Teaching Men of Color in the Community College
Dr. Frank Harris III, Dr. J. Luke Wood
This course provides community college instructional faculty with strategies and approaches that can be used to foster enhanced learning among college men of color.
15 Hr
4 Credits
15 Hr
Certificate with 1.5 CEUs
Course Description
OVERVIEW
Discuss trends and issues in classroom contexts that warrant an intentional focus on culturally relevant teaching and learning practices for men of color.
Highlight the important role that classroom faculty play in facilitating student success for men of color.
Propose strategies classroom faculty can employ to foster student success for men of color from an equity-minded perspective.
COURSE DESCRIPTION
This course provides community college instructional faculty with strategies and approaches that can be used to foster enhanced learning among 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 Teaching Men of Color in the Community College is designed to build the capacity of community college instructional faculty in to teach men of color effectively.
COURSE DURATION
You will have 30 days to complete program. The program is divided into four modules, each of which requires a 3-4-hour commitment (including lectures, discussion boards, readings).
WHY FOCUS ON TEACHING MEN OF COLOR IN THE COMMUNITY COLLEGE
The disparities in academic success outcomes among men of color and white students in community colleges have become a major cause of concern across the United States. The lack of responsibility and accountability of institutions is one of the major contributors to this existing situation. To help educators improve the success outcome for men of color, CORA is offering Teaching Men of Color in the Community College program to help educators learn strategies and approaches that can enable in removing barriers impeding the success of underprivileged and underserved students.
GOAL OF THIS COURSE
To familiarize educators with the environmental pressures and societal factors affecting the preparedness of men of color for college education, understand their dispositions, and foster personal relationships with them for better student engagement. The course will help in understanding the challenges faced by minority students and facilitate educational opportunities for them by planning strategies and taking right approaches.
COURSE HIGHLIGHTS
The Teaching Men of Color in the Community College certificate program is built with extensive research and focuses on improving the engagement of underprivileged and underserved students. It helps college educators and support staff to foster a welcoming and positive learning environment for men of color. Above all, the course helps in enhancing the role of institutions in mitigating the existing outcome disparities.
WHO CAN JOIN?
The Teaching Men of Color in the Community College is for every faculty member, counselor, advisor, and administrator interested in learning strategies and approaches for educating minority students. Every educator who wants to educate college men of color effectively can join this course.
Curriculum
Welcome to the professional development program on Teaching Men of Color in the Community College. The required text for the program is “Teaching Men of Color in the Community College: A Guidebook.” The guidebook is available in electronic and hardcopy formats and can be purchased here. If your campus is an institutional partner, please contact your campus representative for information on how to access the guidebook
Following the completion of each activity, you will need to mark the activity as “Complete”.
To receive credit(1.5 CEUs) for completing the program, you must complete the following activities:
1. Complete the PRE-ASSESSMENT and POST ASSESSMENT.
2. Read the assigned readings – Each module has a set of assigned readings that should be completed before reviewing the video modules. The readings are comprehensive in nature, as such, we recommend planning to ensure readings are completed on schedule. Comprehension of material will be gauged through the live interactive sessions.
3. Review all video modules – Our learning management system allows participants and faculty to review learner progress in completing video modules.
4. Attend the live video sessions – The program’s faculty will host live interactive sessions during your enrollment in the program. The live interactive sessions take place on select Wednesdays and Fridays from 4:00-5:00pm Pacific Time (7:00-8:00pm EST). This is an opportunity to ask questions and engage in solution-oriented dialogue. You must participate in at least one live session to receive credit for completing the program. The live sessions will be recorded and posted for those who are unable to attend.
5. Complete short quizzes – Following each module you will complete a brief quiz to assess your knowledge of the content that was delivered in the module. The quizzes can be taken as many times as you would like. It is recommend that you re-take quizzes until answer all of the questions correctly.
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 faculty and peers 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 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 and Learning
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After participating in this module, learners will be able to:
- Identify key environmental pressures that influence the learning experiences of college men of color
- Denote the role that race and gender socialization have on the classroom realities of college men of color
- Recognize how societal factors systematically inhibit the college readiness of some 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.
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 Men of Color
After participating in this module, learners will be able to:
- Identify predominant theories that inform research and practice on boys and young men of color
- Recognize how the factors encompassed in these theories serve to influence student success
- Understand ways in which teachers and other educators can levy these theories to inform their practice
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 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 three overarching categories of practices that can be used to foster personal relationships with college men of color
- Understand ways in which instructional faculty 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.
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 4 - Teaching Strategies and Practices for Men of Color
After participating in this module, learners will be able to:
- Identify key dispositions that should be fostered by promising teaching and learning practices
- Indicate five primary domains of promising teaching and learning practices
- Denote the reasons why the teaching and learning practices depicted are critical for student success
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 |
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