Course Details
Teaching for Digital Equity and Learning
Dr. Frank Harris III, Dr. Sim Barhoum
Coming Soon
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.
Following the completion of each activity, you will need to mark the activity as “Complete”.
To complete the program, learners must complete the following activities:
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.
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 - Diverse Learners in Postsecondary Education
After participating in this module, learners will be able to:
- Define and explore the concept of teaching for digital equity & learning
- Highlight the influence of microaggressions on people of color in work and educational settings
- Overview the three main types of microaggressions as espoused by Derald Wing Sue
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 - Foundations of Digital Learning, Equity, Equity-mindedness, and Digital Equity
At the conclusion of this module, learners will be able to articulate the key principles and assumptions of digital learning, equity, equity-mindedness, and digital equity.
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 - Best Practices of Teaching for Digital Equity and Learning
After participating in this module, learners will be able to:
- Identify some of the main sub-types of microinvalidations
- Describe example situations and comments that are endemic of these sub-types
- Recognize the underlying messages derived from these examples
- Articulate how microinvalidations influence the recipients of these messages
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Module 4 - Using Courseware for Digital Equity
After completing this module, you should be able to explain how equity-centered courseware can be used as a digital learning tool to close equity gaps for diverse students. Moreover, college faculty who complete this module should be able to make some informed decisions about using courseware to support diverse learners in their courses.
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 test your system early to be sure you are prepared for the session
Live Video Session dates are listed in the course Live Session module and occur on selected Wednesday and Friday Mornings starting at 09:30 am PST. You must complete at least 1 live video session to receive your certificate. You can request the recording of the live video sessions and it will be made available to you once the session is 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 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
Sim Barhoum
Dr. Sim Barhoum is a Professor of Humanities at San Diego Mesa College. Professor Barhoum earned his doctoral degree in Educational Leadership with a specialization in Community College/Post Secondary Education from San Diego State University. He has taught a wide range of education and literacy courses, from high school-level to graduate-level, in a variety of teaching formats, including traditional, hybrid, and online. Dr. Barhoum's research focuses on developmental pathways, barriers to underserved students, and best practices for all community college students. In particular, his contributions examine active learning, relational practices, success strategies for general education disciplines, and educational models.
Dr. 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.