The first annual conference of the HBCU STEM Undergraduate Success STEM-US Research Center, “Sustaining HBCU Excellence through Collaboration,” took place July 11-12, 2019, in Atlanta, G
Trang 1The first annual conference of the HBCU STEM Undergraduate Success (STEM-US) Research Center, “Sustaining HBCU Excellence through Collaboration,” took place July 11-12, 2019, in Atlanta, Ga
This first workshop-based conference offered sessions on developing course-based research experiences for undergraduate laboratory courses, scientific literacy and a growth mindset for the success of freshmen STEM majors, grant preparation for broadening participation research, and partnering with the Collaboration for Excellence in Educational Quality and Assurance (CEEQA)
The NSF-funded conference was designed “for faculty and staff at HBCUs wanting development opportunities in STEM education, and those interested
in conducting STEM-based education research to document what works and to improve student outcomes,” said Lycurgus Muldrow, Ph.D., executor director of the STEM-US Research Center The center provided funding for travel, lodging, and meals for more than 100 conferees who were accepted to attend
Specific conference agenda items included:
a Scientific Literacy workshop with Muldrow; a grant preparation workshop with Claudia Rankings, Ph.D., the
HBCU-UP program director and Mark Melton, Ph.D., from Saint Augustine’s University;
a CURE (Course-based Undergraduate Research Experience) workshop with Lawrence Blumer, Ph.D., of Morehouse;
a Partnership Planning Workshop with Cheryl Talley, Ph.D., associate professor of neuroscience at Virginia State University; the Academic Pipeline Project by Curtis Byrd, Ph.D., and Rihana Mason, Ph.D., from Georgia State University; and keynote presentations by Margaret Beale Spencer, Ph.D., the Marshall Field IV Professor
of Urban Education at the University of Chicago, as well as Natasha Jankowski, Ph.D., director of the National Institute for Learning Outcomes Assessment and Research at the University of Illinois Urbana-Champaign
Muldrow also notified participants that STEM-US would soon submit a
$9-million proposal to the NSF
HBCU-UP program and was putting together
“a monumental team of professionals
to study and promote HBCU STEM education.” The names of team members were to be included in the proposal as potential participants and partners Another HBCU STEM Undergraduate Success conference is planned for 2020
1st Annual HBCU STEM-US Conference Held in Atlanta
QUARTERLY NEWSLETTER
“The basic foundational premise of this research center has remained the same–to research student identity, and
promote the broader, positive identity of HBCUs.”
— Lycurgus L Muldrow, Ph.D., executive director
IN THIS ISSUE
QEM: Help for Educating Minorities Page 2
Faculty Spotlight: Cheryl Talley, Ph D Page 4
Outstanding STEM Student:
Ariane Stubbs Page 6
Minority Males Attend Verizon
STEM Camp Page 7
Students Introduced to STEM Careers
at CodeHouse Page 8
and more
OCTOBER 2019 | ISSUE 3
Trang 2QEM: Help for Educating Minorities Since 1990, the Quality Education for Minorities Network (QEM), based in Washington, D.C., has been helping minorities succeed in STEM majors and careers “Through collective action, HBCUs can elevate research to advance STEM policy and advocacy, and build collaborations with industry leaders, elected officials, and advocates.,” says Ivory
A Toldson, Ph.D., QEM president and CEO “Over almost three decades, the QEM Network has assembled HBCU researchers and federal agencies to share insights on how HBCUs can develop a robust federally-sponsored STEM research infrastructure and build a community of practice.”
What is QEM?
The Quality Education for Minorities (QEM) Network was established in July 1990, in Washington, D.C., as a nonprofit organization dedicated to improving the education of underrepresented U.S students
What does QEM do?
QEM helps to realize the vision and goals outlined in the QEM Project's January 1990 report: “Education That Works:
An Action Plan for the Education of Minorities.” QEM also continues to be the premier organization for improving the quality of education for minorities—by providing technical assistance to minority serving institutions (MSIs), funding internship opportunities for underrepresented students, and advocating for college and career readiness in STEM
Selected QEM Contributions to Minority Programs
Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) The QEM Network, with support from the National Science Foundation (NSF), has provided technical assistance to current and potential grantees in HBCU-UP This assistance is designed to ensure that
Center Name Changed from IRC to
The original name of the NSF HBCU-UP Broadening Participation
Research Center was the HBCU STEM Identity Research Center
(IRC) After extensive consideration, however, the Center’s name
has been changed to the HBCU STEM Undergraduate Success
(STEM-US) Research Center
“The name was changed from IRC to STEM-US to better reflect the
proposed mission of the Center,” explained Lycurgus L Muldrow,
Ph D , the Center’s executive director “It should be noted that the
basic foundational premise of this research center has remained
the same—to research student identity, and promote the broader,
positive identity of HBCUs
“The mission of STEM-US is ‘to understand and tell the stories of
HBCUs through convergence research, thereby documenting the
legacy of excellence in STEM education at HBCUs and contributing
to future educational innovation ”
Investigating the formation of a resilient, science identity for
STEM majors remains a strong part of the STEM-US mission
“STEM-US's mission is extremely important because, despite
the extremely positive contributions HBCUs have made in STEM
education, a deficit-oriented discourse concerning HBCUs’
contributions to society still exists,” Muldrow said “To combat
this narrative, there needs to be a center-based, systematic,
investigation to elucidate how HBCUs with diverse academic
cultures successfully graduate African American students at a
higher rate than other institutions, produce a higher rate of African
American STEM students receiving doctorates, and instill in
students a greater sense of self-efficacy ”
The STEM-US Research Center’s comprehensive work
will include:
a holistic strategy integrating research, education,
outreach, and knowledge transfer This approach is
needed to effectively disseminate, at local, state and
national levels, the contributions, impact, and positive
legacy of HBCUs in broadening participation;
a common theoretical framework that helps to identify
student vulnerabilities while developing the necessary
support for promoting resilience, success, and retention; and
research-based protocols and analytical findings that will
inform mainstream education reform, as well as contribute
to the larger goal of overcoming race-related educational
disparity in the United States
continued on page 3
Quarterly Newsletter of the HBCU STEM-US Research Center
Trang 3QEM: Help for Educating Minorities cont'd
graduates are prepared to successfully pursue advanced STEM
degrees or to enter the nation’s science and engineering
workforce after graduation
The Faculty Early Career Development (CAREER) Program
QEM has provided technical assistance to junior faculty
at MSIs as well as minority junior faculty at non-minority
institutions to increase participation and competitiveness in
the NSF's CAREER Program
The Robert Noyce Teacher Scholarship Program QEM has
conducted workshops to prepare faculty at minority-serving
institutions to submit competitive proposals to the NSF’s
Robert Noyce Teacher Scholarship Program The program
encourages talented science, technology, engineering, and
mathematics majors and professionals to become K-12
mathematics and science teachers
Scholarships in the Science, Technology, Engineering, and
Mathematics Program (S-STEM) This program provides
funds for scholarships for low-income students The program
also helps with the implementation and testing of existing,
effective, evidence-based curricular and co-curricular activities,
featuring: (1) close involvement of STEM faculty, (2) student
mentoring, (3) provisions of academic and student support,
(4) adaptation of existing high-quality evidence-based practices, and (5) recognition of S-STEM Scholars
Cultural engagement and recruitment of American Indian males into computer science through computational linguistics QEM has received two years of support from the NSF to investigate the effects of collaborative, computational linguistics hands-on research projects on the recruitment into, and retention of, Native American males in computer science or information technology
The Annie E Casey Foundation Project The project facilitates a virtual community of HBCU faculty—a community committed to education and research that advances socially conscious juvenile justice reform
Ivory A Toldson, Ph.D
QEM president and CEO
Contact QEM:
Quality Education for Minorities Network
1818 N Street NW, Suite 350, Washington, D.C 20036 Phone: (202) 659-1818
http://www.qem.org
Trang 4Cheryl Talley talks about dropping out of college, returning
to earn three degrees, and becoming a professor of
neuroscience at Virginia State University.
Name someone who really helped
you to succeed.
“A teacher—a home economics teacher
She reached out to me and took me to
her house, where she had an electric
dishwasher! She paid attention to me and
she expressed this belief that I could be
a teacher Once she planted that seed, I
knew I could go to college.”
What’s been one of the most important
things in your career?
“I was saved by education I always
loved books.”
Where did you grow up?
“When I was 10 years old, the family
moved from Ohio From then until I
left for college, I lived in Kansas City,
Missouri, where I was raised by my
grandmother I went to Lincoln High
School, which had been the premier
school for African American students
during segregation So, on the walls of the
school were pictures of all these leaders
from the pre-segregation days.”
What about your college years?
“I went to Northwestern and majored
in biology Even though Lincoln High
School had given me a decent education
I was not prepared for college In this
new context, I lacked so much I not
only lacked a background in chemistry
and calculus, but I also lacked comfort in
being in this intellectual setting I was not
the among the brightest students because
all of the students were bright I found
myself not knowing how to do college I
didn’t even know how to get help By the third year, I had dropped out
“I went back home and found out that three-quarters of a college degree is like no college degree Eventually, I got married and, after four children, I still wanted to finish that fourth year So I went back to
my old friend, the library, and I discovered self-help books Over seven years, I read about 70 books, and I saw a pattern There was a common theme that ran in them about the ability to have faith in your ability
to determine your own fate So I started
a self-help group and got a professional counselor And I found that belief in yourself is at the core of everything.”
How did you find your way back
to college?
“It was therapy, in combination with knowing that there were other people out there like me Once I understood that finishing my degree was dependent on me,
I got that revelation That’s when I became determined to complete my education.”
How did you go on to earn a master’s degree and doctorate?
“My husband’s job moved us from Missouri
to Virginia We chose Harrisonburg because James Madison University ( JMU) was there At that time, JMU offered a degree track where I could use my previous learning toward a degree in individualized study So I completed my bachelor’s degree
at JMU with a concentration in psychology
I was introduced to the idea of graduate school by the chair of the department and
he suggested that I consider applying to the University of Virginia Six years later,
continued on page 5
FACULTY SPOTLIGHT
Cheryl Talley, Ph.D.
After receiving her
bachelor’s degree from James Madison University, Talley earned both her master’s and doctoral degrees at the University of Virginia She was
an instructor and then assistant professor at James Madison University, and has been at Virginia State University (VSU) since 2011
Talley is currently an associate professor of neuroscience, with expertise in health and wellness, and academic achievement Her research interests include: metabolic disorders; obesity among African American women; and mindfulness and meditation
as protective factors of systemic disempowerment
Talley is known for her deep commitment to undergraduate science teaching in the laboratory and in the classroom at VSU She takes mentoring students seriously, and focuses on helping students strengthen their academic skills, while recognizing that personal factors, such as time management, organization and self-confidence are equally important to academic success Talley has served on numerous boards and commissions, and founded an organization for middle school children aimed
at increasing self-esteem and improving academic outcomes She can be reached at:
ctalley@vsu edu
Quarterly Newsletter of the HBCU STEM-US Research Center
Trang 5I finished my master’s degree and Ph.D
in psychobiology I was, and still am,
fascinated by the study of the brain and
of consciousness For the last 30 years I’ve
continued to be a student, even though my
job is teaching.”
How did you commute, study, and
handle family responsibilities?
“I commuted one hour to Charlottesville,
Virginia, while in graduate school I
was ready to drop out after the first year
because it was so hard I was older, I had children, I was a black woman, and I was floundering I knew how to do the classes but not the research, and I didn’t have a mentor for the first two years After failing the comprehensive oral exams, I decided
to quit, and then my advisor said to me,
‘Some women were meant to be at home.’
It devastated me but it also fired me up
“I had signed up to do this Landmark Education event in Washington, D.C
Landmark has centers all over the world and you come in and sit for a weekend and participate in a discussion of epistemology, basically You examine what is true to you and why you believe it is true What they essentially did was to remind me of what
I had taught myself by reading those 70 self-help books
“It was amazing serendipity that the training occurred the same week of my oral exam I went back to Charlottesville and said, ‘I’m
now committed.’ Because the event made
me see that it’s about me I am the cause in the matter of my life
“I also realized that I needed to change advisors I did that and I also reached out
to the only African American professor in the unit and asked him to be my informal mentor, which he readily did Within two years, I graduated.”
How can you inspire others, particularly students at HBCUs struggling in STEM fields?
“I don’t think it can come from the outside My teacher helped me to the next step but the ultimate change agent was the skill of going inward George Washington Carver talked about his habit of waking in the early morning and talking to God—that’s how he created some of his best experiments.”
" Over seven years, I read about
70 books, and I saw a pattern
There was a common theme that
ran in them about the ability
to have faith in your ability to
determine your own fate."
Researchers at the STEM-US Center are seeking information about
successful HBCU STEM programs to assist STEM career-focused
HBCU students through a new program called THRIVE THRIVE is
an acronym for: Type of Program, History & Historical Significance,
Research Preparation, Inclusion & Identity, Voice, and Expectations
The main goal of the THRIVE Inventory tool and STEM-US
collaboration is to design and populate a special STEM database and
interactive web platform This would provide a comprehensive view
of STEM academic pipeline programs housed at HBCUs for parents,
students, faculty, and college/university administrators
The database and web platform are expected to create more
awareness about STEM programs, initiatives, and interventions for
career-focused HBCU students The combination should diversify
the professoriate, and help students build compelling academic
(research) portfolios as well as successfully matriculate through
college and university degree programs
The STEM-US Center is seeking your help, particularly, in gathering
important information about STEM academic pipeline programs that
serve underrepresented minorities, first-generation students, and/
or underserved populations as they continue on their academic
journeys The goal is not only to generate data and gather important
information on STEM programming at HBCUs for the Center’s database, but also to help the STEM-US Center share success stories using authentic information
Information is being collected from successful programs throughout the pipeline—from HBCU pre-collegiate students to faculty and career-bound graduates To participate, please include your own STEM programs or STEM programs at your institution that have a good track record of helping students and professionals to progress
in academia and obtain advanced degrees, or to assist people in their professional development Information is needed, for example,
on bridge programs, summer research initiatives, CUREs, as well
as retention, innovation, and fellowship programs that include mentoring, workshops, and cohort development
Please consider taking about 30 minutes to complete a brief survey that is optimized to be completed on a computer or on your mobile device Individual survey responses will be kept confidential, but general information provided will be included in the database Thank you in advance for helping to sustain HBCU excellence through collaboration!
Faculty Spotlight cont'd
https://gsu.qualtrics.com/jfe/form/SV_0DnNy5Gh4EATcax
Assistance needed with program for STEM Career-Focused HBCU students.
Trang 6Strong faculty mentors, determination,
and a lot of hard work have brought
Ariane Stubbs close to having a career as
an electrical engineer
Stubbs, a native of Macon, Ga., entered
Clark Atlanta University as an art
major, on scholarship “It was easy, but
I wanted to know how I could make
more money than this,” she says “I
thought architecture And then, later I
thought, ‘What is the next big thing to
architecture?’ And it was engineering.”
Stubbs reconsidered her major more than
a few times The 21-year-old changed
to a dual degree in math and computer
science, for example, her sophomore year
But engineering remained on her radar
screen So, this year, Stubbs is planning to
complete the fall semester at Clark Atlanta
with a 3.7 GPA before transferring in the
dual degree program to a university such
as Auburn or North Carolina A&T, where
she’ll major in engineering
“They’ll take the classes that apply to the
new major, and it’ll be like a new slate,”
she explains “I’ll be starting as a freshman
again, but I’ll be able to get a good job
when I graduate There’s an even better
chance of me getting a job than a man
because there aren’t that many women in
the tech field.”
Some of Stubbs’ best advice for students wanting a STEM career involves the decision-making process about a major
She advises students to not switch majors repeatedly, and to stick to a STEM major, even if it’s difficult at first “Once you get
in, don’t back out,” she emphasizes “You might go in as an engineering student and feel you can’t handle it But once you get the hang of it if you can get through
a year, you can get through the program.”
Stubbs remembers always being interested
in what she calls the techie stuff “I was always hands-on, wanting to build things.”
She was also a standout in math, making a perfect score on the ACT test
Family support has also been critical to Stubbs’ college career Growing up with
a single mom and four siblings, Stubbs thought at first that she’d just go into the military “But my mom said don’t worry about the money, just go to school.”
She managed to get scholarships to attend Clark Atlanta, and the scholar-athlete found enough time away from her studies to participate in track and field, serving as captain one year
The mature young woman also manages her social time well She describes herself
as becoming mature at a young age And though she maintains a small circle of friends, she still doesn’t like to just “go out and party.”
Besides her natural talent, family support, and maturity, and Stubbs believes that good advising is critical to students on
a STEM journey “Find a mentor that
really gets involved and cares about your future,” she says “Faculty mentoring is the best They’ve already been through everything you’re about to go through.” Two mentors who have helped her on her own STEM journey are Curtis Byrd, Ph.D., assistant dean and senior associate director of graduate admissions at Clark Atlanta University, and Rihana S Mason, Ph.D., assistant project director at the Urban Child Study Center at Georgia State University
Byrd describes his mentee as a dedicated worker, with solid ethics and a bright future
“What makes Ms Stubbs an especially talented student and future leader in STEM is her desire to learn and take on challenges, no matter the level of difficulty,”
he says “She is completely engaged in whatever project we put in front of her, with quick and accurate turnarounds on all the tasks she’s asked to perform These types of attributes will take her far
“I’m proud to have her on our research team at Morehouse College (STEM-US Center),” adds Byrd “She’ll be a major success in whatever career she chooses.” Stubbs is unsure about getting a graduate degree, and, is not sure where engineering will take her She describes her dream career, though, as setting up a lucrative business featuring a product that she’s created Then she’d give some time, and proceeds, to her family, and other first-generation college students
“For me,” she says, confidently, “it would
be satisfying to give back.”
HBCU SCHOLAR-ATHLETE
SPOTLIGHT
“ You might go in as an engineering student and feel you can’t handle it But once you get the hang of it if you can get through
a year, you can get through the program ”
—Ariane Stubbs
Ariane Stubbs
Clark Atlanta Scholar-Athlete Looks Forward to a Career in Engineering
Quarterly Newsletter of the HBCU STEM-US Research Center
Trang 7Left: Jayden Ulysses; Keyden Pittman; Jaden Middleton
When they returned to school after summer vacation, one group
of middle-schoolers had some unique stories about what they did
on summer vacation: creating a Smart City (a future sustainable
city), building robots, and learning about visual reality
In June, some 70 minority male students from targeted middle
schools from Metro Atlanta took part in a three-week Verizon
Innovative Learning for Minority Males STEM Program on
Atlanta’s Morehouse College campus
The program is designed to provide innovative, hands-on
learning for middle-school male students who need access
to technology to succeed in the digital world, according to
Verizon Participants attended workshops in 3D design and
printing, coding, augmented reality (the projection of interactive
computer-generated images into a person’s real-world
surroundings), and virtual reality (the computer-generated
simulation of an interactive, three-dimensional environment)
The three-week camp was free for minority males in grades six
through eight Free transportation to and from Morehouse was
given to students from Clayton County Public Schools, and
lunches and snacks were provided for everyone
Seth Morton, a rising eighth-grader from Douglasville, Ga., who
was part of the design tribe who worked on the futuristic Smart
City, talked at the camp’s showcase event June 28, the last day of
camp, about using solar energy “I helped build the Smart City,”
the young scholar, who wants to be an engineer, said proudly
“I got to choose what I wanted to do.”
Upstairs from the Smart City, in one of the Morehouse academic
buildings, a grandfather waited to get into a lab where students
were racing the spider robots they had created “It’s necessary to
give young black kids a boost in science so they don’t feel like they
have to be a rapper or in entertainment or sports,” he said, about his own grandson participating in the camp “That kind of thing’s not going to happen for everybody.”
The Verizon program also focused on teaching middle school students a “growth mindset” to get projects accomplished
“We had to open our minds,” said Morton, who helped construct
a robot to execute a specific task “We worked hard together, but
we never gave up.”
Jadon Harris, a rising ninth-grader from Atlanta, said working
in teams also helped him with his social skills, and ability to make contributions in a group setting “I was able to help the others,” explained the 14-year-old, who plans to go to Howard University and become a mechanical engineer Harris became a group captain of one team
Targeted schools got the word out about the STEM-infused program by marketing it to parents One mother, Michelle Steib, was particularly motivated to get her son, Raymond, into the camp “He’d expressed an interest in STEM, and he didn’t get much of that in school,” she said “Someone gave me a flier a year ago and I made sure I saved it.”
Since 2012, Verizon has committed some $400 million to helping under-resourced communities bridge the digital divide, according
to company officials “We have helped over a million kids to date and will help 2 million more by 2021.”
Carol Shearer, Morehouse Division of Science and Mathematics program manager, served as this year’s manager of the Verizon Innovative Learning program
Minority Males from Targeted Middle Schools Attend Free, Innovative Verizon STEM Camp
For a virtual reality tour of the Smart City, click here:
https://www.youtube.com/watch?v=Tbh6AtHXcuM
Trang 8Georgia computer science majors worked last spring in
partnership with corporate sponsors, such as Google, Microsoft,
Dell, Adobe, Twilio, and IBM, to introduce Metro Atlanta teens
to tech careers and try to improve diversity in STEM
The Atlanta University Center tech scholars invited hundreds
of students from urban middle and high schools to participate
in what they called the CodeHouse Day of Code at Morehouse
College on April 18 The one-day conference featured a tech
expo, job fair showcasing STEM careers, and motivational
sessions led by African American engineers and tech workers
Representatives from the United Negro College Fund (UNCF)
also shared information on STEM initiatives and college scholarships
“This really expanded my horizons,” said Genesis Ramos, a Langston Hughes High School student who particularly liked the demonstrations on artificial intelligence “I didn’t know computer science was so broad You can be involved with anything.”
Representatives from Twilio showed Ramos how they set up gaming And the teenager, who hopes to work in the film industry someday, left the daylong event planning to apply for
an internship with the company
continued on page 9
CodeHouse Event
Introduces Teens
to STEM Careers
Google, Adobe, Microsoft and other tech companies inspire urban teens
at Atlanta University Center event.
Quarterly Newsletter of the HBCU STEM-US Research Center
Trang 9One student discovered how much he actually liked math, and others enjoyed learning about coding, having face-to-face contact with vendors, and finding out how to “build cool stuff ” and earn
a good income
“I liked how you got to meet the people from different companies and see people who look like us,” said one young participant “There needs to be more people (in STEM fields) like me.”
CodeHouse’s main goals were for participants to have fun, meet vendors, and learn about a variety of STEM career opportunities Some 250 Metro Atlanta students in eighth through 12th grades were invited to the event, and
143 attended
“Just being able to spark some interest in
a child can break the stereotype that you have to be a basketball player or a rapper
to be successful,” said CodeHouse co-chairman Tavis Thompson, now a senior computer science major at Morehouse
College “There’s more to life than that These students can be more than what society tells them that they should be.” And Ernest Holmes, a Morehouse math and computer science major who helped to coordinate CodeHouse before graduating last spring, agrees “You can be free to do what you want to do, whether it’s create your own business
or make a product Computer science can be applied to any field—sports, the food industry, software engineering, and farming It’s so versatile.”
Learning about STEM careers, however, can be difficult for young students in urban areas According to the Pew Research Center, nearly one in five teens cannot even finish their homework
at home due to the digital divide, which includes a lack of technology and internet Some 15 percent of U.S households lack high-speed internet; and black and low-income households make
up the largest portion of those stifled by the digital divide
“ This really
expanded
my horizons
I didn’t know
computer
science was
so broad
You can be
involved with
anything.”
The main goals of CodeHouse, held on the Morehouse College campus, were for participants to have fun, meet vendors, and learn about a variety of STEM career opportunities
continued on page 10
Trang 10Organizers hope that ongoing
CodeHouse-type programs could have
the biggest impact among those students
caught in this digital divide
“In urban areas, where there are more
black students, the kids are just not
hearing much about fields like computer
science, and they’re not getting the right
role models,” said Holmes, who’s been
doing coding since high school “But if
they are exposed to computer science as
young children, they will grow up coding
and considering STEM careers.”
Organizers from the Atlanta University
Center—including Thulani Vereen, a
senior computer science major at Spelman
College, and Julian Parker, a sophomore
computer science major at Morehouse—
hope that CodeHouse will inspire other
colleges and universities to host similar
events, and that tech companies, such as
Google, IBM, Dell, Twilio, Mailchimp,
Microsoft and Adobe, participants in
CodeHouse 2019, will stay involved
As for the Metro Atlanta workshop,
Holmes, now a Google software engineer
and chairman of CodeHouse, plans
for CodeHouse to become an annual
event “I’m actually in the process of
having meetings with different company
sponsors in order to get feedback on
how to make the next event bigger and
better,” he said “I’m using my location
in the Silicon Valley to my advantage by
meeting with the different companies for
lunch or at their headquarters
“It takes a village to put together
something like this,” he emphasized
“We’re going to continue to help
those guys.”
For more information, visit:
thecodehouse.org
From left to right: Kaughlin Caver, Morehouse computer science major; Morehouse College President David A Thomas; Tavis Thompson, Morehouse computer science major; Julian Parker, Morehouse computer science major; Avery Kenly, a teacher specialist in Georgia’s Clayton County Public Schools; Ernest Holmes, Morehouse ’19, now a Google software engineer; and Spelman College computer science major Thulani Vereen
Vendors from companies such as Googe, Microsoft, and Mailchimp visited the Morehouse campus for CodeHouse.
Watch CodeHouse in action:
https://vimeo.com/350675281
Quarterly Newsletter of the HBCU STEM-US Research Center