Supporting Men of Color in the Community College
Dr. Frank Harris III, Dr. J. Luke Wood
This course provides community college advisors, student service officers, and support staff with strategies and approaches that can be used to foster enhanced learning, development, and success among college men of color.
15 Hr
4 Credits
2 Hr
Certificate with 1.5 CEUs
Course Description
OVERVIEW
Discuss trends, issues, and salient influences on experiences and outcomes for community college men of color.
Identify factors that warrant an intentional and culturally affirming approach to serving community college men of color.
Propose strategies that can be employed by student services staff to build rapport and facilitate student success for community college men of color.
COURSE DESCRIPTION
This course provides community college advisors, student service officers, and support staff with strategies and approaches that can be used to foster enhanced learning, development, and success among college men of color.
In this course, learners will discuss trends, issues, and salient influences on experiences and outcomes for community college men of color. We will also identify factors that warrant an intentional and culturally affirming approach to serving community college men of color and propose strategies that can be employed by student services staff to build rapport and facilitate student success for community college men of color.
REQUIREMENTS
Access to a computer with an internet connection.
Fluent/advanced level of English required.
COURSE DURATION
You will have 30 days to complete each of the 4 modules of this training. Each module requires a 3-4 hour commitment (including lectures, discussion boards, readings).
WHAT'S IN THE COURSE?
The professional development program on Supporting Men of Color in the Community College is designed to enhance the preparedness of faculty, advisors, student service officers, and other support staff in the community college to facilitate success among college men of color.
COURSE DURATION
You will have 30 days to complete each of the 4 modules of this training. Each module requires a 3-4 hour commitment (including lectures, discussion boards, readings).
GOAL OF THIS COURSE
The goal of this course is to provide community college advisors, student service officers, and support staff with strategies and approaches that can be used to foster enhanced learning, development, and success among college men of color
COURSE HIGHLIGHTS
The Supporting Men of Color in the Community College training program is divided into four modules, live video sessions, discussion forums, and quizzes. The duration of this course is 15 hours and learners have access to the course for 30 days to complete the training requirements.
WHO CAN JOIN?
The Supporting Men of Color in the Community College training program is for advisors, student service officers, and support staff to help them foster relationships with minoritized students and support educational initiatives for men of color in community colleges.
Curriculum
Welcome to the professional development program on Supporting Men of Color in the Community College. Prior to beginning the course you will need to access the book that accompanies the training. The book is available in e-format and access can be purchased here. If your campus is a current partner, contact your representative for information on how to access the book.
1. Complete PRE-ASSESSMENT and POST ASSESSMENT. 2. Review all video modules – There are four video modules in all. Our learning management system allows participants and faculty to review learner progress in completing video modules. 3. Read the assigned readings– There are assigned readings that are aligned with each of the modules. It is an expectation that readings will be completed before reviewing the module. The readings are comprehensive in nature, as such, we recommend planning ahead to ensure readings are completed on schedule. Comprehension of material will be gauged through the live interactive sessions. 4. Attend the live video sessions– As part of the training, learners will have access to course faculty during live video sessions. This is an opportunity to ask questions and engage in dialogue that is solution-oriented. It is expected that all learners will attend at least one live session. The live video sessions take place on select Wednesdays and Fridays from 4:00-5:00 pm Pacific Time (7:00 EST). Live sessions will be recorded and sent out for those who are unable to attend. 5. Complete short quizzes– Following each recorded presentation you will complete a brief quiz assessing your understanding of the material. Quizzes can be completed an unlimited number of times. It is recommend that you re-take quizzes until you correctly answer all questions. 6. Participate in asynchronous discussion forums– As you complete each module, we encourage you to identify questions, comments, and reactions to the material as well as relevant resources and post them in the discussion forums. This is an opportunity for learners to engage in dialogue and knowledge sharing. CORA Policies DISCLOSURE The Center for Organizational Responsibility and Advancement (CORA) its employees, affiliates, and contractors shall disclose to learners, prior to the start of the learning event, any instructor’s proprietary interest in products, instruments, devices, services or materials discussed, as well as the source of any compensation related to the presentation. This should occur at the commencement of any learning event. NON-DISCRIMINATION The Center for Organizational Responsibility and Advancement (CORA) its employees, affiliates, and contractors shall not discriminate against any individual or make explicit references of a discriminator nature based on gender, gender identity, race/ethnicity, religion, age, disability, socioeconomic status, and/or sexual orientation.
To complete the program, learners must complete the following activities:
Click here to view the picture guide for accessing the Guidebook “Teaching Men of Color in the Community College”.
Download the guide!
Click here to view the picture guide on introduction of the training website.
Download the guide!
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 1 - Factors Necessitating Enhanced Teaching
After participating in this module, learners will be able to:
- Identify key environmental pressures that influence the learning experiences of preK-12 boys and young men of color
- Denote the role that race and gender socialization have on the classroom realities of preK-12 boys and young men of color
- Specify how societal factors systemically inhibit the preK-12 success of some boys and young men of color
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 2 - Theoretical Foundations for Teaching Boys of Color
After participating in this module, learners will be able to:
<ul>
<li>Identify predominant theories that inform research and practice on college men of color</li>
<li>Recognize how the factors encompassed in these theories serve to influence student success</li>
<li>Understand ways in which advisors, student service officers, and support staff can levy these theories to inform relationship-building and support practices for community college men of color</li>
</ul>
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 3 - Strategies for Building Personal Relationships with Men of Color
After participating in this module, learners will be able to:
- Understand dispositions that are fostered by enhanced personal relationships with men of color
- Identify critical perceptions of men of color that are neccessary for fostering personal relationships with them
- Understand ways in which educators can levy theories of men of color’s success to inform relationship-building strategies
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
he content of this lesson is locked. To unlock it, you need to Buy this Course.
Module 4 - Support Strategies and Practices
After participating in this module, learners will be able to:
- Understand dispositions that are fostered by enhanced personal relationships with men of color
- Identify critical perceptions of men of color that are necessary for fostering personal relationships with them
- Understand ways in which educators can levy theories of men of color’s success to inform relationship-building strategies
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Live Video Session
These sessions will provide an opportunity for learners to interact with Faculty, ask questions about course content, and share ideas and activities from your campus.
- Please be prepared with 2 questions for the Faculty
- Please review the “AnyMeeting Users Guide” found in this module
- Please test your system early to be sure you are prepared for the session
Live Video Session dates are listed in the course calendar and occur on selected Wednesday and Friday Afternoons form 4-5pm PST. You must complete at least 1 live video session to receive your certificate. All video session are recorded and recordings will be sent out following the session.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
Certificate of Completion
To obtain your certificate of completion. Please make sure you have viewed, completed, and marked all activities as complete.
The content of this lesson is locked. To unlock it, you need to Buy this Course.
The content of this lesson is locked. To unlock it, you need to Buy the Course.
About Instructor
Frank Harris III
Dr. Frank Harris III is a professor of postsecondary education and Co-Director of the Community College Equity Assessment Lab (CCEAL) at San Diego State University. He is best known for his expertise in racial [in]equity in postsecondary education and has made important contributions to knowledge about college student development and the social construction of gender and race in college contexts. His work prioritizes populations that have been historically underrepresented and underserved in education.
J. Luke Wood
J. Luke Wood, Ph.D. is Dean’s Distinguished Professor of Education and Vice President for Student Affairs & Campus Diversity at San Diego State University. Formerly Wood served as Associate Vice President for Diversity and Innovation. Dr. Wood is also Co-Director of the Community College Equity Assessment Lab (CCEAL), a national research and practice center that partners with community colleges to support their capacity in advancing outcomes for men of color. He has delivered over 1,000 scholarly and conference presentations and more than 150 publications to his credit, including 15 books and 75 peer-reviewed journal articles.
Additional information
| Enroll | Individual, 10 Person Group, 25 Person Group, Unlimited Institutional Partnership |
|---|