Serving Students, Faculty, and Notice: Student Co-operation, Faculty Collaboration, and Institutional Counter-Narration at a Southern Flagship HBCU
The program described in this chapter is just one example of programs that serve students and exemplify the mission of HBCUs, while demonstrating innovation, collaboration, and leadership, that creates an opportunity to counter-narrate pernicious stereotypes about HBCUs. The federally-funded, innovative student services/success program I examine in this chapter – a collaborative, multidepartment, and interdisciplinary program emphasizing cooperative learning at a southern flagship HBCU – challenges these pernicious narratives head on. Raising attention and awareness of the program’s existence is important not only to highlight the university’s attempts to promote student success, but is also another clarion call for HBCUs to do all within their power to promote their own successes at attracting, retaining, and promoting students’ success while finding creative ways to develop faculty and promote interdisciplinarity and collaboration. Doing so benefits all HBCU students regardless of their race, cultural affinities, or level of preparedness for college, and benefits all faculty, be they in the much-vaunted science, technology, engineering, and mathematics (STEM) fields or often lesser-valued, but equally crucial fields in the humanities, education, and the arts.
Underserved Populations at Historically Black Colleges and Universities: The Pathway fo Diversity, Equity, and Inclusion
Broussard, W. (2018). Serving students, faculty and notice: Student cooperation, faculty collaboration, and institutional counter-narration at a Southern flagship HBCU. In C. Davis, A. Hilton, & D. Outten (Eds.), Underserved Populations at Historically Black Colleges and Universities: The Pathway to Diversity, Equity, and Inclusion (pp. 27-41). Emerald Publishing Limited. https://doi.org/10.1108/S1479-364420180000021003
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