Use our Diversity Database Update Form to submit changes to your program.
Ascend
J. Mack Robinson College of Business
Groups Served
Collegiate
Program Website
Visit the Program Website
Contact Information
Livnat, Ira
ilivnat2@student.gsu.edu
Address
55 Park Place
Atlanta, GA 30303
Building
55 Park Place Building
Campus
Atlanta
Funding
Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)
Overview
This is a student chapter of Ascend, the largest Pan-Asian organization for business professionals in the United States. This university-level club provides the standard opportunities available to participants, including leadership opportunities, professional development and network building.
Benefits
Supplemental Materials
Not Applicable
Discipline Focus
Business Management
Diversity Group ( Social Identity)
Race/Ethnicity
Race/Ethnic Group
Asian
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
09/01/2010
Number Served
101-500
Notable Leaders, Stakeholders, or Speakers
Ira Livnat
Eleanor Chin
Craig Ruff
Research Routines, Responsibilities and Activities
Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.)
Additional Research Components, Roles and Responsibilities
“…”
Self-efficacy Emphasis
Student groups provide many opportunities for students to develop their teamwork, strategy and planning skills from organizing events and generally managing the organization.
Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable
Examples of Inclusionary Practices and Activities
Not Applicable
Participant Empowerment
Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide psychological and or emotional support, Mentors exchange social displays of scientific knowledge and practices, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Evaluation Methods
average attendance to events, external review/evaluation
Anticipated Participant Outcomes
attendance, persisting through current degree program, obtaining employment (industry or other sector),moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)
Outcome Milestones
“…”
Key Performance Indicators
Event Attendance
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
09/01/2010
Number Served
101-500
Notable Leaders, Stakeholders, or Speakers
Ira Livnat
Eleanor Chin
Craig Ruff
Research Routines, Responsibilities and Activities
Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.)
Additional Research Components, Roles and Responsibilities
“…”
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Student groups provide many opportunities for students to develop their teamwork, strategy and planning skills from organizing events and generally managing the organization.
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable
Inclusionary practices/activities utilized in your program:
Not Applicable
Participant Empowerment
Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide psychological and or emotional support, Mentors exchange social displays of scientific knowledge and practices, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Evaluation methods are used to substantiate the program’s outcomes:
average attendance to events, external review/evaluation
Anticipated participant outcomes for your program:
attendance, persisting through current degree program, obtaining employment (industry or other sector),moving to the next level of the pipeline (e.g. high school to college; college to grad school; grad school to post doc; graduate to faculty)