Use our Diversity Database Update Form to submit changes to your program.
Black Male Leadership Academy
Student Engagement
Groups Served
Collegiate
Program Website
Visit the Program Website
Contact Information
Kimble, Michael
mkimble@gsu.edu
Address
3251 Panthersville Road
Decatur, GA 30034
Building
Campus
Decatur
Funding
Private Foundation
Overview
The Black Male Leadership Academy is an eight-week program designed to provide male Students of Color with the tools and techniques needed to succeed in an academic setting. In addition to scholarly enrichment, we reinforce the importance of understanding one's self and cultural identity, maintaining positive inter-gender relationships, creating brotherhood and developing each students' economic, social and physical well-being.
Benefits
Awareness of group characteristics, access to mentors, role models, safe spaces, community building
Supplemental Materials
Not Applicable
Discipline Focus
Not discipline specific (University-Wide)
Diversity Group ( Social Identity)
Gender, Race/Ethnicity
Race/Ethnic Group
Black, Multi-racial
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
01/01/2016
Number Served
51-100
Notable Leaders, Stakeholders, or Speakers
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness
Self-efficacy Emphasis
Various types of coaching with feedback research and professional development, workshops
Acknowledgement/Affirmation of Identity, Strengths, Needs
Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness
Examples of Inclusionary Practices and Activities
Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)
Mentoring Components
Mentoring is not used in our program
Opportunities to Privilege Voice
Sessions that provide opportunities for participants to discuss their journey, evaluation methods to allow participants to provide feedback
Evaluation Methods
average attendance to events, course/curricula content changes, annual performance report, program survey(s)
Anticipated Participant Outcomes
attendance, completion of a course(s)
Outcome Milestones
…
Key Performance Indicators
…
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
01/01/2016
Number Served
51-100
Notable Leaders, Stakeholders, or Speakers
Research Routines, Responsibilities and Activities
Program sponsored (in-house) professional development sessions/ training/coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, modules, professional development etiquette, facilitated discussion, panel, summit, educational programming, speaker series), Cultural competency training (workshop, certificate, course), Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.), Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Dissemination/communication of policy, newsletter, brief, common definitions, web-based diversity, equity and/or inclusion statements, Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements)
Additional Research Components, Roles and Responsibilities
Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Various types of coaching with feedback research and professional development, workshops
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Workshop titles: Building cultural competency, knowledge of self (in theory), knowledge of self (in practice (community service)), professional etiquette, financial literacy, politics of love, college to career readiness
Inclusionary practices/activities utilized in your program:
Specialized Pedagogical practices (e.g. multicultural teaching practices; usage of gender pronouns)), Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders)
Mentoring Components
Mentoring is not used in our program
Opportunities to Privilege Voice
Sessions that provide opportunities for participants to discuss their journey, evaluation methods to allow participants to provide feedback
Evaluation methods are used to substantiate the program’s outcomes:
average attendance to events, course/curricula content changes, annual performance report, program survey(s)
Anticipated participant outcomes for your program:
attendance, completion of a course(s)