Heritage University Mellon Mays
A legacy. . .
Benjamin Elijah Mays, educator, was born in 1895 in South Carolina, and graduated from Bate College in Maine in 1920. He went to the University of Chicago for his master's degree and doctorate, and while he was working on those degrees, he was ordained into the Baptist ministry. He taught at Morehouse College, and at South Caroline State College. From 1934-1940, he served as dean of the Howard University School of Religion and then moved onto the presidency of Morehouse College, a position he distinguished for the next quarter of a century.
A Vision. . .
MMUF aims to create an extensive cohort of qualified and gifted scholars of color who, along with others committed to eradicating racial disparities, will provide opportunities for all students to experience and learn from the perspective of diverse faculty members.
To identify, support and mentor highly motivated under-represented undergraduate students, shaping them toward contribution to Academia at the highest levels, through the pursuance of a Ph.D. in Mellon-Designated fields of study.
Through continuous and consistent support, the Mellon Mays Undergraduate Fellowship Program hopes to increase the number of faculty from under-represented groups at colleges and universities throughout the country and abroad in order to bring a wider range of experiences and perspectives to teaching and scholarship
Mentoring embodies the core principles of the MMUF program, and The Andrew W. Mellon Foundation recognizes the faculty/student relationship as the driving force beneath the sustainability and success of this program. Only a consistent commitment to this relationship will enable us to achieve the goals of the program -- to bring greater diversity to the academy.
As mentors, faculty members have the knowledge and responsibility to demystify the formal and informal aspects of earning a doctorate. Mentors also give fellows insight into the fulfillment and rewards of a career in scholarship and teaching. In the mentoring relationship, the sharing of personal experience and the transmission of knowledge intersect in a trusting learning environment that provides opportunities for both mentor and student to stretch beyond her or his boundaries.
Quality and excellent are to be found neither in some mystical characteristic of the subject matter alone nor in the raw demands of the market but in the behavior and attitudes of the human beings who embody that tension -- in the teacher and in the student. We know that the quality of learning is high when students show intellectual, emotional and ethical growth; we know that teaching is excellent when it fosters such growth, when we have teachers who are willing to care both about their subjects and for their students. -- Dr. Laurent Daloz, Columbia Teacher's College