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Low income students are now a majority of the public school enrollment in 11 of 15 Southern states.

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Interest in game-based learning for K-12 is growing. Thus, helping teachers understand how to use these new pedagogies is important.

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  Profiling General Education  

Piloted HBCU General Education Yields 86% Graduation Rate for Three Consecutive Years

Between 2006 and 2008, more than 300 African American males voluntarily entered a piloted General Education held at Morehouse College, a historically black undergraduate college for males in Atlanta, Georgia.  On average, at least 65 percent of the cohorts who entered into the pilot were below the level of proficient on admission’s tests such as the SAT, ACT and ETS’ Proficiency Profile in math, reading, and writing. By completion of the general education capstone course, however, the underprepared students would emerge with valid improved learning skills, and along with other pilot students would demonstrate the following general education skills at proficient- to- advanced levels, according to in-house and national assessment measures:

  • Critical thinking and problem solving
  • Written and oral communications
  • Quantitative and information literacy
  • Interdisciplinary approaches to the natural and social sciences, economics, business, and humanities
  • Life-long  learning of general life skills
  • Leadership and Cultural diversity

By the senior year, or within a total of four years, each entering group into the pilot departed also with advantageous years of experience as interns; ambassadors of travel abroad; and recipients of prestigious academic grants, scholarships, and awards.  Each group also departed within four years with degrees largely in the sciences, business, and economics.
 For the extent of the General Education pilot, the average 4-year graduation rate remained above national averages for historically black colleges and universities:  76% in 2010; 86% in 2011; and 94% (as projected) for 2012, while the highest average rate for at least two HBCUs remained in the mid-70% and for six years. 
Interpretative evaluation of the piloted General Education is ongoing, for the last cohort is scheduled to graduate in May of 2012.   But, for now, the learning environment of the pilot has yielded (in addition to the 4-year graduation rate) observable conclusions which validate a General Education at its bestfor minority achievement:

  • A model of student development which is intentional, corrective, and integrative;
  • Learning  communities which intentionally reinforce the model of student development;
  • Assessment at both the course and program levels of the model; and
  • Evaluations of assessment findings which routinely improve student learning and reliably inform the model of student development.

The piloted General Education was orchestrated from 2005 to 2011 by Dr. Hazel Arnett Ervin and Dr. Lois Jamison Sheer. Both are the founding organizers of the HBCU-General Education Alliance, Inc.

Research Studies






The publication of The Marketplace of Ideas has precipitated a lively debate about the future of the American university system: what makes it so hard for colleges to decide which subjects are required? Why are so many academics against the concept of interdisciplinary studies? From his position at the heart of academe, Harvard professor Louis Menand thinks he's found the answer. Despite the vast social changes and technological advancements that have revolutionized the society at large, general principles of scholarly organization, curriculum, and philosophy have remained remarkably static. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas argues that twenty-first-century professors and students are essentially trying to function in a nineteenth-century system, and that the resulting conflict threatens to overshadow the basic pursuit of knowledge and truth.

See our session with Louis Menand

We live in a leadership crisis “In an age when incompatible worlds collide and when scandals rock formerly stable institutions,” says Walter Fluker. “What counts most is ethical leadership and the qualities of personal integrity, spiritual discipline, intellectual openness, and moral anchoring.” Fluker finds these characteristics exemplified in the work and thought of black-church giants Martin Luther King Jr and Howard Thurman.

This volume, for leaders and emergent leaders in business, non-profit, academic, religion and other settings, sets forth the concept and principles for ethical leadership, particularly for ministries and other professions whose mission directly advances the common good. Fluker’s volume grounds leadership in story, the appropriation of one’s roots, as a basis for personal and social transformation. He then explores the key values of character, civility, and community for ethical action on the personal, public, and spiritual realms. From these considerations he develops a model of the specific virtues that embody each realm of ethical leadership before applying them to the practical aspects of leadership and decision-making.

See our session with Walter Earl Fluker

This book significantly advances discussion of the mission of higher education in today’s multicultural environment and global economy. It sets out the challenges and considerations that must be addressed by administrative leaders, by trustees, and others who shape the vision and direction of the institution –but most particularly by academic deans and faculty.

James A. Anderson makes the case that the inclusion of a diversity and globalization in disciplinary work contributes to the research agendas of individual faculty and their departments, aligns with scholarly values, and promotes such student learning goals as tolerance of ambiguity and paradox, critical thinking and creativity. Anderson offers a strategic vision of success, backed by theory and examples of effective application, for creating transformative change, and provides a roadmap to implementing inclusive pedagogical practices and curricula.

With implementation dependent on leadership and participation at every level of an institution, everyone with a stake in its future should read this book.

See our session with James A. Anderson


2011 - 2013 General Education Alliance      336 596 9097        P.O. Box 115037, Atlanta, Georgia, 30314      info@hbcugea.com
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