney University to the commonwealth, the region, and the world, we are talking about the stories of all the individuals who have taught, coached, graduated from, and contributed to the spirit of the institution. This includes people like:

• Octavius v. Catto, (1839-1871), class valedictorian of the Institute for Colored Youth, a teacher at the institute, and early civil rights leader in Philadelphia.
• Julian Francis Abele, (1881-1950), graduate of the Institute for Colored Youth, and the first African-American architect graduate of the University of Pennsylvania. His architectural work included contributions to Duke University and the Widener Memorial library at Harvard University.
• Edward Rudolph “Ed” Bradley, (1941-2006), acknowledged by some as one of America’s best journalists, worked as the host of CBS’ esteemed news program, 60 Minutes. Ed Bradley worked with CBS news for most of his journalism career.
• Alumnus Robert w. Bogle, chairman of the board of trustees for over 20 years, and the president and ceo of The Philadelphia Tribune. It is the oldest continuing running African-American newspaper, created in 1884 by Christopher James Perry, Jr.
• Alumnus Robert Traynham, CN8, Washington D.C. bureau chief. He serves as host of the national edition of Comcast Newsmakers and moderator of Roll Call, a Sunday political talk show on the Comcast network.
• Alumnus Mercer Redcross III, founder of The October Gallery, an art gallery in operation for over 26 years.
• Alumnus and Lieutenant General Ronald S. Coleman; one of a few African-Americans to earn the rank of lieutenant general in the United States Marine Corps with three-stars status. Lt. General Coleman recently retired as the deputy commandant for manpower and reserve affairs.
• Coach C. Vivian Stringer, former coach of the Lady Wolves during the team’s appearance in the 1982 final four NCAA tournament. She was inducted into the basketball hall of fame in 2009 with a stellar record of basketball wins.
• Alumnus Wayne M. Richardson who served as the first chief legal counsel of the Pennsylvania State System of Higher Education. He is currently general counsel and secretary of the corporation of Fairleigh Dickinson University.
• Recent Alumna Stephanie Orji, a two-sport competitor in track and basketball, who won the prestigious McClendon Scholarship and is currently finishing her degree in sports management at West Chester University.

As we move forth with the celebration of our 175th year, the story of Cheyney University will continue to be a story of ordinary and extraordinary Americans who have sacrificed their personal comfort and ease for the welfare and brighter future of all Americans.
 

Tags: Harrisburg , budget cuts , legacy , access , opportunity , excellence , 175th

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Cheyney University—A Needed Resource in the Commonwealth

April 11, 2011

As we enter our 175th year since our founding in 1837, the 21st Century graduates of Cheyney University are just beginning to distinguish themselves. Nonetheless, the legacy of Cheyney University is being carried forth by by recent alumni like Walter Lewis, a 2010 graduate, who is pursuing an advanced degree in computational biology at Carnegie Mellon; by Martina Randall, a 2009 graduate, who is working on her medical degree in podiatric medicine at Temple University; by Dominique Curry, also a 2009 graduate, who plays with the St. Louis Rams (in the National Football League); and by Ezekiel Crenshaw who is pursuing his doctorate at Drexel University. We expect no less from the 2011 graduates—some of whom have already been admitted to the University of Pittsburgh School of Law, Villanova University School of Law, and who are pursuing advanced degrees in the STEM areas.

Cheyney University has managed to add value to the lives of thousands of citizens and to enhance the intellectual capital of the Philadelphia region and Commonwealth. The University community acknowledges its needed role in the Commonwealth to bridge the gap between first-generation college families and a higher standard of living. This is noble work, and we are proud to do it.

It has been acknowledged that the Philadelphia public schools have seen growth in the overall graduation rate over the past three years. However, graduation rates are still too low for the 21st Century knowledge-driven economy in which these students will work. There is much work that needs to be done to increase student achievement and college completion in the Philadelphia area.

Moreover, researchers Socolar and Gunn, in the Philadelphia Public School Notebook, revealed that students of color (African American and Hispanic) are graduating from high school at lower rates than their white counterparts, taking fewer Advanced Placement courses, and many are not envisioning a future that includes college. Cheyney University is one attractive option for some of these students, and other students, who would like to pursue an education as a member of a University community rather than as a nameless face or a marginal minority.

Cheyney University Offers a Unique Value

While Cheyney University has been a small liberal arts institution since it joined the Commonwealth’s State System of Higher Education in 1983, it offers a unique value to many students of color and others who have not been advantaged by post-secondary institutions and/or familial advantages. For the last five years, for example, Cheyney University has accepted an entering class of about 400 students who, though talented and deserving, would be lost in many other institutions of higher education. These students, who are survivors of their secondary schools, tended to feel either neglected or invisible in these same secondary institutions. They came to Cheyney University with hopes that they can remedy the educational misfortunes of the past, and with hopes that they can leave the University as competitive graduate students or wage-earners in a global economy.

Thus, Cheyney University offers a unique value by accepting students through a holistic examination of their backgrounds and potential. This means that the admissions staff examines the students’ grade point averages, letters of recommendations, background information, and they admit students who have the determination and potential to succeed—these students might not have scored as highly on their SAT or ACT tests as students entering some other institutions of higher education—yet they are deserving of a chance.

Once these students are accepted, they are monitored by the newly formed University College and the Academic Success Center. The professionals in these areas are experienced counselors, role models, and adults who care about the success of each student. They get to know the students’ stories, their talents, and their hardships. As the students pursue their majors, a University staff person monitors and solicits requests for internship experiences. Cheyney University is committed to obtaining internship experiences for each student who wants to participate in such an experience. These internship experiences allow students to develop the social and work skills needed to be successful in the work world after graduation. As students near graduation, they work with staff in the Career Services area to develop the appropriate resume, demeanor, and techniques for securing positions in which they can succeed. Because of the small size of the University, these services and interactions with students are more personal and more forceful in directing their life choices.

Further, it is the University’s goal, through Student Affairs, to have each student engaged in some type of activity to connect to the University community. These activities include Greek organizations, academic societies, residential learning communities, the choir, athletics, the band, and/or other such groups.

The Cheyney University is currently constructing its first new residence hall in over 30 years. This 400-bed residence hall will feature residential learning communities in which students will be encouraged to participate to enhance their development into responsible, academically proficient, and mature adults. The residence halls will also be used as other venues to help expose students to cultural and social activities.

Academically, the University community has expressed a strong interest in the development of centers of excellence in areas that include media and fine arts, natural and applied sciences, and urban education. The establishment of centers of excellence is a means for highlighting and improving academic programs; focusing grant activity and fundraising; garnering external support for the development of quality academic programs; and directing public service activities. Particularly, each center of excellence will be comprised of an advisory council that correlates the academic program to industry needs and identifies and acquires resources for the center of excellence. The University is currently focusing on the development of its first center of excellence—communications media, fine arts, and entertainment arts. With the construction of its new science building, the University will also develop its center of excellence in natural and applied sciences. Cheyney University is proud of the scholarship, academic backgrounds, and the research of its scientists. The University comes in second in the State System of Higher Education in its production of grants for research. In regards to urban education, The Call Me MISTER Program has begun the reestablishment of teacher education and the development of teacher-leaders at Cheyney University.

Thus, Cheyney University, through its work with talented, but disadvantaged students and families, and the development of centers of excellence, will mirror state and regional plans and will prepare diverse persons to take needed leadership roles in the 21st century in communication media, fine arts, and entertainment arts; natural and applied sciences; and urban education.

Without a doubt, one of the successes of Cheyney University has been its Keystone Honors Program. After about a decade of operation, the Keystone Honors Academy demonstrates how successful the students at Cheyney University can be with appropriate monetary and human resources. Furthermore, the Honors Academy is an example of a center of excellence with economic development benefits to the Commonwealth that will continue to be realized for future generations. In the 2007-2008 academic year, there were 250 students enrolled in the Honors Academy. Approximately seventy of those students graduated in the 2008 Spring Commencement. Keystone Honors Academy Students are high-achieving students who were attracted to pursue higher education at Cheyney University with academic scholarships. The retention rate of Keystone Honors Students is approximately 86 percent.

Without the competitive scholarships offered to these high achieving students, the Commonwealth might have permanently lost some of these high-achieving students to other states. In order to attract these students to Cheyney University, the institution created a desirable living and learning environment which included a refurbished living and learning residence hall, private bathrooms, computer resources, attractive furnishings, a Dean for the Honors College, and a more robust honors environment of seminars and mentors. As expected, many Keystone Honors Academy students continue to pursue graduate study in the Commonwealth through the Bond Hill graduate program and contribute to the intellectual capital of the region and nation. The continuation and expansion of the Keystone Honors Program is crucial to the success of the Commonwealth and the remediation of the low college-going rate for target groups of students.

It is our belief that Cheyney University continues to fulfill its historic mission to provide access and opportunities to African Americans and other developing leaders. Furthermore, it offers a 21st Century solution for preparing a diverse cadre of leaders for America. Alumni of Cheyney University continue to contribute to the progress and well-being of America in many cities, disciplines, and venues throughout the world. The success of the Keystone Honors Academy demonstrates what is needed to produce more intellectually competitive citizens for the Commonwealth.

Michelle.
 

Tags: 21st Century graduates , legacy , intellectual capital , centers of excellence , Keystone Honors Program , scholarships , Bond Hill

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