Howard University Pre-PhD Summer Enrichment Program: Course Overview and Cohort Introductions

Program Leadership and Facilitator Introduction

  • Facilitator Background: Dr. Kanisha Grant is an Associate Professor of Political Science at Howard University. She is a graduate of Florida A&M University (FAMU), where she also studied political science.
  • Teaching Experience: Dr. Grant has completed approximately 1212 years of university teaching at Howard University.
  • Program Creation and Purpose: Dr. Grant created the Howard University Pre-PhD Summer Enrichment Program based on her personal experience as a FAMU graduate entering graduate school.     * She described herself as having been "completely unprepared" for the rigors of graduate school despite her academic background.     * Her motivation is to ensure that current students do not struggle in the same way, providing them with the knowledge and tools she lacked.     * The specific aim of the program is to prepare students to apply for graduate school in the fall, ensuring they not only gain admission but also secure full funding.

Student Cohort Introductions and Research Interests

  • Alma Baffour: A junior International Affairs major with a double minor in Political Science and History at Howard University. She is from North Carolina, and her research interests involve West African relations.
  • Aubrianna Hills: A rising senior History major and Biology minor at Howard University. She is from Cleveland, Ohio. Her research focus is on diasporic studies, specifically the intersectionality between the African and Asian diasporas in the United States.
  • Jordan Allen: An honors rising senior Psychology major and Criminology minor at Howard University. Her research interests lie at the intersection of clinical psychology and the criminal justice system, with a focus on addressing mental health issues within that system.
  • Leah Cowan: A senior Political Science major from Birmingham, Alabama, attending Albany State University. Her research focuses on the housing crisis and affordable housing.
  • Taylor Hill: A rising junior Film and TV Production major from Waldorf, Maryland. Her research interest is media representation and its impact on youth development, specifically regarding youth perception of self-expression and self-esteem.
  • Taylor Kellum: A recent graduate of Howard University who studied Interdisciplinary Studies with a concentration in International Relations, Media, Journalism, and a minor in Film. Her research interests include:     * Black youth's perception of themselves regarding media representation.     * Energy security and its role in shifting geopolitical power on the African continent in a post-contemporary, post-colonial context.
  • Briani (Yani) Sparrow: A rising senior at Howard University majoring in Psychology and Criminology. Her research interests involve mass incarceration, the school-to-prison pipeline, and the role of counseling in addressing these issues.
  • Kaina Brooks: A rising senior Sports Management major with a double minor in Sports Administration and History from Normal, Illinois. Her research focuses on the differences in representation between men's and women's "high women's sports" (popular sports like the WNBA).
  • Sydney Demar: A recent graduate of Florida A&M University (FAMU) with a Bachelor of Science in Psychology and a minor in Sociology. Originally from Atlanta, her research interests involve mental health in the Black community, socioeconomic status, stigma, and access to resources.

Program Pedagogy and the Graduate Seminar Model

  • The Seminar Model: The program's classes are organized as graduate seminars rather than traditional undergraduate lectures.     * In undergraduate courses, professors typically talk at students while students ingest information.     * In graduate seminars, the model shifts to active discussion. Students read materials and then discuss and critically engage with them.
  • Critical Engagement: Students are expected to analyze what is good or bad about a text and learn how to show up effectively in a seminar environment to reduce future intimidation in graduate school.

Core Coursework and Instructional Staff

  • History: Taught by Dr. Pierre, focusing on historical content and seminar participation skills.
  • GRE Preparation: A Kaplan GRE prep course is provided to help students manage testing anxiety.     * The course was scheduled to start on June 10 and ends on June 15.     * The goal is to improve diagnostic scores to ensure applications are competitive for admission and funding.
  • Writing Course: Taught by Dr. David Green. This course focuses on:     * Refining the Personal Statement or Statement of Purpose.     * Polishing a writing sample (typically a long paper from a previous course) to ensure it is technically correct and high-quality.
  • Technical Research: Taught by Dr. Best. This course covers the mechanists of research, including:     * Formulating research questions.     * Identifying variables.     * Statistical analysis.
  • Experiential Learning: Led by Dr. Wright. This involves in-person "research adventures" on campus and in the D.C. area starting the week of June 17. Locations include:     * The Library of Congress.     * Local think tanks.     * Howard University Archives (where papers and notes of famous Black figures are housed).

Stipend and Deliverables

  • Stipend Amount: Students can earn a stipend of $2,500\$2,500.
  • Requirements for the Stipend: The payment is tied to the production of specific deliverables and active participation.     * Attendance and meaningful participation in classes.     * Submission of all assignments required by faculty (e.g., Dr. Pierre's course requirements).     * Improvement of GRE scores between the initial and final diagnostic tests.
  • The Final Portfolio: Students must upload the following to a shared folder:     1. An improved GRE score.     2. A Personal Statement or Statement of Purpose.     3. A refined writing sample.     4. A list of at least $10$ graduate programs they plan to apply to, including the specific degree/field.     5. A final presentation (scheduled for June 13) regarding their summer research and future academic goals.
  • Payment Timeline: Stipends are processed through Howard University and are typically paid by December. Dr. Grant warned that payments are often late due to administrative processing, advising students not to spend the money in advance.

Community Building and Cohort Ethics

  • The Cohort Model: This is the 10th10^{th} year of the program. Dr. Grant emphasizes that the cohort members often become lifelong friends and professional connections.
  • Networking Example: Dr. Grant shared that a former participant, who recently earned her PhD, is returning to speak to the current cohort because a fellow cohort member encouraged her to give back.
  • Communication Protocols: Students are encouraged to create their own private group chat (iMessage or GroupMe) for unfiltered community building and a separate group chat that includes Dr. Grant for quick questions and troubleshooting.
  • Camera Policy: During virtual sessions, students are required to keep their cameras on to support faculty engagement and avoid "talking to black squares."
  • Real Talk Sessions: The program includes informal sessions to discuss the realities of PhD life, including funding, housing/roommates, and personal life (e.g., dating while in graduate school).

Questions & Discussion

  • Question (Dr. Grant): Regarding Taylor Hill's research interest, what do you mean when you say "youth development"?     * Response (Taylor Hill): She specifically means youth perception of themselves, as well as self-expression and self-esteem as influenced by media.
  • Question (Dr. Grant): To Kaina Brooks, what are "high women's sports"?     * Response (Kaina Brooks): Popular women's sports, such as the WNBA.
  • Question (Dr. Grant): To Leah Cowan, confirmed her university and interest.     * Response (Leah Cowan): Confirmed she attends Albany State University and is interested in the housing crisis.
  • Discussion on the GRE: Dr. Grant acknowledged that there were technical issues with the Kaplan GRE prep access and promised to have a "spicy conversation" with the administrators to resolve the issue as the course was intended to begin yesterday.