2005-2012: Dr. Carolyn Mahoney

18th President 1st Female President 2005-2012 Dr. Carolyn R. Mahoney earned her B.S. degree in Mathematics from Siena College; M.S. and PhD. Degree in Mathematics from the Ohio State University. On February 1, 2005, Dr. Mahoney became the 18th president of Lincoln University of Missouri.

1880-1898, 1922-1923: Inman E. Page

1st & 6th President In Office: 1880-1898, 1922-1923 Inman E. Page was the first individual named "president" at Lincoln University of Missouri. He was born a slave, bought his and his family's freedom, graduated from Brown University in Washington and was nominated there as Class Orator. During his tenure he brought in many new instructors, built several campus buildings, was president of the Negro Teacher's Association, worked with the state government for meaningful funding of the institute and was popular with the press because he was well spoken. In 1889, the Board tried to oust him, to put in a new person, but the move was so highly controversial that the candidate withdrew from the process. While Inman was president, in 1891, Lincoln University became a Land-Grant Institution under the Morrill Land-Grant Fund and the first Memorial Hall was built. He also began instituting college-level courses, which faced some serious opposition, but inevitably led to Lincoln Institute becoming Lincoln University. Reference Marshall, A. P. (1966). Soldiers' Dream: A Centennial History of Lincoln University of Missouri. Lincoln University: Jefferson City, MO.

2013-2017 Dr. Kevin D. Rome, Sr.

Dr. Kevin D. Rome, Sr. 19th President 2013-2017 Dr. Kevin D. Rome, Sr. earned the Bachelor of Art degree in English from Morehouse College in Atlanta, Georgia in 1989. He received the Master of Education in College Student Personnel with an emphasis in counseling from the University of Georgia, Athens, Georgia, in 1991, and the Ph.D. in Higher Education Administration from the University of Texas at Austin in Austin, Texas in 2001. On June 1, 2013, Dr. Rome took over as the 19th President of Lincoln University in Missouri.

1.7 Stowe Teachers College, Saint Louis, Missouri

In addition to attending Stowe, Lloyd continued with his magazine subscription sales to help support his family. After a year at the local college, Lloyd Gaines made the decision to transfer to Lincoln University in Jefferson City Missouri.

"i Went To The Woods Because I Wished To Live Deliberately": How A College-Level Academic Course Can Influence A Lifetime

This study, using the portraiture methodology, provides an analysis of the lifelong significance of an undergraduate program that integrates literature with an outdoor experiential platform. With limited research on long-term effects of an academic outdoor experiential course on one's life, there is space to wonder about the prospect and nature of the long-term significance of an academic course that may offer technical skill, intrapersonal and interpersonal development, and also the delivery of subject matter related to a traditional or mainstream academic area of study. Utilizing an academic skills-oriented lens as well as a character strengths lens, portraits were crafted of four former participants of the University of Michigan's New England Literature Program (NELP) to shed light on the long-term influence of this type of course, crucial participant characteristics that contribute to the program's impact, and specific components of the program that are particularly integral to the course's efficacy. Since 1975, each spring term a small contingent of students and educators has lived in the woods in the New England region as a community of learners, artists and explorers. NELP is an exemplar of a longstanding undergraduate academic English course that integrates the literature of New England writers, exploratory writing and student experiences relating to regional literature and the land. Emergent themes of this course's long-term influence on former participants include increased collaborative skills, increased self-confidence and self-knowledge, a reinforcement of lifelong relationships with the outdoors, and nurtured creativity. For participants to reap benefit from this course, it was important for them to enter with maturity to conduct themselves with openness to new experiences, relationships, and extensive reflection. Findings relating to the integral components of such a program include that of being place-based, oriented towards process, and being an intentional, collaborative community.

Acting White Among Black College Students: A Phenomenological Study of Social Constructions of Race

This study was a qualitative examination of Black college students' experiences with the Acting White label. In conducting this study, two gaps in literature were addressed: (1) the lack of literature on Black college students and the acting white label, and (2) lack of attention to a US racial history and current structures which allow a label such as "acting white" to exist. Thus, the purpose of this study was to call attention to the experiences of Black college students as it relates to the acting white label. Additionally, the study calls attention to social constructions that allow the acting white label to exist and to be sustained. Data was collected from 14 Black college students at a predominantly white, private, liberal arts university in the west. Based on responses from students in the study, Black college students do hear that they are acting white. Yet, their reaction to hearing the label does not cause them to underachieve academically, but does have an impact on their social actions. The ways in which Black college students in the study were labeled as acting white was based on academic pursuits, speech patterns, dress, and hobbies. Student reactions to the label ranged from ignoring the label to challenging the accuser. In regards to how the acting white label is sustained, students in the study expressed that they learned what it meant to act white or black from family interactions, social interactions and observations from family and friends, and from media sources. It was concluded that Black college students, despite reactions, do hear the label and that the label seems to be used as a means to attack Black students and their identity.

Towards the Consideration of the U.S. Community College Model to Address the Need for Higher Education Reforms in Ghana

ABSTRACT The higher education systems throughout the continent of Africa are undergoing unprecedented challenges and are considered in crisis. African countries, including Ghana, all have in common ties to their colonial legacy whereby they are confronted with weak policies put in place by their colonizers. Having gained their independence, Africans should now take responsibility for the task of reforming their higher education system. To date, nothing substantial has been accomplished, with serious implications for weakening and damaging the structures of the foundation of their educational systems. This qualitative, single case study utilized a postcolonial theory-critical pedagogy framework, providing guidance for coming to grips with the mindset posed by Ghana's colonial heritage in the postcolonial era, especially in terms of its damaging effects on Ghana's higher education system. The study explores alternative pathways for secondary school students to transition to tertiary education--a problematic transition that currently hinders open access to all and equality in educational opportunity, resulting in a tremendous pool of discontinued students. This transitional problem is directly related to Ghana's crisis in higher education with far reaching consequences. The alternative pathway considered in this study is an adaptation of the U.S. community college model or an integration of its applicable aspects into the current structures of the higher education system already in place. In-depth interviews were conducted with 5 Ghanaian professors teaching at community colleges in the United States, 5 Ghanaian professors teaching at universities in Ghana, and 2 educational consultants from the Ghanaian Ministry of Education. Based on their perspectives of the current state of Ghanaian higher education, analyzed in terms of pedagogy, structure/infrastructure, and curriculum, the participants provided their perceptions of salient aspects of the U.S. community college model that would be applicable to Ghana's situation, along with other recommendations. Access to all, including equality of educational opportunity, was considered essential, followed by adaptability, affordability, practicality, and quality of curriculum content and delivery. Canada's successful adaptation of the U.S. model was also discussed. Findings can help guide consideration of alternative pathways to higher education in Ghana and Africa as a whole.

The Relationship Between Feminine Gender Norm Conformity and Purpose and Meaning in Life Among Female College Students.

This study explores the relationship between conformity to traditional feminine gender norms and meaning and purpose in life among female college students. Based on previous research findings that show a negative correlation between specific traditional feminine gender norm conformity factors and psychological well-being, we posited that participants with higher levels of traditional gender norm conformity will experience a lower sense of meaning and purpose in life. Self-report data was obtained from 338 female undergraduate college students using the Conformity to Feminine Norms Inventory (CFNI) and the Purpose in Life Test (PIL). A standard multiple regression assessed the accuracy of eight feminine norms in predicting purpose and meaning in life. Results partially supported the hypothesis, with Modesty as the most significant contributor to meaning and purpose. Inconsistent with our hypothesis, participants who endorsed high scores on Nice in Relationships, Involvement with Children, Sexual Fidelity, and Domestic, scored higher on the PIL.

Asperger's Disorder in College Students: Application of Acceptance and Commitment Therapy

College students with Asperger's Disorder (AD) are likely to face significant challenges as they encounter the unpredictable and socially demanding environment of their university setting. Acceptance and Commitment Therapy (ACT) can be a valuable approach to addressing many of these struggles. This paper will explore the application of ACT to problems that are commonly associated with individuals diagnosed with AD. Utilizing ACT and the Hexaflex Model as a guide for working with AD students can assist in establishing a greater understanding and acceptance of their unique internal experience, as well as their interaction with the external world. ACT can offer these students the ability to be more present in the moment, to recognize efforts to avoid negative experiences, and to move in directions in life that are personally meaningful.

The Relationship Between Social Support and Self-Advocacy in College Students With Disabilities

This study explored the connection between social support and self-advocacy in college students with disabilities. The College Students with Disabilities Campus Climate Survey (Lombardi, Gerdes, & Murray, 2011) was used to gather data from undergraduate students at a midsize western private university. Social support was found to be a significant predictor of self-advocacy in college students with disabilities. Peer support, family support, and faculty teaching practices made up the construct of social support. Peer support and faculty teaching practices were found to be significant predictors of student self-advocacy. Family support was not found to be significant. The data was examined for group differences between genders, disability types, and disability status (high incidence disabilities versus low incidence disabilities). No significant group differences were found. These findings suggest helping students build social support will increase their level of self-advocacy, which in turn may increase academic success.

Information Search Habits of First Year College Students

New technologies have transformed teaching processes and enabled new ways of study and learning. In these activities, it is suspected that the students don't make good use of new available technologies or, in the best case, they are underused. The analysis of this issue with the design of strategies to correct any defects found is the motivation that supports the development of this work and the main purpose of it. Evaluate information search habits used by the student and analyse their deduct synthesis and processing capabilities of the results found. The researchers of this study are university teachers of first year subjects, which allows them to know the information search performances by students.