Facilitated as an interactive panel, this session showcases change work across a range of HBCUs as panelists dialogue across their lived experiences at HBCUs and story the development of online programs at their institution.
Each panelist will be given time to share a brief case study with the goal of anchoring the conversation around different institutional contexts and acknowledging structural differences across HBCUs (i.e. size, funding, etc). The stories shared and the dialogue that ensues is meant to capture challenges and successes, amplify the work taking place within HBCUs and make space for community conversation around the unique challenges of bringing HBCUs online. Participants will leave with new connections and personalized insight into everything from what went well / what didn’t, the unique factors and decisions to the HBCU context, how they aligned their institutional strategies to their online priorities and online strategy, how they built buy-in from various stakeholder communities, how their model for professional development and faculty training needed to transform to address the development of online learning, and more.
Dr. Thomas employs Quality Matters, a global recognized, peer-review process used to ensure the quality of online and blended course design. He holds several Quality Matters certifications, including Master Reviewer, Peer-Reviewer and Quality Matters Coordinator. He is also certified to facilitate the Applying the Quality Matters Rubric workshop face-to-face and online. Dr. Thomas serves as Chair of the Quality Matters Academic Advisory Council (QMAAC). He also serves on the Changing Landscape of Online Education (CHLOE) Advisory Panel (CAP), Echo360 Advisory Board, and McMillan Learning Micro-Credential Advisory Board.
Dr. Thomas is an established scholar, his research focuses on instructional dynamics which encompass instructional domains, design, and delivery. He has developed a conceptual framework called the ENHANCE Learning Model. This conceptual framework provides seven strategies to inform intentional course design and delivery. Dr. Thomas is also the creator of the framework, “The WHOLE Experience,” a model that addresses the ever evolving higher education landscape. Dr. Thomas serves as an editorial board member for the Journal of African American Males in Education, the Journal of Innovative Higher Education, the American Research Journal of Humanities & Social Sciences, and as reviewer for the International Journal of Virtual and Personal Learning Environments. He is a frequent presenter at conferences and for webinars.
Dr. Thomas received his Ph.D. in higher education administration from Morgan State University, a M.A. in educational policy and leadership from The Ohio State University, a M.S. in instructional technology management from LaSalle University, a M.M. in classical vocal performance from New Jersey City University and a B.A. in music from Fisk University. He has completed post graduate studies at Cornell University and Georgetown University in project management and holds the Project Management Professional (PMP) certification with the Project Management Institute, Inc. (PMI). He has also completed the Diversity, Equity, and Inclusion in the Workplace and the Inclusive and Ethical Leadership Certificates from the University of South Florida Muma College of Business.
With an unwavering commitment to excellence, Dr. Richardson spearheads the design, development, and execution of a shared digital infrastructure that aims to revolutionize the way HBCUs approach education in the 21st century. Her innovative strategy leverages the latest advancements in technology to create an immersive and engaging learning experience that transcends the boundaries of traditional classrooms.
Dr. Richardson's extensive background in leading academic technology initiatives has equipped her with the knowledge, skills, and expertise necessary to navigate the complex landscape of higher education. She has a proven track record of successfully implementing transformative projects that have enhanced the teaching and learning experiences of countless students and faculty members.
As a passionate advocate for equitable technology development, integration, and application within Black higher education institutions, Dr. Richardson is committed to bridging the digital divide and ensuring that HBCUs have access to the same cutting-edge tools and resources as their counterparts. She recognizes the critical role that technology plays in leveling the playing field and providing students with the skills and knowledge they need to succeed in an increasingly digital world.
Dr. Richardson's commitment to sharing her knowledge and expertise extends beyond the walls of UNCF. She is a sought-after speaker and thought leader in the field of educational technology, frequently presenting at conferences and workshops across the country. Her insights and perspectives have helped to shape the discourse around the future of education and the role that technology will play in driving innovation and success.
As she looks to the future, Dr. Richardson remains committed to pushing the boundaries of what is possible in the realm of educational technology. She believes that by harnessing the power of innovation and collaboration, we can create a more equitable and accessible education system that empowers all students to reach their full potential.
Through her leadership and her tireless advocacy for the transformative power of technology in education, Dr. Valora Richardson is making a lasting impact on the lives of countless students and the future of Black higher education. Her vision, passion, and expertise serve as an inspiration to all those who believe in the power of education to change lives and shape the world for the better.
HBCU Summit-Part 1: Initiating and Navigating HBCU Online Learning Programs: Turning Challenges into Opportunity and Impact
Track
Equity, Access, and Inclusion in Digital Education
Description
Track: Equity, Access, and Inclusion in Digital Education
Session Type: HBCU Summit
Institution Level: Higher Ed
Audience Level: Intermediate
Intended Audience: Administrators, Design Thinkers, Faculty, Instructional Support, Training Professionals
Special Session Designation: Focused on Diversity, Equity, Inclusion, and Belonging (DEIB), For Educators at HBCUs, For Educators at MSIs