The impact of a multimodal professional network on developing social capital and research capacity of faculty at historically black colleges and universities.

This qualitative case study examined how a multimodal professional network environment (STEM for all Video Showcase) affected five STEM educational researchers' capacity to engage in grant funded research at U.S. Historically Black Colleges and Universities (HBCUs). Guided by the social capital and professional network literature as a conceptual framework, we analyzed data from surveys, interviews, and online discussion posts. We aimed to understand HBCU-based researchers' supports and barriers in writing and/or conducting grant funded research in STEM education, and ways in which the multimodal professional network experience supported their research and professional networking, if at all. We found that organizational structures shaped participants' social capital as well as their grant funded research activities. Further, participating in a multimodal professional network enabled participants to further develop their research capacity and to also expand their collegial networks. We offer recommendations for institutions to support the research endeavors of their faculty and suggest ways in which organizations using or developing professional multimodal networks can enhance faculty research development.

Ives J ，Drayton B ，Hobbs K ，Falk J ... -  《-》

African American nurse faculty satisfaction and scholarly productivity at predominantly white and historically black colleges and universities.

McNeal GJ 《-》

Student Health Services at Historically Black Colleges and Universities and Predominantly Black Institutions in the United States.

Student health services are associated with improved health outcomes and academic success, particularly among under-resourced college populations. This study compared student health services at Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) and identified factors associated with the availability of comprehensive health services (CHS). We conducted a secondary analysis of 2022 data from the Integrated Postsecondary Education Data System (IPEDS), the Minority Serving Institutions (MSIs) Directory, and the websites of HBCUs and PBIs (n=167). Bivariate and multivariate logistic regression analyses were undertaken to identify institutional variables associated with providing CHS. Institutional variables included college type (public vs. private), MSI category (HBCU vs. PBI), undergraduate enrollment, location, and proportion of Pell grant recipients. Approximately 13% of HBCUs and 26% of PBIs offered no student health services; 65% of HBCUs and 39% of PBIs offered on-campus CHS with prescribing providers. Four-year HBCUs were five times more likely than 4-year PBIs to have CHS (p=0.014). Institutions with more Pell Grant recipients were less likely to offer CHS. Access to health care is an important social determinant of health, academic persistence, and achievement for college students. HBCUs were significantly more likely than PBIs to offer CHS. HBCUs are more likely than PBIs to have resources from federal funding, donors, and endowments that may support the development of student health centers and services. Increased funding for PBI health centers could improve access and promote health equity among the most vulnerable student populations.

Mueller SD ，Sutherland MA ，Hutchinson MK ，Si B ，Ding Y ，Connolly SL ... -  《-》

Lessons from a cross-institutional online professional development pilot.

To reflect on a collaborative approach used by a group of faculty and administrators from historically Black colleges and universities (HBCU) and predominantly Black institution (PBI) pharmacy programs to provide high quality, multiple institution, faculty development programming in online environments. A pilot for a shared online professional development initiative between pharmacy programs at five HBCUs and one PBI was implemented as a two-hour combined video conference and webinar, with structured networking, instructional programming, and breakout group sessions. Learning outcomes focused on increasing knowledge and awareness of mindsets in faculty and students with additional project goals of beta-testing interactive web conference formats, developing cross-institutional networking, and identifying avenues for sharing resources and expertise. Kolb's Cycle of Experiential Learning (Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) was used to guide reflection on the joint workshop. The instructional design, delivery, and learning experiences of the program itself were analyzed using Garrison's Community of Inquiry Framework. Action research approaches can be applied to facilitate the continuous quality improvement cycle in multi-institution initiatives, such as joint faculty development programming. Lessons related to cross-institutional collaboration, communities of practice development, networking, and communication can be used for future joint faculty development sessions and other shared initiatives for institutions serving minoritized students as well as other multiple institution consortiums.

Hughes JA ，Martin T ，Gladwell TD ，Akiyode O ，Purnell MC ，Shahid M ，Moultry AM ，Rapp KI ，Unonu J ... -  《-》

Leadership development for health researchers at historically Black colleges and universities.

Treadwell HM ，Braithwaite RL ，Braithwaite K ，Oliver D ，Holliday R ... -  《-》