Historically Black Colleges And Universities Research Articles

Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition

ABSTRACT This study examined student-faculty interactions and university environment as predictors of devaluing academic success and the intention to persist among a sample of Black college students attending historically and/or predominantly White institutions (H/PWIs) and historically Black colleges and universities (HBCUs). Results indicated the hypothesized model fit the data reasonably well across schools. However, notable differences were found. The paths from respectful student-faculty interactions and university environment to devaluing academic success were significant for students attending HBCUs but not H/PWIs. Additionally, university environment was a significant mediator of devaluing academic success for HBCUs but not H/PWIs. Findings suggest that the university environment and student-faculty interactions play a more important role in the academic attitudes of Black students attending HBCUs than H/PWIs.

Three-Dimensional Biomaterials with Spatiotemporal Control for Regenerative Tissue Engineering.

At Morehouse College, one of the nation's top liberal arts historically black colleges and universities (HBCU) for African American men, research experiences are used to enhance the liberal arts educational experience. Securing research funding to train HBCU students is highly competitive and challenging due to the review process that is typically vetted by scientists from research-intensive universities who may not be familiar with the HBCU enterprise that may be comprised of insolvent infrastructures. In this Account, the synthesis and preparation of synthetic polymeric biomaterials that are used to facilitate or support changes in biological processes, enhance mechanical properties, and foster tissue growth in three dimensions (3D) under disease conditions will be discussed. The use of biomaterials to help control biological processes in disease states is limited. Hence, the fabrication of 3D scaffolds with chemical variability to grow or repair damaged tissues by inhibiting molecular pathways shows promise by controlling the cellular response to recapitulate 3D tissues and organs. The Mendenhall laboratory at Morehouse College uses 3D biomaterials to solve biological problems by probing cellular mechanistic pathways using natural products and nanoparticles. Toward this end, we have fabricated and manufactured 3D biomaterial scaffolds using chemical strategies to mitigate biological processes to help restore pristine tissue properties. Hydrogels are 3D polymeric matrixes that swell in aqueous environments and support cell growth that later infuriates the 3D matrix to create new tissue(s). In contrast, electrospun fibers use high electric fields to create porous 3D polymeric structures that can be used to create 3D tissue molds.The synergistic use of 3D biomaterial templates that can inhibit cellular damage while providing a mechanically strong scaffold to support regenerative tissue growth is essential to creating the next generation of biomaterials. This approach will require foresight using tools from synthetic biology, molecular biology, autonomous processes, advanced biomanufacturing, and machine learning (ML). The use of several biomaterials has been explored by the Mendenhall laboratory to design, prepare, fabricate, characterize, and evaluate 3D electrospun fibers and hydrogels containing hybrid compositions of polylactic acid (PLA), poly(n-vinylcaprolactam) (PVCL), cellulose acetate (CA), and methacrylated hyaluronic acid (meHA). This work contributed to the newly fabricated PVCL-CA fibers with morphological changes and nanoscale fiber hydrophobic surface properties. While the use of electrospun fibers can create hierarchal scaffolds for bone tissue engineering, the use of injectable gels for nonporous tissues such as articular cartilage presents another compelling biomaterial challenge. Using graft polymerization, we prepared PVLC-graft-HA and studied the effect of lower critical solution temperatures (LCSTs), gelation temperatures, and mechanical properties using temperature-controlled rheology. Additionally, we reported that articular cartilage (chondrocyte) cells seeded in PVCL-g-HA gels and incubated at hypoxia 1% O2 produced a 10-fold increase in extracellular matrix proteins (collagen) after 10 days. This work supported exploring new approaches to protecting chondrocyte cells under hypoxia using a 3D scaffold technology.

Isolation, Oxidation, and Application of Crystalline-Pristine Cellulose: Natural Products That Could End Plastic Waste

ConspectusGiven this special issue's efforts to highlight the research emanating from HBCUs (Historically Black Colleges and Universities) and the trials and tribulations associated with their research, the authors have presented work associated with the characterization and application of cellulosic materials as renewable products. Despite challenges, the research completed in this laboratory at Tuskegee, a HBCU, hinges upon the many investigations of cellulose as a carbon-neutral, biorenewable material that can potentially replace environmentally unfriendly and hazardous petroleum-based polymers. Although cellulose is one of the most promising candidates, overcoming the challenge of its incompatibility (i.e., lack of good dispersion, interfacial adhesion, etc.) with most hydrophobic polymers due to its hydrophilic nature is critical to usage in plastic products across industries. Chemical isolations via acid hydrolysis and surface functionalities have emerged as new approaches to modulate the surface chemistry of cellulose to improve its compatibility and physical performance within the polymer composites. Recently, we have explored the influence of (1) acid hydrolysis and (2) chemical modifications via surface oxidation to ketones and aldehydes on the resulting macrostructural arrangements and thermal performance and (3) the application of crystalline cellulose as reinforcement agents in ABS (acrylonitrile-butadiene-styrene) composites.XRD structural characterizations of crystalline cellulose isolated from wheat straw under dissimilar acid hydrolysis conditions showed induced alterations in the native cellulose polymorph (CI). Mixing of the native polymorph (CI) with CIII was observed and found to be more prominent under sulfuric acid isolation conditions which is one of the more commonly used methods of chemical isolation. Thermal evaluations using TGA confirmed that the introduction of the mixed polymorphs changed the thermal behavior of the isolated crystalline cellulose. Further, FTIR analysis and Tollens testing of chemically oxidized crystalline cellulose via the Albright-Goldman reaction revealed the transformation of surface OH groups to ketones and aldehydes, respectively. We observed similar macrostructural disruption behavior to that of acid hydrolysis processing (i.e., mixing of polymorphs) for oxidation of crystalline cellulose, which had no negative impacts on the thermal stability of the cellulosic structure. The application of acid-hydrolyzed pristine cellulose (PC) as reinforcement agents in ABS composites showed increased thermal-mechanical performance as revealed by TGA and thermal mechanical analysis (TMA). As the ratio of crystalline cellulose increased, the thermal stability of the ABS composite increased, and at extremely high ratios, increased dimensional stability (i.e., low coefficient of thermal expansion (CTE) value) was observed, expanding the application of ABS plastic products.

An HBCU track-and-field student-athlete perspective on the role of the pharmacist and physical therapist in sports

BackgroundPharmacy is a profession with the capacity to provide services in a variety of venues, including sports and sporting events. The physical therapy profession is often involved in treating the injured athlete; however, direct interactions with collegiate sport teams is limited and inconsistent. A literature review showed a limited and inconsistent role of the pharmacist and physical therapist in sports, especially at Historically Black Colleges and Universities (HBCU). ObjectiveTo examine collegiate track-and-field student-athlete perceptions related to the role of the pharmacist and physical therapist. MethodsA cross-sectional study using a convenience sample was conducted to assess the perceptions of NCAA track-and-field student-athletes from a HBCU. A survey utilizing modified Likert-scale and open-ended questions was administered electronically to fifty-four student-athletes via email. Inclusion criteria were age ≥ 18 years old and a current track-and-field student-athlete. Descriptive statistics were used for data analysis. ResultsThis study, one of the first to examine an HBCU student-athlete population, yielded a 100% response rate. About 80% want to discuss the directions for use and side effects of certain medications or dietary supplements with a team pharmacist. Over 75% of student-athletes desired to consult with a physical therapist about injury management and prevention. Overall, most respondents felt that pharmacists (81.5%) and physical therapists (78.8%) should have a role with NCAA sports to benefit student athletes. ConclusionInterprofessional collaboration and communication among healthcare professionals is essential to improve student-athlete health knowledge and performance. The student-athletes expressed interests in receiving consultation and educational sessions from pharmacists and physical therapists.

The Experiences of Black Women Senior Student Affairs Officers: A Multiple-Case Study

Within this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year historically white institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes—often expressed within experiences of marginalization—emerged across the cases: 1) I Have a Right to Be Here; 2) Creating Networks; 3) No Straight Line to the Top; and 4) I’m Thinking about the Black Girls Coming Behind Me. We conclude the study with a discussion, implications for practice, and recommendations for ongoing research.

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

AbstractBackgroundCOVID‐19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/HypothesisGiven the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID‐19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs?Design/MethodsThree surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach.ResultsOf the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety.ConclusionsDuring a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well‐documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

LGBTQIA+ Students Exhibit Differing Information Practices Based on Social Media Presence and Self-Identified Personality Type

A Review of: de la Cruz, J., Winfrey, A., & Solomon, S. (2022). Navigating the network: An exploratory study of LGBTQIA+ information practices at two single-sex HBCUs. College & Research Libraries, 83(2), 278–295. https://doi.org/10.5860/crl.83.2.278 Objective –To explore the information practices of LGBTQIA+ students and the potential for academic libraries to impact or influence these practices. Design – Focus groups and individual interviews. Setting – Two single-sex Historically Black Colleges and Universities (HBCUs) in the USA. Subjects – Twenty-three (23) LGBTQIA+ students who were recruited through convenience and snowball sampling. Methods – Students from the two colleges were hired and trained as recruiters and interviewers. Twenty-three (23) total interviews on information practices were conducted—nine (9) via focus group, fourteen (14) via individual interviews. No two students participated in both a focus group and an individual interview. Question banks were drafted by the authors for the interviewers to use. Main Results – Four primary themes arose in qualitative, applied thematic analysis: Acceptance, Support, Personality, and Social Media. Acceptance was further discussed by an interviewee stating one of the colleges in the study was started by lesbians, but this is silent in the campus history. Thus, it is difficult to feel accepted on a campus with so much erasure of LGBTQIA+ history. In conjunction with Acceptance is the lack of Support from both campuses, namely in events, activities, and other affirming programming for LGBTQIA+ students. Students felt the need for more explicit, unequivocal support for LGBTQIA+ students from campus administration. Findings also suggested that Personality, namely participants’ self-identified introversion, may contribute to information deprivation due to fewer social connections and therefore less information sharing. Social Media, the final theme, was noted as the most powerful forum for information sharing for students, as well as a space to normalize LGBTQIA+ movement and visibility. Finally, students viewed the library in a traditional light, such as a study space. The reasoning for some LGBTQIA+ students rejecting the library as a safe space was unclear, though the authors hypothesize this may be due to safety while returning back to their dorms at night. Conclusion – With a paucity of research in the information practices of LGBTQIA+ students, specifically those enrolled at HBCUs, the authors concluded that continued research is needed to understand how libraries can create safety and visibility. One primary mode for this might be to make more visible that libraries are not neutral, and that supporting LGBTQIA+ students should be a priority.

Perceptions of Alumni Customer Service Experiences as a Factor of Alumni Giving at Three Historically Black Universities in the Southeastern United States

The purpose of this study was to gain an in-depth understanding of universities’ alumni perceptions of customer service experiences as a factor of Alumni giving at Historically Black Colleges and Universities (HBCUs) in the Southeast. Research shows that the overall undergraduate experience, the quality of academic instruction, and students’ engagement on campus impact donor giving decisions. The quality of customer service as an additional factor of alumni giving was the subject of this study. Guided by Oliver’s (1980) expectancy disconfirmation framework, this phenomenological study utilized one-on-one interviews of alumni from three HBCUs in the Southeastern United States to determine if the perceptions of their customer service experience as undergraduate students impacted their decisions to make a financial contribution to their alma mater. The findings of the study show that alumni perceptions of the service received impacted their willingness and non-willingness to become donors.

A Different World: A BlackCrit Reconceptualization of Historically Black Colleges and Universities Athletics

Historically Black Colleges and Universities (HBCUs) have made notable social, cultural, and economic contributions to the African Diaspora, particularly since their inception in the United States. Being that HBCU athletic programs account for a small proportion of the intercollegiate athletic industry, these unique entities are often examined in the same vein as their Historically White Institution counterparts without a full account of the intergenerational adverse impacts of systemic racism. Since HBCUs are situated within the distinct context of Blackness, the researchers offer a reconceptualization through the theoretical lens of Black Critical Theory. This manuscript illuminates linkages across extant literature, while also presenting a budding theoretical framework in the study of sport, and sport organizations, that have deeply embedded relationships with communities, for example, HBCUs and the Black community, stickball and lacrosse within Indigenous communities, and the relationship between women and womens’ sports leagues. Implications of this work are centered on promoting more critical reconceptualizations of sporting spaces that reflect the full diversity of the societies in which they exist.

Designing Learning Environments That Support Diverse Students' Needs in a Teacher Education Program

The need to design learning environments (virtual, hybrid, and face-to-face) that support racial and ethnic minority students' academic success has increased tremendously. The data presented here were collected via a cross-sectional survey of 59 students at Historically Black Colleges and Universities (HBCU) as part of a more extensive study that included closed- and open-ended questions. The data were collected mid-fall 2020 semester, and data were gathered until the end of spring 2021. During this period, all activities were conducted remotely because of the pandemic. Face-to-face instruction was non-existent compared to “normal situations.” Summary statistics of the closed-ended questions highlighted the challenges students encountered in their learning environments and were further confirmed through the recurring themes identified in responses to the open-ended questions. Findings were used to recommend designing learning environments undergirded by culturally responsive teaching and a humanizing pedagogy.

Synthesis, Crystal Structure, and Conductivity of a Weakly Coordinating Anion/Cation Salt for Electrolyte Application in Next-Generation Batteries.

ConspectusResearch at historically black colleges and universities (HBCUs) started with humble beginnings by G. W. Carver at Tuskegee Institute AL, the nation's first HBCU. He is now remembered as the man who transformed one crop, peanuts to more than 300 useful products such as food, beverages, medicines, cosmetics, and chemicals. However, research was not the focus of most of the newly founded HBCUs to provide, primarily, liberal arts education and training in agriculture for the black minority. HBCUs remained segregated, lacking facilities such as libraries and scientific/research equipment comparable to those at traditionally white institutions. While the Civil Rights Act of 1964 heralded the dawn of "equal opportunity" and progressive desegregation in the South, many public HBCUs had to close or merge with white institutions due to loss of funding and/or students. In order to remain competitive in enrollment and financial support of the best talents, HBCUs have been expanding their research and federal contracts by working in collaboration with research-intensive institutions and/or minority-serving institutions (MSIs). Albany State University (ASU), an HBCU with a great tradition of in-house and extramural undergraduate research, has partnered with the laboratory of Dr. John Miller at Brookhaven National Laboratory (BNL) to offer the best training and mentorship to our undergraduates. Students synthesized and performed conductivity measurements on a new generation of ion-pair salts. One of these constitutes, potentially, a nonaqueous electrolyte for the next generation of high-energy-density batteries owing to its electrochemical properties.The quest for rechargeable batteries with greater energy density and capable of shorter recharge time at the "pump" for electrical vehicles (EVs) is leading the development of electrolytes with higher ionic mobility and greater limiting conductivity. In order to achieve high energy density, it is vital for an electrolyte to be electrochemically stable while operating at high voltages.The development of a weakly coordinating anion/cation electrolyte for energy storage applications offers a challenge of technological significance. This class of electrolytes is advantageous for the investigation of electrode processes in low-polarity solvents. The improvement arises from the optimization of both ionic conductivity and solubility of the ion pair formed between a substituted tetra-arylphosphonium (TAPR) cation and tetrakis-fluoroarylborate (TFAB), a weakly coordinating anion. The chemical "push-pull" between cation and anion affords a highly conducting ion pair in low-polarity solvents such as tetrahydrofuran (THF) and tert-butyl methyl ether (TBME). The limiting conductivity value of the salt, namely, tetra-p-methoxy-phenylphosphonium-tetrakis(pentafluorophenyl)borate or TAPR/TFAB (R = p-OCH3), is in the range of lithium hexafluorophosphate (LiPF6) used in lithium-ion batteries (LIBs). This TAPR/TFAB salt can improve the efficiency and stability of batteries over those of existing and commonly used electrolytes by optimizing the conductivity tailored to the redox-active molecules. LiPF6 dissolved in carbonate solvents is unstable with high-voltage electrodes that are required to achieve greater energy density. In contrast, the TAPOMe/TFAB salt is stable and has a good solubility profile in low-polarity solvents given its relatively great size. And it constitutes a low-cost supporting electrolyte capable of bringing nonaqueous energy storage devices to compete with existing technologies.

The impact of attending historically Black colleges and universities on cognitive decline in Black adults: A longitudinal analysis in the KHANDLE and STAR cohorts.

Black students attending predominantly White institutions (PWIs) versus historically Black colleges and universities (HBCUs) report more harmful discrimination and develop worse mental health outcomes, potentially offsetting the established benefits of college for lowering dementia incidence. Black participants in two cohorts (the Kaiser Healthy Aging and Diverse Life Experiences [KHANDLE] and the Study of Healthy Aging in African Americans [STAR]) who had attended college (N=716) self-reported the college name (classified as HBCU vs. PWI) and completed three waves of executive function (EF) and verbal episodic memory (VEM) assessments. HBCU effects on cognitive level and decline were estimated using adjusted linear mixed-effects models. HBCU (vs. PWI) attendees averaged better EF (β=0.05 [-0.22, 0.32]) and VEM (β=0.21 [-0.06, 0.46]) at age 70 though neither association was statistically significant. HBCU attendance was associated with slightly faster VEM decline (β=-0.03 [-0.05, 0.00]). Harmonized analyses with larger studies are needed to estimate important effects of HBCU attendance. Higher education is robustly linked to lower dementia risk, yet Black-White inequities persist among college-educated adults. Black students attending predominantly White institutions (PWIs) versus historically Black colleges and universities (HBCUs) report more harmful discrimination and develop worse mental health outcomes, which may offset the established benefits of college for lowering dementia incidence. HBCU (vs. non-HBCU) attendees averaged better executive function and verbal episodic memory (VEM) at average age 70, though confidence intervals were wide and associations were not statistically significant, and averaged slightly faster decline in VEM. Harmonized analyses using larger nationally representative studies are likely needed to avoid underestimating the health effects of HBCU attendance.

Impact of COVID-19 on the academic performance and mental health of HBCU pharmacy students

IntroductionThe COVID-19 pandemic has increased the use of distance learning, which may hinder academic success. Moreover, students at Historically Black Colleges and Universities (HBCUs) have been adversely affected by COVID-19. The purpose of this study was to assess the impact of online/hybrid learning on the academic performance and mental health of HBCU pharmacy students during COVID-19. MethodsA survey was developed to assess how COVID-19 affected the mental health and academic performance of pharmacy students who attend a HBCU. The survey collected demographic information and student responses using a Likert-type, multiple-choice, and select all that apply questions. ResultsMost participants were women, African American, unemployed, and between the ages of 18 to 25. Most students did not experience a confirmed case of COVID-19 while enrolled. The majority of participants self-identified as visual learners, and most students somewhat or strongly agreed that online learning created a feeling of isolation from teachers and classmates. Furthermore, most students somewhat or strongly agreed that online learning during COVID-19 negatively affected their stress levels and mental health. Many students also disagreed that the faculty displayed empathy towards students during the COVID-19 pandemic. ConclusionsThough most students felt isolated and changed their study habits during COVID-19, they were allowed to freely manage their time and did not find it more challenging to learn and retain information. Unfortunately, mental health and stress levels were negatively impacte,d and there was a significant number of students that felt there was a lack of empathy from faculty members.

Promoting health equity with HBCUs: Breaking away from structural racism

BackgroundThe United States continues to be plagued with pervasive health disparities. Leading health and professional organizations acknowledge structural racism as a contributing factor for the lack of a racially diverse nursing workforce particularly those serving in leadership roles which could help to mitigate health disparities among historically stigmatized populations. PurposePurpose Lack of funding for Historically Black Colleges and Universities (HBCUs) and lack of meaningful partnerships, stymie efforts that can be made by nursing programs at HBCUs. DiscussionDiscussion This position paper examines collaborative actions that can address upstream factors that perpetuate healthcare disparities through deep engagement between the policymakers, professional associations, industry, and educational institutions. MethodsFaculty representing HBCU's and predominately White institutions, professional organizations, and staff met via videoconference to refine the focus of the paper, determine topic areas for writing teams, and refine details which occurred during weekly meetings. ConclusionTo disengage from structural racism, three critical recommendations are amplified with associated examples.

The role of historically Black colleges and universities (HBCUs) in cultivating the next generation of social justice and public service-oriented moral leaders during the racial reckoning and COVID-19 pandemics.

In the United States, college has often served as an incubator for social change agents in the form of student activism and participation in broader social movements. Historically Black colleges and university (HBCUs) have played a pivotal role in social justice movements since their inception with the most notable example being the central role of HBCUs in the Civil Rights Movement. The role of HBCUs in cultivating exemplary leaders provides invaluable examples and frameworks for tackling the dual pandemics of COVID-19 and the latest racial reckoning. The purpose of this paper is to provide a case study of how an all-male HBCU contributes to the development of moral leadership and how that tradition has evolved with the current dual pandemics. We provide a historical overview of Morehouse's leadership models and provide a case study from students currently enrolled at Morehouse College, the only all-male, historically Black college in the United States. Student participants described how leadership has evolved from previous generations, the impact of social media, and what it means to be a moral leader and how the HBCU tradition, shapes leadership.

Teaching Undergraduate Calculus at an Urban HBCU through a Global Pandemic

Over the last decade, there has been a national effort to prepare a more diverse student population for success in science, technology, engineering, and mathematics (STEM) careers. While there are a variety of best teaching practices in undergraduate STEM education, student engagement has been widely used to improve student learning. Specifically, it is important for students to have opportunities to practice or apply the theory they have learned in courses to real-world problems. Implementing active learning is one model that can be used to achieve this objective. However, due to the COVID-19 pandemic, professors have had to offer courses in online formats and determine how to continue to implement effective teaching strategies during this unprecedented time. Professors are anticipating the possibility of the need to continue offering courses in fully online and hybrid formats even in the future. With an emphasis on a STEM gateway course sequence, the aim of this paper is to highlight pre-COVID-19 research studies in online STEM education at Historically Black Colleges and Universities (HBCUs), explore how COVID-19 impacted students, teaching, and learning in undergraduate calculus courses, and outline opportunities for continuing to implement teaching techniques that work effectively for in-person and online calculus instruction.

Why Aspiring Leaders Choose to Lead Historically Black Colleges and Universities.

Motivated and effective leadership is necessary for college and university presidents and even more paramount at Historically Black Colleges and Universities (HBCUs), given the significant impact that these institutions have on Black lives and overall equity in the nation.Using Greenleaf's (1970) servant leadership model as a guiding framework, we examine why aspiring leaders want to lead and serve HBCUs. Based on interviews with 26 aspiring Black leaders, our findings revealed that being a graduate of an HBCU, the impact of the HBCU experience, an interest in paying the HBCU experience forward and believing in the HBCU mission are factors that contribute to why aspiring leaders want to become HBCU presidents. Based on our findings, we provide concrete recommendations for future researchers and practitioners.

Creating Equity in Lactation Through Historically Black Colleges and Universities

Access to quality training to become a lactation consultant is cumbersome due to systemic barriers. Strategically placing Pathway 2 programs at historically Black colleges and universities (HBCUs) will cause breastfeeding rates to rise for all. When the most marginalized people are valued in health care settings, all patients benefit.

“I don’t want to do time, I want to save it”: Carcerality of time and Black temporal resistance

The criminalization of Blackness has led to premature death, high incarceration rates, and psychological stress, all of which impact Black people’s temporal horizons. Working in conversation with scholars who empirically documented how Blackness is criminalized and time is racialized, this work explores the degree in which carceral understandings of time provide a framework to better comprehend Black people’s temporal experiences. Data for this study include in-depth interviews with six students and 16 graduates from Historically Black Colleges and Universities (HBCUs) across six universities in the southern United States and 22 months of observations at a HBCU in southeastern United States. The results indicate that the respondents experience temporal traps that restrict the temporal possibilities of Black people and temporal stasis as they feel trapped within an ongoing history of anti-Black violence. They narrate a desire to “take their time” and “save time” to resist the dominant temporal order. The operative “take” signifies the creating of temporal possibility through uncoupling time’s relation to racial structures and “save” signifies freeing time from the structural demands of white supremacy.

The National HIV Curriculum: Howard University’s Innovative Approach to Strengthening the Nation’s HIV Clinical Workforce

HIV has remained a stubborn burden in the African American community. HIV-experienced clinicians are critical for positive outcomes that align with the HIV care continuum. Howard University (HU) used the National HIV Curriculum (NHC,2015) via distance base technology to fill the void and strengthen HIV care, particularly among students and faculty at our Historically Black Colleges and Universities (HBCUs). One major program success was HUs ongoing ability to access a dedicated core of health sciences faculty to champion the NHC. This approach ensured the successful integration of the NHC into the course offerings at the various HBCUs. The effective integration was accomplished despite the unequal challenge that the COVID-19 pandemic unleashed on the vulnerable communities served by our HBCUs. The project success was achieved through the development and strengthening of ongoing partnerships with our cohort of HBCUs, conducting ongoing needs assessments and responding promptly to the findings, emphasizing training opportunities in addition to the NHC, and providing on-demand technical assistance and resources to our partners. Howard University surpassed by 459% its original goal of engaging 1964 students to take the NHC. At the conclusion of the four-year project performance period 10,983 students completed all or part of the NHC.