Each Fall is the Start of New Beginnings

August 18, 2010

New Residence Hall

~ Doing the best at this moment puts you in the best place for the next moment. ~
Oprah Winfrey

As the days begin to shorten and the leaves begin to take on another hue, the month of August often signifies the beginning of another academic year for us in education. During the fall, we will welcome a new class of students to campus and extend warm greetings to our returning upperclassmen. It is also a time for the University community to reflect on the possibilities of the new cohort of students,  and to insure our national well-being-- one student at a time.

For the new students and parents arriving on campus, there will be signs of progress, and the future directions of Cheyney University all over campus. The exterior of Humphrey’s Hall on the Historic Quad has been renovated, and the multiple colors of the numerous stones that bond the 1837 legacy of Richard Humphrey can once again be appreciated and utilized. When Humphrey’s Hall is completely renovated, it will house sixteen honors students, a meeting hall, and study space for these talented students.

Incoming freshman students will see the foundations laid for the construction of a 400-bed new residence hall for students. This hall will be a state-of-the-art residence community in which students can opt to live in suites, doubles, or singles; and it is scheduled to be completed for fall 2011. In addition to the residence hall under construction, students will be introduced to a more structured thrust towards campus engagement. Each freshman will be encouraged to join, and become engaged with, at least one organization on campus such as athletics, honor societies, the band, choir, student ambassadors, and/or Greek organizations. It is through increased student engagement that the University will seek to increase its retention and progression rates for all students. The Division of Student Affairs, with the leadership of Dr. Suzanne Phillips will monitor these student engagement activities.

For faculty returning to campus, they will once again be able to enjoy musical performances and special events in Marian Anderson Musical Center. The renovation of the music center, named after the American, musical legend Marian Anderson, was finished this summer. This music hall will once again house the choir, band, and faculty who contribute to the development of a Center of Excellence in Communications Media, Fine Arts, and Entertainment Arts. It is through the Center of Excellence in Communication Media, Fine Arts, and Entertainment Arts that Cheyney University seeks to attract talented students who excel in the various venues in the fine arts and entertainment arts. It is hoped that these students will enhance their various talents and expand their horizons to include specialized knowledge in other venues.

It is always a pleasure each fall to also welcome new faculty and staff to the Cheyney University family. New faculty and staff bring with them different perspectives and experiences that will help Cheyney University realign itself with best practices in higher education.

So, even though it means that the summer days are coming to an end, the fall begins with a host of new possibilities for insuring our collective futures.

I encourage you to continue to look for ways to support these projects and help us expand student success. I look forward to hearing your comments on my blog on how we can collaborate on these common goals.

Michelle
 

Tags: fall , residence hall , renovations , Humphrey Scholars , Humphrey’s Hall

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Building the Global Citizens of the Millennium Generation

July 12, 2010

Like many of us, my husband and I had an opportunity to travel a bit this summer. More specifically, we journeyed to Seville, Spain on a mission to meet our daughter -- who was completing her semester of studying abroad-- to escort her home safely to the States. For us, it was an opportunity to see more of Europe, but to my daughter it was an opportunity to extend her study abroad experience a little longer-- even though it meant toting her baby-boomer parents around with her. When my daughter met us at the airport in Seville, I could not help but notice how at ease she was speaking Spanish here and there and traveling on the buses and railways in Spain. My husband and I quickly noticed that she had gained a new confidence and resilience, and by her own admission, had visited five countries and many more cities including Morocco, Venice, and London. My husband proclaimed it to be a classic case of mission creep, and he was just relieved that we had arrived before the tally of countries escalated.

As I watched my daughter get along in Spain and France, I realized that many of our young adults would know and react to the world differently than previous generations because they embrace the global context-- the global village. Instead of our protecting her and bringing her home safely, we were following her, asking her advice on how to explore Spain, and waiting for her to translate for us. For my daughter, like many young Americans, she first began to travel on the Internet. It was through the Internet that she first started to explore other countries and to compare the architecture, health policies, environmental practices, and customs of various countries.

At Cheyney University, each year with the leadership of Dr. Tara Kent, we send a few students abroad to study and explore through the Keystone Honors Academy. Additionally, Professor Norma George works tirelessly to send students to Middleburg College to study languages other than English. Additionally, she has brought numerous international scholars to Cheyney University to help encourage our campus community to expand our worldviews. Further, Professor Norma George works with students to apply for study abroad programs including the Fulbright international studies programs. It is easy to identify Cheyney University students who have studied abroad, it is gratifying to see that their views have expanded beyond anything you can possibly learn in books. Like my daughter, students who have studied abroad project a new level of confidence and understanding of the global context. These are the types of graduates who will be competitive in the global economy and who will understand the nuances of international trade and negotiations. As Harriet Fulbright reaffirmed when she gave a 2009 Commencement Address at Cheyney University, international education and educational exchange are important diplomatic tools and bridges to world peace.

Michelle
 

Tags: study abroad , global citizens

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By Supporting Young Men of Color, We Enhance Our Collected Futures

June 04, 2010

Cheyney University Call Me MISTER students

In January 2010, the Advocacy & Policy Center of the College Board produced a monograph entitled, “The Educational Crisis Facing Young Men of Color: Reflections on Four Days of Dialogue on the Educational Challenges of Minority Males.” The stated goal of the Advocacy & Policy Center is to “transform education in America.” So, the Center has a laudable objective, and they can use our help.

President of the College Board, Gaston Caperton, remarked that he was “particularly struck by the impact of the lack of education on a person’s chances of ending up in prison. This realization led me to an examination of two things: the first was the cost, in human and fiscal terms, of our failure to educate our citizens well. The second was a consideration of what the College Board might do in response to this issue” (Preface, 2010).

To examine the situation closer, the College Board conducted four, one-day seminars to identify the challenges facing young men of color in America. Numerous scholars, social activists, and young men of color discussed the perceptions and experiences of these young men.

The College Board reported in its monograph that the days of dialogue “pinpointed powerful societal forces that threaten educational aspirations of young men of color. These include the lack of role models, the search for respect outside of the education world, the loss of cultural memory in shaping minority male identity and pride, barriers of language, the challenges of poverty, extraordinary community pressures and a sense that the education system is failing our young.”

These findings, with my own 30 years of observations, compel me to examine how we at Cheyney University could augment our support to Americans who are falling through the cracks of our educational continuum. Some of these young men find it easier to follow a path to incarceration rather than a path to higher education and more rewarding careers. Unfortunately, America has the largest incarcerated population in the world, and African American males are highly represented in this population of incarcerated Americans often because of a sheer lack of attention or lack of role models.

The findings from the days of dialogue seem to lead the Advocacy and Policy Center to describe a “third America” that is often overlooked or ignored by mainstream America, even though these Americans appear to be headed for the too real cliff of educational decline that is expected to peak in 2020. Moreover, the Center warns that the fate of the “third Americans” – many of them young men of color—affects our collective national, economical, and global lives.

From my perspective, there has been some action nationally since this call. However, much more needs to be accomplished, and best practices should be replicated.

Mayor Michael Nutter has championed the need for increasing the college-going and college completion rate in the Philadelphia area. He has called representatives from the School District of Philadelphia, the charter schools, and nearly 90 institutions of higher education to the table to determine how this grave challenge could be met and managed.

Many institutions, including Cheyney University have responded that we will work more systematically to bridge the transition from high school, or middle school, to college by offering dual enrollment programs, mentorship activities, and more invitations to college events. It seems that sturdy relationship bridges need to be built that establish bonds that help young men of color transition from one life and educational stage to another.

Since 2008, we have been aware of the need to more strategically respond to the fate of men of young men of color. Thus, we became engaged in the Call Me MISTER program. On May 8, 2010, Cheyney University graduated the first cohort of students in the Call Me MISTER Initiative. The mission of the Call Me MISTER (Mentors Instructing Students Toward Effective Role Models) Initiative is to increase the pool of available teachers from broader more diverse backgrounds, particularly among the State's lowest performing elementary schools. Students who participate in the Call Me MISTER program are largely selected from under-served and socially disadvantaged communities.

Thanks to the Honorable James Roebuck of the PA House of Representatives (who secured initial funding for the program here), the Call Me MISTER project is contributing to the talent pool of excellent teachers by identifying and supporting students who aspire to become teachers. Cheyney University is proud to participate in this national initiative because it builds teachers who are leaders and who will return to their communities to inspire other young men and women of color to develop their cognitive, creative, and leadership abilities. Mentoring and leadership development skills are essential components of the Call Me MISTER program.

American icon, Dr. Bill Cosby, has agreed to serve as the Honorary Chairperson of the Call Me MISTER program to help us raise scholarship funds for it and to expand its influence.

In addition, Cheyney University has been collaborating with City Year, a national model that unites young people of all backgrounds for a year of full-time service, giving them the skills and opportunities to change the world.

Many of the City Year interns serve as tutors, mentors and role models to students who are in danger of falling between the cracks into the third America because of lack of role models. City Year interns, just out of college themselves, take an active interest in helping children stay in school and on track. As a result, during their year of service, the volunteers gain civic leadership skills they can use throughout their lifetimes.

This past March, a small number of Cheyney University students participated in a City Year project during their Spring Break by engaging in a week of service in Philadelphia. Their activities ranged from cleaning some community parks and schools as well as giving their time to mentor some young children.

Moreover, Cheyney University has been teaming with Big Brothers Big Sisters (BBBS) since the fall of 2008 to mentor 28 children from Chester, PA. Through this partnership, we are exposing young children to the promise of higher education and helping them aspire and achieve more academically by working with mentors (BBBS) to demonstrate the opportunities gained through higher education.

Through these projects, and other initiatives, Cheyney University is affirmatively responding to the need to support young men of color in America. However, we realize that we must have more partners to stand up with us, shoulder to shoulder, to make an even larger impact on this national crisis.

In May, Mayor Nutter held a regional Commencement celebration to bring positive recognition to the diverse graduates of our regional institutions. We attended that event and stand firm with Mayor Nutter on this quest to promote the virtues of more education.

Additionally, we acknowledge the depth and seriousness of this national crisis, and plan to arrange for our own dialogue with diverse constituencies, to establish plans needed to furnish support for young men of color. These constituencies will include families, faith-based organizations, community organizations, school districts, counselors, faculty in higher education, and the young men themselves. We also plan to evaluate the progress of these endeavors and share the findings with our community partners.

As we roll out our new Strategic Plan, Pathways to Excellence, we invite you to share your ideas on how we can collaborate, share resources and effective practices and how collectively we can tackle these issues together.

Going forth, please visit our website often, www.cheyney.edu, to learn how our faculty, students, and staff are working to make Cheyney University the model institution of the region in supporting a wide range of future American leaders. We invite you to help us support our common goal of one America— truly indivisible!

Michelle
 

Tags: minority males , Call Me MISTER , education , education crisis , education challenges , black males , Mayor Nutter , Michael Nutter , City Year , Bill Cosby , Big Brothers and Big Sisters , BBBS , strategic plan , pathways to excellence , college board , Gaston Caperton

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We See the Flowers

May 05, 2010

"In April, we cannot see sunflowers in France, so we might say the sunflowers do not exist. But the local farmers have already planted thousands of seeds, and when they look at the bare hills, they may be able to see the sunflowers already. The sunflowers are there. They lack only the conditions of sun, heat, rain and July. Just because we cannot see them does not mean that they do not exist."
- Thich Nhat Hanh

A few evenings ago, my husband and I had the opportunity to listen to graduating seniors talk about what they valued in their educational and social experiences at Cheyney University.

Yes, the seniors almost always mentioned the caring and knowledgeable faculty and coaches who took time with them and cared about them as individuals. Without a doubt, the graduating seniors felt both challenged by the faculty and reassured by them that, with hard work and perseverance, they could “be anything they wanted to be.”

In addition to the faculty, graduating seniors held in high esteem their relationships with their peers and the development of deep and enduring friendships. Sometimes—as they recounted specific details of these friendships—they had to stop to wipe the tears from their eyes. These friendships were bonds which helped them through college and life. There were so many stories of how students supported each other and how that support helped each of them to develop as individuals and as adult members of our society.

Some seniors surprised us and declared that they had not intended to stay at Cheyney University. These students had plans to move on to some place more prestigious. After a year or so, they had planned to transfer to UPenn, Penn State, or even the University of Pittsburgh. However, something happened, and the students began to appreciate the legacy of Cheyney University, reap profound benefits they had not expected, and they began to love the University.

When I was young, I often heard that “April showers bring May flowers.” Of course, I eventually understood that those darker, rainy days when you had to step over puddles, and days when you were actually caught unprepared in a cloudburst, those days actually led to beautiful spring flowers, a new season of fresh fragrances, and expectations of new beginnings. After a lifetime in higher education, this is how I view Commencement each year—fresh flowers and new beginnings.

The transformation that occurs from freshman to senior years is hard to overlook with most students. At freshman orientation, they sit with their parents or guardians, and for the most part, they seem hesitant, docile, and almost afraid to be themselves–at least until the parents go home. Then the fun begins as the incoming students try to discover who they are and to explore who they might become. This fun takes many forms including traveling, studying the cultures of others, and gradually learning how to impose more self-discipline.

Thus, the first couple of years at Cheyney University, and on many college campuses, can be viewed as transition years, and probably many students feel that they experience rains because of the general anxiety and conflict involved in leaving adolescence to assume adult responsibilities. Others experience stress because they are not sure that their pre-college work has really prepared them for college or where college should lead them.

At Cheyney University, we recognize how vulnerable students are during these years, so we are exploring the feasibility of constructing a University College to structure our academic and social support activities more appropriately to help reduce the stresses of students’ experiences. We will also encourage all incoming students to participate in the choir, the Cheyney University Band, clubs, athletics, and academic organizations, or any other appropriate organization sponsored by faculty or staff to better support them, as they make their transitions into adulthood.

Sometimes as students become more aware of civil, political, and environmental inequities and agendas in their world, it is usually, the faculty, coaches, alumni, staff, and extended Cheyney University community members who see the budding sense of social responsibility. They listen to these students and gently ask them, “So what are you going to do about it?”

By senior year, or by the time these students have acquired enough credits to earn graduate degrees, the careful observer can see the flowers begin to emerge and the development of earnest dedication. As students relate their plans to study for the LSAT/GRE, to move forth to graduate study, or to join a company in which they may have had an internship, we can see that they are beginning to form answers to the question, “So what are you going to do about it?”

At Cheyney University, while we will celebrate the completion of academic requirements with a suitable array of Commencement activities this week—we are really acknowledging that another group of students have demonstrated academic growth, and they are moving forth on their journeys to become responsible and contributing global citizens.

It is this cycle of growth and transformation that enriches us and energizes us to begin again to cultivate more amazing and varied flowers!

April showers do indeed bring May flowers!

Michelle

Tags: graduating seniors , commencement , transition , transformation

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The Butterfly Effect—Small Interventions Can Change Our World

April 05, 2010

Dr. Michelle Howard Vital, Derrius Quarles, and Sylvester Pace (NEED Director, and Cheyney University Alumnus)

Recently, I have become interested in the concept of the Butterfly Effect. My reading about the concept suggests that it is part of a theory—chaos theory—where simple interconnected tiny differences in inputs could lead to noticeably divergent outcomes. I am sure that my understanding of the Butterfly Effect misses most of the nonlinear natural of the differential equations which help to explicate it to those with much more quantitative ability than I have. However, suffice it to say that, it seems that given slight differences in initial conditions, there is a possibility for divergent outcomes.

When employed in a model to predict weather, the butterfly concept suggests that, “a butterfly flapping its wings in South America can affect the weather in Central Park.” (http://www.stsci.edu/~lbradley/seminar/butterfly.html, downloaded on March 27, 2010).

Since I rarely predict weather beyond expressing believe or disbelief regarding the daily weather forecast, the butterfly effect concept to me underscores the value that slight variations, such as the impact of a conversation with a faculty member, can have on the lives of our students, their families, and the communities from whence they come. It makes me wonder what the outcome would have been without those conversations, interactions, and role models.

An example of this butterfly affect in process seems to be delineated in the story of a young man named Derrius Quarles. A little while ago, Geri and I attended the annual NEED scholarship reception in Pittsburgh. This event is in usually very well-attended with nearly 800 students, families, and scholarship sponsors in attendance. Sylvester Pace, NEED director, and Cheyney University alumnus, invited a young man named Derrius Quarles to deliver the keynote speech. In his keynote address, Mr. Quarles, who is currently a student at Morehouse College, related his journey from inner-city Chicago foster child to the recipient of over a million dollars in scholarships which enabled him to attend Morehouse College.

According to Mr. Quarles, his father was stabbed to death when he was four year old, and his mother suffered from substance abuse. By the time Derrius was 17 years old, he was living on his own and stealing food to survive. After a bout with the juvenile system, Quarles encountered the Butterfly Effect. He affirmed that persistently low expectations by others eventually pushed him to the limit. Derrius attested that it was a conversation with one faculty member that helped to motivate him to “pull himself up by his bootstraps” and to prove all the naysayers wrong. That one conversation had a great impact on his motivation and success in applying for and achieving a million dollars in college scholarships.

All faculty and staff at Cheyney University certainly have the potential to cause such a butterfly effect on the lives of all students enrolled at the University. The alumni of Cheyney University often affirm the power of this effect when they tell me similar stories about how one faculty member, one coach, or one staff member’s influence was the butterfly effect in their lives. Because of the influence of Cheyney University in their lives, many alumni seek to contribute to the inputs of the University experience of the current students by sharing their time, resources, and employment contacts. You can see the effects of their works with the increase in scholarships from the C Club, the CU Foundation, the National Alumni Chapter, and the numerous local alumni chapters.

Salome Thomas-El in his book, Immortality of Influence, further seems to suggest that the butterfly effect can result in divergent outcomes not only influencing one student’s life—but ultimately affecting our collective well-being. When you think of it like that each interaction we have with a student or a potential student takes on an enormous significance—we are shaping our collective futures.

You can learn more of the Derrius story by consulting http://www.gnn.com/article/ex-foster-child-derrius-quarles-now/703891- downloaded March 27.
 

Tags: butterfly effect , NEED , Sylvester Pace , negro educational emergency drive

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Learning Her Stories – Expanding Our Consciousnesses

March 04, 2010

Marie Carmèle Rose-Anne Auguste – Haiti

March is Women’s History Month, and it is an excellent time to remind us of the need to expand our consciousness as humans by learning some of her stories – about individuals who have helped to shape our collective realities, our connected futures, and the future of our global community.

Because of the recent earthquake in Haiti, the world’s response for Haitian relief, and the growing awareness of the need to rebuild Haiti’s infrastructure, it seems an appropriate time to learn more about some of the women of Haiti and their stories.

Thus, I became interested in learning more about her stories in Haiti. There are so many remarkable women and men to learn about, and I could not help but wonder why I did not know more about their stories and how their stories connect with our stories before now.

I was particularly touched by the story of Rose-Anne Auguste. From the reports about her, Rose-Anne Auguste was born in November 1963 in Jeremie. She studied at Port-au Prince’s Lucien College and earned her baccalaureate degree in 1984, and in 1988, she earned her nursing diploma from the National School of Nursing. The more I learned about Ms. Auguste, the more I compared her life to what was happening in my life in the 1980’s—it was evident that we were worlds apart in much more than geography.

Rose-Anne Auguste’s career seems to have included working in a number of non-governmental agencies in Haiti. What appears to be different in her life from most of our lives is that she lived through a military coup in 1991 and is reported to have risked her safety to rescue patients from the State University Hospital and keep the hospital operating.

In the Reebok Human Rights Programs website, they state that the State University Hospital was Haiti’s only trauma facility, and this facility was shut down sometime during the coup. The website states, “ a nurse and a human rights activist named Rose-Anne Auguste took an axe, broke the door, and reopened the hospital. She convinced a number of physicians and nurses to work with her and acted as de facto hospital director for several days until she was removed by the military. But that didn’t deter her commitment to providing health care for poverty stricken Haitians.” *

In 1992, Rose-Anne Auguste founded the Women’s Health Clinic, in association with Partners in Health Organization. My daughter, Madelyn, was about three years old then, and I was working at Edinboro University in Pennsylvania—separated by geography and an awareness of their stories and some of their struggles in Haiti. In 1994, Rose Ann Auguste was awarded the Reebok Human Rights Award; it is reported that she donated this award to support destitute women in Haiti. Today, Rose-Anne Auguste is reported to live in Canada.

What touches me about the story of Rose-Anne Auguste is her courage in face of personal danger and her persistent attempts to improve health care and to eliminate human rights abuses in Haiti. During her acts of courage, Rose-Anne Auguste was a young woman. Getting to know her story helps to underscore our global connectedness. There are reported to be about half a million Haitian Americans in the United States of America. There are many more stories we need to know! Think what learning these stories could mean to my 20 year old daughter and her generation!

*http://www.reebok.com/Static/global/initiatives/rights/awards/recipients/auguste.html
 

Tags: Rose-Anne Auguste , Haiti , human rights , healthcare

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Expanding Our History- It Can Be a Transformational Experience

February 01, 2010

As Dr. Julianne Malveaux, President of historic Bennett College for Women looks on, President Howard-Vital addresses students, faculty, and guests in Greensboro, NC.

Last week I had the opportunity to address a group of faculty, staff, and students at Bennett College for Women in Greensboro, North Carolina for their Lift Every Voice Speaker Series. The intent of my address was to focus on one or two extraordinary, African-American women of the 20th century to help students put into perspective their roles and responsibilities as women in the 21st century. My overall message was that these 20th century women had “paid for us,” and that it was now our responsibility to pay for the 21st century’s citizens by choosing to lead productive and intentional lives.

I have to admit, I did not much like history when I was in high school or when I was an undergraduate. It seemed to me, at the time, that history, or whatever social science nomenclature it was given, satisfied another course requirement, and that it could be mastered with memorization of key facts and a regurgitation of factors that led to some event. Moreover, when I was studying in the mid 20th century, “history” just was not my story, so it did not hold much interest for me beyond earning the grade to maintain my grade point average. There was a definite disconnect.

After my master’s degree program, however, I rediscovered history through reading biographies. It was probably one of my earliest epiphanies as a young adult when I realized that learning about the lives of others was valuable, inspiring, and essential in helping me define my own future. Now, I admit I read biographies of a range of people who were not really covered in my high school or college classes. Nonetheless, the struggles, life choices, failures, and victories of these people helped me to understand myself, my current reality, and to imagine some future actions for myself within a broader context. I believe it was through reading about their lives that I began to more deeply explore the concept of courage.

Once again, we are headed into what has been termed, “Black History Month.” While there are plenty of stories to go around about persons of African-American descent who have achieved marvelous accomplishments, I believe that the real value of expanding our knowledge about our American history is that an expanded base of stories of courage, resilience, and love will resonate with more Americans and will furnish more examples of problem-solving, compassion, and coming of age in an array of circumstances. The broader the range of American experiences to which we expose our youth, the more likely our youth will be able to identify with the prolific American values of hard work, compassion, honesty, self-sacrifice, and courage that we wish to promote for generations to come.

In my own life, I know that the biographies of Fannie Jackson Coppin, Jane Adams, and Maya Angelou have been extremely inspirational and transformational. I often think about how many youth we might reach by exposing them to a richer array of American experience. Otherwise, we allow our youth to fall victims to an overwhelmingly consumer-driven culture. However, if we help them learn more about, and relate to the lives of amazing Americans, think how transformational it would be!

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

Tags: Bennett College for Women , black history

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2010

January 07, 2010

Hurray, 2010 is here! It seems hard to disagree that the 21st century is coming in with a bang. Without a doubt the world is flatter and more connected. The Internet and other technologies have changed the way we work, live, and play. If you were born in 1910, you probably hardly recognize the place -- our world! For the most part, everything is moving faster, and it is hard for anyone to truly be anonymous with the enculturation of Google, MySpace, Face Book, Blogging, Text Messaging Twitter, and who knows what is to come next.

It is easy to get carried away with the swift speed of work, life, and entertainment without focusing on some areas that have not changed as much as we had hoped at the end of the 20th century. For me, the educational enterprise is one of the areas in which I had hoped to see more positive changes occur. For instance, even with the heavily usage of social media by many Americans, especially those under the age of 30, education instruction in the traditional classroom still looks the same. There is usually one teacher facilitating learning or "teaching" and a group of students in seats. Nowadays, many of these students are texting each other, making plans for after class, and checking the various news services that are keeping them updated on the latest in the entertainment world. I know there is no mystery that there are some students who just do not perform well in this type of "learning" environment. The question for me becomes how can we incorporate some of these social media habits and ways of learning into instructional design and evaluation? How can we challenge students to move to "level nine" in understanding a concept with as much enthusiasm as they employ on entertainment games?

Thus, it probably will be of little surprise that I would like to speed along the change of instructional design and evaluation in the 21st century. What is of most concern to me is that there is still what is called an "achievement gap" between various groups of Americans. When you look at the data closely, it seems that there is a correlation between the achievement gap and family income, early childhood development, family values, nonverbal messages to students, low expectations, and various historical biases against certain groups of people. I would love for someone to do a regression analysis on just how much each of these factors contribute to the achievement gap. Then, I would hope we would act on this knowledge. However, what seems to matter most in 2010 is what we are going to do about these "achievement gaps" which span through elementary, secondary, and higher education and lead to underemployment and under achievement for hundreds of thousands of citizens in our society. If you live in certain urban areas, it is probably not too much of a stretch to connect these achievement gaps with despair, the growth of the prison system, and the decline of the economic viability of the area.

One of my resolutions for 2010 is to bring attention to the potential of America-- what we could be if we had so many more Americans prepared equitably to be responsible and contributing citizens. With the flatter, more connected world, it is really a matter of national security to develop as many Americans as we can to a higher intellectual and social level of living.

Happy New Year!

Michelle Howard-Vital
 

Tags: educational enterprise , achievement gap , social media

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The Season for Giving Thanks

November 10, 2009

As the Holiday season quickly approaches, and the leaves display a beautiful assortment of natural color before they fall from the trees, members of the Cheyney University community tell us there is much for which to be thankful. Our students tell us that they are thankful for their resilience and preparedness for future challenges; they affirm that because they are accustomed to doing a great deal with the meager resources at Cheyney University—they are ready. Our students believe that because of their overall lack of advantages they will be prepared to handle whatever life offers them, once they have completed their college education. Students proclaim, also, that they are thankful; for the caring faculty, coaches, and staff. They value the small classes and the quality interactions they have with faculty and staff. Further, many of our students assert that they are thankful to be at Cheyney University for the opportunity to acquire a college education and an opportunity to gain knowledge and skills for more effectively giving back to their communities after graduation.

Our alumni still recount stories of the affect that specific faculty, coaches, and staff at Cheyney University had on their development when they attended the University decades ago. Our alumni tell us that they are so grateful for the sacrifices and commitment of their former teachers, coaches, staff, and mentors because those dedicated individuals helped them to develop into the responsible men and women they are today. Many alumni are also grateful for the lifelong friendships and connections they have with the extended Cheyney University family. Alumni also let us know that they are appreciative that there was, and still is, a Cheyney University that takes students from where they are and helps them to pursue personal dreams.

Many of the current faculty and staff tell us that they are pleased to work with some of our students who have not been privileged, but who bring a wealth of experience, optimism, talent, and courage to the college environment. Some of our staff who are baby-boomers, moreover, attests that they are pleased to work with the students at Cheyney University because it furnishes an opportunity for them to bring forth a diverse group of new leaders for their disciplines and for the nation. It furnishes an opportunity for them to “give back” and to pay for future generations.

Some of our colleagues in the K-12 continuum offer that they are grateful for some of the successes of Cheyney University—some of their students who left high school as more-or-less nondescript persons blossomed and developed into leaders by the time they graduated from Cheyney University. Other colleagues in the K-12 continuum are thanking Cheyney University for expanding our dual enrollment activities and our outreach to precollege venues.

Without a doubt, I am thankful for the anxiously awaited new residence hall, so that we can offer our students accommodations similar to other institutions. I am thankful for the opportunity to serve the students of the Commonwealth who come to Cheyney University and trust us with their hopes and dreams. Overall, I am also thankful for my assortment of skills and talents that can be put to use to help build a stronger America—one student at a time.

I am also thankful for the family and friends who support me, so that I can support others.

Michelle Howard-Vital

Tags: alumni , thanksgiving

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Homecoming 2009—A Commitment to Future Generations

October 13, 2009

After thirty years in higher education, I have attended numerous homecoming events at our respective universities. Both my husband and I agree, however, that Homecoming at Cheyney University was different—it was a family reunion. As is the custom on homecoming weekends, thousands of CU alumni came “home” to attend various social events and to connect once again with not merely colleagues or classmates, but beloved members of a family spanning four generations.

If you merely scan the list of events on the Homecoming calendar, you may miss the difference in tone and spirit of homecoming. Of course, there was the football game against Millersville University in which the Cheyney Wolves amply demonstrated that they have the heart and discipline to become PSAC competitors. There was also the Lifetime Alumni members breakfast, the Athletic Hall of Fame Banquet, the various meetings of the respective graduating classes and Greek organizations, the book signings, the jazz concert, the vendors, the Legacy Breakfast, and of course the tailgating of hundreds of alumni on “the Hill.”

Besides the football game and the extraordinary vitality and school spirit demonstrated by the cheerleaders, the Cheyney University Band, the Athletic Department, and the volunteers, the two events that seem to exemplify the tone and spirit of Homecoming to me, were the Athletic Hall of Fame Banquet on Friday night and the Legacy Breakfast on Sunday morning. Both events were attended by hundreds of alumni who gathered to retell more and more facets of the Cheyney University “story.”

The Athletic Hall of Fame Banquet began at 7pm on Friday evening, and by 10 pm, alumni athletes were still thanking former teachers, coaches, and the Cheyney University family for providing the opportunity, discipline, and excellence that still resonates with them on their life journeys. Although there were varying nuances in each of the inductee’s stories, the general theme that consistently emerged was that the faculty, staff, and coaches at Cheyney University had mentored, cared for, and guided the inductees during critical periods of their young lives. They were there for them. Each inductee told of the periods at Cheyney University that was critical to their development as responsible men and women. Listening to these stories and adding their own excellence to the evening, the current CU Jazz Combo played soft jazz notes at program interludes.

Homecoming weekend activities hosted by the University officially culminated with the Legacy Breakfast on Sunday morning. At this breakfast, many more stories from the alumni were shared—this time from alumni who graduated in the 1930’s, 1940’s, 1950’s, 1960’s, 1970’s, and so forth.

Hundreds of alumni listened with awe and amazement as 100-year-old pioneer, Dr. James Dumpson, recounted highlights from his illustrious career in New York City in which he served as a United Nations advisor, consultant on Pakistan, Commissioner of Welfare, a member of the Commission on Narcotics and Drug Abuse, and numerous other roles. Mrs. Hermione Pinckney Hill Logan, the daughter of former Leslie Pinckney Hill, the first president of the Cheyney Normal College, shared memories of living in the president’s house on campus in the much earlier 20th century. She recited, from memory, the famous poem her father wrote entitled “The Teacher.”

Alumnus Charles Grantham, former executive director of the National Basketball Association Players Association, who is currently the CEO of Ceruzzi Sports and Entertainment, offered the keynote speech. During his time as executive director, Charles Grantham played a pivotal role in the revitalization and advancement of the NBA. You could literally hear a pin drop in the large room as he shared stories of courage and character that he observed during his years of interacting with prominent athletes in his role with the NBA.

As is usually the custom, one family was highlighted as a legacy family at the Legacy Breakfast. This year’s family was recognized for having 18 family members who received degrees from Cheyney University–and the legacy continues as two students in the family are currently enrolled at Cheyney University.

By the time the Legacy Breakfast concluded on Sunday afternoon, it was obvious that the Cheyney University alumni were back to celebrate the faculty, staff, and significant others who had contributed to their personal transformations. They were back to reconnect with their family who helped them become responsible and contributing men and women.

By 1:00 pm. on Sunday, we had laughed, commemorated those who were no longer with us, prayed, and promised to help new generations of students endure and achieve. Numerous alumni volunteered to mentor the current Cheyney University students and to work with the vice president of student affairs to provide internships for each student before they graduated.

And as always, the Legacy Breakfast ended with holding hands and singing our Alma Mater more meaningfully than ever:
Cheyney, Cheyney, Alma Mater
Thou whose light can never fail.
With a deep and true devotion
We, thy sons and daughters, hail,
Hear the pledge thy children offer
Strong of hand and clear of brain,
When thou callest, Alma Mater,
Never shalt thou call in vain.
Thou has taught us not to falter,
To be loyal, brave and true,
Striving upward by thy spirit,
In whatever we may do;
And at last, when we have triumphed
Down the long life battle-line,
All the honor and the glory,
Alma Mater, shall be thine.

WORDS AND MUSIC: LESLIE PINCKNEY HILL
President of the College, 1913-1951

And they left home again.
 

Tags: homecoming , alumni , athletic hall of fame , legacy breakfast , James Dumpson

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Coach C. Vivian Stringer–the Incomparable Image of Courage, Grace, and Class

September 14, 2009

On September 11, 2009, C. Vivian Stringer, head coach of Rutgers University’s Scarlet Knights women’s basketball team, former head coach of Iowa State University’s Cyclones, former head coach of Cheyney State’s Wolves, and the self-proclaimed coal miner’s daughter, was inducted into the Naismith Memorial Basketball Hall of Fame. As usual, Coach C. Vivian Stringer’s presence on the Hall of Fame stage was the epitome of courage, grace, and class.

While giving her acceptance speech, Coach Stringer stood under three university’s logos representing her journey in basketball and the teams she led to the Final Four—Cheyney University, Iowa State University, and Rutger’s University. In her speech, Coach Stringer focused on the value of family, her love of coaching, and the pivotal contributions of family and friends who helped her through numerous difficulties in life.

Coach Stringer gave special thanks to Coach John Chaney who served as her mentor and guide. Coach John Chaney was previously enshrined in the Naismith Memorial Hall of Fame in 2001. Both Coach Chaney and Coach Stringer helped to build recognition of the men’s and women’s basketball programs at Cheyney State College—from relative unknowns to national contenders.

Watching her recount those special moments in her life, and in the lives of others, reminded me that for Coach Stringer, basketball is the vehicle she uses to help develop future female leaders who are tough, resilient, and courageous.

The 2009 Hall of Fame Ceremony was truly a star-studded night which provided an opportunity for a glimpse into the excellence and greatness of some extraordinary Americans. Inducted with Coach Stringer were four others—former Utah Jazz team player and all-time assist leader, John Stockton; “the Admiral,” David Robinson, of the San Antonio Spurs; Jerry Sloan, the long-reigning coach of the Utah Jazz; and the legendary Michael Jordan of UNC, the Chicago Bulls, and the Washington Wizards.

After listening to the acceptance speeches and personal journeys of all of the inductees, it seems that the life journeys of the 2009 inductees demonstrate many qualities that are admirable in our society that extend far beyond basketball. John Stockton, at 6’1”—demonstrated excellence by hard work, physical and mental toughness, loyalty, and assisting others (especially Karl Malone) as a point guard with the Utah Jazz. Similarly, Jerry Sloan’s journey was characterized by loyalty to the Utah Jazz. He is one of the longest-serving and most successful coaches in the NBA. David Robinson also illustrated excellence with the San Antonio Spurs his entire career including mentoring former Wake Forest University star, Tim Duncan. He joined the NBA after serving as an officer in the US Navy. His off-court contributions are as admired as his basketball excellence. Robinson has contributed over $9 million to community efforts to help mentor and develop the skills of the next generation of youth. Michael Jordan’s phenomenal basketball journey and his acceptance speech at the Naismith Hall of Fame ceremony centered on the need for competitiveness to refine one’s skills to achieve excellence. Michael Jordan is credited with elevating the NBA’s influence globally, reaching the status of cultural icon, and contributing philanthropically to many causes. Michael Jordan, or Air Jordan, has been known to state that if you put in the work, results will come.

In fact, in addition to the glitz and red carpet of the September 11th Hall of Fame ceremony, the stories of the extraordinary athletes and coaches seemed to portray us at our best. Possibly, that is why we admire them so much. Undoubtedly, the athletic feats and the personal and mental toughness demonstrated by the 2009 Hall of Fame Inductees offer us a glimpse of many other untold stories of heroism, intensity of purpose, and excellence. The Inductees in the Basketball Hall of Fame show us the best of what we are, and what we can be, when we commit ourselves to a defining purpose. For Coach Stringer, coaching young women in basketball furnishes an opportunity for her to help guide others through life, and pass them “the baton” to assume the task of “paying it forward.”

Geri and I had the honor, and the privilege, of representing the Cheyney University family at the ceremonial events. Even though I am a long-time basketball fan, this was the first time we attended the Naismith Basketball Hall of Fame ceremonies. The entire Cheyney University community thanks C. Vivian Stringer for remembering us in her moment of well-earned victory. You always have a home here—Coach Stringer!

Tags: Vivian Stringer , hall of fame

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Successful Transition to College - It Takes a Village

September 02, 2009

First of all, if we believe the premise that the higher education of a wide range of Americans is necessary to secure our future well-being as a country and competitive economic power, then anything is possible including designing a smoother transition to college and furnishing financial resources for youth who cannot afford to attend college without such resources.

Recently, I have been reading about some of the factors that affect the transition of students of color, and first generation students, into college and their overall progression towards graduation. Of course, one of the reasons I am studying this body of literature is because we want to identify best overall practices to help increase the number of college-going students in the Philadelphia region and the Commonwealth. The Thurgood Marshall College Fund is also interested in this topic and is accepting proposals from scholars who want to conduct more research on the factors that influence retention and graduation rates at Historically Black Colleges and Universities.

My two years here at Cheyney University, and my thirty years of service in seven other institutions including Chicago State University, Winston-Salem State University, and two community colleges, suggest to me that more pre-college planning and entrée to appropriate financial resources is paramount to providing access to higher education for students from average and less-advantaged households. Pre-college planning is very important since the entrée to scholarships and financial resources is also linked to a student’s performance on SAT and ACT tests. When our youth are in their early high school years, it is essential that we develop a wide range of proficiencies in all students and keep these students on our radar for further knowledge and skill development in college.

Observing the enrollment management processes at Cheyney University has illuminated for me that providing access to college opportunities has at least two significant phases. The first phase needs to happen long before students arrive on campus for orientation and enrollment processes. In fact, the transition to college needs to begin by the student’s second year in high school and earlier than that might be desirable depending on the student’s career goals. In starting the transition to college, it seems critical that all educational professionals and support personnel have high expectations for our youth and begin the conversation about college with each child they encounter. An expectation about lifelong learning and achievement can be built into each lesson plan, lecture, casual conversation, and extracurricular activity. These expectations and conversations will send important messages to students about succeeding at higher levels of learning.

When students and their parents explore college in this first phase, families should learn as much as possible about the cost of a college education, options for paying for a college education (grants, scholarships, tuition reimbursement, work study, etc.), and the timeliness necessary to be ready to apply for financial aid (scholarships, grants, and loans) from particular institutions, banks, and agencies. The exploration of college options should, moreover, lead to a strategy for performing well on college entrance exams, which tend to determine who is eligible for scholarships at a specific university. Students who come from families with more resources tend to take SAT/ACT test preparation courses and the exams several times to attain a “best score.”

So without a doubt, phase one of accessing the opportunities of a college education and financing a college education involves the entire family of a student. As a parent who currently has a daughter in college with aspirations to attend law school, I can personally attest to the angst involved in paying for college. Each family has to discuss its resources and how these resources will be employed to help defray the student’s college tuition and other expenses. The family also must be made aware of the need to act in a timely manner to complete financial aid forms, loan applications, and the Free Application for Federal Student Aid (FASFA). The first step for completing the FASFA is to “get organized” (by gathering income/tax documents).

Some of us in higher education take for granted that students will go online and complete the FASFA six months before arriving on campus; however, my experience suggests this is true for maybe 50 percent of the students who arrive on campus. So, what do we do to help expand access to college opportunities? It seems that colleges and universities need the help of other organizations who will also guide families to “get organized,” so that the student can have a successful transition into college. This is where the Village comes in. There are numerous pre-college organizations and agencies that will work with students during their high school years to help them prepare for the college entrance exams, select an appropriate college, and work with the family to organize and plan for paying for college.

At Cheyney University, we will expand our efforts to partner with these organizations to help families organize and plan for the transition to college. PHEAA (PA State Grant Applications), INROADS, Project Grad, Gear Up, CORE Philly, Upward Bound, and the Chester County Higher Education Network, are just a few of the organizations and agencies that are there to help families. Additionally, many churches have also developed social ministries that include furnishing scholarships for students to attend college.

Once students arrive on a college campus with a clearer vision of their goals, and completed FAFSA’s, scholarships, and other plans for paying for college, the second phase begins. The second phase might be where the real work begins; it involves helping students to understand their responsibilities to maintain their grades, to progress towards a major in a timely manner, and to continue to stay organized regarding how they will continue to finance their college education. This might mean registering early and keeping apprised of changes in federal financial aid policies and working with campus advisors.

The second phase of helping students to stay organized must involve the University’s faculty and staff who are needed to help retain students by reminding students of actions needed to maintain their college status and their financial aid status. Faculty are especially essential for exposing students to an array of disciplines, opportunities, passions, and paths to encourage pursuit of a purposeful life.

When you think about it, the Village will only benefit from a highly-proficient, talented, and educated citizenry and workforce. We can all rest a little easier in knowing that we are preparing a better future for America.

Tags: transition , college

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How Do We Help the Millennium Generation Develop a Sense of Purpose?

August 06, 2009

Every year this time, faculty and staff at colleges and universities around the nation are preparing for the arrival of new and returning students for the academic year. For many of us in academia, there is anticipation and a personal sense of renewal with each new class of students.

At Cheyney University, faculty are refreshing courses materials, constructing course packs, and designing their instruction and assessment to respond to the intellectual and emotional needs of this new cohort of students. The admissions and financial aid professionals are busy answering telephones to help families manage the transition into the higher learning community of college. Other middle and senior managers are also busy refining policies and procedures that will guide the campus community through the upcoming academic year.

As I participate in, and observe, these various preparation activities, I realize that one of our challenges is to determine how we can contribute to the development of a sense of purpose in our new and returning students. This sense of purpose will, hopefully, be ignited by the general education curriculum and, appropriately, expanded and enhanced by an academic major and interactions with faculty and mentors.

On the surface, many students will attest that they come to college to pursue specific careers, or to increase their earning potential over their lifetimes. However, if we delve beyond their veneers, we discover that many of our students come to college searching for a future, searching for their passions, and searching for something that is bigger … something that they can commit their talents and affinities to – a sense of purpose. English novelist Mary Wollstonecraft Shelly (1797-1851), the author of the famous Gothic novel, Frankenstein, is quoted as stating, “Nothing contributes so much to tranquilizing the mind, as a steady purpose – a point on which the soul may fix its intellectual eye.”

As I reflect, it seems that it is the sense of purpose and passion that is the ultimate goal of higher education—possibly it is the ultimate goal of the human existence. If we succeed at Cheyney University, our students will leave with a vision and sense of purpose that is bigger than the acquisition of material possessions. Possibly, the sense of purpose they gain at Cheyney University will result in being a better neighbor, in developing a more enlightened view of the interconnectedness of all humans, and in participating more aggressively in sustaining the environment for future generations.

Maybe this is the purpose of college.

I hope that all of us, who see the education of these students as our passion will move forth with a steady sense of purpose.

Michelle Howard-Vita

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100 Black Men- Committed to Excellence in Character, Scholastic Achievement and Community Service

July 14, 2009

Recently, my husband (a member of the Philadelphia Chapter of the 100 Black Men) and I had the opportunity to participate in the 100 Black Men of America’s 2009 conference, Education on the Frontline, held in New York City. This was the 23rd such conference since the organization has been in existence. There are over 116 chapters in the United States. According to the members, the 100 Black Men of America began in New York City in 1963 to explore ways to improve the quality of life of African Americans and other minorities. Over the years, the organization has increasingly focused on improving education, health and wellness, and economic development by mentoring young adults, offering scholarships, and creating environments where children are inspired to achieve.

Overall, the conference sessions were inspiring and uplifting, and the activities of the 100 Black Men defied the prevalent stereotypes of Black men in our society and in the media. The New York 100 Chapter’s Eagle Academy in the Bronx was particularly noteworthy, and possibly worthy of replication in Philadelphia and other urban areas with high drop-out rates. With an enrollment of about 600 male students, The Eagle Academy is committed to the development of college-preparatory public schools that educate and develop young men into future leaders committed to excellence in character, scholastic achievement and community service.

Over 1,000 persons from across the nation participated in the conference, in addition to about 500 middle school and secondary students who toured New York and attended some of the sessions. For many of the students, this was their first time exposed to New York City and its treasures, including a memorable trip to the Apollo Theater. The conference sessions were rich with a range of speakers and perspectives. Conference speakers included The Honorable Michael Bloomberg, Mayor of New York City; former New York City Mayor David Dinkins, the Honorable Arne Duncan, Secretary of US Department of Education; the Honorable David Patterson, Governor of New York; Dr. Keith Black, Chief Neurosurgeon at Cedars-Sinai Medical Center; Mr. Marc Morial, President of the National Urban League; and a host of other influential men and women representing a range of organizations concerned about improving the quality of life for all Americans.

There were many high points during the extraordinarily well-managed conference, including one special moment where we were able to participate in a breakfast where a friend and co-author, Dr. Howard Rasheed, among other inspirational men, received an award for providing leadership for young men across America.

So, what is the takeaway? It is simply that the 100 Black Men actively demonstrate what we can all do when we make a commitment to focus on the development of our youth for a more resilient and inclusive America. As Dr. Bill Cosby stated in a video message, “We have to put some bodies on our youth.” We must demonstrate that we care most about helping our youth to develop into responsible and contributing Americans through our actions and our commitment. If they win, we all win! We cannot afford to allow any of our children to lose this competition for a positive future—especially when globalization means more competitors can displace them and us.

President Obama has clearly articulated the call to arms for education in America! Let us all resolve to respond by wrapping our arms around our young adults more passionately than before, vigilantly guarding the quality of their education, and absolutely refusing to let them fade away!

Michelle R. Howard-Vital, Ph.D.

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Thinking ahead to prepare a broader base of intellectual talent for a competitive global economy?

June 15, 2009

How do we “think ahead” in higher education to prepare a broader base of intellectual talent for a competitive global economy? Recently, it was my honor to represent Cheyney University, present remarks, and share thoughts with the Philadelphia Chapter of the American Association of University Women at their annual meeting in Bryn Mawr, PA.

My remarks went something like this:

Over thirty years ago, I entered higher education confident that I could design appropriate instruction to assist students as they learned various concepts. At that time, I could not have imagined what education would become in the early 21st century. I remember that my instructional tools at that time included a textbook, chalk, a grade book, paper syllabus, and the knowledge I had gained from earning a master’s degree.

My early days in higher education were filled with the joy of joining a learning community committed to helping others learn. I taught English Literature and Language (English 101) at a YMCA community college in Chicago, and I still remember enjoying a sense of community with my fellow faculty members (when I look back I realized they were mostly former hippies). We spent an enormous amount of time discussing the books we were reading, discussing our instructional strategies, writing poetry, and learning how to teach together.

I also remember thinking that I could not believe that I was being paid so much ($10,000) to have so much fun. I remember how we liked to use technology in our classrooms, but back then, multimedia presentations usually included using a projector for our overheads and a carousel with 35 mm slides. I told someone recently about getting to work early to use the mimeograph machine, and they just stared at me blankly—unable to comprehend. Even though my schedule required that I be there only three days each week, I remember spending most of my time at the college because I enjoyed interacting with the both my fellow faculty and the students.

It has been a few years since I taught my instructional design and evaluation course. But I recall as I was uploading my interactive syllabus with multiple links onto the server so that students could customize their learning experiences according to their interests, knowledge base, and pace of learning, I reflected on how instructional tools had changed. Office hours now could be 24/ 7 with emails, text messages, video conferencing, and instant messaging. I remember my students loved the multiple links and customized learning tools that I included on my syllabus, and they asked for more links and practice quizzes. Students also enjoyed the threaded conversations, and they sent emails to me at all different times of the day and night—when they were studying and wanted to discuss the topics. Now, I wonder where Twitter, MySpace, and the other tools that have yet to be invented, will take us.

As many of you know, there is now a Website called MERLOT, an acronym which stands for Multimedia Educational Resources for Learning and Online Teaching. MERLOT expands the faculty person’s instructional tools and the student’s resources for thinking about concepts. MERLOT allows faculty, students, and administrators to search through the impressive collection of learning tools for specific disciplines and interests. Participants (visitors can browse as well) can review or study a subject matter by interacting with animations, case studies, drill and practice lessons, quizzes, tutorials, and simulations. Faculty have a repertoire of learning tools to choose from that have been reviewed by others, and once they have used the learning materials, they can comment on their usefulness. Also on MERLOT, there are various communities of learners sharing their experiences with learning tools and tips about teaching—like I once did in the English department in Chicago.

Without a doubt, there has been much change in higher education in the last thirty years. There are numerous ways now to provide instruction and to attain academic degrees. Neither faculty nor students have to go to a campus for either. With the growth of the online universities like University of Phoenix, and the expansion of many traditional institutions into online instruction, sustaining and growing a thriving educational institution in a changing world means the institutions of higher education much be competitive and respond to perceived societal needs. Even though it started in 1976 when I first began teaching, the University of Phoenix now has over 300,000 students. It has both on-campus and online instruction and degree program. According to its data, the university is the largest private university in the nation and offers instruction worldwide. The motto of the University of Phoenix is “thinking ahead.”

With this change in how education can be delivered and received also comes a degree of tension in higher education and competition among institutions that seek to attract the same students. Even before the deep recession in which we find ourselves today, sustaining a thriving and competitive educational institution in a world that evolves by the nano-second requires that we question our assumptions about teaching and learning and the role of institutions of higher education. Many higher education institutions have endeavored to become more engaged in their communities. Some institutions have responded to this need for speed by creating research and development units with faculty or staff whose primarily responsibilities are to secure grants, create products, and to stay on the cutting edge of knowledge.

As we know, the base unit for organizational change in higher education, and in any institution, is the employee. In higher education, there are a variety of employees including faculty and staff who are entrusted with conveying, sharing, producing, organizing, and publicizing new knowledge. Decision-making in higher education is often viewed as collegial, and faculty meetings are characterized by discussion, vetting ideas, and reaching consensus. This process leads to thoroughness, but it does not always lend itself to speed.

Thus, I often wonder how we can maintain our collegial environment and respond quickly to the societal needs sometimes thrust upon us. I also often wonder how we can use our intellectual capital and the evolving technological tools to improve the learning environment for our current students and to broaden our base of students and lifelong learners.

Last week I was in North Carolina visiting my daughter, who is going into her third year of college at UNC Chapel Hill. Even though I have taught thousands of students and studied instructional design and evaluation, my daughter has been one of my most intense subjects to study. This summer my daughter is taking another calculus course, so that she might spend her spring semester in Spain. As she has done since middle-school, she is sitting in the kitchen with her computer screen open. When I look at the screen, I think of an air traffic controller’s screen. There is an array of information moving across her screen—updates from CNN, emails, instant messaging dialogues, music, web browsers and RSS feeds on subjects of interest. While monitoring her screen for news updates, she realized she was having difficulty with a calculus problem. In less than three minutes, she asked for help from her big brother in Chicago, a classmate of hers working in Florida, a friend visiting relatives in Oklahoma, and her mom—who was standing next to her. She then compared the answers from those who helped her and decided what combination of answers she would use. I congratulated her on her ability to delegate and make appropriate decisions, and of course I thought she would probably make a good CEO.

Depending on who you ask, you will receive a different answer about the rate at which information and knowledge evolve daily. However, most of us can be convinced that the pace of sharing and discussing information in the world is moving faster and faster, and a lot of the teaching and learning in institutions of higher education does not match its pace.

In the 2009 Measuring Up- Report Card on Higher Education, the authors state that the future competitiveness of the United States in the global economy and in higher education is dependent on expanding our educated citizenry. There are other countries that have more talented people than we have people. Without a doubt, some phenomenal things happen in institutions of higher education in America— Professors discover cures for a variety of diseases; new products are invented; new concepts explained, discussed, and examined; and data are collected to support thousands of hypotheses as professors collaborate world-wide to push the boundaries of new knowledge.

Yet, even with these remarkable occurrences in higher education, it would be difficult to not notice that there is a revolution in social learning that is being bolstered by numerous social learning technologies. This leaves me with several questions: Should we change some of our fundamental assumptions about how teaching and learning should occur? How can we employ instructional technologies to individualize the learning more? Will employing more technological tools allow us to increase the number of students who learn and to vary the pace at which students learn?

John Seely Brown (2004) who once served as the chief scientist of Xerox, and who is now has a title called “The Chief of Confusion,” affirms that storytelling is the single most effective way to communicate a change in an organization. Through stories, people visualize events, understand concepts and engage both their hearts and minds. Vision and mission statements people will read, walk out of a room, and two days later cannot remember. But tell them a story and they will not only remember, they will repeat it to others.

What do you think? What are your stories?

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

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Increasing High School Graduation Rates, College Going & College Completion Rates

May 26, 2009

Increasing High School Graduation Rates, College Going and College Completion Rates Are Ways to Make the Commonwealth of Pennsylvania and Our Nation More Competitive.

Recently over the Memorial Day weekend, I had the opportunity to review Measuring Up 2008: The National Report Card on Higher Education. The data were both informative and a stimulus to recommit to the overall goal to increase the college going and completion rate of all Americans in higher education. If we stop progressing in higher education, we fall behind other countries. The authors of Measuring Up 2008 caution against “erosion of higher education” capital in America at a time when the Baby-Boomers are retiring and when we need more talent for a competitive workforce of the 21st century.

Additionally, Measuring Up 2008 pointed out that:

• The United States lagged behind Korea, Hungary, Belgium, Ireland, Poland, and Greece in college going rate with 34 percent of young adults ages 18-24 in America enrolled in college. Yet, for every 100 students enrolled, only 18 completed college.
• There are gaps between groups of various Americans—when we are viewed (or grouped by) ethic/racial categories.

The authors of Measuring Up 2008 noted that acquisition of the knowledge and skills that a college education generally certifies also can be viewed as “our collective capacity to succeed in the knowledge-based global economy.” Further, it is noted that education and learning beyond high school helps one gain admissions into an array of careers and opportunities that enable a middle-class life—which is what most Americans pursue.

As I finish my 33rd year in higher education, my experience with students and families continues to re-affirm that exposure to a broad base of knowledge and experiences is necessary for many individuals to develop problem-solving skills, compassion, tolerance, judgment, and empathy that will enable them to live as productive and contributing citizens in our nation.

Thus, at Cheyney University we will work harder to inform high school students of the potential benefits of a college education by working with the School District of Philadelphia to offer dual enrolled classes to high school juniors and seniors to give them a “jump start” on college and to help these students develop the confidence to pursue higher education and proficiencies to perform well once in college.

Moreover, we will redouble our efforts to increase our college completion rates by strengthening our retention efforts for all students. We will use the success of our Keystone Honors Academy (with its 250 high-achieving students) as a model for how we can nurture a wider range of students from matriculation, through graduation, and to the workforce. Like the Keystone Academy students, all students can benefit from a higher education mentor who monitors their academic progress, helps them expand their cultural awareness, who recognizes the individual talents, and who celebrates their successes with them.

Further, we will increase significantly our academic programs in the Philadelphia area (at the Urban Site at 7th and Market and at workplace sites) to help adult learners complete their college education and renew their learning through professional development. We will offer both graduate and undergraduate academic programs at the Urban Site.

At Cheyney University, we will recommit ourselves to increasing the higher education capital of our nation.

Michelle Howard-Vital, Ph. D.
President

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Developing an Entrepreneurial Way of Thinking

April 22, 2009

From April 17 to April 19, my husband and I participated in the Fourth Annual National Policy Forum on Minority Entrepreneurship Education in Atlanta Georgia. This conference was sponsored by the Opportunity Funding Corporation and hosted by Fayetteville State University. Next year, we hope to return to the conference with an entrepreneurial team of CU students who compete in the student entrepreneurial contest.

What was most important about this conference is that it stressed the need for us to encourage entrepreneurial thinking among young people. This means to foster the creativity and the natural affinities in our young people that could lead to their recognizing and seeking opportunities in enterprises and in the corporate workforce. For HBCUs, the message was simple—we must maintain an entrepreneurial edge, so that we can produce competitive students who will interact successfully in the global marketplace. Additionally, when HBCUs are entrepreneurial, they will contribute to the regional economic development and the overall well being of their communities. At the National Policy Forum on Minority Entrepreneurship Education, I volunteered to support entrepreneurial professional development for faculty and staff at HBCUs.

The Opportunity Funding Corporation, the nonprofit organization which sponsors this national forum, has three goals:

1. To help Historically Black Colleges and Universities (HBCUs) develop an entrepreneurial curriculum that prepares students to become entrepreneurs,
2. To provide dean and faculty development to help infuse entrepreneurship into the curricula, and
3. To provide a forum for presidents, faculty, and students to interact with entrepreneurs and business executives.

During the conference, students participate in an entrepreneurship competition. Students submit business plans, presentations of their products, and answer questions from judges about funding, projected revenue, and marketing for their products.

All of the 22 teams were impressive. Clark Atlanta University won the competition this year followed by the other top finalists, North Carolina Central University, Winston-Salem State University, Southern University, Delaware State University, and Fayetteville State University.

Students and administrators enjoyed the conference and the opportunity to interface with many top executives of many sponsoring companies including Wal-Mart, Raytheon, UPS, Deloitte, BET, BB&T, HP, Chick-Fil-A, MacDonald’s, Walgreens, Boeing, Georgia-Pacific, Harland-Clark, Sam’s Club, Tiffany & Co, and other companies. This year’s event also included messages for success from keynote entrepreneur and businessman, Mr. Magic Johnson, former US Olympic and NBA champion.

I look forward to working with faculty and staff at Cheyney University to inspire future entrepreneurs. This certainly fits our motto of access, opportunity, and excellence!

Michelle Howard-Vital, Ph.D.

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The Governor’s Tuition Relief Plan Springs Forth Hope

April 13, 2009

Spring is always such a beautiful time of the year. The season brings hope of new beginnings, and of course, college and university commencements.

This year, I have had the privilege of getting to know more of our students at Cheyney University. I am pleased that the faculty and staff at Cheyney University have helped to develop our graduates into conscientious, responsible, productive, and competitive citizens. As has been demonstrated in over 170 years, the contributions of our graduates to the Commonwealth and nation are more than noteworthy.

I am convinced that we are saving lives at Cheyney University, and we are directing these lives onto positive paths.

Thus, I am very hopeful about Governor Edward G. Rendell's plan to make college tuition more affordable for every Pennsylvania family. I know that many of our students work evenings and weekends to support their college education, and the average yearly income of Cheyney University students is slightly higher than $30,000 because many of our students support themselves. The only way these students can attend college is armed with scholarships, financial aid, loans, and jobs. Yet, these students do not complain; they just need for us to help them find a way.

As I understand the Tuition Relief Plan, many such students would quality for what I consider an investment into their futures and the future of the Commonwealth. Perhaps, more importantly, the thousands of students who are not able to work and use their earning for college expenses would have an opportunity for us to invest in them and an opportunity to become more resourceful and competitive wage earners for the Commonwealth by going to, and completing, college.

Looking at the faces of Cheyney University students, it is easy to see that we are indeed paying for our future by investing in these young people who want to earn a respectable place in our society and contribute to the well being of our nation. If the Tuition Relief Plan would become a reality, I envision that Cheyney University would be able to do its share in developing a competitive workforce in teaching, communications media and fine art, applied science and technology, and other areas crucial for the Commonwealth and for our nation. It is probable that our enrollment would grow from 1,500 students to 2,500 students in the first year, if students could afford to attend. This would translate into a more competitive workforce which in turn attracts more business and industry and a higher quality of life for all.

It is also my understanding that the Tuition Relief Act correlates tuition more closely with family income. However, it is probably impossible for us to know the true value a program such as the Tuition Relief Act could have on future generations of Pennsylvanians. It will feel like Spring to many families!

Michelle R. Howard-Vital, Ph.D.
President

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Paying It Forward - Women and Progress Recently

March 23, 2009

I was honored by a request to serve as the keynote speaker at the Media Area NAACP Annual Meeting – celebrating the 100th Anniversary of the NAACP. Dr. Joan Flynn, President of the chapter, asked me to talk about the role women had played in the progress of our nation. This seemed a perfect opportunity to combine two pivotal forces in our society – the NAACP and women. The NAACP has a legacy of 100 years of being a movement of ordinary people who put courage and personal sacrifice above comfort and sometimes even risking their safety to advance the cause of equality for all Americans.

Even though it is widely acknowledged that women of all colors, nationalities, and affiliations have influenced our communities, institutions, and societies, their amazing accomplishments are very often left untold and unheralded throughout history. One hundred years ago, many believed that a woman’s place was in the home—women were excluded from voting, from colleges and from many professions. However, over the last century, women have expanded the view of “a woman’s place.” As a woman, I know that our nation will only realize its fullest potential when the creativity and perspectives of all of its citizens are acknowledged, studied, and shared with a new generation of potential leaders. Many of the incredible changes of the 20th century are integrally linked to the accomplishments, bravery, and sacrifices of women.

Being mindful of Women’s History Month, it seemed appropriate to reflect on “her story” as distinguished from his story and how many “her stories” have also effected positive social action and progress in America. Among the early members that helped to form the NAACP were many women such as Mary White Ovington, Jane Addams, and Ida B. Wells-Barnett. To help spread the word about “her stories,’ I shared three brief “her stories.” One of those stories was about the incomparable Fannie Jackson Coppin.

In my office there is an intriguing painting of Fannie Jackson Coppin, by the portrait artist Laura Waring Wheeler, which I see every day, and it has become a source of strength and a reminder of the gratitude I owe. In the painting, Fannie Jackson Coppin looks like she is in her mid thirties or early 40’s. She is a handsome woman, with a definite presence, and with eyes that, in the custom of the day, look off into the future. When you look at the painting, you can see the dedication and determination on her brown face, even though she is not looking at you. Her black hair is pulled back from her face also in the custom of the day, and you know—she means business. Behind her are faces of younger women who are looking at her as they pass her in academic regalia; it must be commencement day. The young women in the painting are looking at her, with smiling faces, and they look hopeful.

Fannie Jackson Coppin was born into slavery in Washington, D.C. on October 15, 1837. She spent her youth performing housework and learning in the homes of others, and she was admitted into Oberlin College in 1860. Prior to graduating, Ms. Fannie Jackson Coppin was contacted by the Religious Society of Friends to come to the Institute for Colored Youth as a teacher. She graduated from Oberlin College in 1865, and she joined the faculty of the Institute for Colored Youth. Within a year, she was promoted to principal of the Ladies Department and taught Greek, Latin, and higher Mathematics.

In 1869, Fannie Jackson Coppin became principal of the Institute for Colored Youth in Philadelphia, the first African-American woman to receive the title of school principal in our nation. Fannie Jackson Coppin held the title of principal for 37 years until she retired in 1906.

It is hard to image what the life of the first African-American women principal must have been like in the 19th and early 20th centuries in Philadelphia. In 1881, Fannie Coppin Jackson married a minister in the African Methodist Episcocal Church. The couple traveled in South Africa and founded the Bethel Institute, which was a missionary school that emphasized self-help programs. A hint of her character can be deduced from her trip to Africa. In her own words, Fannie Jackson Coppin states, “My stay in Africa was pleasant, for I did not count the deprivations, and sometimes hardships. We were graciously kept from disease, even the bubonic plague that came to our very door.”

After a decade of missionary work, Coppin returned to Philadelphia because of declining health and died in 1913. In 1926, a Baltimore teacher training school was named the Fanny Jackson Coppin Normal School in her memory. It is now Coppin State University. The Institute for Colored Youth moved from Philadelphia shortly after Fannie Jackson Coppin retired and is known today as Cheyney University.

Women have helped to shape the progress of our nation, and many women have worked to expand the definition of “woman’s work.” However, there are many other women who might not ever appear in “her stories.” These women, juggling families and careers, have contributed to the progress of our nation by demonstrating personal excellence in their daily lives and by providing a loving and nurturing environment for their families. These women also “pay it forward” for generations to come. These women, like Fannie Jackson Coppin, look off into the future—content to prepare a better future for others.

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Clinton Global University Initiative

February 22, 2009

Dear Cheyney University Family,

I recently had the pleasure of participating in the second Clinton Global Initiative University conference at The University of Texas Austin in Austin, TX. The Clinton Global University Initiative (CGUI) was founded by the 42th President of the United States, William Jefferson Clinton. I was privileged, as your president, to represent Cheyney University and to participate in a luncheon meeting with former President Clinton, Dr. Donna Shalala, and many other college presidents and students from around the globe. At the luncheon meeting, we talked about how to translate visionary leadership into positive social action that improves many areas of our lives including competitiveness in the STEM (science technology, engineering, and math), increasing the college completion rate among less advantaged students, decreasing world disease and hunger, and guiding our college students to make significant impact in the global economy.

I pledged to commit to work towards increasing the college-going rate in our area by increasing our precollege, outreach activities and by working with our students to demonstrate the positive effects of higher education. As you know, we are working towards increasing our presence at the Urban Site in Philadelphia and in other areas such as Coatesville and Chester City.

Moreover, I hope that students, faculty, and alumni will reflect on how we can be engaged in positive social action and public service to respond to the needs of the Commonwealth, the region, and the nation. Our country depends on the energy, commitment, and positive action of groups that collaborate to create an improved collective future. One theme at the CGUI was that we should focus on collaborative efforts and helping students to acquire the technical skills to fuel their passion for make our world a better place.

I look forward to working with students, alumni, faculty, staff, and other stakeholders to organize specific action plans to help us engage in positive social action.

Sincerely,

Michelle R. Howard-Vital, Ph.D.
President

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Adopting Community Service Projects

January 30, 2009

Dear Cheyney University Community,

As we move into Spring, we will once again see the beauty of nature and our campus. Spring is a time for renewal. As we appreciate this time of renewal and natural beauty, President Barack Obama reminds us to also renew our call towards public service, so that together we can change America. There are many needs in the Philadelphia community, in the Coatesville community, and in Chester County.

I am calling on our students, faculty, alumni and all stakeholders in Cheyney University to form teams that adopt specific community service projects. These projects could include beautifying an area, reading to children, and completing some home repair projects for some of our senior citizens. I hope these projects also include working with high school students. The disparity between achievement among various groups of students is alarming in our competitive economy. I hope that we adopt one or two high schools this Spring and work with groups of students to help increase the college-going rates among these students. Our students are good examples for high school students.

There is much to do. Remember, we can!

Michelle Howard-Vital

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Centers of Excellence

January 08, 2009

Happy New Year Students, Alumni,Staff, and Stakeholders,

All new years bring with them the opportunity for improvement and re-dedication to the core values and goals that encompass us as Americans. As we watch President Obama and Vice President Biden bring forth a diverse group of talented leaders to response to America's problems and opportunities, we are committed to doing our part at Cheyney University to response to the needs of the region, the Commonwealth and the nation.

We will also continue to establish a team of leaders with exemplary backgrounds to implement the vision of a new Cheyney University which includes the construction of centers of excellence that respond to the needs of the region and offer specific opportunities for study and experiential learning. Centers of excellence will focus our academic programs, our fundraising, our research, and our outreach activities.

Our first center of excellence will be in Communications Media and Fine Arts. There is an undeniable legacy of excellence in this area that includes Laura Waring Wheeler, Mercer Redcross, Jim Vance, Robert W. Bogle, Leroy McCarthy, and Latrice Branson.

We are currently establishing an advisory council for the development of this center of excellence. We ask for your nominations of those who would be interested in helping us develop a premier center of excellence in communication and fine arts. We also ask for your input-- What should be our other centers of excellence?

Sincerely, President Michelle Howard-Vital.

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How to Prepare Students for Global Economy

October 29, 2008

How can Cheyney University help prepare students to be more competitive in prospering in a world economy?

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Characteristics of a Cheyney University Student

September 10, 2008

What characteristics should a Cheyney University student demonstrate to illustrate the core values of the University?

Education is about transformation and change. How has, or can, an education at Cheyney University transform students, the university community, the region, and the nation?

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2008 Summer Retreat

July 23, 2008

Greetings, Colleagues.

On Friday, July 18th, the University community participated in a retreat. As a result of this retreat, the CU community will spend the 2008-2009 academic year in a strategic planning process designed to increase enrollment and to increase retention and graduation rates. All members of the CU community are invited to participate in this process.

p.s. The next retreat is tentatively scheduled for September 24. See you there!

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President's Vision Statement (FIRST DRAFT)

July 03, 2008

VISION STATEMENT
Cheyney University will be a dynamic learning community that prepares responsible, contributing, and engaged citizens that meet the intellectual capital needs of the Commonwealth, the region, and the nation. Graduates of Cheyney University will compete successfully with graduates of other institutions to respond aggressively and successfully to 21st century entrepreneurial opportunities, businesses and industry needs, and social issues.

Faculty will demonstrate excellence in their disciplines and in college teaching. They will engage in scholarship in their disciplines, in the improvement of college teaching, and in social problems that contribute to the well-being of the Commonwealth, region, and the nation.

PARADIGM
Cheyney University will fulfill its vision by the development of Centers of Excellence that respond to the needs of the region, encourage interdisciplinary collaborations, and clarify the strategic directions of the university. Cheyney University will also improve retention and graduation rates by the identification, review, and implementation of best practices in enrollment management (Noel Levitz), retention services (development of a retention center), graduation services, and career readiness.

BACKGROUND
A brief summary of the legacy of Cheyney University is included in Sustaining a National Treasure for the 21st Century. A more detailed history of the University can also be read in A Living Legend: The History of Cheyney University 1837-1951 by Dr. Charline Howard Conyers (1912-1989). Further, Dr. Sulayman Clark, a graduate of Cheyney University who went on to earn degrees at Stanford and Harvard also recently wrote The Rains, a historical novel that portrays the early founders of the first institution of higher learning for African Americans (Cheyney University) then called the Institute for Colored Youth. Cheyney University has prepared thousands of leaders for the Commonwealth, the region, and the nation for over 170 years.

Moreover, Cheyney University is the oldest Pennsylvania State System of Higher Education (PASSHE) institution and is the only historically black university in the system and one of over 100 HBCU’s. Not only does the University bring diversity to the State System, but it also brings a history of producing outstanding leaders. The founding story of the University exemplifies everything that is good about our state and the nation. Cheyney University has opened doors to opportunity, when other doors were closed. Even though each PASSHE institution strives to be unique and a good value, the power of the Pennsylvania State System of Higher Education is a synthesis of the strengths and perceptions of all fourteen institutions.

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Welcome to the Blog of Michelle Howard-Vital

April 03, 2008

Greetings. Welcome to the blog of Michelle Howard-Vital, President of Cheyney University.

We are testing this as another method of campus-wide communcation. We will discuss refinements to our strategic plan, as well as the process for developing centers of excellence.

I look forward to our conversations!

Michelle Howard-Vital

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