Symposium (10)
 
Launching an Innovative and Strategically Planned School of Public and Allied Health in a Semi-Rural Area to Promote Educational Excellence and Community Engagement
Angela Branch-Vital; Kentya C. Ford
Prairie View A&M University, USA
The School of Public and Allied Health (SPAH) at Prairie View A&M University is committed to advancing education, research, and community engagement in public and allied health sciences. As the first Historically Black College and University (HBCU) in Texas to offer public health programs, SPAH is uniquely positioned to address health disparities and promote well-being through innovative teaching, community engagement, and research practices. Our faculty employ the latest course content, design, and technological approaches in health promotion, disease prevention, epidemiology, research methods, movement science, and biostatistics to equip students with essential skills for enhancing individual and community health. SPAH fosters cutting-edge, theory-based research among students and faculty, expanding knowledge in key public health fields locally, nationally, and internationally. Strategically located in a semi-rural county with connections to a large urban city, our students gain invaluable practicum experiences in diverse settings, preparing them to address a broad spectrum of public health challenges. Faculty support student learning through active community engagement, leadership, and service initiatives that provide direct access to underserved populations. Our goal is to train a new generation of public health professionals capable of making a positive impact locally and globally, ensuring that every community benefits from our efforts. This presentation will highlight our innovative research initiatives and the unique educational opportunities that position SPAH as a leader in public health education and practice.
 
Biographies
 
Dr. Angela Branch-Vital, the Executive Director and Professor at the School of Public and Allied Health at Prairie View A&M University.  As the Executive Director and Professor at the School of Public and Allied Health at Prairie View A&M University, she has over 15 years of administrative experience and a decade of expertise in health-behavior interventions and measurements. Dr. Branch-Vital holds two degrees from Prairie View A&M University.   Additionally, she earned her Ph.D. from the University of Texas School of Public Health in Behavioral Sciences/Health Promotion, with concentrations in epidemiology and biostatistics.   Dr. Branch-Vital’s research is deeply rooted in addressing health disparities, particularly within African American and minority communities. She has secured numerous grants to explore critical health issues such as obesity, condom use, health risks, HIV, nutrition, and healthy living. As both Principal Investigator and Co-Principal Investigator on various projects, she has collaborated with top-tier funding sources, including the National Institute of Health and the United States Department of Food and Agriculture/National Institute of Food and Agriculture. Recently, she received over one million dollars in grant funding from the Department of Education to develop B.S./B.A. Public Health and Allied Health programs, further demonstrating her commitment to advancing health equity. In addition to her research contributions, Dr. Branch-Vital has served as a contributing editor for several journals and have publish and presented her research in a peer-reviewed platforns   These roles have allowed her to disseminate crucial findings, bridge academic insights with practical applications, and foster dialogue on issues at the intersection of health and diversity. Her early publications have addressed public health disparities within the African American community, particularly focusing on body mass index (BMI) and its implications for youth and underserved populations. Throughout her career, Dr. Branch-Vital has remained committed to making a tangible difference in the lives of historically underserved communities. Her work has laid a foundation for future research and interventions aimed at reducing health disparities and improving health outcomes for African Americans and other minority groups. As an academic leader, researcher, and advocate for health equity, Dr. Branch-Vital continues to collaborate with like-minded individuals to address pressing health issues and create a future where everyone has equal access to the benefits of a healthy life.
 
 
Dr. Kentya C. Ford earned a Dr. P.H. in Health Education and Health Promotion at the University of Texas-Houston School of Public Health; and M.S and B.S Degrees from Southern University A& M University.  Following her doctoral program, she completed a postdoctoral fellowship at the University of Texas M.D. Anderson Cancer Center, Department of Behavioral Science.  Presently, Dr. Ford is an Assistant Professor at Prairie View A& M University, School of Public Health, where she also serves as Public Health Program Coordinator.  Dr. Ford also holds research-related clinical practitioner and collaborative research dissemination roles University of Texas-Austin College of Pharmacy and the Latino Learning Center, LLC, Houston. As a public health promotion professional, Dr. Ford’s overarching program of research focuses on developing culturally appropriate interventions to reduce health disparities in underserved populations.  To this end, Dr. Ford has an extensive background in developing and implementing tobacco prevention and cessation programs among at-risk youth, young adults, and healthcare providers in underserved populations.  Her research has extended into healthy eating and physical activity, religion/spirituality, and overall health/well-being among adolescents/young adults; and community health worker roles in increasing health promoting behaviors in underserved communities.  Dr. Ford has published several peer-reviewed papers and has co-authored three book chapters, both focusing on smoking prevention and cessation, and is a National Institutes of Health (NIH) grants recipient and a two-time recipient of the NIH's Health Disparities Loan Repayment Program. Dr. Ford has a wealth of teaching, training and service experiences in health education, promotion, health disparities, community health and program evaluation.  She has mentored many doctoral and masters’ trainees who have completed studies in public health. These experiences, along with participation in service activities, helps inform community-based engagement and research among minority populations.

 
Symposium (9)
Belonging in Higher Education: Perspectives and Lessons from Diverse Faculty
Nicholas D. Hartlep 1; Terrell L. Strayhorn 2
1 University of Wisconsin–Milwaukee, USA; 2 Virginia Union University (VUU), USA
 
“You are Young, that’s Why We Hired You”
In this presentation Hartlep shares his experience of being hired as a Department Chair and Endowed Chair at Berea College. He shares how the hiring process differed from other jobs he has applied for and how it made him feel as though he belonged at Berea College. In his narrative and presentation, he shares how the words that are spoken while on an interview help to make one feel as though they belong. He situates his experiences within national-level and field-specific statistics. He draws from the interdisciplinary work of critical race theory when sharing his counter narrative. He concludes by sharing suggestions and reflection points for hiring managers who claim they want to “diversify” the pool of applicants.
 
“Sense of Belonging and Black Faculty Turnover at 2-Year Community Colleges: A Critical Case Study”
In his presentation, Strayhorn draws on data from one-on-one biographical interviews with over a dozen Black faculty and contingent instructors at 2-year community colleges in the United States to elucidate the important role that sense of belonging plays in their recruitment, retention, and early departure (i.e., turnover) decisions. Using critical, race-conscious [auto]ethnographic perspectives as a lens, he articulates through vivid illustrations how race, racism, and power conspired in their day-to-day experiences, both within and outside the classroom. Implications for future policy and practice will be highlighted, tying back to the presentation’s overall scope.
 
Biographies:
 
Dr. Nicholas D. Hartlep holds the Robert Charles Billings Endowed Chair in Education at Berea College, where he chairs the Education Studies Department. His research includes examinations of the model minority stereotype of Asian Americans, higher education leadership, teaching and transformation in urban educational settings, and the impact of neoliberalism on public P–20 education. He has published 24 books in the field of education over the course of his academic career, two of which were named Outstanding Books by the Society of Professors of Education. Hartlep has received multiple awards for his work, including the 2020 Emerging Leader Award from the American Association for Access, Equity and Diversity; the 2018 John Saltmarsh Award for Emerging Leaders in Civic Engagement from the American Association of State Colleges and Universities; the 2015 Distinguished Young Alumni Award from Winona State University, and the 2016 Graduate of the Last Decade Award from the University of Wisconsin–Milwaukee. He is currently writing What Can Be Learned from Work Colleges? An Education That Works (SUNY Press). Follow him on
Twitter: @nhartlep.
 
 
Dr. Terrell L. Strayhorn is Professor of Education and Psychology, Associate Provost for Faculty Development, and Interim Dean for the School of Arts & Sciences at Virginia Union University (VUU), where he also serves as Director of Research in the Center for the Study of Historically Black Colleges and Universities (HBCUs). An internationally recognized education equity scholar, Strayhorn’s research focuses on the social psychological determinants of educational success for racially minoritized faculty, staff, students, and other vulnerable populations in global contexts. His ground-breaking research on college students’ sense of belonging has informed state policies, transformed campus/school and workplace practices, STEM environments, and led to successful intervention testing. Strayhorn is a highly cited researcher, Associate Editor of Social Sciences & Humanities, Specialty Chief Editor of Frontiers in Education, Guest Editor of Youth and Sustainability, as well as author of 11 books and over 200 refereed journal articles, monographs and reports, with expert commentary on NPR, Huffington Post, and other national media outlets. A member of Alpha Phi Alpha Fraternity Incorporated, Strayhorn is a faculty affiliate at Rutgers University’s Center for MSIs, Fellow of the Association of Governing Boards (AGB) Leadership Institute, Diversity Scholar-in-Residence at Harrisburg Area Community College, Member of the Children’s Defense Fund’s Freedom Schools Research Advisory Committee, and several other boards. He has been named one of the country’s top diversity and inclusion scholars by Diverse: Issues in Higher Education, “Top 20 to Know in Education,” and “Top 40 under 40,” by BusinessFirst, to name a few awards. He earned a Ph.D. in education from Virginia Tech, a master’s in education policy from the University of Virginia (UVA), and a bachelor’s in music and religious studies from UVA

 

Symposium (8)

Increasing Cultural Competencies of Educators and Serving Multi-Exceptional Students: A Transformative Approach
Michelle Frazier Trotman Scott 1; Erinn Fears Floyd 2
1 University of West Georgia, USA; 2 University of South Florida, USA
Acknowledging and respecting students' diverse cultural backgrounds is fundamental to fostering an inclusive learning environment where all learners can thrive. By coupling cultural competencies with the Bloom-Banks matrix, educators can effectively tailor instruction to meet the unique needs of multi-exceptional students. This framework enhances academic engagement and achievement and cultivates learners' sense of belonging and empowerment. The color-coded system offers a user-friendly tool for educators to implement differentiated instruction seamlessly, ensuring that every student receives the support they require to reach their full potential.
In this session, we will present an innovative educational paradigm that prioritizes cultural responsiveness alongside the strategic application of the Bloom-Banks matrix to empower multi-exceptional students on their learning journey.
 
Short Biographies
Dr. Michelle Frazier Trotman Scott
affectionately known as Dr. Shelli and Dr. FTS, is a Professor of Special Education at the University of West Georgia. Dr. FTS, writes, presents, and facilitates workshops and dialogues on several topics including educational practices and reform, effective and transformative leadership, leadership development mentoring, time management, productivity, and topics pertaining to inclusivity, acceptance, and belonging. She has also written extensively about disproportionalities in gifted and special education, dual exceptionalities, the achievement gap, cultural responsiveness, and familial involvement. She also serves and leads in professional organizations. The best-selling author has made numerous presentations at national and international professional conferences and has co-edited multiple books. She is the winner of the R.A.C.E. Mentoring Founders Award and the Inaugural Council for Exceptional Children – TAG Diversity Award. Dr. Shelli is a current member of the Board of Directors of the National Association for Gifted Children, a member of the editorial board for multiple journals, and has served in leadership roles in multiple professional organizations. She is married and has three daughters.
 
 
Dr. Erinn Fears Floyd 
is Founder and CEO of Equity and Excellence in Education, LLC, which provides culturally relevant professional learning, advocacy, and academic support for educators, organizations, parents, and students. With 32 years in education, Dr. Floyd has served as a classroom teacher, Gifted and School Improvement Specialist, District Gifted Education Coordinator, Assistant Principal, Director of Professional Learning for the National Association for Gifted Children, and State Director of Gifted Education for the Alabama Department of Education. She is a former Lecturer at Texas State University, University Supervisor at The University of Maryland, and Assistant Professor at The University of Georgia.
Dr. Floyd is an inaugural recipient of the NAGC Dr. Mary Frasier Teacher Scholarship for Diverse Talent Development, the 2022 Dr. Alexinia Baldwin Gifted & ________ Award, and the 2024 Mary Frasier Equity and Excellence Award from the Georgia Association for Gifted Children. Dr. Floyd serves on the Board of Trustees for her alma mater, The Alabama School of Fine Arts, the Board of Directors for the Southeast Alabama Sickle Cell Association, Incorporated, and the Gifted Homeschoolers Forum Board of Directors. She has authored and co-authored several publications, including Mentoring and Social Media: Lessons Learned from R.A.C.E. Mentoring; Poverty and the (Mis)Education of Black and Hispanic Gifted Students; Power Advocates: Families of Diverse Gifted Learners Taking a Seat at the Table; Black and Gifted in Rural America: Barriers and Facilitators to Accessing Gifted and Talented Education Programs; Shifting the Narrative: Addressing Systemic Racial Disparities of Gifted Students of Color; The Red Owl Collaborative: Leveraging Sisterhood and Social Justice; and Black, Gifted, and Living in the “Country”: Searching for Equity and Excellence in Rural Gifted Education Programs. Dr. Floyd and her husband are the proud parents of two gifted children, a son (17) and a daughter (13).

 

Symposium (7)

Does Minority Serving Status (MSI) predict the six-year graduation rates among Black
Justin Lamar Bryant
The present mood hovering over the American higher education system now expects post-secondary institutions to graduate students within a reasonable time. There is also an expectation of colleges and universities to equip students with the competencies necessary to meet the nation’s labor demand. The last several decades witnessed an increase in college attendance, but this uptick in enrollment failed to translate in college completion rates. Unfortunately, the United States only made incremental improvement in this effort, and the nation continues to fall in the global ranking for educating its citizens.
This proposed study seeks to answer the following research questions: (1) When disaggregating by student demographic factors, does Minority Serving Status (MSI) predict the six-year graduation rates among Black, Latinx, and Pell Grant students; (2) when disaggregating by student demographic factors, does the racial identity of faculty predict the six-year graduation rates among Black, Latinx, and Pell Grant students; and (3) when disaggregating by student demographic factors, which institutional expenditures and funding sources predict the four-, six-, eight-, and ten-year graduation rates among Black, Latinx and Pell Grant students?
Using panel data across ten years (2009 to 2019), this study utilized an OLS regression to perform this analysis.
 
Biography
Dr. Justin Lamar Bryant is an Assistant Professor of Education in the Department of Curriculum and Instruction, and also serves as an affiliate faculty in the Division of Social Sciences teaching history, at Prairie View A&M University.  Bryant’s research primarily focuses on improving the rates of persistence, retention, and completion for traditionally underrepresented students. His research also examines Minority Serving Institutions (MSIs), particularly, Historically Black Colleges and Universities (HBCUs), as well as assessing strategies to actualize diversity, equity and inclusion in education.  Bryant earned his Bachelor of Arts (BA) in History with a minor in Spanish from Morehouse College.  He later earned his Master of Arts (MA) in History from Georgia Southern University followed by his Doctor of Philosophy (PhD) in Higher Education Leadership and Policy Studies from the University of Houston.
 

 
Dr. Terrell Lamont Strayhorn is one of the most prolific and influential scholars in the fields of education, psychology, and the academic study of diversity, equity, inclusion, and belonging (DEIB). Named of the country’s “Top Diversity Scholars” by Diverse Issues in Higher Education and a remarkable “Bridge-Builder” between academic- and student affairs by one of ACPA’s commissions, Strayhorn has authored 12 books, including the award-winning College Students’ Sense of Belonging (2nd ed, 2019), and over 200+peer-reviewed journal articles and academic publications. His research has been cited, endorsed, or financially supported by over $10 million from the most premiere agencies in the world including Lumina Foundation, Annie E. Casey Foundation, National Science Foundation, to name a few. One of his core passions is translating research-to-practice in ways that improve the material conditions and lived experiences of our most vulnerable populations. He accomplishes this mission largely through the more than 2000+ public talks, distinguished lectures, and keynotes he has delivered across the globe.
A respected thought-leader and highly sought speaker, Strayhorn’s ground-breaking research has been cited in many outlets including The Washington Post, The Chronicle of Higher Education, Huffington Post, Essence, and Diverse Issues, to name a few. He is President and CEO of Do Good Work Consulting Group, a minority-owned business that partners with hundreds of colleges, universities, corporations, and agencies each year to enhance culture, build inclusive environments, and boost belonging in ways that raise morale, increase retention, improve people’s journey, and help organizations hit their bottom line. He’s a Contributing Writer for Entrepreneur, Thrive Global, All Business, and Psychology Today, where he leads the “Belonging Matters” blog.
Strayhorn is Professor of Education and Psychology; Director of the Center for the Study of HBCUs, and Principal Investigator of The Belonging Lab at Virginia Union University, where he also serves as Vice Provost and Interim Dean of the School of Arts & Sciences. He is Diversity Scholar-in-Residence at Harrisburg Area Community College, Fellow of AGB’s Institute for Leadership & Governance, and board member for several non-profits including Rainbow Labs, Oregon Outreach Inc., Career Analysis Academy, Psychologists of Color Inc., and the MCT Educational Foundation. He is a proud member of Alpha Phi Alpha Fraternity Incorporated.
Company: Do Good Work Consulting Group
Website: www.dogoodworkllc.org
Connect with me on Twitter, LinkedIn, or Instagram
Here’s how to pronounce his name: https://bit.ly/TLSSayIt
 

 

Dr. Mark Anthony Gooden is Christian Johnson Endeavor Professor in Education Leadership at Teachers College, Columbia University. Dr. Gooden’s research focuses broadly on culturally responsive school leadership with specific interests in the principalship, anti-racist leadership, urban educational leadership, and legal issues in education. He is Past President of the University Council for Educational Administration (UCEA), a consortium of over 100 higher education institutions committed to advancing the preparation and practice of educational leaders for the benefit of schools and children. Dr. Gooden is 2017 recipient of UCEA Jay D. Scribner Mentoring Award and 2021 recipient of the UCEA Master Professor Award for distinguished service in teaching, curriculum development, and student mentoring. Dr. Gooden is co-author of Five Practices for Equity-Focused School Leadership. His research has appeared in a range of outlets including American Educational Research Journal, Educational Administration Quarterly, Teachers College Record, The Journal of Negro Education & Urban Education, Review of Educational Research, Educational Leadership, and Education Week. Before entering higher education, Dr. Gooden served as a secondary mathematics teacher and departmental chairperson in Columbus Public Schools. He transitioned into higher education as an assistant professor at the University of Cincinnati where he also directed several leadership programs for 7 years. Dr. Gooden went on to eventually rise to the role of the Margie Gurley Seay Centennial Professor of Education at The University of Texas-Austin. Also, he served as director of the principalship program for nearly 9 years while there. Dr. Gooden has spent over 2 decades in higher education developing and teaching courses in culturally responsive leadership, race, law, and research methods. He has consulted with school districts, universities, and non-profit organizations by designing and delivering professional development courses/workshops in anti-racist leadership, law, and community building. He earned his BA in Mathematics from Albany State University (a Historically Black College/University) and his M.Ed. in Mathematics Education, a second master’s, and a PhD in Policy and Leadership, all from The Ohio State University.

 

Dr. Anthony L. Heaven is an Assistant Professor of Philanthropic Studies at Indiana University’s Lilly Family School of Philanthropy, where he brings a wealth of experience from over a decade in the philanthropic sector. Before joining the Lilly Family School, Dr. Heaven held roles in donor relations, fundraising, and philanthropic consulting, culminating in his position as Vice President and Higher Education Practice Group Leader at Graham-Pelton. His career is marked by a commitment to advancing the discourse on philanthropy and justice, a commitment reflected in his extensive portfolio of conference presentations, panel discussions, and invited lectures.

Dr. Heaven has been a prominent voice at institutions and conferences nationwide, including CASE conferences—where he earned the designation of Faculty Star, the Advancement Lab, The University of Texas at Austin, Johns Hopkins University, the University of Florida, Arizona State University, and the University of Rochester, among others.

A proud graduate of Stillman College, a Historically Black College (HBCU), Dr. Heaven earned his Bachelor of Arts in History and Religion/Theology. He went on to pursue advanced studies at The University of Texas at Austin, where he earned both a Master of Education (M.Ed.) and a Ph.D. in Higher Education Leadership. His doctoral research, which received the Dissertation of the Year Award from the American Association of Blacks in Higher Education, offers a critical examination of the lived experiences of African American development officers at predominantly White institutions. Dr. Heaven’s scholarly contributions and leadership continue to influence the field of philanthropy, particularly in advancing equity and justice within the sector.

 

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