Dr. Julius Davis is the University System of Maryland (USM) Wilson H. Elkins Associate Professor of Mathematics Education and Director of the Center for Research and Mentoring of Black Male Students and Teachers at Bowie State University. He is also the Coordinator of the Master of Arts in Teaching Program in the Department of Teaching, Learning, and Professional Development in the College of Education.
Dr. Davis has two main strands of research focused on Black students and teachers in urban and suburban schools. His Black students' research critically examines their mathematical achievement and experiences and how policies shape their mathematics education. Dr. Davis’ research of Black mathematics teachers focuses on content and pedagogical knowledge, academic and professional experiences, and policies that shape their praxis. His research of students and teachers primarily focuses on Black males. Dr. Davis’ research focused on Black teachers and students has appeared in scholarly publications and has been presented at international, national, and regional conferences. He works closely with teachers, instructional, and school leaders in developing their dissertation research in urban and educational leadership doctoral programs.
Dr. Davis has teaching and leadership experiences in schools, nonprofit organizations, university mathematics, educational leadership, and teacher preparation programs. He provides professional development to Pre-Kindergarten –12th grade teachers, instructional and school leaders across the United States. He engages in professional development with Pre-Kindergarten –12th grade teachers and leaders focused on black males, culturally responsive leadership and pedagogy, differentiated instruction, technology integration, and STEM (science, technology, engineering, and mathematics) education. Dr. Davis has secured grants to support leaders’ and teachers’ professional learning and development. He has also worked with individual schools, school districts, and state agencies to produce culturally responsive and STEM resources for educators and leaders.
Dr. Davis holds a doctorate in mathematics education from Morgan State University, a master’s degree in middle/secondary instruction with a concentration in mathematics from Edinboro University, and a bachelor’s degree in mathematics education from Lincoln University.
Dr. Keisha McIntosh Allen is an Assistant Professor of Education at the University of Maryland, Baltimore County, where she teaches classes related to culture, educational equity, and literacy. Her research broadly examines the experiences and culturally relevant ways of knowing and being of Black teachers along the pipeline, including culturally informed initiatives and practices that help recruit and induct Black pre-service teachers and retain in-service teachers.
Dr. Allen is a former high school English teacher, 2014-2016 Cultivating New Voices Among Scholars of Color Fellow and a 2015-2017 Postdoctoral Research Fellow at the University of Maryland Baltimore County. She holds a doctorate in Curriculum and Teaching from Teachers College, Columbia University, and a bachelor's degree and Master of Arts in Teaching from Hampton University.
Dr. Sean T. Coleman currently serves as an Associate Professor in the Department of Educational Studies and Leadership at Bowie State University. Here, Dr. Coleman also teaches master's and doctoral courses related to comprehensive schooling and leadership, statistics, and research methodology. His other responsibilities lend to active membership in University, College, and Departmental committees. Dr. Coleman is excited to coordinate his Department's research Professional Learning Community that supports graduate students' further matriculation toward completing their doctorate, and more importantly, transforming students to becoming change agents through research. Further, Dr. Coleman serves as the faculty sponsor and head instructor for Bowie State University's intramural martial arts program.
Capstone Institute at Howard University provided Dr. Coleman with the foundational capacity to conduct his current and previous positions in the field. As Director of Evaluation and Training, he became entrenched in several national comprehensive school reform models and Capstone Institute’s Talent Quest Model in particular. Nationally, Dr. Coleman led ongoing professional development for teachers and principals that included workshops, coaching, mentorship, and professional learning communities. Furthermore, he led crucial components of assessment and evaluation with the development of qualitative protocols and quantitative instruments. He led the development and implementation of program evaluations in various school districts nationally and abroad.
Dr. Coleman’s research involves comprehensive schooling related to multiple factors for school success using integrity-based schooling practices to engage students' learning, school climate, and effective leadership. Recent manuscripts discuss the phenomenology of cultural prevalence in African American students’ endorsement of their traditional culture as we further into the 21st century. Additionally, his work includes research on facilitative enhanced effects of culturally infused pedagogy on student academic performance and school motivation factors. Ultimately, the goal is to encourage educators to rely on evidence-based practices that significantly build on students’ assets for increased motivation, engagement, and academic achievement.
Dr. Coleman’s career began as a certified elementary school teacher, and he was appointed to several positions of distinction including, New Teacher Induction Instructor, Professional Development Facilitator, New Teacher Induction Committee Member, Grade-Level Chairperson, and School-Based Management Team Member. Dr. Coleman completed his undergraduate education at the University of Maryland at College Park. Becoming increasingly interested in the education and related psychology fields, Dr. Coleman earned his Master of Education in Curriculum and Instruction and Doctor of Philosophy in Psychology Degrees from Howard University.
Alontae Daquon Elliott is a freshman majoring in History with a concentration in Secondary Education. He was a participant in the Spring 2020 Black Male Teachers College Program at Bowie State University. Alontae was a senior at the illustrious Dr. Henry, A. Wise, Jr. High School with a 3.86 cumulative GPA. During his academic tenure, Alontae had the privilege of serving as his Class President for two years, Student Body President of Dr. Henry, A. Wise, Jr. High School, a Closing Lawyer on our Mock Trial Team, and Chief of Staff for Prince George's Regional Association of Student Governments. Alontae also served as the President of the Prince George’s Regional Association of Student Governments and the Student Coach for our Mock Trial Team.
Dr. Ramon B. Goings is an assistant professor in the Language, Literacy, and Culture interdisciplinary doctoral program at the University of Maryland, Baltimore County. Dr. Goings' research interests are centered on exploring the academic and social experiences of gifted/high-achieving Black males PK-PhD, diversifying the teacher and school leader workforce, and investigating historically Black colleges and universities' contributions.
Dr. Goings is the author of over 50 scholarly publications, including four books. His scholarship has been featured in leading academic and popular press outlets, including Teachers College Record, Adult Education Quarterly, Gifted Child Quarterly, Inside Higher Ed, Education Week, and Diverse: Issues in Higher Education. His most recent research on Black male adult learners won the 2019 Imogene Oaks Award from the American Association for Adult and Continuing Education, which honors a scholar whose research contributes significantly to the advancement of adult and continuing education. Along with his scholarship, Dr. Goings served as the Editor-In-Chief of the Journal of African American Males in Education from 2017-2020, was named a 2017 Emerging Scholar by Diverse: Issues in Higher Education, and received the 2016 College Board Professional Fellowship.
Prior to working in higher education, Goings was a music education and special education teacher in several urban school districts, including Baltimore City Public Schools, and was a foster care and youth probation counselor/advocate in New Haven, Connecticut. In 2013 he served as a fellow with the White House Initiative on Educational Excellence for African Americans. He earned his Doctor of Education degree in urban educational leadership from Morgan State University, Master of Science in human services from Post University, and Bachelor of Arts in music education from Lynchburg College (now University of Lynchburg).
Dr. Wil Parker is a well-known keynote speaker, presenter, and teaching clinician. He has presented talks and keynote sessions throughout the United States, Canada, Europe, and South America.
Parker is an Assistant Professor and Chair in the Department of Educational Studies and Educational Leadership at Bowie State University. He currently serves as a liaison and resource for school districts, superintendents, ministers of education, school administrators, colleges, and universities to develop support programs, teacher residency programs, and partnerships to develop accomplished teachers. He assists in developing urban school administrators and teacher leaders. He has contributed to developing instructional leaders providing public awareness programs and campaigns for teacher educators on the National Board Certification process, and infusing national teaching standards in teacher education preparation programs. He has recently created and implemented districtwide capacity building initiatives to increase student learning in large urban school districts.
Parker has taught at Howard University and the University of Michigan-Dearborn. His teaching and leadership positions include advanced placement biology teacher, STEM education, International Baccalaureate, and allied health careers professor in public schools, community colleges, and university teacher preparation programs. Parker's research agenda includes school leadership and teacher leadership development, urban school leader development, racial identity, and student learning, African American male teachers, and student-athlete achievement.
He holds a Doctor in Education degree in educational and organizational leadership from the University of Pennsylvania, a Master of Education degree in science education from The George Washington University, and a Bachelor of Science degree in biology from Tennessee State University.
Davine Snead is an advancement practitioner who seeks to provide strategic direction to nonprofit leaders where transformation at the organizational level is critical for that organization's long-term sustainability. Ms. Snead has over ten years of fundraising and leadership experience and is committed to training and developing leaders at the grassroots level. Her strategic approach to fundraising is donor-centric, focusing on discovering and cultivating partnerships that naturally align with the organization's mission and vision.
Ms. Snead is currently the major gift officer at Bowie State University, Maryland’s oldest historically black institution, where she is building major-gift and planned-giving programs. In 2019, she joined the Center of Research and Mentorship of Black Male Students and Teachers as a Founding Doctoral Fellow. She is a 2017 Council for Advancement and Support of Education (CASE), Minority Advancement Institute (MIA) graduate. She also served on the leadership committee for the CASE Multicultural Advancement Professionals (MAP), where she worked with a team that organized engagement and training and development sessions specifically for multicultural advancement professionals.
She is the founder & CEO of BLOW, LLC, and co-founder of the International Association of Aspiring Million Woman Entrepreneurs (IAMWE), where both organizations are committed to empowering women and providing resources in support of women’s full self-expression and the achievement of their dreams and goals.
Ms. Snead is a doctoral student in the Educational Leadership program at Bowie State University. She earned a Master of Science degree in Nonprofit Management from Walden University and a bachelor’s degree in Biology from Salisbury University. She is also a graduate of the Landmark Forum, Landmark Worldwide, LLC, a world-renowned personal and professional training and development company where she served as a coach. She participates in its leadership courses on an ongoing basis.
She resides in Maryland with her three daughters. For fun, she enjoys dancing salsa (a forever-wishful dance star), reading personal development books, experiencing various new cuisines and cultures, watching movies, and cooking.
Stephen D. Thorne is a Doctoral student in the Educational Leadership Program at Bowie State University and Founding Doctoral/Educational Fellow and Leadership Team for the Center for Research and Mentoring of Black Male Students and Teachers. Born in Philadelphia, he has served in various roles of education and leadership. Stephen has earned degrees in philosophy, theology, and urban education. A strong advocate for community service, he developed a mentoring program, "Boy to Men," for 8th graders and has mentored a brother returning home from prison. He designed a course on African American Spirituality, which he teaches at Neumann University in Pennsylvania. Stephen believes that "to whom much had been given, much is expected," which guides him on the path of service and empowerment, especially for Black people.
Cherrel Miller Dyce is an Associate Professor and Executive Director of Diversity, Equity, and Inclusion at the Dr. Jo Watts Williams School of Education at Elon University. With twenty years of experience in social justice work, she is a fierce social justice advocate, K-20 researcher, mentor, and social theorist. Dr. Dyce believes in uplifting marginalized communities through education. She emphasizes racial equity, social justice, and critical self-reflection in all research projects. Dr. Dyce is a diversity, equity, and inclusion consultant who provides professional development in racial equity for public and charter schools, higher education institutions, and private organizations. She has published many journal articles and two books. Her recent co-authored book is Black Males Matter: A Blueprint for Creating School and Classroom Environments to Support Their Academic and Social Development. Dr. Dyce’s faith is central to how she navigates her personal, professional, and academic endeavors. Her mission statement is, “I want my work to resonate in the souls of humanity, cast down inferiorities, mute institutions of power, capsulate privilege and discrimination, and eradicate racism.”