Virginia Union University is a historically black university located in Richmond, Virginia, United States. It took its present name in 1899 upon the merger of two older schools, Richmond Theological Institute and Wayland Seminary, each founded after the end of American Civil War by the American Baptist Home Mission Society. VUU's 84-acre campus is located at 1500 North Lombardy Street in Richmond's North Side. Wikipedia.
News Article | December 13, 2016
AUSTIN, Texas--(BUSINESS WIRE)--PeopleAdmin, a leader in talent management software for K-12 and higher education, today announced the latest honoree of its Inspired2Educate recognition program for her story about her college professor and his “never give up” spirit that continues to inspire her today. Ima Hicks, a French Instructor at Virginia Union University (VUU), told the story of how her first year of college and her life — both marked with an ever-present sense of not fitting in — changed upon meeting Professor Mathis Szykowski, a French professor and a Jewish refugee from WWII-era France. “I don’t think I would have made it out of Oberlin alive had he not been there,” Hicks wrote in her Inspired2Educate submission. “I admire him for pursuing, despite obstacles, his education (earning his B. A. in night school) while working full time and raising two children. This perseverance, born of experience and a dedication to learning, self-critical evaluation, equity, and reconstitution, is what I try to pass on to my students.” PeopleAdmin board member Kermit Randa awarded Hicks with a scholarship today at a university assembly in Richmond, in front of more than 200 faculty and staff. Randa also awarded VUU with a scholarship. “Ima Hicks and Mathis Szykowski show us that education doesn’t always come easy, but it lifts people out of adverse circumstances unlike any other pursuit,” Randa said. “They also demonstrate that when educators take the time to recognize and coach students through their struggles, they can change countless lives for years to come.” Inspired2Educate, a PeopleAdmin program begun in February, encourages current education professionals at all K-20 schools and grades — from kindergarten to Ph.D. programs — to nominate via video or in writing a teacher, administrator, or staff member who inspired them to start their careers in education. At age 60, Hicks says her career in education is just starting. She hopes to complete a Ph.D. program in the next few years and has already studied at various leading institutions across the U.S., including Oberlin College, New York University, Indiana University, the University of California, and Georgetown University. “VUU is the total opposite because it's more or less an open-access school,” she said. “We teach students that some consider the bottom of the barrel, but I feel like I'm contributing more toward society by educating these students … which starts by putting myself in their shoes. Many of them work full time to pay their tuition and deal with family issues outside of class. I try to make sure they all benefit from having spent time in my presence.” To ensure academic success for the next generation, PeopleAdmin believes that acquiring, managing and developing the right educators is key. Inspired2Educate is its way of recognizing some of those great educators and ensuring that our nation’s students get the education they deserve. For more information about the Inspired2Educate program and details on how to participate, please visit www.PeopleAdmin.com/Inspired2Educate. Follow along with the latest conversation and updates by using the #Inspired2Educate hashtag on Twitter and Facebook. PeopleAdmin is the leading provider of cloud-based talent management solutions for education. Its software enables customers to streamline the hiring process, onboard new employees, efficiently manage positions and employee performance, develop compliant and defensible audit trails, and utilize industry-leading reporting and data-driven predictive analytics. PeopleAdmin’s integrated talent management suite includes applicant tracking, faculty search committee management, position management, onboarding, performance management, professional development management and workforce planning, as well as a first-of-its-kind teacher candidate assessment tool created in partnership with a consortium of award-winning scholars, respected universities and research partners. PeopleAdmin solutions are rapidly deployed, easy to use and supported through a world-class customer service organization. Visit www.peopleadmin.com for more information.
Valery Samoilenko S.,Virginia Union University
Information Technology for Development | Year: 2013
One of the routes by which investments in information and communication technologies (ICT) could impact a macroeconomic bottom line of economies is by contributing to total factor productivity (TFP), an important component of economic growth. While the more traditional "investments to revenues" resource-intensive path has been well researched, the nature of the indirect "investments to TFP" link remains much less clear. Specifically, it is not well understood what conditions must be present for economies to exhibit the relationship between investments and TFP. In the current study, conducted in the context of 18 transition economies in Europe and the former Soviet Union, we aim to identify some of the factors associated with the presence of the relationship between the subset of investments in ICT, investments in telecoms, and two components of TFP - change in efficiency and change in technology. The results of the analysis of the data set spanning from 1993 to 2002 suggest that while the presence of the link between investments and change in technology was associated with the level of investments, the presence of the relationship between investments and change in efficiency was associated with the quality of a full-time telecom workforce. The consequent analysis of the data set spanning from 2003 to 2008 supports this finding and also provides evidence of the importance of the macroeconomic strategies that balance an increase in the levels of investments with the increase in the levels of efficiency of utilization of investments and the generation of revenues. © 2013 Copyright Commonwealth Secretariat.
Samoilenko S.,Virginia Union University |
Ngwenyama O.,Ryerson University
Journal of Global Information Technology Management | Year: 2011
Human capital is one of the key factors affecting the expansion of ICT and the realization of macroeconomic outcomes in transition economies (TE). Research on ICT investments and their impact on the economic bottom-line have pointed to the shortage of technologically skilled ICT workers who can adopt, implement, innovate and maintain new information technologies in TEs. While ICT regulatory policies have shifted to encourage increased ICT investments, the ability to formulate and implement complementary practices to investments in ICT human capital development strategies remains a continuing problem. In this investigation we inquire into the relationship between investments in Telecoms (a subset of investments in ICT), and a full-time Telecom staff, and propose a two-phase approach allowing for formulating policy and strategies for complementary investments in the development of the ICT workforce. The proposed two-phase approach for formulating empirically-justifiable and theoretically sound HR strategies is then tested in the context of eight TEs. The framework of neoclassical growth accounting and the theory of complementarity provide the theoretical foundation for this inquiry, while multivariate regression and data envelopment analysis are utilized to conduct the data analysis. © 2001 Ivy League Publishing.
Samoilenko S.V.,Virginia Union University
Information Technology for Development | Year: 2014
We propose and test a conceptual model allowing for the investigation of the microeconomic impact of investments in telecoms. While the impact of investments in telecoms on the macroeconomic outcomes has been previously investigated, there seems to be no published research that looked at the microeconomic impact of telecom investments. The proposed conceptual model links investments in telecoms with microeconomic constructs that are closely associated with such measure of macroeconomic bottom line as GDP; this allows us to outline a more detailed path traversed by the impact of investments. We use structural equation modeling to test the proposed model in the context of a sample of transition economies comprising two groups differing in terms of economic development. The results suggest the existence of the context-independent paths that are common to both groups; however, there is evidence that some of the impacts of investments in telecoms are dependent on the level of economic development. The results of the investigation offer valuable insights to decision and policy makers tasked with the responsibility of improving the micro- and macroeconomic impacts of investments in telecoms. © 2013 © 2013 Commonwealth Secretariat.
Samoilenko S.,Virginia Union University |
Osei-Bryson K.-M.,Virginia Commonwealth University
Information Technology for Development | Year: 2011
For several years, researchers and practitioners have been concerned about the impact of investments in information and communication technologies (ICTs) on productivity. The research framework of neoclassical growth accounting is widely used in this area of research on information technology and productivity. While several studies have explored the relationship between investments in ICT and metrics such as GDP, the links between investments in ICT and total factor productivity (TFP) have received less attention, particularly for transition economies (TEs). While the data that we use in this study are directly related to TEs, our exploration can provide insights that are useful for understanding similarities and differences between developed and developing/emerging economies. In this study, we propose and illustrate a methodology for investigating the relationship between investments in ICT and TFP that is consistent with the framework of neoclassical growth accounting. © 2011 Commonwealth Secretariat.
Oberhauser A.M.,West Virginia University |
Yeboah M.A.,Virginia Union University
Singapore Journal of Tropical Geography | Year: 2011
Urban poverty is invariably linked to sociospatial dimensions of livelihood strategies. Gendered social relations, for example, have been seen to impact the ability of females to access resources, to gain assets, and to engage in viable income-generating activities. Focussing on the livelihood strategies of the urban poor as they intersect with neoliberal economic reforms in contemporary Ghana, this paper draws on a field-based survey of porters in Accra, mostly migrants from rural agricultural northern Ghana, whose primary livelihoods derive from transporting goods for clients in congested market areas of the urban industrial south. The paper highlights the gendered aspects of porters' livelihood experiences such as differences in migration patterns, reliance on physical labour and living conditions, which relatively few analyses have examined, especially as these relate to wider socioeconomic processes. The study illustrates how this perspective is important to understand the intersection of livelihood strategies, gender and national economic reforms in promoting both rural and urban development. © 2011 The Authors. Singapore Journal of Tropical Geography © 2011 Department of Geography, National University of Singapore and Blackwell Publishing Asia Pty Ltd.
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 379.79K | Year: 2016
The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Virginia Union University (VUU) seeks to develop and implement course-based undergraduate research experiences (CUREs) in the biology education curriculum, provide access to scientific research experiences for undergraduate students and increase the research capacity of faculty in the biological sciences. The proposed program is a strategy for increasing the capacity of VUU to produce more STEM graduates who are competitive for graduate school and STEM careers. It is anticipated that this program will enhance the quality of STEM education at VUU, leading to the formation of a new research-intensive academic curriculum.
The goals of the project are to increase the number of competitive VUU biology graduates entering STEM graduate programs and/or workforce, as well as the faculty capacity for conducting STEM research at a small, liberal arts HBCU. These goals will be accomplished through the following specific objectives: (1) increase biology student exposure and competency in laboratory-based technological advances that are most relevant to graduate training and/or the scientific workforce; (2) increase student engagement in formal basic science training and independent research experiences; and (3) enhance faculty discipline-specific expertise and increase the capacity to conduct scientific research. A 3-pronged approach will be used to fulfill these objectives: 1) develop and implement course-based undergraduate research experiences (CUREs) in the biology education curriculum; 2) implement a set of extracurricular activities targeting key aspects of faculty and student research development needs; and 3) implement an Undergraduate Research Certificate Program in the biological sciences.
Agency: NSF | Branch: Continuing grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 1.75M | Year: 2012
The implementation project entitled - Coaching for Academic and Professional Success in STEM - builds on a planning grant and has the goals to reinvigorate science, technology, engineering, and mathematics (STEM) education at the Virginia Union University and significantly increase the number of graduates that compete successfully for admission into graduate programs and/or the STEM workforce. The main objectives of this project are to increase recruitment, retention, and graduation rates in all STEM disciplines by at least 50% within the next five years while maintaining the academic rigor that is required for student success after graduation. Three strategic initiatives are designed to meet the objectives: (1) the establishment of a STEM Summer Institute that improves the preparedness of rising freshmen for college; (2) the implementation of high-impact educational practices across the STEM curricula, and (3) the establishment of a STEM Coaching Team.
While the strategies implemented in this project will improve STEM education at Virginia Union University, it is anticipated that they will be equally effective at other small liberal arts institutions and that this project can serve as a national model. The project emphasizes the importance of close relationships between undergraduate STEM programs, high schools, graduate institutions, and employers of STEM graduates, and, consequently, will enhance the mission of each of these partners.
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 71.00K | Year: 2010
Virginia Union Universitys planning grant is aimed at improving undergraduate education in STEM disciplines. VUU reports to have several STEM departments with low enrollment, to suffer from poor retention, and to have below average scores by its students on Major Field Achievement tests. The planning project has the objectives to: 1) develop plans to improve enrollment; 2) develop plans to improve retention; 3) analyze the STEM infrastructure and develop plans to align it with contemporary standards; and 4) formulate an effective implementation strategy. Findings generated by the various planning activities will be evaluated in the context of published STEM education research, and an effective strategy, tailored to the specific needs of VUU, will be presented in a comprehensive implementation plan.
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 98.89K | Year: 2013
This planning grant at Virginia Union University seeks to develop a strategy to establish a major program in Physics and Pre-Engineering in the School of Mathematics, Science and Technology. This project is in support of the institutions strategic plan and focuses on an assessment for long-term plans. Implementation plans will be developed through meetings, workshops and consultations with both internal and external evaluators. The planning process will include a self-study of the science, technology, and mathematics undergraduate programs, survey students and alumni, visit institutions with successful Physics and Pre-Engineering
programs, and establish relationships with institutions who offer advanced degrees in engineering to examine reinstatement of a dual-degree engineering program at Virginia Union University.
The project has great potential to positively impact the number of underrepresented minority students pursuing both undergraduate and advanced degrees in Physics and Engineering. The project also proposes to engage the private sector and national labs to ensure that workforce needs are appropriately addressed.