For the first time in the history of the Florida A&M University (FAMU) College of Law, the first-time pass rate of the February 2013 Florida Bar Exam exceeded the state average.  At 82.6 percent, the FAMU College of Law beat the state average of 80.2 percent, and also bested five of the eleven schools reported including Florida Coastal, Nova Southeastern and the University of Florida.  The score also exceeded the combined passage rate of the non-Florida law schools.

“We are extremely pleased with the efforts of the administration, faculty and students of the FAMU College of Law,” said Larry Robinson, interim president of FAMU.  “This news could not have come at a better time.  The examination results clearly demonstrate that the right steps are being taken to ensure that our law students are prepared to enter their profession.  Congratulations to the FAMU College of Law.”

FAMU Interim Provost Rodner Wright, who also serves as vice president for academic affairs, was also pleased with the nearly 20-point increase in the passage rate.  “It is clear that the university is committed to continuous improvement,” Wright said.  “That commitment is evident in the hard work of the administration, faculty and staff of the College of Law.”

In addition to exceeding the state average for the first time, this rate represents the first time in FAMU’s history that the College of Law scored above 80 percent for either the February or July Bar Exam.  The 82.6 percent rate represents a 17.1 point increase from the prior highest rate for February Bar that was achieved a year ago at 65.5 percent.

“We are very proud of our recent graduates and we commend them for the dedication they have shown to achieve this milestone,” said LeRoy Pernell, College of Law Dean.  “These results are a testament to the excellent quality of our curriculum and academic support programs at the FAMU College of Law.”

U.S. News  & World Report has named Florida A&M University (FAMU) as one of the Top 10 Best Historically Black Colleges and Universities in the nation.  FAMU was also named one of the Best National Universities by U.S. News  & World Report in another ranking.“It is an honor to be on the list for Best Universities in the nation and the list of top HBCUs,” said FAMU Interim President Larry Robinson. “This ranking demonstrates that we providegreat opportunities for our students through the efforts of dedicated faculty and staff.” FAMU, which has moved up in the rankings from last year, is listed with top institutions such as Spelman and Morehouse colleges in Atlanta, Ga., Howard University in Washington,DC, and Xavier University of Louisiana in New Orleans.Increasingly, the nation’s top Historically Black Colleges and Universities (HBCUs) are an appealing option for applicants of all races. In the spring of 2013, U.S. News conductedits annual separate peer survey among administrators at the HBCUs, asking the president, provost and admissions dean at each to rate the academic quality of all other HBCUs with which they are familiar. In addition to the peer survey results, the rankings arebased on retention and graduation rates to high school class standing, admission test scores and the strength of the faculty.To be part of the Best Black Colleges and Universities, a school has to be currently designated by the Department of Education as an HBCU, a status created as part of the HigherEducation Act of 1965. Additionally, the college must be a baccalau­reate-granting institution that enrolls primarily first-year, first-time students and must also have been part of this year’s Best Colleges process. FAMU has a long tradition of achievements. In 1997, the institution was selected by Time Magazine and the Princeton Reviewas the “College of the Year” when it beat out most Ivy League Institutions in the recruitment of National Merit finalists. In 2000, FAMU tied Harvard in its recruitment of National Merit Scholars, bringing the nation’s brightest and most promising studentsto its campus. The university was also recognized as the No. 1 institution for African Americans in 2006 by Black Enterprise Magazine. Most recently, FAMU has been named a 'Best in the Southeast' College by The Princeton Review for2014, appeared on the Forbes list of ‘Top Colleges’ in the U.S. for 2013, and recognized by The College Database for providing high-qualityeducation at an affordable price in Florida with graduates earning an average salary of $41,000. FAMU was ranked no. 4 overall on the statewide list and No. 2 on the ranking of public institutions (2013).For more detail on the U.S. News & World Report HBCU rankings, visit www.usnews.com/hbcu

When it was founded on Oct. 3, 1887, Florida Agricultural and Mechanical University was known as the State Normal College for Colored Students.

Back then, the institution had 15 students and two instructors. Today FAMU, with its main campus located in Tallahassee, Fla., has more than 12,000 students enrolled.

The 125th birthday celebration began on Tuesday and continues today.

Thomas Van Renssaler Gibbs, a  Duval County educator, who was  elected to the Florida legislature in 1884, put in motion the laws to create FAMU.  Although his political career ended abruptly because of the resurgence of segregation, Representative Gibbs was successful in orchestrating the passage of House Bill 133, in 1884, which established a white normal school in Gainesville, FL, and a colored school in Jacksonville.  

The bill passed, creating both institutions; however, the state decided to relocate the colored school to Tallahassee.

The first president of institution was Thomas DeSaille Tucker who served from 1887 to 1901. Tucker was an attorney from Pensacola, was chosen to be the first president.  Former State Representative Gibbs joined  Tucker as the second faculty member.

 In 1891, the college received $7,500 under the Second Morrill Act for agricultural and mechanical arts education, and the State Normal College for Colored Students became Florida’s land grant institution for colored people.

A single, white-framed building with three departments of study and recreation was the college’s first home.   The college was relocated from its original site on Copeland Street to its present location, and its name was changed to the State Normal and Industrial College for Colored Students.

Today, FAMU offers more than 60 bachelor’s degrees with architecture, journalism, and psychology among the most popular undergraduate majors.
The university offers more than 40 graduate degrees including law, engineering and education.

FAMU has faced controversy for almost a year following the death of a drum major who had been hazed.  President James Ammons resigned earlier this year, and the university’s board of trustees is currently searching for a permanent replacement.

Still FAMU has continued to capture national recognition from its research and academics. In the annual ranking of historically black colleges and universities, FAMU was the top ranked publicly funded institution. FAMU ranked 10 overall on the list.

Source: Black America Web

RateMyProfessors.com announced its annual list of the “Top 25 Highest Rated Universities” in the nation and FAMU is on it, ranking fifth out of more than 7,500 schools. In fact, FAMU is the only public institution in Florida to make the list, which is based entirely on student ratings of professors (3.7 out 5) and campus life (4.1 out of 5).

“There’s no higher honor for teachers and schools than to be praised by students who are being impacted by their influence every day,” said Carlo DiMarco, senior vice president, Strategic Partnerships and Development, mtvU. “We extend our sincere congratulations to all of the professors, universities and junior colleges on our top lists.

According to RateMyProfessors.com—a site owned and operated by MTV’s college network, mtvU—student input makes this list different than typical college rankings by providing an “authentic overview of daily life at each respective school.”

“This is great news!,” said Marissa West, president of FAMU’s student government association. “There are so many ways students express their Rattler Pride every day. RateMyProfessors.com offers another way for the student body at FAMU to collectively express that sentiment to the world.”

RateMyProfessors.com is built for college students, by college students. It is the highest-trafficked U.S. college professor rating site (comScore), reaching its highest-trafficked months ever in April 2012 (7.5 million unique visitors) and May 2012 (7.4 million unique visitors). Owned and operated by MTV’s college network, mtvU, the site consists entirely of student-generated ratings of current or former professors, featuring more than 7,500 schools, 1.7 million professors and 14 million ratings.  RateMyProfessors.com reaches 6 million college students on average each month.

To view the full list of rankings for all categories, visit toplists.ratemyprofessors.com.

Source: University website

The Florida A&M University (FAMU) campus is abuzz with excitement about the launch of FAMU Mobile, the innovative application or “app” for smartphone and mobile device users everywhere. Starting today, the entire FAMU community will have real-time access to campus news, events, courses, sports, maps and much more at their fingertips whether they are on or off campus. The FAMU Mobile app is free to download through Apple and Google markets.  It will be available in September for Blackberry devices.

“Florida A&M University’s commitment to creating an exceptional mobile campus experience epitomizes their focus on delivering the highest quality of service to their students and community,” said John Dennett, director of Product Management for Blackboard Mobile.  “We’re proud to partner with them to make FAMU Mobile a success.”

The 14 modules currently available through FAMU Mobile include: Directory, Athletics, Events, Maps, Courses, Library, News, Videos, BlackBoard Mobile Learn, iRattler Mobile, Images, Emergency Contacts, Facebook and Twitter.
 
“We want to offer our students and other members of our community the best in technology and access and that means making FAMU services and information available to mobile users,” said Robert Seniors, project manager. “We are excited to have a partner in Blackboard that really understands the possibilities for mobile applications in education.”

FAMU’s Office of Instructional Technology and the Office of Communications developed FAMU Mobile in partnership with Blackboard Mobile, a division of the education technology company the university utilizes for its online course management system.

“In addition to helping us better communicate with our stakeholders, FAMU Mobile will also help us to reinforce our brand, maximize our existing campus resources and drive student engagement,” said Sharon Saunders, chief communications officer at FAMU.

The university’s goal is to make FAMU Mobile the most downloaded app.

“In celebration of the 125th anniversary, we are asking students, staff, alumni and friends of the university to celebrate the occasion by helping FAMU reach a goal of 125,000 downloads of FAMU Mobile by Founders Day on Oct. 3,” said Saunders.

View the commercial for FAMU’s Mobile app at http://youtu.be/e2gK4Ktvuf8.

Source: FAMU Website

TALLAHASSEE, Fla. - Florida A&M University’s (FAMU) Board of Trustees (BOT) today appointed Larry Robinson as interim president and permitted the resignation of FAMU President James H. Ammons to become effective today.

“I am grateful for this opportunity to serve at this critical time in the university’s history,” said FAMU Interim President Larry Robinson.  “There is work to be done and I stand ready to do my absolute best to keep FAMU on its path of success.  During this period, I look forward to serving our students, faculty, staff, alumni and supporters.”

Robinson’s appointment is subject to confirmation at the next regularly scheduled BOT meeting.  The Board voted to move the previously scheduled September meeting to August.
During Monday’s emergency meeting, the Board agreed to waive Ammons’ contractual requirement of a 90-day notice and make his resignation effective today, July 16.  According to

Trustee Chair Solomon Badger III, Ammons will begin his sabbatical leave on Tuesday, July 17. The Board also agreed to pay the 2010-2011 bonus at the minimum contractual level of 25 percent ($81,250) of his base salary of $325,000. Based on the contractual agreement, the Board will also provide Ammons with a 2011-2012 bonus at 5 percent ($17,062), using the annual report he submitted as a basis.

Robinson, who has served twice as university provost, was assistant secretary of commerce for oceans and atmosphere at the National Oceanic and Atmospheric Administration (NOAA); the vice president for research, a professor in the Environmental Sciences Institute (now School of the Environment) at FAMU; and director of the NOAA Environmental Cooperative Science Center (ECSC) headquartered at FAMU, which consisted of a broad, multi-institutional consortium of predominantly minority-serving institutions.

Between 1984 and 1997, Robinson served as a research scientist and a group leader at Oak Ridge National Laboratory. His work there included detection and assessment of special nuclear materials and application of nuclear methods in nonproliferation, environmental science, forensic science and the assessment of high purity materials. From 1997 to 2003,

Robinson directed FAMU’s Environmental Sciences Institute where he led efforts to establish baccalaureate and doctoral degree programs.  In 2007, he became the first African American to serve as the science advisor to the United States Department of Agriculture’s Cooperative State Research, Education and Extension Service.

Robinson attended LeMoyne-Owen College in 1975, graduated summa cum laude with a B.S. degree in chemistry from Memphis State University in 1979, and earned a Ph.D. degree in nuclear chemistry from Washington University in St. Louis in 1984.

Ammons during his tenure achieved several milestones:

• Four consecutive unqualified audits with no findings;
• Full accreditation of the College of Law;
• Reaccreditation of the College of Pharmacy and Pharmaceutical Sciences;
• Worked with the Board of Trustees to develop and implement the 2010-2020 Strategic Plan, “2020 Vision with Courage;”
• Launched the Restructuring Plan;
• All-time high in enrollment in 2010;
• The re-opening of several buildings — a $42 million Teaching Gymnasium, a $12.6 million renovation to Jones Hall, a $16 million renovation to Tucker Hall, a $14.7 million renovation of the Commons Building, and a $13.5 million major renovation of Sampson and Young Halls;
• Bond approval for a $50 million project to construct an 800-bed suite-style residential facility, which will be completed in fall of 2013;
• Renovation of the Gore Education Complex at a cost of $12.4 million.
• The opening of a new center in Crestview that will produce pharmacy graduates who we hope will remain in that area; and
• Launched FAMU’s first on-line degree programs offering master’s degrees in nursing, public health, and business.

The Board agreed that at its August meeting, it will discuss various components related to the upcoming presidential search.

Source: FAMU Website

This post was co-authored with Rob Shorette, a Ph.D. student at Michigan State University.


At many Historically Black Colleges and Universities (HBCUs) throughout the country, the student population is changing. The numbers of Latino, Asian, and White students are on the rise. Although most HBCU presidents are welcoming these students, some alumni are often not as excited to see the faces at their alma mater changing. However, other alumni and many students see the growing racial diversity on HBCU campuses as a plus, noting that it is time for non-Blacks to see the attributes and witness the strengths that HBCUs offer in terms of higher education. And, those non-Blacks that are attending HBCUs often serve as ambassadors for HBCUs, enjoying their experience and sharing it with others. I recently met Rob Shorette, who is a Ph.D. student focused on American higher education, and found out that he when to an HBCU. Rob is a White male from California. Often people are curious about a White person's decision to attend Florida A&M University, so I thought an interview about his decision and experience would be informative and enlightening.
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Marybeth: Some people are probably surprised that you went to FAMU, an historically Black university, because you are White. Why did you decide to go to FAMU and what were some of your other choices?

Rob: At the time I chose to go to FAMU, I was actually in the middle of a complicated transfer situation. I had essentially completed a year's worth of transferrable coursework from a community college in California and was transferring to be closer to my parents because my father had been diagnosed with a severe form of multiple sclerosis (MS). My parents had recently moved to Tallahassee, so home just happened to be Tallahassee, Florida. My choice for college revolved around two priorities: what I perceived to be a good situation to play football at the college level (which was my first priority as a young, naïve jock) and smaller class sizes (I apparently had SOME good sense!). I had only two options in Tallahassee: Florida State University and Florida A&M University. FAMU met all of my criteria, so I enrolled and began classes and football practice in January of 2005. Looking back, I can honestly say that I had NO idea what I was getting myself into and was not choosing to attend FAMU with any of the historically or culturally significant aspects of the institution in mind that, ultimately, would transform me into the person I am today.

Marybeth: What was your experience like academically at FAMU?

Rob: My academic experience at FAMU contributed greatly to my intellectual development in ways that I was somewhat oblivious to during my time there. Many aspects of my education that were supremely influential to my development, I seemed to have absorbed naturally and almost assumed it was what everyone was learning in college, such as the fact that books from authors like Toni Morrison and Zora Neale Hurston served as the primary texts in my English courses, the fact that I was hearing my classmates provide diverse African-American perspectives in every class on my schedule, the fact that I was participating regularly in discussions that challenged me to think differently about the issues of people of color, and the list goes on. Additionally, my professors, department chairs, and deans were all intimately involved in ensuring my success. I had close relationships with the professors and administrators of my programs and, to this day, maintain great friendships with many of them. They were the ones who encouraged me to think about graduate school and nudged me into the path that I am on today. It wasn't until my last semester or two that I became more aware of the uniqueness of my college experience, both in and out of the classroom (relative to many predominantly white institutions). I see the world differently now and it is because of the academic preparation FAMU provided me that I can excel in different environments.

Marybeth: What was your experience like socially at FAMU?

Rob: Due to my status as a student-athlete for the first half of my FAMU experience, I was fairly isolated socially. I mostly hung out with my teammates and had little time to experience anything else outside of practice and classes. My identity was largely tied to my athletic participation (both by my classmates and myself). However, I did not play football for the final year of my college career and was able to dedicate more of my time to experiencing other aspects of university life. It was during that time that I got more involved in student organizations, became more passionate about equity in education, and became much more aware of the negative ways FAMU was perceived by my white peers across the train tracks (at Florida State University) and by the local media. Regardless of my obvious athletic reasons for being at FAMU, students (and even teammates) still wanted to know why the heck I would choose to be there. I was approached plenty of times randomly by inquisitive students who wanted to know how I felt being at an HBCU as a white guy, why I decided to attend, and what I thought about certain controversial topics related to race. I loved the opportunities I had to engage with my classmates in that way, to learn more about them, and for them to learn more about me. I always gave my classmates my genuine self and was honest with them when dealing with difficult or sensitive subjects. It was often not my professors, but my classmates who respectfully challenged my thinking and helped me work through some of the confusion that accompanied such a transformative experience. Throughout my entire experience, I was always treated with respect and never felt unwanted, which says a lot because I am sure that I said some naïve things that may have warranted such responses as, "What did he just say?" or "Where did you learn that from?"

Marybeth: What would you say to a White student who is afraid to be in the minority at an HBCU?

Rob: It saddens me to think that a white student might be "afraid" to attend an HBCU in 2012, but I understand that it is a reality for many white students who may be considering an HBCU. I would say that it is not even a concern that should cross your mind. Should you be aware of the fact that you will be in the minority? Sure. Should you be "afraid?" Absolutely NOT. In short, it was the best decision I have ever made. If I had kids, I would send them to an HBCU. The education I received, the friends I made, and the lessons I learned - all of which I truly don't believe I would have had anywhere else and particularly not at a predominantly white institution - are all invaluable aspects of my experience that make me better at everything I do. The perspective I have now is priceless.

Marybeth: What would you say to an HBCU student or alumnus who was skeptical of your commitment to your HBCU education?

Rob: To be honest, my commitment to my HBCU education was never questioned (at least to my face) because I very visibly demonstrated my commitment. When I found out the College of Arts & Sciences didn't receive summer funding for upper-level courses that were essential to the progress and timely graduation of my fellow classmates, I led the fight and went from office to office across campus until someone provided answers (and eventually, the funding). Along with my classmates in the College of Education, I accompanied a team of accreditors around campus to make sure they understood the true quality of our teacher preparation programs. I wore my Rattler gear everywhere I went, I had a FAMU license plate on my car, and I shared my love for FAMU with anyone I could. I wore my HBCU education as a badge of honor, and still do.

Marybeth: You also do research related to HBCUs, right? Tell me more about that. Why are you interested?

Rob: Yes, I am interested in researching issues around HBCUs and my reasons for doing so stem directly from my experience at FAMU. As I progressed in my master's degree program in higher education administration and policy at The George Washington University, I started to become familiar with concepts and terms that allowed me make sense of my HBCU experience and articulate my thoughts in more effective ways. At first, it was hard for me to convey to my peers (especially my white peers) why my HBCU experience was so unique and so beneficial. Just like many others who attend HBCUs, I had to defend my decision to go to FAMU instead of a "better" school, too. However, I became equipped with tools I didn't have before and I started to notice observable differences in the way people responded to me during our interactions. Interest from my peers, who either had not attended an HBCU or were unfamiliar with them altogether, grew substantially. Living in Washington, DC gave me the opportunity to interact with an entirely more diverse network of people than I had been exposed to in Tallahassee. I started to interact with young black professionals in DC who were from all over the country. Because of the nature of my network of friends, I was introduced to a disproportionate amount of successful young black men and, upon getting to know them, I found out that a majority of them had a common connection: they were HBCU grads. Because I contribute much of the development of my positive attributes to my HBCU experience, I started to believe that it was no coincidence that the majority of the new, sharp, black men that I was interacting with were from an HBCU. It got me curious and it caused me to ask myself, "What is it about the HBCU experience that is causing this phenomenon?" Essentially, I decided that I wanted to find ways to highlight how the HBCU experience produces a caliber of student who, from my experiences going to FAMU and interacting with other HBCU grads, I believe is uniquely prepared to contribute to the success of our country. Also, once I learned of the historical disparities in funding minority-serving institutions at all levels of education and became passionate about issues of equity, my interest in HBCUs fit naturally into that discussion. And when it comes down to it, I understand the privileges that come along with me being white. This is where my ability to connect with my white peers and communicate my experiences more effectively comes back into play. When I saw that collectively my ability to tell the story of my HBCU experience more effectively, my white privilege, and my expertise in education all increased the likelihood that my white peers understood the true value of HBCUs and their importance in U.S. higher education, I saw endless possibilities for me to advocate for the institutions that are near and dear to me.
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Through the transformative experience of attending an HBCU, White students (and others) can better understand their own identity, that of Black students, and serve as committed alumni that sing the praises of their HBCU. Having a racially diverse group of HBCU alumni helps to communicate the merits of these institutions to a larger and more diverse audience. Telling the HBCU story on a wider scale can be nothing but beneficial.

On July 1, 2012, the College of Arts and Sciences will be formally divided into the College of Science and Technology, and the College of Social Sciences, Arts and Humanities.

Maurice Edington has been asked to serve as interim dean of the College of Science and Technology, and Valencia Matthews (pictured) agreed to serve as the interim dean of the College of Social Sciences, Arts and Humanities. Ralph Turner, the current dean of the College of Arts and Sciences, will return to his former role as 3M Distinguished Professor of Chemistry in the new College of Science and Technology.

Edington most recently served as the university’s accreditation liaison for the Southern Association of Colleges and Schools, the director of the FAMU Quality Enhancement Program, and chair of the University’s Curriculum Committee.  He has extensive experience in administrative leadership and accreditation, having served as the chairman of the FAMU Department of Chemistry from 2002 to 2008 and as director of the FAMU Office of Engineering and Science Support from 2003 to 2005. Edington received his B.A. degree in chemistry from Fisk University and a Ph.D. degree in physical chemistry from Vanderbilt University. He joined the faculty at FAMU in 1998 after completing a year of postdoctoral studies at Duke University.

Matthews is a full professor and assistant dean of the College of Arts and Sciences, where she supervises the arts, languages and humanities programs. She also serves as the director of FAMU’s Essential Theatre.  Throughout her 18 years with the University, she supported many community service efforts, including founding and directing the Irene C. Edmonds Youth Theatre, a program for young people between the ages of seven and 16.  Matthews received her B.S. degree in theatre from South Carolina State University, a master’s degree from Ohio State University and her Ph.D. from Florida State University.     

Turner has been employed at FAMU for the past 37 years, having previously served as chair of the Chemistry Department.  His exemplary efforts in teaching undergraduate and graduate physical chemistry have garnered him national recognition.   In addition to providing quality instruction, excellent administrative services and creative research, Turner has also been involved in numerous activities to increase significantly, the representation of minorities in STEM disciplines, these include director of the MARC Honors Undergraduate Research Training Program, director of the Thirteen College Curriculum Program, and director of the Florida-Georgia Louis Stokes Alliance for Minority Participation Project.

The College of Science and Technology will house the following departments: Biology, Chemistry, Computer Information Systems, Mathematics, and Physics.
The College of Social Sciences, Arts and Humanities will house the following departments: Army ROTC, English (The Foreign Language Department will be combined with Department of English), History/Political Science/Geography/Afro-American Studies, Music, Psychology, Social Work, Sociology/Criminal Justice, and Visual Arts.

Courtesy of Rattler Nation

TALLAHASSEE, Fla. – Florida A&M University’s (FAMU) College of Education has proven its commitment to producing quality teachers for the nation’s children by recently achieving accreditation under the performance-oriented standards of the National Council for Accreditation of Teacher Education (NCATE), the organization responsible for professional accreditation of teacher education.

FAMU is one of only four universities in the state of Florida whose College/School of Education has received continuous accreditation since 1954.

“We are extremely proud of continuing this long tradition of preparing exemplary educators,” said College of Education Dean Genniver C. Bell. “Our re-affirmation without qualification is a testament to the quality of our programs, faculty and students.”

NCATE currently accredits 623 institutions, which produce two-thirds of the nation’s new teacher graduates each year. Ninety-nine institutions are candidates or pre-candidates for accreditation. NCATE-accredited schools must meet rigorous standards set by the profession and members of the public.  Some of the standards include the following:

• Teacher candidates must have in-depth knowledge of the subject matter that they plan to teach as well as the skills necessary to convey it so that students learn;
• The institution must have partnerships with P-12 schools that enable candidates to develop the skills necessary to help students learn;
• Candidates must be prepared to understand and work with diverse student populations;
• Faculty must model effective teaching practices; and
• The school, college or department of education must have the resources, including information technology resources, necessary to prepare candidates to meet new standards.

The College of Education was the first and only college, department or major within the university at its inception in 1887. The College of Education currently retains its position of acclaim associated with superior accomplishment at this university and within the nation, and remains among the top producers of African-American teachers in the United States.NCATE revises its standards every five years to incorporate best practice and research in order to ensure that the standards reflect a consensus about what is important in teacher preparation today.

http://www.famu.edu/index.cfm?a=headlines&p=display&news=2606