Leadership Team

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.
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.”
Dr. Sheneese Thompson is an Associate Professor in the Department of Afro-American Studies at Howard University. She earned a B.A in Afro-American Studies from Howard University, her M.A. in African American Studies from Boston University, and Ph.D. in African American and African Studies from The Ohio State University. Her research areas of interest include Black Popular Culture, African American literature, Comparative Diaspora Studies, Afro-Atlantic Religion, and most notably Lucumi’s cultural impact in the United States. Her pedagogical specialties include, culturally relevance, curriculum development, student engagement, educational technology, and best practices for online learning.
Tamika F. Lee, Ed.D., is the Post Doctoral Fellow at Bowie State University's Center for Research and Mentoring of Black Male Students and Teachers (CRM-BMST). In addition, Dr. Lee had the honor of working as an intern at the Center while conducting her research. She collaborates closely with the Center focusing on 8th grade Black males who inspire to become STEA3M educators.

Dr. Lee's main areas of study are the effects of mentoring on African American male students attending Historically Black Colleges and Universities. She critically examines the mentorship experiences these students have had firsthand and how it affects their retention and academic performance.

Dr. Lee earned her doctorate in Educational Leadership from Delaware State University. An accomplished professional in K-12 and Higher Education for over 12+ years, she has demonstrated a proven track record in educational leadership, mentoring, professional coaching, organization efficiency, DEI of African American women and change management. Dr. Lee prioritizes streamlining operations to decrease costs and enhance organizational efficiency. Her independent decision-making skills and sound judgment have positively impacted the educational landscape she has worked in.

Dr. Lee is the Founding Director of Be B.O.L.D., Inc. a 501(c)3 a non-profit mentoring program for African American female college students seeking to grow personally and professionally. Over her profession, Dr. Lee has earned the reputation for her ability to motivate students in identifying their why and excelling academically.

Published Dissertation: Lee, T. F. (2023). Mentoring Programs and Effectiveness Towards the Success and Retention of African American Male Students at an HBCU in the Eastern Region: A Phenomenological Study. Delaware State University ProQuest Dissertations Publishing, 2023.30571690.
Dawaine Cosey is a distinguished advocate for purpose, a champion for people, and a promoter of potential. As a published author and motivational speaker from Washington, DC, Cosey—affectionately known as such—is an esteemed alumnus of Bowie State University, where he earned a Bachelor of Science in Communication. Additionally, he holds a Master of Applied Positive Psychology from the University of Pennsylvania, which he integrates into his professional and personal endeavors to enhance the lived experiences of young Black men. Cosey’s unwavering belief in the potential of others is evident through his passionate engagement in various roles both professionally and personally.

Cosey has found his purpose in working in spaces that intentionally engage in the healing and holistic development of black men and has spent the majority of his professional career curating and cultivating those spaces. Those roles have included the first and former Director of Culture and Empowerment at the all-male Ron Brown College Prep in DC, a former Impact Leader for a national nonprofit that support the retention of black male educators; a Wellness Coach for Minds in Motion Therapeutic Services, an exclusively black male owned and staffed mental health organization; the founder and lead advisor of IGNITE, a movement dedicated to the personal and leadership development of men at Bowie State; and, currently, as the Assistant Director for the Center for the Research of Black Male Students and Teachers.

With a career deeply rooted in the field of education and personal development, Cosey is committed to transforming the lives of Black and Brown boys by providing them with the tools to achieve optimal living. Beyond his professional achievements, Cosey is a proud father to Zion and Jayde and a dedicated mentor to numerous young, black men.
Mr. Mark J. Cox is a polymath with a diverse array of talents and interests. He is a polyglot, author, educator, rapper, filmmaker, philosopher, and IT professional. Originally hailing from Vauxhall, New Jersey, he now resides in beautiful Baltimore City, where he lives with his loving wife and precocious son.

A proud two-time HBCU graduate, he earned his bachelor's degree from the prestigious Howard University School of Communications in 2011 majoring in applied communications. A decade later, he continued his academic journey, obtaining a master's degree in Language, Literature, and Cultural Studies from Bowie State University in 2021.

Mark enjoys exploring the boundaries of human potential through the digital humanities, a field that perfectly marries his love for technology and the liberal arts. His work in this area aims to expand the ways in which digital tools and online learning can enhance our understanding of human culture and creativity. His love of language learning and how language frames identity has cultivated his interest in the global hip-hop community. He is currently working on a comparative analysis of Persian hip-hop and American Islamic hip-hop in preparation for a Ph.D. program in comparative literature.

At Bowie State University he is a Program Coordinator of the Scholar Fellows Program within the Center for Research and Mentoring of Black Male Students and Teachers.
Kayon Bryant is the Operations Manager at the Center for Research and Mentoring of Black Male Students and Teachers, at Bowie State University. With over 17 years of spearheading strategic projects that advanced critical metrics, Kayon leverages exceptional leadership abilities to champion organizational transformation initiatives, break fundraising records through creative campaigns, and surpass international delegation benchmarks. Her expertise encompasses devising growth strategies and operational plans to successfully launch new offices, skillfully managing budgets upwards of $2M, and aptly training cross-functional teams across management hierarchies. She also excels at facilitating high-level communications with key stakeholders like policymakers and diplomats to influence decisions, negotiate partnerships, and elevate organizational impact. She is a graduate of Eastern University and enjoys traveling domestically and internationally with her husband.
Nicole Robinson, M.Ed. is the Culturally Responsive Education Professional Development Coordinator of the Center for Research and Mentoring of Black Male Students and Teachers at Bowie State University.

Nicole has had the opportunity to view the world of education through several lenses - student, teacher, teacher leader, and administrator. Having experience in urban, suburban, rural and international settings, as well as virtual, hybrid, and traditional
modalities has provided her with a versatile skill set that allows her to address diverse student needs and experiences, as well as adapt eHectively to diHerent learning environments.

She aims to use her well-rounded experience to aid in developing and leading initiatives that address and dismantle structural and social barriers, ensuring that educational environments are equitable and inclusive for all learners, regardless of background or ability. Her interests include but are not limited to culturally responsive teaching, diversity, equity and inclusion (DEI), human development and family science, educational justice, early intervention, and the “whole child” approach to education.

Nicole is a dually certified educator and holds a B.S. in Early Childhood Education and Special Education from the University of Delaware and a M.Ed. in Culturally Responsive Teacher Leadership from Bowie State University.
Daniel O. Akinribade is a Program liaison in the Center for Research and Mentoring of Black Male Students and Teachers (CRM-BMST) at Bowie State University. He is a dedicated student at Bowie State University in the Master of Arts in Counseling Psychology. He collaborates closely with the Center focusing on 8th grade Black males who inspire to become STEA3M educators.

Prior to joining Bowie State University, Daniel served as Clearance Counselor at Yale University School of Medicine PA Online Program, where he emphasizes holistic development through an eclectic approach. Daniel believes in creating a safe and inclusive environment where individuals feel valued and empowered to explore their personalities and challenges. By fostering open dialogue and mutual respect, he aims to guide learners in setting meaningful goals, enhancing self-awareness, and building resilience, ultimately supporting their personal and academic growth.

In addition to studies and research, Daniel is committed to counseling, teaching, and mentoring individuals. Outside of academia, Daniel is involved in professional organizations engaged in community service and personal interests, such as American
Counseling Association. They believe in the importance of providing education, community and professional development opportunities for more than 58,000 members, including counselors in various practice settings and counselors in training.
Mariyah G. Osborne is the Administrative Specialist for the Center for Research and Mentoring of Black Male Students and Teachers. Mariyah’s past Administrative, as well as Early Childhood roles, present her with a great bond to the center, its purposes, and goals. Mariyah is currently pursuing her associate’s degree in early childhood education with hopes to further her business management and marketing education throughout the next few years. Mariyah is committed to supporting the Center and always ready to assist.

Mariyah was born in Florida but raised right here in Bowie, MD. In addition to being an educator and business professional, Mariyah is also an advocate for teaching swimming and water safety skills to her community. In 2019, Mariyah began Swimming with Mariyah, a swimming lesson business offering private and group swim lessons for all ages. Mariyah has swam competitively and taught swimming lessons throughout her childhood and teenage years which has given her a true connection to the water and a way to help others develop the same love for the water.

In addition to organization and project management, Mariyah specializes in communication, critical thinking, and inclusion in the workplace. She enjoys keeping the team motivated and finding creative solutions to any obstacles faced. Mariyah is very grateful for the opportunity to aide in such a meaningful mission. Mariyah loves spending her spare time swimming and with her family of small dogs.
Jonathan Womble Jr. is a dedicated student at Bowie State University, majoring in nursing and maintaining above a 3.0 GPA. His passion for helping others drives his commitment to his studies and future healthcare career. In addition to his academic pursuits, Jonathan serves as an Operations Specialist for CRM-BMST, where he applies his strong work ethic and organizational skills.

Jonathan is deeply involved in campus life, taking on the role of a Resident Assistant. He mentors and supports many college students in this position, helping them navigate their academic and personal challenges. His dedication to creating a positive and supportive environment on campus is evident in his everyday interactions.

Known for his effective communication, optimistic attitude, leadership, and critical thinking skills, Jonathan excels in both his academic and professional endeavors. He cherishes the opportunity to make a difference in the lives of others, whether through his future nursing career or his current roles at the university. Jonathan's commitment to helping others and his ability to thrive under pressure make him a valuable asset to any team.
Mohamed Sheikh is a passionate student leader deeply engaged with the Black Male Educator Project, where he offers a distinct perspective as a nontraditional student pursuing a degree in Early Childhood Special Education. Mohamed’s dedication to this initiative stems from his personal experiences and his commitment to fostering greater representation and support for Black men in the education sector.

Navigating the challenges of a nontraditional educational path, Mohamed has become a vocal advocate for the inclusion and empowerment of Black men in education. His work with the Black Male Educator Project is driven by a vision of creating more diverse and supportive educational environments that can positively impact students from all backgrounds. He actively mentors peers and engages in community outreach, aiming to break down barriers and encourage more Black men to enter and thrive in the teaching profession.

Outside of his advocacy and academic pursuits, Mohamed finds solace and creativity in cooking and baking. He enjoys experimenting with new recipes and sharing his culinary creations with friends and family. Additionally, his time spent working in his garden provides a peaceful retreat and a chance to connect with nature.

Mohamed’s holistic approach to his studies, leadership, and personal interests reflects his unwavering commitment to making a meaningful difference in education. Through his efforts, he aims to pave the way for future generations of Black male educators and contribute to a more inclusive and equitable educational landscape.
Hailing from the Charm City, Mr. Zaire Bond is an alumnus of the Western School of Technology and Environmental Science and the Black Male Teachers College. Currently, he is a sophomore history education major at Maryland’s oldest historically black college, Bowie State University. He comes from a long line of educators and intends to follow in their footsteps.

Zaire is the Student Leader for the Center for Research and Mentoring of Black Male Students and Teachers (CRM-BMST). He is also a dedicated member of the Scholar Fellows and the Bowie Black Male Educators Project, both programs within CRM-BMST. His on-campus involvement extends to being an active member of the Bowie State Education Association, the Bowie State NAACP, and the Philosophy, Politics, and Economic Society.

Zaire has been a strong advocate for the students at BSU, attending multiple SGA open forums, Dinner with the Dean, and Wings and Things events with the President of Bowie State, ensuring his voice is heard and changes can be made. He has a passion for teaching and learning history with an emphasis on African American history, United States history, Military history, World history, and Civics. Known for his inquisitive nature, Zaire enjoys engaging in conversations relating to real-world issues.
In his free time, he cheers for the 2-time Super Bowl champions, the Baltimore Ravens, and enjoys playing video games. When not at Bowie, Zaire spends quality time with his parents and brother.
Morris Glover is a dedicated student at Bowie State University, majoring in Business Administration with a concentration in Marketing and maintaining a 3.7 GPA. His passion for helping others drives his commitment to his studies and future career. In addition to his academic pursuits, Morris serves as a Social Media and Communication Specialist for CRM-BST, where he applies his strong work ethic and organizational skills.

Morris is deeply involved in campus life, taking on the role of a Resident Assistant. He mentors and supports many college students in this position, helping them navigate their academic and personal challenges. His dedication to creating a positive and supportive environment on campus is evident in his everyday interactions.
David Bryant is a dedicated and enthusiastic educational leader currently studying Elementary Education at Bowie State University, where he will graduate with the class of 2026. As a non-traditional student, David brings a wealth of global experience to his academic journey. Having lived and worked in 14 different countries, he has developed exceptional skills in communication and influence, impacting both national and international teams.

David’s humanitarian efforts are highlighted by his role in pioneering and establishing a Bible school in East Africa, where he spent over four years teaching various theology topics. His extensive background in global education and his commitment to leveraging effective strategies make him a valuable asset to the educational community. David is driven by a mission to create a meaningful global impact through education, reflecting his deep passion for fostering positive change.