AN OPEN ACCESS RESOURCE GUIDE
Academic Pipeline programs are initiatives that support and propel URM students along their educational journey by providing programming related to research, career and life preparation.
The Academic Pipeline Project is a resource for underrepresented populations to diversify the pathway from the bachelors to the professoriate
Dr. Curtis D. Byrd
Higher Education Consultant and Research Associate, HBCU STEM Undergraduate Success Center, Morehouse College
Dr. Rihana S. Mason
Georgia State University
Resource guide for
· Parents preparing children for college/university life
· Undergraduate/graduate students, professionals, post docs
· Faculty, college/university/graduate school administrators
· Program coordinators, faculty mentors
· Chief Diversity Officers/Diversity Officers
WEBSITE (COMING SOON)
This publication will serve as a comprehensive resource guide to support the readership’s (i.e., parents, undergraduate and graduate students, post docs, faculty, college/university and graduate school administrators) awareness of pipeline programs that recruit individuals from diverse ethnic, gender, and economic backgrounds. We are focusing on groups that are categorized as underrepresented relative to their representation in colleges and universities.
This guide will illustrate initiatives that prepare individuals for the journey from the undergraduate degree to careers in academe. This resource will provide an in-depth discussion regarding these pipeline programs using the newly created THRIVE Index which will contextualize each program into comparable and quantifiable frameworks for the reader.
The Interactive GIS Mapping system and database will be created in partnership with the Morehouse College HBCU STEM-US Center.
LEARN MORE ABOUT LEVER PRESS
Inside Higher Ed article HERE
"Lever Press Sets Gears in Motion"
Assessment Tool for Pipeline Programs
Type (T) Where it falls in the pipeline structure
History (H) Context, milestones, longevity, educational outcomes
Research (R) Research preparation and program components
Identity/Inclusion (I) how programs are inclusive of students on campuses
Voice (V) how each program creates a positive environment for students to enhance their voice
Expectations (E) Expectations of what the student gains from the program
Dr. Curtis D. Byrd has over 20 years of experience in preparing students for graduate school, career, professional and leadership development. He works as a Higher Education Consultant and is currently a Research Associate for the HBCU STEM Undergraduate Success Center, at Morehouse College. For 8 years, he served as Assistant Dean and a Graduate Enrollment Administrator at Clark Atlanta University (Historically Black College and University). He was responsible for coordinating the recruitment, marketing, and retention efforts for graduate students at CAU. Prior to CAU he served as Director of the McNair Scholars program at University of Florida and Georgia State University. Before working with the TRIO programs, from 2000-2006 he was Executive Director of the Peach State Louis Stokes Alliance for Minority Participation (a National Science Foundation funded program) and Director of (Minority) Graduate Recruitment and Retention at the University of Georgia. He served on the National Advisory Board for Ronald E. McNair Post-Baccalaureate Achievement Program and currently is the conference co-chair of the Annual National SAEOPP McNair Conference in Atlanta, GA. Also, in 2015 he successfully wrote and was awarded the National Association of Graduate Admissions Professionals (NAGAP) Enrollment Management grant for his doctoral research on Innovative Strategies for Diversifying the Professoriate. Dr. Byrd earned both his B.S. in Psychology and M.Ed. in Higher Education at Iowa State University. In 2016 he graduated with his Doctorate in Education (Ed.D.) in Adult Leadership Education from the University of Georgia.
Dr. Rihana S. Mason received her doctorate in Experimental Psychology with an emphasis in Cognitive Psychology from the University of South Carolina, Columbia, SC in 2004. She is now a Research Scientist at the Urban Child Study Center at Georgia State University and an Adjunct faculty member at Spelman College, her undergraduate alma mater. As an undergraduate at Spelman, she participated in the National Institutes of Mental Health Careers and Opportunities in Undergraduate Research Training Program (NIMH-COR) and was later named a NIMH-COR star in 2007. She began mentoring her own students in 2005 and has served as a faculty mentor for NIMH-COR, Research Initiative for Scientific Enhancement (RISE), and the Ronald E. McNair Programs. She was awarded the Ronald E. McNair Faculty Appreciation Award in 2008 for her dedicated service. Having served in a dual capacity, both a mentee and mentor, she has accumulated an array of knowledge as it relates to forging mentee/mentor relationships in the academy and common pedagogies that exist across undergraduate research training models. She served as an Associate Professor in Psychology at Emmanuel College for several years where she helped to expand the undergraduate curriculum to include courses which emphasized research and writing in psychology. During her tenure at Emmanuel she was awarded the Firebaugh Memorial Faculty Award in 2015. She serves as the chair for the Committee for the Equality of Professional Opportunity (CEPO) under the Southeastern Psychological Association (SEPA) and as a member of the Psi Chi Diversity Committee.
Dr. Freeman A. Hrabowski, President of UMBC (University of Maryland, Baltimore County) since 1992, is a consultant on science and math education to national agencies, universities, and school systems. He was named by President Obama to chair the President’s Advisory Commission on Educational Excellence for African Americans. He also chaired the National Academies’ committee that produced the report, Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads (2011). His 2013 TED talk highlights the “Four Pillars of College Success in Science.”
Named one of the 100 Most Influential People in the World by TIME (2012) and one of America’s Best Leaders by U.S. News & World Report (2008), he also received TIAA-CREF’s Theodore M. Hesburgh Award for Leadership Excellence (2011), the Carnegie Corporation’s Academic Leadership Award (2011), and the Heinz Award (2012) for contributions to improving the “Human Condition.” UMBC has been recognized as a model for inclusive excellence by such publications as U.S. News, which the past eight years has recognized UMBC as a national leader in academic innovation and undergraduate teaching. Dr. Hrabowski’s most recent book, Holding Fast to Dreams: Empowering Youth from the Civil Rights Crusade to STEM Achievement, describes the events and experiences that played a central role in his development as an educator and leader.
Dr. Ansley Abraham is founding director of the Southern Regional Education Board State Doctoral Scholars Program in Atlanta, GA. Under Dr. Abraham’s direction, the board has developed one of the nation’s best-documented and nationally recognized programs for producing minority Ph.Ds. who seek faculty careers. The Doctoral Scholars Program is successfully producing minority graduates—almost 1,000—have earned their degree and are employed on college and university campuses. Currently, more than 500 scholars are progressing toward the Ph.D. The Doctoral Scholars Program annually sponsors the Compact for Faculty Diversity Institute on Teaching and Mentoring. The Institute is a nationwide effort of state, federal, and private agencies and organizations committed to faculty diversity. More than 1,200 minority Ph.D. scholars and their mentors come together to learn the skills and knowledge necessary for the successful completion of the doctoral degree, improve departmental environments, and transition into academic careers. The Institute is the largest gathering of minority Ph.D. students in the nation. Dr. Abraham has directed studies at SREB that covered several topics, including perception of the campus climate by minority and majority group students on historically black and predominantly white campuses. Dr. Abraham also completed two widely acclaimed studies on statewide assessment and placement standards and the need for developmental education for entering college students in the SREB region. As a result of his research, Dr. Abraham has published numerous articles and monographs.
Dr. Abraham earned his B.S. in sociology and psychology, and his M.S. and Ph.D. in sociology (with an emphasis on sociology of education and race/ethnic relations) from Florida State University. He has worked as a program specialist in the Florida State Department of Education and management analyst in the Florida Governor’s Office.