After successful completion of our online courses, you will be able to develop and implement strategies and approach to connect with men of color, foster positive learning environment, refine and explore teaching practices and remove stereotypes associated with men of color.
ENHANCE YOUR CAPACITY TO SERVE ALL STUDENTS
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WHOM CORA COURSES ARE FOR?
If you’re a faculty or an educational support staff or an educational body who is willing to help minority students overcome obstacles hampering their success rate in education, then these online courses are apt for you. By enrolling in any of our courses, you can set yourself up as a crusader for enhancing the lives of underrepresented and underserved students. You can facilitate academic success outcome for men and women of color.
UNCONSCIOUS BIAS COURSE
“Unconscious bias is often defined as prejudice or unsupported judgments in favor of or against one thing, person, or group as compared to another, in a way that is usually considered unfair.”
This Unconscious Bias Training has been made to distinguish, challenge and reduce unconscious bias in the working environment. Working environments with less inclination at all will in general develop more attractive, progressively various and increasingly fruitful societies.
This program is designed to provide an introduction to the topic of unconscious bias to school, college, and university educators. The program highlights variation definitions of unconscious associations, discusses the influence of these associations on student success and provides pathways to better understand unconscious bias in education.
- Access to a computer with an internet connection.
- Fluent/advanced level of English required.
WHAT’S IN THE COURSE?
The professional development program on Implicit Bias 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.
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).
Here you can review some statistics about our Education Center
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.
Lasana O. Hotep
Lasana O. Hotep is an antiracist/antisexist educator, writer, and equity-advancing executive coach. He writes and speaks globally about educational equity, anti- Blackness, and racial justice within organizations and society at-large. He has delivered transformative, multi-media presentations throughout the United States and abroad in Beijing, China and Accra, Ghana. As a writer, he has contributed to seven books and is the co-author of the recently published Minding the Obligation Gap in Community Colleges and Beyond: Theory and Practice in Achieving Educational Equity. For over 20 years, Lasana has provided equity-advancing consultation to academic institutions, community-based organizations, and corporations. Some of his most note-worthy accomplishments include developing the Equity Training series (ETS) and serving as the founding Executive Director of the Equity Institute (EI). Currently, Lasana serves as the Director of Diversity, Equity, Inclusion and Belonging (DEIB) at the University of California, Berkeley.
Dr. Carlos Nevarez received his Ph.D. from Arizona State University in Educational Leadership and Policy Studies. He is a Full Professor with the Doctorate in Educational Leadership and Executive Editor for the Journal of Transformative Leadership and Policy Studies at Sacramento State. Dr. Nevarez prior leadership experience include serving as the Interim Chair, Graduate & Professional Studies. In Addition to serving as Director of the Educational Leadership Program at Sacramento State. Dr. Nevarez has authored over thirty publications. His work is designed to be both accessible and actionable in addressing educational challenges and opportunities facing schools and colleges.
Dr. Sim Barhoum is an Associate Professor of English at San Diego Mesa College. Professor Barhoum earned his doctoral degree in Educational Leadership with a specialization in Community College/Postsecondary Education from San Diego State University. He has taught a wide range of education courses, from high school-level to graduate-level, in a variety of teaching formats, from traditional to 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, and educational models.
Donna Y. Ford, PhD, is a Distinguished Professor of Education and Human Ecology and Kirwan Institute Faculty Affiliate at The Ohio State University’s College of Education and Human Ecology. She is in the Educational Studies Dept., Special Education Program. She returned to OSU in Aug. 2019. Professor Ford was formerly an endowed chair at Vanderbilt University in the College of Education. Dr. Ford has been a Professor of Special Education at the Ohio State University, an Associate Professor of Educational Psychology at the University of Virginia, and an Assistant Professor at the University of Kentucky.
George R. Boggs
George R. Boggs is President and CEO Emeritus of the American Association of Community Colleges and Superintendent/President Emeritus of Palomar College in San Marcos, California. He continues to be an active consultant, teacher, author, and speaker. He is the author of more than 100 articles, books, and chapters on various aspects of higher education. He currently teaches classes in emerging higher education issues in doctoral programs at San Diego State University and National American University.
We are accredited by IACET which offers each participant 1.5 CEUs upon completion of any one of the courses. Each of our courses takes approximately 15 hours to complete. Our easy to navigate and use training interface gives seamless experience to all our participants with extensive and researched knowledge from best of professors in the field.
The Black Lives Matter zoom sessions were all such a great resource and place to learn! Whether it was Dr. Smith sharing the framework of Racial Battle Fatigue or seeing Michael Brown Senior, it was such a great way to connect academic concepts with real world applications and context. I’m sure I will remember that experience for years to come, as it really did feel like a once in a lifetime thing.
This course is well organized, easy to use, and thorough. Recommendations are based on extensive research and experience. Any higher education faculty can gain multicultural competence as teachers by participating in this program. Amazing presenters handled complicated and provocative questions during live sessions with grace, skill, and insight. Thank you!
CORA training is as essential a training as there is for teachers teaching in the community college system because it focuses on teaching men of color and all the ways they are misunderstood and our assumptions about them. And what I learned will help me be a better teacher to all students, which is bonus added.
Jacob L. Adams
The lessons I learned taking this program can be applied to all students. It made me reflect on my approach and understand what I’m doing right or wrong. All community college instructors, especially those that teach in racially diverse areas, should take this course. It will make you a better instructor.
Dr. Christine Schultz
As an instructor with over three decades of experience, I was surprised to find out how little I know about teaching men of color. The CORA training altered many of my preconceptions and gave me excellent tips to use in my classroom. Thank you CORA.
Teaching Men of Color in the Community College is a valuable course, especially to those who have been teaching for many years. It gave me a chance to reflect on my practices and to validate why something that I have been doing has worked, or why something else has not worked.
The CORA training for the course Teaching Men of Color exceeded my expectations in terms of ease of use, accessibility, and reliability. In addition to the course being of high value, the material was relevant and the assessment tool (quizzes) allowed for immediate feedback process. The Discussion Boards were also easy to participate in and use.
Brett Samantha Dooley
The intentional design of the guidebook and webinar modules was effective in providing a research-based yet practical set of practices for educators of any racial/ethnic/gender background to help our students who are Men of Color.
No matter how much you *think* you already know about the problems facing men of color in the community college setting, you’ll learn something new, or deepen your understanding of the problems you’re already aware of, by participating in this course.
Bravo!!! Providing relevant content, statistics and examples on how to teach men of color in community college. I especially, like the strategies for building personal relationships or meaning full relationships and a light bulb switch in my mind was ‘Welcomeness to Engage – Mattering’.
The program was thought-provoking and informative. I appreciated the emphasis on both, the instructor’s and the institutional responsibility to create an environment that fosters student engagement and success. I also liked the fact that this program is research-based.
Teaching Men of Color in the Community College is an innovative and encouraging online course. With an effective balance of theoretical background and practical advice, this course offers refreshing, well-supported ideas for helping men of color succeed. I recommend the course to new and experienced college faculty members.
Taking the CORA Teaching Men of Color course has helped me as an instructor realize the critical nature of what must be done in the classroom to help men of color succeed. This course has made me make critical changes to what happens in my own classroom and it should be required for all community college faculty and staff.
The course was really highly worthwhile. The readings were interesting and inspiring, the discussion was excellent. it provided me with many, many great ideas to include in my teaching, and with a lot to think about as a scholar and as a citizen. I’d strongly recommend it to all teachers.
Excellent, research-based and timely, this program has provided me with meaningful specifics related to the barriers to academic success men of color face in higher education. This program has shown me useful, practical and effective strategies that I can employ now as a professor to empower men of color in my classes to successfully pursue their academic development. I highly recommend it.
I found Teaching Men of Color a head-on encounter with the issue of declining educational system, straightforwardly going to our blind-spot and entrenchment in our own attitudes about men and/or students of color and asking for a trust and belief in the capabilities of students of color.
This workshop is equally engaging for any instructor who is new to the topic or for seasoned professionals who feel they already know all about it. The presenters use solid research-based theories while focusing on effective applications instructors can readily apply.
Dulce Maria Gray
Our campus is working hard to address issues of equity, and to diversify our student body. This class on Teaching Men of Color in the Community College is productive, enlightening, and very useful. I like that there is theory, pedagogy and actual helpful information. Drs. Wood and Herrin are clearly knowledgable and dynamic.
Juan F. Quiñones
We teach because we want to make a difference in the lives of our students, but we are so disconnected and do not find the time to reflect on their daily struggles and challenges. This program allows us to stop and feel the realities that some of our student experience. It allows to finally hear the calling for help by men of color: a calling that we have ignored for too long.
TMOC does an excellent job of explaining the environment within which men of color seek their educations. Their discussion of place and socialization allows a glimpse into the difficult circumstances within which men of color choose, or do not choose to engage. Every instructor should experience this course, while continuing to address this important issue in their own classrooms.
My experience in this program was wonderful. The facilitators, Drs. Wood and Harris, did a fantastic job of organizing the course, laying the groundwork in terms of research, and attaining a high level of participation in the discussions surrounding this important work. They truly inspired me and empowered me to try to make these important improvements to my classroom practice.
I found CORA’s Teaching Men of Color in Community Colleges helpful and engaging concerning one of the most critical areas facing every educator. Their insights, trainings and techniques will definitely enhance my skills in and out of the classroom concerning not only the demographic it is geared toward, but with all students.
Thomas H. Williams
I would highly recommend this program. I wish it was mandatory for all classroom instructors. This program made me aware of the subtle micro aggression that I had but was totally unaware of this fact. I have been talking about this program non stop since I finished. Well done..
What I really enjoyed about this class was the ability to have open and candid discussions with other faculty about the readings and about our own experiences teaching men of color. The webinar created an atmosphere where faculty could have an honest discussion acknowledging our own shortcomings and how we can improve our teaching practices to best benefit our students.