Dr. Lamont A. Flowers, Distinguished Professor and Executive Director, co-authored a study titled, “Effects of Greek Affiliation on African American Students’ Engagement: Differences by College Racial Composition” in the College Student Affairs Journal. The purpose of the study was to explore the effects of college racial composition and Greek affiliation on African American students.
Dr. Flowers co-authored an article titled, “Using E-mail to Enhance Assessment in Online Courses” in the Online Classroom. This article, based on our National Science Foundation grant, described strategies for using electronic communications to enliven distance education settings.
Dr. Flowers authored a study titled, “Attaining the American Dream: Racial Differences in the Effects of Pell Grants on Students’ Persistence and Educational Outcomes” for The Kirwan Institute for the Study of Race and Ethnicity at The Ohio State University. The purpose of this commissioned study was to explore the impact of Pell grants on students' academic and labor outcomes.
Cindy Roper explored the impact of teacher quality on academic achievement. The study was reported in a Policy Report that was produced at the Charles H. Houston Center.
Dr. Flowers presented research regarding high-achieving Black male college students at the 58th Annual Convention of the National Association for Gifted Children in New Orleans, LA. The purpose of the presentation was to describe data pertaining to the relationship between students’ career orientations and academic experiences.
Cindy Roper presented, “Deliberative Democratic Evaluation and Expanding the Role of Evaluation in the Policy Process” at the American Evaluation Association’s Annual Conference in Anaheim, CA. This presentation focused on the need to include underrepresented groups such as women and minorities in the evaluation process and examined how this inclusiveness could increase the utility of evaluation in policy change.
Dr. Flowers analyzed data from a qualitative study of students’ perceptions of virtual laboratories at the 17th Annual Sloan Consortium International Conference on Online Learning in Orlando, FL. The purpose of the study was to discuss the benefits of using distance education in laboratory courses at a historically Black college.
Dr. Flowers presented results of a mixed methods study pertaining to Black males’ academic and vocational orientations at the 39th Annual Conference of the National Alliance of Black School Educators in New Orleans, LA. This presentation described findings from a multivariate research project designed to examine the utility of social learning theory to explain Black male college students’ career development outcomes.
The Charles H. Houston Center offered its Fall 2011 Research Workshop on October 27, 2011. The workshop focused on working with nonparametric statistics utilizing data from College Results Online. Using SPSS, participants examined six-year graduation rates across categories of minority participation in a sample of South Carolina colleges and universities.
The Charles H. Houston Center’s Office of Academic Excellence implemented College Knowledge 101. This event enables high school students and parents to receive information regarding test-taking strategies and the college admissions process.
Dr. Flowers participated in an invited panel discussion regarding males of color sponsored by the Center for Law and Social Policy (CLASP) in conjunction with the Robert Wood Johnson Foundation. The goal of the discussion was to describe the most critical issues facing Black males in middle school.
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