Coach C. Vivian Stringer – the Incomparable Image of Courage, Grace, and Class: Inducted into the 2009 Naismith Memorial Basketball Hall of Fame

On September 11, 2009, C. Vivian Stringer, head coach of Rutgers University’s Scarlet Knights women’s basketball team, former head coach of Iowa State University’s Hawkeyes, former head coach of Cheyney State’s Wolves, and the self-proclaimed coal miner’s daughter, was inducted into the Naismith Memorial Basketball Hall of Fame. As usual, Coach C. Vivian Stringer’s presence on the Hall of Fame stage was the epitome of courage, grace, and class.

While giving her acceptance speech, Coach Stringer stood under three university’s logos representing her journey in basketball and the teams she led to the Final Four—Cheyney University, Iowa State University, and Rutger’s University. In her speech, Coach Stringer focused on the value of family, her love of coaching, and the pivotal contributions of family and friends who helped her through numerous difficulties in life.

Coach Stringer gave special thanks to Coach John Chaney who served as her mentor and guide. Coach John Chaney was previously enshrined in the Naismith Memorial Hall of Fame in 2001. Both Coach Chaney and Coach Stringer helped to build recognition of the men’s and women’s basketball programs at Cheyney State College—from relative unknowns to national contenders.

Watching her recount those special moments in her life, and in the lives of others, reminded me that for Coach Stringer, basketball is the vehicle she uses to help develop future female leaders who are tough, resilient, and courageous.

The 2009 Hall of Fame Ceremony was truly a star-studded night which provided an opportunity for a glimpse into the excellence and greatness of some extraordinary Americans. Inducted with Coach Stringer were four others—former Utah Jazz team player and all-time assist leader, John Stockton; “the Admiral,” David Robinson, of the San Antonio Spurs; Jerry Sloan, the long-reigning coach of the Utah Jazz; and the legendary Michael Jordan of UNC, the Chicago Bulls, and the Washington Wizards.

After listening to the acceptance speeches and personal journeys of all of the inductees, it seems that the life journeys of the 2009 inductees demonstrate many qualities that are admirable in our society that extend far beyond basketball. John Stockton, at 6’1”—demonstrated excellence by hard work, physical and mental toughness, loyalty, and assisting others (especially Karl Malone) as a point guard with the Utah Jazz. Similarly, Jerry Sloan’s journey was characterized by loyalty to the Utah Jazz. He is one of the longest-serving and most successful coaches in the NBA. David Robinson also illustrated excellence with the San Antonio Spurs his entire career including mentoring former Wake Forest University star, Tim Duncan. He joined the NBA after serving as an officer in the US Navy. His off-court contributions are as admired as his basketball excellence. Robinson has contributed over $9 million to community efforts to help mentor and develop the skills of the next generation of youth. Michael Jordan’s phenomenal basketball journey and his acceptance speech at the Naismith Hall of Fame ceremony centered on the need for competitiveness to refine one’s skills to achieve excellence. Michael Jordan is credited with elevating the NBA’s influence globally, reaching the status of cultural icon, and contributing philanthropically to many causes. Michael Jordan, or Air Jordan, has been known to state that if you put in the work, results will come.

In fact, in addition to the glitz and red carpet of the September 11th Hall of Fame ceremony, the stories of the extraordinary athletes and coaches seemed to portray us at our best. Possibly, that is why we admire them so much. Undoubtedly, the athletic feats and the personal and mental toughness demonstrated by the 2009 Hall of Fame Inductees offer us a glimpse of many other untold stories of heroism, intensity of purpose, and excellence. The Inductees in the Basketball Hall of Fame show us the best of what we are, and what we can be, when we commit ourselves to a defining purpose. For Coach Stringer, coaching young women in basketball furnishes an opportunity for her to help guide others through life, and pass them “the baton” to assume the task of “paying it forward.”

Geri and I had the honor, and the privilege, of representing the Cheyney University family at the ceremonial events. Even though I am a long-time basketball fan, this was the first time we attended the Naismith Basketball Hall of Fame ceremonies. The entire Cheyney University community thanks C. Vivian Stringer for remembering us in her moment of well-earned victory. You always have a home here—Coach Stringer!

Successful Transition to College - It Takes a Village

First of all, if we believe the premise that the higher education of a wide range of Americans is necessary to secure our future well-being as a country and competitive economic power, then anything is possible including designing a smoother transition to college and furnishing financial resources for youth who cannot afford to attend college without such resources.

Recently, I have been reading about some of the factors that affect the transition of students of color, and first generation students, into college and their overall progression towards graduation. Of course, one of the reasons I am studying this body of literature is because we want to identify best overall practices to help increase the number of college-going students in the Philadelphia region and the Commonwealth. The Thurgood Marshall College Fund is also interested in this topic and is accepting proposals from scholars who want to conduct more research on the factors that influence retention and graduation rates at Historically Black Colleges and Universities.

My two years here at Cheyney University, and my thirty years of service in seven other institutions including Chicago State University, Winston-Salem State University, and two community colleges, suggest to me that more pre-college planning and entrée to appropriate financial resources is paramount to providing access to higher education for students from average and less-advantaged households. Pre-college planning is very important since the entrée to scholarships and financial resources is also linked to a student’s performance on SAT and ACT tests. When our youth are in their early high school years, it is essential that we develop a wide range of proficiencies in all students and keep these students on our radar for further knowledge and skill development in college.

Observing the enrollment management processes at Cheyney University has illuminated for me that providing access to college opportunities has at least two significant phases. The first phase needs to happen long before students arrive on campus for orientation and enrollment processes. In fact, the transition to college needs to begin by the student’s second year in high school and earlier than that might be desirable depending on the student’s career goals. In starting the transition to college, it seems critical that all educational professionals and support personnel have high expectations for our youth and begin the conversation about college with each child they encounter. An expectation about lifelong learning and achievement can be built into each lesson plan, lecture, casual conversation, and extracurricular activity. These expectations and conversations will send important messages to students about succeeding at higher levels of learning.

When students and their parents explore college in this first phase, families should learn as much as possible about the cost of a college education, options for paying for a college education (grants, scholarships, tuition reimbursement, work study, etc.), and the timeliness necessary to be ready to apply for financial aid (scholarships, grants, and loans) from particular institutions, banks, and agencies. The exploration of college options should, moreover, lead to a strategy for performing well on college entrance exams, which tend to determine who is eligible for scholarships at a specific university. Students who come from families with more resources tend to take SAT/ACT test preparation courses and the exams several times to attain a “best score.”

So without a doubt, phase one of accessing the opportunities of a college education and financing a college education involves the entire family of a student. As a parent who currently has a daughter in college with aspirations to attend law school, I can personally attest to the angst involved in paying for college. Each family has to discuss its resources and how these resources will be employed to help defray the student’s college tuition and other expenses. The family also must be made aware of the need to act in a timely manner to complete financial aid forms, loan applications, and the Free Application for Federal Student Aid (FASFA). The first step for completing the FASFA is to “get organized” (by gathering income/tax documents).

Some of us in higher education take for granted that students will go online and complete the FASFA six months before arriving on campus; however, my experience suggests this is true for maybe 50 percent of the students who arrive on campus. So, what do we do to help expand access to college opportunities? It seems that colleges and universities need the help of other organizations who will also guide families to “get organized,” so that the student can have a successful transition into college. This is where the Village comes in. There are numerous pre-college organizations and agencies that will work with students during their high school years to help them prepare for the college entrance exams, select an appropriate college, and work with the family to organize and plan for paying for college.

At Cheyney University, we will expand our efforts to partner with these organizations to help families organize and plan for the transition to college. PHEAA (PA State Grant Applications), INROADS, Project Grad, Gear Up, CORE Philly, Upward Bound, and the Chester County Higher Education Network, are just a few of the organizations and agencies that are there to help families. Additionally, many churches have also developed social ministries that include furnishing scholarships for students to attend college.

Once students arrive on a college campus with a clearer vision of their goals, and completed FAFSA’s, scholarships, and other plans for paying for college, the second phase begins. The second phase might be where the real work begins; it involves helping students to understand their responsibilities to maintain their grades, to progress towards a major in a timely manner, and to continue to stay organized regarding how they will continue to finance their college education. This might mean registering early and keeping apprised of changes in federal financial aid policies and working with campus advisors.

The second phase of helping students to stay organized must involve the University’s faculty and staff who are needed to help retain students by reminding students of actions needed to maintain their college status and their financial aid status. Faculty are especially essential for exposing students to an array of disciplines, opportunities, passions, and paths to encourage pursuit of a purposeful life.

When you think about it, the Village will only benefit from a highly-proficient, talented, and educated citizenry and workforce. We can all rest a little easier in knowing that we are preparing a better future for America.

How Do We Help the Millennium Generation Develop a Sense of Purpose?

Every year this time, faculty and staff at colleges and universities around the nation are preparing for the arrival of new and returning students for the academic year. For many of us in academia, there is anticipation and a personal sense of renewal with each new class of students.

At Cheyney University, faculty are refreshing courses materials, constructing course packs, and designing their instruction and assessment to respond to the intellectual and emotional needs of this new cohort of students. The admissions and financial aid professionals are busy answering telephones to help families manage the transition into the higher learning community of college. Other middle and senior managers are also busy refining policies and procedures that will guide the campus community through the upcoming academic year.

As I participate in, and observe, these various preparation activities, I realize that one of our challenges is to determine how we can contribute to the development of a sense of purpose in our new and returning students. This sense of purpose will, hopefully, be ignited by the general education curriculum and, appropriately, expanded and enhanced by an academic major and interactions with faculty and mentors.

On the surface, many students will attest that they come to college to pursue specific careers, or to increase their earning potential over their lifetimes. However, if we delve beyond their veneers, we discover that many of our students come to college searching for a future, searching for their passions, and searching for something that is bigger … something that they can commit their talents and affinities to – a sense of purpose. English novelist Mary Wollstonecraft Shelly (1797-1851), the author of the famous Gothic novel, Frankenstein, is quoted as stating, “Nothing contributes so much to tranquilizing the mind, as a steady purpose – a point on which the soul may fix its intellectual eye.”

As I reflect, it seems that it is the sense of purpose and passion that is the ultimate goal of higher education—possibly it is the ultimate goal of the human existence. If we succeed at Cheyney University, our students will leave with a vision and sense of purpose that is bigger than the acquisition of material possessions. Possibly, the sense of purpose they gain at Cheyney University will result in being a better neighbor, in developing a more enlightened view of the interconnectedness of all humans, and in participating more aggressively in sustaining the environment for future generations.

Maybe this is the purpose of college.

I hope that all of us, who see the education of these students as our passion will move forth with a steady sense of purpose.

Michelle Howard-Vital

100 Black Men- Committed to Excellence in Character, Scholastic Achievement and Community Service

Recently, my husband (a member of the Philadelphia Chapter of the 100 Black Men) and I had the opportunity to participate in the 100 Black Men of America’s 2009 conference, Education on the Frontline, held in New York City. This was the 23rd such conference since the organization has been in existence. There are over 116 chapters in the United States. According to the members, the 100 Black Men of America began in New York City in 1963 to explore ways to improve the quality of life of African Americans and other minorities. Over the years, the organization has increasingly focused on improving education, health and wellness, and economic development by mentoring young adults, offering scholarships, and creating environments where children are inspired to achieve.

Overall, the conference sessions were inspiring and uplifting, and the activities of the 100 Black Men defied the prevalent stereotypes of Black men in our society and in the media. The New York 100 Chapter’s Eagle Academy in the Bronx was particularly noteworthy, and possibly worthy of replication in Philadelphia and other urban areas with high drop-out rates. With an enrollment of about 600 male students, The Eagle Academy is committed to the development of college-preparatory public schools that educate and develop young men into future leaders committed to excellence in character, scholastic achievement and community service.

Over 1,000 persons from across the nation participated in the conference, in addition to about 500 middle school and secondary students who toured New York and attended some of the sessions. For many of the students, this was their first time exposed to New York City and its treasures, including a memorable trip to the Apollo Theater. The conference sessions were rich with a range of speakers and perspectives. Conference speakers included The Honorable Michael Bloomberg, Mayor of New York City; former New York City Mayor David Dinkins, the Honorable Arne Duncan, Secretary of US Department of Education; the Honorable David Patterson, Governor of New York; Dr. Keith Black, Chief Neurosurgeon at Cedars-Sinai Medical Center; Mr. Marc Morial, President of the National Urban League; and a host of other influential men and women representing a range of organizations concerned about improving the quality of life for all Americans.

There were many high points during the extraordinarily well-managed conference, including one special moment where we were able to participate in a breakfast where a friend and co-author, Dr. Howard Rasheed, among other inspirational men, received an award for providing leadership for young men across America.

So, what is the takeaway? It is simply that the 100 Black Men actively demonstrate what we can all do when we make a commitment to focus on the development of our youth for a more resilient and inclusive America. As Dr. Bill Cosby stated in a video message, “We have to put some bodies on our youth.” We must demonstrate that we care most about helping our youth to develop into responsible and contributing Americans through our actions and our commitment. If they win, we all win! We cannot afford to allow any of our children to lose this competition for a positive future—especially when globalization means more competitors can displace them and us.

President Obama has clearly articulated the call to arms for education in America! Let us all resolve to respond by wrapping our arms around our young adults more passionately than before, vigilantly guarding the quality of their education, and absolutely refusing to let them fade away!

Michelle R. Howard-Vital, Ph.D.

How do we “think ahead” in higher education to prepare a broader base of intellectual talent for a competitive global economy?

Recently, it was my honor to represent Cheyney University, present remarks, and share thoughts with the Philadelphia Chapter of the American Association of University Women at their annual meeting in Bryn Mawr, PA.

My remarks went something like this:

Over thirty years ago, I entered higher education confident that I could design appropriate instruction to assist students as they learned various concepts. At that time, I could not have imagined what education would become in the early 21st century. I remember that my instructional tools at that time included a textbook, chalk, a grade book, paper syllabus, and the knowledge I had gained from earning a master’s degree.

My early days in higher education were filled with the joy of joining a learning community committed to helping others learn. I taught English Literature and Language (English 101) at a YMCA community college in Chicago, and I still remember enjoying a sense of community with my fellow faculty members (when I look back I realized they were mostly former hippies). We spent an enormous amount of time discussing the books we were reading, discussing our instructional strategies, writing poetry, and learning how to teach together.

I also remember thinking that I could not believe that I was being paid so much ($10,000) to have so much fun. I remember how we liked to use technology in our classrooms, but back then, multimedia presentations usually included using a projector for our overheads and a carousel with 35 mm slides. I told someone recently about getting to work early to use the mimeograph machine, and they just stared at me blankly—unable to comprehend. Even though my schedule required that I be there only three days each week, I remember spending most of my time at the college because I enjoyed interacting with the both my fellow faculty and the students.

It has been a few years since I taught my instructional design and evaluation course. But I recall as I was uploading my interactive syllabus with multiple links onto the server so that students could customize their learning experiences according to their interests, knowledge base, and pace of learning, I reflected on how instructional tools had changed. Office hours now could be 24/ 7 with emails, text messages, video conferencing, and instant messaging. I remember my students loved the multiple links and customized learning tools that I included on my syllabus, and they asked for more links and practice quizzes. Students also enjoyed the threaded conversations, and they sent emails to me at all different times of the day and night—when they were studying and wanted to discuss the topics. Now, I wonder where Twitter, MySpace, and the other tools that have yet to be invented, will take us.

As many of you know, there is now a Website called MERLOT, an acronym which stands for Multimedia Educational Resources for Learning and Online Teaching. MERLOT expands the faculty person’s instructional tools and the student’s resources for thinking about concepts. MERLOT allows faculty, students, and administrators to search through the impressive collection of learning tools for specific disciplines and interests. Participants (visitors can browse as well) can review or study a subject matter by interacting with animations, case studies, drill and practice lessons, quizzes, tutorials, and simulations. Faculty have a repertoire of learning tools to choose from that have been reviewed by others, and once they have used the learning materials, they can comment on their usefulness. Also on MERLOT, there are various communities of learners sharing their experiences with learning tools and tips about teaching—like I once did in the English department in Chicago.

Without a doubt, there has been much change in higher education in the last thirty years. There are numerous ways now to provide instruction and to attain academic degrees. Neither faculty nor students have to go to a campus for either. With the growth of the online universities like University of Phoenix, and the expansion of many traditional institutions into online instruction, sustaining and growing a thriving educational institution in a changing world means the institutions of higher education much be competitive and respond to perceived societal needs. Even though it started in 1976 when I first began teaching, the University of Phoenix now has over 300,000 students. It has both on-campus and online instruction and degree program. According to its data, the university is the largest private university in the nation and offers instruction worldwide. The motto of the University of Phoenix is “thinking ahead.”

With this change in how education can be delivered and received also comes a degree of tension in higher education and competition among institutions that seek to attract the same students. Even before the deep recession in which we find ourselves today, sustaining a thriving and competitive educational institution in a world that evolves by the nano-second requires that we question our assumptions about teaching and learning and the role of institutions of higher education. Many higher education institutions have endeavored to become more engaged in their communities. Some institutions have responded to this need for speed by creating research and development units with faculty or staff whose primarily responsibilities are to secure grants, create products, and to stay on the cutting edge of knowledge.

As we know, the base unit for organizational change in higher education, and in any institution, is the employee. In higher education, there are a variety of employees including faculty and staff who are entrusted with conveying, sharing, producing, organizing, and publicizing new knowledge. Decision-making in higher education is often viewed as collegial, and faculty meetings are characterized by discussion, vetting ideas, and reaching consensus. This process leads to thoroughness, but it does not always lend itself to speed.

Thus, I often wonder how we can maintain our collegial environment and respond quickly to the societal needs sometimes thrust upon us. I also often wonder how we can use our intellectual capital and the evolving technological tools to improve the learning environment for our current students and to broaden our base of students and lifelong learners.

Last week I was in North Carolina visiting my daughter, who is going into her third year of college at UNC Chapel Hill. Even though I have taught thousands of students and studied instructional design and evaluation, my daughter has been one of my most intense subjects to study. This summer my daughter is taking another calculus course, so that she might spend her spring semester in Spain. As she has done since middle-school, she is sitting in the kitchen with her computer screen open. When I look at the screen, I think of an air traffic controller’s screen. There is an array of information moving across her screen—updates from CNN, emails, instant messaging dialogues, music, web browsers and RSS feeds on subjects of interest. While monitoring her screen for news updates, she realized she was having difficulty with a calculus problem. In less than three minutes, she asked for help from her big brother in Chicago, a classmate of hers working in Florida, a friend visiting relatives in Oklahoma, and her mom—who was standing next to her. She then compared the answers from those who helped her and decided what combination of answers she would use. I congratulated her on her ability to delegate and make appropriate decisions, and of course I thought she would probably make a good CEO.

Depending on who you ask, you will receive a different answer about the rate at which information and knowledge evolve daily. However, most of us can be convinced that the pace of sharing and discussing information in the world is moving faster and faster, and a lot of the teaching and learning in institutions of higher education does not match its pace.

In the 2009 Measuring Up- Report Card on Higher Education, the authors state that the future competitiveness of the United States in the global economy and in higher education is dependent on expanding our educated citizenry. There are other countries that have more talented people than we have people. Without a doubt, some phenomenal things happen in institutions of higher education in America— Professors discover cures for a variety of diseases; new products are invented; new concepts explained, discussed, and examined; and data are collected to support thousands of hypotheses as professors collaborate world-wide to push the boundaries of new knowledge.

Yet, even with these remarkable occurrences in higher education, it would be difficult to not notice that there is a revolution in social learning that is being bolstered by numerous social learning technologies. This leaves me with several questions: Should we change some of our fundamental assumptions about how teaching and learning should occur? How can we employ instructional technologies to individualize the learning more? Will employing more technological tools allow us to increase the number of students who learn and to vary the pace at which students learn?

John Seely Brown (2004) who once served as the chief scientist of Xerox, and who is now has a title called “The Chief of Confusion,” affirms that storytelling is the single most effective way to communicate a change in an organization. Through stories, people visualize events, understand concepts and engage both their hearts and minds. Vision and mission statements people will read, walk out of a room, and two days later cannot remember. But tell them a story and they will not only remember, they will repeat it to others.

What do you think? What are your stories?

Michelle Howard-Vital, Ph.D.
President, Cheyney University

Increasing High School Graduation Rates, College Going & College Completion Rates

Increasing High School Graduation Rates, College Going and College Completion Rates Are Ways to Make the Commonwealth of Pennsylvania and Our Nation More Competitive.

Recently over the Memorial Day weekend, I had the opportunity to review Measuring Up 2008: The National Report Card on Higher Education. The data were both informative and a stimulus to recommit to the overall goal to increase the college going and completion rate of all Americans in higher education. If we stop progressing in higher education, we fall behind other countries. The authors of Measuring Up 2008 caution against “erosion of higher education” capital in America at a time when the Baby-Boomers are retiring and when we need more talent for a competitive workforce of the 21st century.

Additionally, Measuring Up 2008 pointed out that:

• The United States lagged behind Korea, Hungary, Belgium, Ireland, Poland, and Greece in college going rate with 34 percent of young adults ages 18-24 in America enrolled in college. Yet, for every 100 students enrolled, only 18 completed college.
• There are gaps between groups of various Americans—when we are viewed (or grouped by) ethic/racial categories.

The authors of Measuring Up 2008 noted that acquisition of the knowledge and skills that a college education generally certifies also can be viewed as “our collective capacity to succeed in the knowledge-based global economy.” Further, it is noted that education and learning beyond high school helps one gain admissions into an array of careers and opportunities that enable a middle-class life—which is what most Americans pursue.

As I finish my 33rd year in higher education, my experience with students and families continues to re-affirm that exposure to a broad base of knowledge and experiences is necessary for many individuals to develop problem-solving skills, compassion, tolerance, judgment, and empathy that will enable them to live as productive and contributing citizens in our nation.

Thus, at Cheyney University we will work harder to inform high school students of the potential benefits of a college education by working with the School District of Philadelphia to offer dual enrolled classes to high school juniors and seniors to give them a “jump start” on college and to help these students develop the confidence to pursue higher education and proficiencies to perform well once in college.

Moreover, we will redouble our efforts to increase our college completion rates by strengthening our retention efforts for all students. We will use the success of our Keystone Honors Academy (with its 250 high-achieving students) as a model for how we can nurture a wider range of students from matriculation, through graduation, and to the workforce. Like the Keystone Academy students, all students can benefit from a higher education mentor who monitors their academic progress, helps them expand their cultural awareness, who recognizes the individual talents, and who celebrates their successes with them.

Further, we will increase significantly our academic programs in the Philadelphia area (at the Urban Site at 7th and Market and at workplace sites) to help adult learners complete their college education and renew their learning through professional development. We will offer both graduate and undergraduate academic programs at the Urban Site.

At Cheyney University, we will recommit ourselves to increasing the higher education capital of our nation.

Michelle Howard-Vital, Ph. D.
President

Developing an Entrepreneurial Way of Thinking

From April 17 to April 19, my husband and I participated in the Fourth Annual National Policy Forum on Minority Entrepreneurship Education in Atlanta Georgia. This conference was sponsored by the Opportunity Funding Corporation and hosted by Fayetteville State University. Next year, we hope to return to the conference with an entrepreneurial team of CU students who compete in the student entrepreneurial contest.

What was most important about this conference is that it stressed the need for us to encourage entrepreneurial thinking among young people. This means to foster the creativity and the natural affinities in our young people that could lead to their recognizing and seeking opportunities in enterprises and in the corporate workforce. For HBCUs, the message was simple—we must maintain an entrepreneurial edge, so that we can produce competitive students who will interact successfully in the global marketplace. Additionally, when HBCUs are entrepreneurial, they will contribute to the regional economic development and the overall well being of their communities. At the National Policy Forum on Minority Entrepreneurship Education, I volunteered to support entrepreneurial professional development for faculty and staff at HBCUs.

The Opportunity Funding Corporation, the nonprofit organization which sponsors this national forum, has three goals:

1. To help Historically Black Colleges and Universities (HBCUs) develop an entrepreneurial curriculum that prepares students to become entrepreneurs,


2. To provide dean and faculty development to help infuse entrepreneurship into the curricula, and


3. To provide a forum for presidents, faculty, and students to interact with entrepreneurs and business executives.

During the conference, students participate in an entrepreneurship competition. Students submit business plans, presentations of their products, and answer questions from judges about funding, projected revenue, and marketing for their products.

All of the 22 teams were impressive. Clark Atlanta University won the competition this year followed by the other top finalists, North Carolina Central University, Winston-Salem State University, Southern University, Delaware State University, and Fayetteville State University.

Students and administrators enjoyed the conference and the opportunity to interface with many top executives of many sponsoring companies including Wal-Mart, Raytheon, UPS, Deloitte, BET, BB&T, HP, Chick-Fil-A, MacDonald’s, Walgreens, Boeing, Georgia-Pacific, Harland-Clark, Sam’s Club, Tiffany & Co, and other companies. This year’s event also included messages for success from keynote entrepreneur and businessman, Mr. Magic Johnson, former US Olympic and NBA champion.

I look forward to working with faculty and staff at Cheyney University to inspire future entrepreneurs. This certainly fits our motto of access, opportunity, and excellence!

Michelle Howard-Vital, Ph.D.

The Governor’s Tuition Relief Plan Springs Forth Hope

Spring is always such a beautiful time of the year. The season brings hope of new beginnings, and of course, college and university commencements.

This year, I have had the privilege of getting to know more of our students at Cheyney University. I am pleased that the faculty and staff at Cheyney University have helped to develop our graduates into conscientious, responsible, productive, and competitive citizens. As has been demonstrated in over 170 years, the contributions of our graduates to the Commonwealth and nation are more than noteworthy.

I am convinced that we are saving lives at Cheyney University, and we are directing these lives onto positive paths.

Thus, I am very hopeful about Governor Edward G. Rendell's plan to make college tuition more affordable for every Pennsylvania family. I know that many of our students work evenings and weekends to support their college education, and the average yearly income of Cheyney University students is slightly higher than $30,000 because many of our students support themselves. The only way these students can attend college is armed with scholarships, financial aid, loans, and jobs. Yet, these students do not complain; they just need for us to help them find a way.

As I understand the Tuition Relief Plan, many such students would quality for what I consider an investment into their futures and the future of the Commonwealth. Perhaps, more importantly, the thousands of students who are not able to work and use their earning for college expenses would have an opportunity for us to invest in them and an opportunity to become more resourceful and competitive wage earners for the Commonwealth by going to, and completing, college.

Looking at the faces of Cheyney University students, it is easy to see that we are indeed paying for our future by investing in these young people who want to earn a respectable place in our society and contribute to the well being of our nation. If the Tuition Relief Plan would become a reality, I envision that Cheyney University would be able to do its share in developing a competitive workforce in teaching, communications media and fine art, applied science and technology, and other areas crucial for the Commonwealth and for our nation. It is probable that our enrollment would grow from 1,500 students to 2,500 students in the first year, if students could afford to attend. This would translate into a more competitive workforce which in turn attracts more business and industry and a higher quality of life for all.

It is also my understanding that the Tuition Relief Act correlates tuition more closely with family income. However, it is probably impossible for us to know the true value a program such as the Tuition Relief Act could have on future generations of Pennsylvanians. It will feel like Spring to many families!

Michelle R. Howard-Vital, Ph.D.
President

Paying It Forward - Women and Progress Recently

I was honored by a request to serve as the keynote speaker at the Media Area NAACP Annual Meeting – celebrating the 100th Anniversary of the NAACP. Dr. Joan Flynn, President of the chapter, asked me to talk about the role women had played in the progress of our nation. This seemed a perfect opportunity to combine two pivotal forces in our society – the NAACP and women. The NAACP has a legacy of 100 years of being a movement of ordinary people who put courage and personal sacrifice above comfort and sometimes even risking their safety to advance the cause of equality for all Americans.

Even though it is widely acknowledged that women of all colors, nationalities, and affiliations have influenced our communities, institutions, and societies, their amazing accomplishments are very often left untold and unheralded throughout history. One hundred years ago, many believed that a woman’s place was in the home—women were excluded from voting, from colleges and from many professions. However, over the last century, women have expanded the view of “a woman’s place.” As a woman, I know that our nation will only realize its fullest potential when the creativity and perspectives of all of its citizens are acknowledged, studied, and shared with a new generation of potential leaders. Many of the incredible changes of the 20th century are integrally linked to the accomplishments, bravery, and sacrifices of women.

Being mindful of Women’s History Month, it seemed appropriate to reflect on “her story” as distinguished from his story and how many “her stories” have also effected positive social action and progress in America. Among the early members that helped to form the NAACP were many women such as Mary White Ovington, Jane Addams, and Ida B. Wells-Barnett. To help spread the word about “her stories,’ I shared three brief “her stories.” One of those stories was about the incomparable Fannie Jackson Coppin.

In my office there is an intriguing painting of Fannie Jackson Coppin, by the portrait artist Laura Waring Wheeler, which I see every day, and it has become a source of strength and a reminder of the gratitude I owe. In the painting, Fannie Jackson Coppin looks like she is in her mid thirties or early 40’s. She is a handsome woman, with a definite presence, and with eyes that, in the custom of the day, look off into the future. When you look at the painting, you can see the dedication and determination on her brown face, even though she is not looking at you. Her black hair is pulled back from her face also in the custom of the day, and you know—she means business. Behind her are faces of younger women who are looking at her as they pass her in academic regalia; it must be commencement day. The young women in the painting are looking at her, with smiling faces, and they look hopeful.

Fannie Jackson Coppin was born into slavery in Washington, D.C. on October 15, 1837. She spent her youth performing housework and learning in the homes of others, and she was admitted into Oberlin College in 1860. Prior to graduating, Ms. Fannie Jackson Coppin was contacted by the Religious Society of Friends to come to the Institute for Colored Youth as a teacher. She graduated from Oberlin College in 1865, and she joined the faculty of the Institute for Colored Youth. Within a year, she was promoted to principal of the Ladies Department and taught Greek, Latin, and higher Mathematics.

In 1869, Fannie Jackson Coppin became principal of the Institute for Colored Youth in Philadelphia, the first African-American woman to receive the title of school principal in our nation. Fannie Jackson Coppin held the title of principal for 37 years until she retired in 1906.

It is hard to image what the life of the first African-American women principal must have been like in the 19th and early 20th centuries in Philadelphia. In 1881, Fannie Coppin Jackson married a minister in the African Methodist Episcocal Church. The couple traveled in South Africa and founded the Bethel Institute, which was a missionary school that emphasized self-help programs. A hint of her character can be deduced from her trip to Africa. In her own words, Fannie Jackson Coppin states, “My stay in Africa was pleasant, for I did not count the deprivations, and sometimes hardships. We were graciously kept from disease, even the bubonic plague that came to our very door.”

After a decade of missionary work, Coppin returned to Philadelphia because of declining health and died in 1913. In 1926, a Baltimore teacher training school was named the Fanny Jackson Coppin Normal School in her memory. It is now Coppin State University. The Institute for Colored Youth moved from Philadelphia shortly after Fannie Jackson Coppin retired and is known today as Cheyney University.

Women have helped to shape the progress of our nation, and many women have worked to expand the definition of “woman’s work.” However, there are many other women who might not ever appear in “her stories.” These women, juggling families and careers, have contributed to the progress of our nation by demonstrating personal excellence in their daily lives and by providing a loving and nurturing environment for their families. These women also “pay it forward” for generations to come. These women, like Fannie Jackson Coppin, look off into the future—content to prepare a better future for others.

Clinton Global University Initiative

Dear Cheyney University Family,

I recently had the pleasure of participating in the second Clinton Global Initiative University conference at The University of Texas Austin in Austin, TX. The Clinton Global University Initiative (CGUI) was founded by the 42th President of the United States, William Jefferson Clinton. I was privileged, as your president, to represent Cheyney University and to participate in a luncheon meeting with former President Clinton, Dr. Donna Shalala, and many other college presidents and students from around the globe. At the luncheon meeting, we talked about how to translate visionary leadership into positive social action that improves many areas of our lives including competitiveness in the STEM (science technology, engineering, and math), increasing the college completion rate among less advantaged students, decreasing world disease and hunger, and guiding our college students to make significant impact in the global economy.

I pledged to commit to work towards increasing the college-going rate in our area by increasing our precollege, outreach activities and by working with our students to demonstrate the positive effects of higher education. As you know, we are working towards increasing our presence at the Urban Site in Philadelphia and in other areas such as Coatesville and Chester City.

Moreover, I hope that students, faculty, and alumni will reflect on how we can be engaged in positive social action and public service to respond to the needs of the Commonwealth, the region, and the nation. Our country depends on the energy, commitment, and positive action of groups that collaborate to create an improved collective future. One theme at the CGUI was that we should focus on collaborative efforts and helping students to acquire the technical skills to fuel their passion for make our world a better place.

I look forward to working with students, alumni, faculty, staff, and other stakeholders to organize specific action plans to help us engage in positive social action.

Sincerely,

Michelle R. Howard-Vital, Ph.D.
President

Adopting Community Service Projects

Dear Cheyney University Community,

As we move into Spring, we will once again see the beauty of nature and our campus. Spring is a time for renewal. As we appreciate this time of renewal and natural beauty, President Barack Obama reminds us to also renew our call towards public service, so that together we can change America. There are many needs in the Philadelphia community, in the Coatesville community, and in Chester County.

I am calling on our students, faculty, alumni and all stakeholders in Cheyney University to form teams that adopt specific community service projects. These projects could include beautifying an area, reading to children, and completing some home repair projects for some of our senior citizens. I hope these projects also include working with high school students. The disparity between achievement among various groups of students is alarming in our competitive economy. I hope that we adopt one or two high schools this Spring and work with groups of students to help increase the college-going rates among these students. Our students are good examples for high school students.

There is much to do. Remember, we can!

Michelle Howard-Vital

Centers of Excellence

Happy New Year Students, Alumni,Staff, and Stakeholders,

All new years bring with them the opportunity for improvement and re-dedication to the core values and goals that encompass us as Americans. As we watch President Obama and Vice President Biden bring forth a diverse group of talented leaders to response to America's problems and opportunities, we are committed to doing our part at Cheyney University to response to the needs of the region, the Commonwealth and the nation.

We will also continue to establish a team of leaders with exemplary backgrounds to implement the vision of a new Cheyney University which includes the construction of centers of excellence that respond to the needs of the region and offer specific opportunities for study and experiential learning. Centers of excellence will focus our academic programs, our fundraising, our research, and our outreach activities.

Our first center of excellence will be in Communications Media and Fine Arts. There is an undeniable legacy of excellence in this area that includes Laura Waring Wheeler, Mercer Redcross, Jim Vance, Robert W. Bogle, Leroy McCarthy, and Latrice Branson.

We are currently establishing an advisory council for the development of this center of excellence. We ask for your nominations of those who would be interested in helping us develop a premier center of excellence in communication and fine arts. We also ask for your input-- What should be our other centers of excellence?

Sincerely, President Michelle Howard-Vital.