@article{qaqish_grant_bowles_2020, title={Success Factors that Shape Black Male Transfer and Academic Experiences in Engineering}, volume={44}, ISSN={["1521-0413"]}, DOI={10.1080/10668926.2020.1771628}, abstractNote={ABSTRACT Although many Black male students begin their collegiate experience at community colleges, a greater understanding of their four-year transfer experience is needed. This qualitative narrative study critically explores pathways of Black male engineering students who transferred from community colleges to four-year research-extensive institutions. The following research question guided the study: How do personal, social, and environmental factors shape the transfer experiences of Black male engineering students who attend four-year institutions? Thirteen engineering students between the ages of 21 and 56, with a mean age of 26 years, were selected for semi-structured interviews. Complementary data from online demographic surveys, researcher observation guides, memos, and field notes were obtained. The researcher used the constant comparative method to analyze and interpret data. Findings indicate that collaborative interactions within engineering communities of practice, especially with other transfer students, foster the development of Black male transfer students’ engineering mind-sets and complex problem-solving skills. Study habits and/or peer-led study groups established at community colleges translated to the four-year institution, influencing engineering student-success and enhancing knowledge through communities of practice. Lastly, participants’ responses suggest that faculty and staff interactions can influence their academic, social and professional experiences on campus. This study suggests the importance of communities of practice in the development of Black male transfer students’ engineering career at four-year institutions.}, number={10-12}, journal={COMMUNITY COLLEGE JOURNAL OF RESEARCH AND PRACTICE}, author={Qaqish, Olgha and Grant, Christine S. and Bowles, Tuere}, year={2020}, month={Dec}, pages={885–898} }
 @article{gilchrist_young_bowles_brady_grable_2017, title={Middle and High School Teachers' Implementation Reflections of Photonics and Optics Curriculum in a Qualitative Study}, volume={10452}, ISBN={["978-1-5106-1381-2"]}, ISSN={["1996-756X"]}, DOI={10.1117/12.2270958}, abstractNote={The purpose of this paper is to describe middle and high school science teachers’ self-reported experiences learning and adopting novel optics and photonics content. The hybrid teacher professional development program design, theoretical framework, methodology, findings, and implications related to teachers’ adoption decisions of optics and photonics content will be reported in the paper.}, journal={14TH CONFERENCE ON EDUCATION AND TRAINING IN OPTICS AND PHOTONICS (ETOP 2017)}, author={Gilchrist, P. O. and Young, T. and Bowles, T. A. and Brady, K. P. and Grable, L. L.}, year={2017} }
 @article{hatcher_bowles_2014, title={Bridging the gap between human resource development and adult education: Part two, the critical turn}, volume={26}, ISSN={1939-4225}, url={http://dx.doi.org/10.1002/NHA3.20048}, DOI={10.1002/NHA3.20048}, abstractNote={Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support ‘any means to profit’ over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's ‘academic’ and ‘theoretical’ elitism versus the pragmatic and socially responsive practice of AE.}, number={1}, journal={New Horizons in Adult Education and Human Resource Development}, publisher={Wiley}, author={Hatcher, Tim and Bowles, Tuere}, year={2014}, month={Jan}, pages={1–12} }
 @article{gilchrist_hilliard-clark_bowles_carpenter_2014, title={Lighting the Way: Photonics Leaders II (PL2) Optics and Photonics Teacher Professional Development}, volume={9289}, ISSN={["1996-756X"]}, DOI={10.1117/12.2070383}, abstractNote={A sample group of nineteen teachers completed the second phase of the Photonics Leaders II Optics and Photonics professional development program. Participants took a basic Physics content knowledge test that was designed by a Professor of Physics. The test was completed before the teachers participated in the program and at the end of the program to gather data for statistical inquiry. Statistical studies on pre-test and post-test data indicated significant gains in physics content knowledge over time, and that instructors teaching at the middle school level or only teaching one subject area scored significantly lower during the pretest. Reports from previous participants are summarized to disseminate the percentage of teachers who have incorporated at least one workshop activity and the kind of activity performed. The concerns and limitations reported by previous participants are reviewed as well.}, journal={12TH EDUCATION AND TRAINING IN OPTICS AND PHOTONICS CONFERENCE}, author={Gilchrist, Pamela Olivia and Hilliard-Clark, Joyce and Bowles, Tuere and Carpenter, Eric}, year={2014} }
 @article{livingston_smith_hamilton_bowles_martin_leach_causey_dacons-brock_eaton_cannon_et al._2013, title={A Case for University Teaching and Engagement: A Culturally Relevant Intervention to Educate Young African-American Women about Breast Cancer}, volume={5}, ISSN={1948-4682}, url={http://dx.doi.org/10.1002/WMH3.34}, DOI={10.1002/WMH3.34}, abstractNote={According to The Journal of the American Medical Association (JAMA) there is a new, more aggressive form of breast cancer among young African-American women. Because mammograms are not suggested for women until age 40 and young African-American women are increasingly being diagnosed, a more innovative technique is warranted. The present study utilized the expertise of scientists and professors from a biomedical center, the Department of Psychology, Health and Education, and the Department of Theater at a historically Black college or university (HBCU) to examine the impact of dramatic presentations in increasing awareness and pro-social health related behavior related to breast cancer among African-American women. One hundred and thirty-six African-American women between 18 and 39 years old participated in the present study. Researchers employed a retrospective pre–post test design to assess the impact of theater on young women's knowledge and propensity for pro-social health related behaviors. Paired sample t-test revealed significant increases in knowledge about breast cancer and mammograms. Participants reported an increase in intentions to change behavior and also wanted to become more involved in efforts to reduce breast cancer in the African-American community.}, number={2}, journal={World Medical & Health Policy}, publisher={Wiley}, author={Livingston, Jonathan N. and Smith, Nina P. and Hamilton, Natia S. and Bowles, Tuere A. and Martin, Pamela P. and Leach, Monica T. and Causey, Shakiera and Dacons-Brock, Karen and Eaton, Sherry and Cannon, Crystal W. and et al.}, year={2013}, month={Jun}, pages={96–110} }
 @article{hatcher_bowles_2013, title={Bridging the gap between human resource development and adult education: Part one, assumptions, definitions, and critiques}, volume={25}, ISSN={1939-4225}, url={http://dx.doi.org/10.1002/NHA3.20043}, DOI={10.1002/NHA3.20043}, abstractNote={Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE’s ‘academic’ and ‘theoretical’ elitism vs. the pragmatic and socially responsive practice of AE. To address the tension resulting from the lack of harmony between the disciplinary conceptual foundations that exists between HRD and AE, and assuming this tension results in a lack of understanding and possible beneficial cooperation, we propose that critical traditions (critical theory and criticality) may provide a bridge between the two disciplines. To fully define and provide support for this proposition, this paper is divided into and presented in two parts.}, number={4}, journal={New Horizons in Adult Education and Human Resource Development}, publisher={Wiley}, author={Hatcher, Tim and Bowles, Tuere}, year={2013}, month={Oct}, pages={12–28} }
 @article{martin_bowles_adkins_leach_2011, title={Black Mega-Churches in the Internet Age: Exploring Theological Teachings and Social Outreach Efforts}, volume={15}, ISSN={1559-1646 1936-4741}, url={http://dx.doi.org/10.1007/S12111-011-9181-2}, DOI={10.1007/S12111-011-9181-2}, number={2}, journal={Journal of African American Studies}, publisher={Springer Science and Business Media LLC}, author={Martin, Pamela P. and Bowles, Tuere A. and Adkins, LaTrese and Leach, Monica T.}, year={2011}, month={Mar}, pages={155–176} }
 @article{gilchrist_hilliard-clark_bowles_2010, title={OPTICS PROFESSIONAL DEVELOPMENT IN NORTH CAROLINA}, volume={7783}, ISSN={["1996-756X"]}, DOI={10.1117/12.861057}, abstractNote={Using the Photonics Leaders (PL2) program model of recruitment and retention, photonics content, parental engagement, internship, and a hybrid virtual format, the session's goal is to inform outreach coordinators and scientists of strategies used to develop teachers' awareness and skills in teaching Optics to ethnically diverse students who lack traditional experiences in the discipline. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program highlights initial findings of a pilot study with middle and high school teachers from The Science House at North Carolina State University sharing lessons learned and future scale-up plans.}, journal={OPTICS EDUCATION AND OUTREACH}, author={Gilchrist, Pamela O. and Hilliard-Clark, Joyce and Bowles, Tuere}, year={2010} }
 @article{gilchrist_conover_bowles_dedeugd_hilliard-clark_2010, title={PILOTING PHOTONICS CURRICULUM IN STAFF DEVELOPMENT}, volume={7783}, ISSN={["0277-786X"]}, DOI={10.1117/12.861092}, abstractNote={The paper's goal is to inform outreach coordinators and scientists of strategies used to develop a Light Emitting Diode (LED) curriculum module for high school students. Field-testing the weeklong LED curriculum, teachers acquired new instructional strategies to develop students career and global workforce skills in STEM disciplines. The National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) funded program session will highlight initial findings of the developmental process, review data of the pilot study with middle and high school teachers participating in a teacher workshop and student program offered by The Science House of North Carolina State University.}, journal={OPTICS EDUCATION AND OUTREACH}, author={Gilchrist, Pamela O. and Conover, Brandon and Bowles, Tuere and deDeugd, Casey and Hilliard-Clark, Joyce}, year={2010} }
 @article{johnson-bailey_valentine_cervero_bowles_2009, title={Rooted in the Soil: The Social Experiences of Black Graduate Students at a Southern Research University}, volume={80}, ISSN={["1538-4640"]}, DOI={10.1080/00221546.2009.11772138}, abstractNote={The social experiences of Black graduate alumni, 1962 to 2003, at a major Southern Research University were examined in a comprehensive forced choice and open-ended survey. Characteristics that distinguish this study from others include the large sample of 678 participants and the longitudinal span of four decades.}, number={2}, journal={JOURNAL OF HIGHER EDUCATION}, author={Johnson-Bailey, Juanita and Valentine, Thomas and Cervero, Ronald M. and Bowles, Tuere. A.}, year={2009}, pages={178-+} }
 @article{hatcher_bowles_2006, title={Bridging the Gap between Human Resource Development and Adult Education: Part One, Assumptions, Definitions, and Critiques}, volume={20}, ISSN={1939-4225}, url={http://dx.doi.org/10.1002/nha3.10248}, DOI={10.1002/nha3.10248}, abstractNote={Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's ‘academic’ and ‘theoretical’ elitism vs. the pragmatic and socially responsive practice of AE. To address the tension resulting from the lack of harmony between the disciplinary conceptual foundations that exists between HRD and AE, and assuming this tension results in a lack of understanding and possible beneficial cooperation, we propose that critical traditions (critical theory and criticality) may provide a bridge between the two disciplines. To fully define and provide support for this proposition, this paper is divided into and presented in two parts.}, number={2}, journal={New Horizons in Adult Education and Human Resource Development}, publisher={Wiley}, author={Hatcher, Tim and Bowles, Tuere}, year={2006}, month={Apr}, pages={5–23} }
 @article{hatcher_bowles_2006, title={Bridging the Gap between Human Resource Development and Adult Education: Part Two, the Critical Turn}, volume={20}, ISSN={1939-4225}, url={http://dx.doi.org/10.1002/nha3.10257}, DOI={10.1002/nha3.10257}, abstractNote={Human resource development (HRD) as a scholarly endeavor and as a practice is often criticized in the adult education (AE) literature and by AE scholars as manipulative and oppressive and, through training and other interventions, controlling workers for strictly economic ends (Baptiste, 2001; Cunningham, 2004; Schied, 2001; Welton, 1995). The reasons for this disapproving perspective are numerous and include HRD's primary conceptual foundations as being performative and based on human capital theory that tends to situate humans within the rubric of expendable resources. Additional support for this critique comes from an assumption that HRD as a whole is embedded within a rational/functional paradigm that tends to support ‘any means to profit’ over democratic treatment of people in the workplace. Similarly, although less vocal and antagonistic, HRD scholars have been critical of AE's ‘academic’ and ‘theoretical’ elitism versus the pragmatic and socially responsive practice of AE.}, number={3}, journal={New Horizons in Adult Education and Human Resource Development}, publisher={Wiley}, author={Hatcher, Tim and Bowles, Tuere}, year={2006}, month={Jul}, pages={5–18} }
 @article{bowles_2005, title={Making community connections: The Orton Family Foundation Community Mapping Program}, volume={55}, ISSN={["0741-7136"]}, DOI={10.1177/0741713605277375}, abstractNote={tivity. It may be difficult for educators to convince employers of the benefits of promoting critical thinking and problem posing in their employees, who may use their new skills to advocate for change. The book lacks practical advice for selling the concept of learner-centered education to the employers. Without the cooperation of the organization, the workplace educator will find it very difficult to implement the practical suggestions that are the major contribution of this book.}, number={4}, journal={ADULT EDUCATION QUARTERLY}, author={Bowles, TA}, year={2005}, month={Aug}, pages={318–319} }