Doctor of Philosophy (Ph.D.)
Higher Education Administration
Morgan State University
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Faculty
Faculty
Morris Thomas, PhD, MBA, PMP (He/Him/His)
Associate Professor
Department/Office
- Educational Leadership & Policy Studies
School/College
- School of Education
- School of Business
Additional Positions
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Assistant Provost for Digital and Online Learning & Director of the Center for Excellence in Teaching, Learning, and Assessment (CETLA)Office of the Provost
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Adjunct ProfessorInformation Systems & Supply Chain Management
Biography
Morris Thomas, Ph.D., MBA, PMP is responsible for providing visionary, strategic, and operational leadership for the Office of Digital and Online Learning and the Center for Excellence in Teaching, Learning and Assessment (CETLA). As Assistant Provost for Digital and Online Learning, he provides oversight for the selection and implementation of digital learning tools as well as the coordination for matters pertaining to online course and degree program development. He leads this office in facilitating the development and implementation of the university’s digital learning infrastructure which supports the university’s strategic plan. Thomas has an extensive background in facilitating learning across modalities (face-to-face, hybrid-blended, and online). Thomas is Associate Professor in the Department of Educational Leadership and Policy Studies in the School of Education. He is also an adjunct faculty member in the Department of Information Systems and Supply Chain Management in the School of Business. Thomas has an appointment as a Special Member of the University of Maryland, College Park Graduate Faculty.
Thomas employs Quality Matters, a global recognized, peer-review process used to ensure the quality of online and blended course design. He holds several Quality Matters certifications, including Master Reviewer, Peer-Reviewer and Quality Matters Coordinator. He is also certified to facilitate the Applying the Quality Matters Rubric workshop face-to-face and online. Dr. Thomas served as the Chair of the Quality Matters Academic Advisory Council (QMAAC) 2023 & 2024. He also serves on the Changing Landscape of Online Education (CHLOE) Advisory Panel (CAP), Echo360 Advisory Board, and McMillan Learning Micro-Credential Advisory Board.
Thomas is an established scholar, his research focuses on instructional dynamics which encompass instructional domains, design, and delivery. He has developed a conceptual framework called the ENHANCE Learning Model. This conceptual framework provides seven strategies to inform intentional course design and delivery. Thomas is also the creator of the framework, “The WHOLE Experience,” a model that addresses the ever evolving higher education landscape. Thomas serves as an editorial board member for the Journal of African American Males in Education, the Journal of Innovative Higher Education, the American Research Journal of Humanities & Social Sciences, and as reviewer for the International Journal of Virtual and Personal Learning Environments. He is a frequent presenter at conferences and for webinars. His scholarship has taken him throughout the continental United States, Canada, Cuba, Germany, India, Ireland, Malawi, Puerto Rico, and South Africa.
Thomas earned his Ph.D. in higher education administration from Morgan State University, a M.A. in educational policy and leadership from The Ohio State University, an Executive Master of Business Administration from Howard University, a M.S. in instructional technology management from LaSalle University, a M.M. in classical vocal performance from New Jersey City University and a B.A. in music from Fisk University.
In addition to his multidisciplinary degree attainment, he has completed post graduate studies at Cornell University and Georgetown University in project management and holds the Project Management Professional (PMP) certification with the Project Management Institute, Inc. (PMI). He has also completed the Diversity, Equity, and Inclusion in the Workplace and the Inclusive and Ethical Leadership Certificates from the University of South Florida Muma College of Business.
Education & Expertise
Education
Master of Arts (M.A.)
Educational Policy & Leadership
The Ohio State University
Master of Business Administration (M.B.A.)
Executive Master of Business Administration
Howard University
Master of Science (M.S.)
Instructional Technology Management
LaSalle University
Master of Music (M.M.)
Classical Vocal Performance
New Jersey City University
Bachelor of Arts (B.A.)
Vocal Performance
Fisk University
Research
Research
Specialty
Teaching and Learning, Online-Digital & Technology-Enhanced Learning, & Higher Education LeadershipGroup Information
Dr. Thomas's research expertise centers on advancing inclusive and technology-enhanced learning environments and experiences in higher education, with particular emphasis on Historically Black Colleges and Universities (HBCUs). Through the development and application of original frameworks such as the WHOLE Experience Framework and the ENHANCE Learning Model, his work bridges theoretical understanding with practical implementation of effective teaching and learning strategies. He has made significant contributions to understanding how digital technologies, artificial intelligence, and online learning can be leveraged to create more inclusive and effective educational experiences while maintaining the distinctive aspects of HBCU culture and learning facilitation. His scholarship extends to examining adaptive strategies for institutional survival and transformation in HBCUs, as well as exploring the intersection of diversity, equity, and inclusion in higher education settings. Recent work has focused on the integration of AI tools in academic settings and the development of quality assurance frameworks for online education. Thomas actively contributes to the broader discourse on higher education leadership and digital transformation through scholarly publications, editorials, and presentations at national and international conferences, demonstrating a commitment to advancing both theoretical understanding and practical applications in educational innovation. His scholarship has taken him throughout the continental United States, Canada, Cuba, Germany, India, Ireland, Malawi, Puerto Rico, and South Africa.
Accomplishments
Accomplishments
Quality Matters Directors’ Award for Exceptional Service
This award honors individuals who have made extraordinary contributions to QM’s quality assurance efforts with online and blended education at institutions and for learners.
State Department International Delegation Host
State Department selects Dr. Morris Thomas to host a delegation from Jordan to demonstrate innovative learning spaces and practices.
Chair of the Quality Matters Academic Advisory Council
Composed of 15 members, including representatives from QM subscriber schools, QM senior staff, and leaders in online and hybrid learning, the council plays a crucial role in providing guidance and oversight for Quality Matters’ programmatic directions and initiatives.
Academic Lead for Transitioning Learning Management Systems (LMS)
Strategies for Change Management: How Howard University Led a Successful LMS Migration
Dr. Thomas served as the academic lead for transitioning Learning Management Systems (LMS). This strategic institutional initiative was designed for Howard University to enhance academic excellence by updating its digital learning infrastructure (DLI).
Principle Investigator - Digital Learning Infrastructure and Knowledge Sharing Support grant
Awarded $245,500 for the Bill and Melinda Gates Foundation's Digital Learning Infrastructure and Knowledge Sharing Support grant. This funding will facilitate the formation of the Office of Digital and Online Learning and allow the University to continue developing a centralized online instructional strategy, online courses consistent with that strategy, as well as processes for online program development and implementation.
Principle Investigator
Awarded $50,000 for creating and implementing new courseware for Introduction to Statistics that focuses specifically on eliminating race and income as predictors of success for students.
For complete press release, please access: https://thedig.howard.edu/all-stories/lumen-learning-partners-howard-university-improve-educational-outcomes-students-color
Faculty Spotlight
The Minister of Education of Malawi invited Dr. Morris Thomas, Howard University School of Education Associate Professor to present his article, A Missing Piece (Peace): Teaching and Learning in the Digital Age and chair a session with DEASA's Vice Chancellors at the Distance Education Association of Southern Africa (DEASA) 58th Conference.
THEME: Open Distance & eLearning (ODeL) for Sustainable Future
https://education.howard.edu/sites/education.howard.edu/files/2024-08/dr-morris-thomas-at-DEASA.png
https://www.facebook.com/share/PKQJcAVcjEaF8Cau/?mibextid=wwXIfr
Featured News
Publications and Presentations
Publications and Presentations
Leveraging the W.H.O.L.E. Experience Framework to Elevate Inclusive Learning
Leveraging the W.H.O.L.E. Experience Framework to Elevate Inclusive Learning
The case study methodology was used to analyze instructional strategies to discuss and refine diversity, equity, and inclusion (DEI) practices in two psychology courses at a community college in California’s Bay Area. A mentor and mentee professional development experience, referred to as the DEI studio, used four sessions over 5 weeks to explore reflective practice using the W.H.O.L.E. Experience framework as a guide to review current DEI practices and implement additional strategies intended to improve the engagement, experience, and success of all students.
The WHOLE Experience
The WHOLE Experience: Reflecting on The State of Higher Education Leadership
Leaders within the context of higher education are faced with an ever-evolving landscape and with that comes a wide range of continuous challenges and opportunities. There is no shortage of difficulties facing institutions of all types. Many of these issues are multifaceted, nuanced, and complex, such as AI, the political landscape, mental health, economic factors, and the list goes on.
A Missing Piece [Peace]
Opinion: A Missing Piece [Peace]: Teaching & Learning in the Digital Age
Adaptive Survival Strategies
Historically Black Colleges and Universities (HBCUs) have faced challenges since their inception. This chapter will explore adaptive survival strategies through the lens of organizational adaptation. Although HBCUs have long histories and just over 100 of them currently exist, the researchers have focused on four of these institutions and the factors that have enabled them to adapt to change. These changes are forcing colleges and universities to re-examine their organizational strategy to adapt to changes in the educational environment.
Employing the ENHANCE Learning Model
Employing the ENHANCE Learning Model to Inform a High-Impact Course Design
This study illustrated the principles of self-determined learning in undergraduate capstone courses that embeds community inquiry in a blended learning design. The ENHANCE learning model served as the theoretical framework to measure a high-impact instructional course design. This longitudinal approach provided a rich context of the events as they evolved using the case study methodology. Understanding the historical perspective is important to comprehend what factors enabled the learners to become capable and competent graduates in their chosen field. The study concluded that to improve the learners’ experience, an intentional high-impact course design should be used for best results.
Starting a Center for Teaching and Learning
Starting a Center for Teaching and Learning
A center for teaching and learning (CTL) can provide crucial leadership for creating a rich teaching and learning culture on a campus. Starting a CTL is an exciting but complex endeavor, requiring a strong awareness of institutional culture and needs. Administrators, faculty, and other stakeholders can support the starting (or restarting) of a CTL through both practical and symbolic efforts that signal the importance of the new CTL to the institution.
Student Presentation-based Teaching (SPET) Approach.
Experience of Multiple Instructors About Student Presentation-based Teaching (SPET) Approach
Many college instructors are hesitant to adopt student active teaching approaches. Student activity-based classroom teaching may require a lot of time investment in designing and conducting student activities. Also, student activities during the class period may lead to inadequate coverage of the course content mentioned in the syllabus. Incomplete course coverage and the amount of effort required on the part of an instructor for designing active teaching strategies are cited as the common hindrances in adopting active student teaching. To address these widely recognized inhibiting factors, we recently implemented a new student-active teaching approach. This approach is based on the students’ presentation and hence termed as student presentation based effective teaching (SPET).
ENHANCE Learning Model
ENHANCE Learning Model: A Case Study in Moving the Learner Needle from Novice to Proficient
The evaluation of this learning model was to determine its predictability of the learners’ progress and success in this course and whether it moved the learner from a novice learner to a proficient learner as it pertained to the course’s content. Additionally, it was expected that the research gathered from the data used to inform the ELM would also provide guidance
as to salient characteristics of a high-impact course design. The knowledge learned from this evaluation would support replication of future totally online and/or blended high-impact course designs
Strategies for Enhancing Online Teaching in Social Work Education
Strategies for Enhancing Online Teaching in Social Work Education
In response to the growing importance of online education in social work education, this article describes the context of online teaching and learning in social work education. Online teaching and learning are further discussed in the context of historically Black colleges and universities (HBCUs).
Creating Inclusive Online Learning Environments
Creating Inclusive Online Learning Environments That Build Community and Enhance Learning
This chapter: 1) Discusses key factors that impact student engagement, 2) Addresses factors that facilitate continued engagement for diverse online learners, 3) Provides evidence-based practices for creating and sustaining online learner engagement, and 4) Offers real world suggestions from the online teaching experience of chapter's authors.
Stronger Together
Stronger Together: Course Content and Learning Technology
The current status of today's society is driven by and involves technology. Unfortunately, this is not a shared practice by all in the educational context. Despite the average person's reliance on technological devices, there has been some resistance to embracing the idea that in the 21st century and beyond, digital education is essentially all education.
