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Careers In New Emerging Media Areas

College of Education and Human Development

Multicultural Programming

Groups Served
Other

Program Website
Visit the Program Website

Contact Information
Sankara, Taharka
ddavis129@gsu.edu

Address
30 Pryor Street
Atlanta, GA 30303

Campus
Atlanta

Funding

Private Foundation

Overview

The mission of Careers In New and Emerging Media Areas (CINEMA) is to provide Opportunity Youth (OY), age 18-24, access to information and communication technology (ICT) driven careers in the film, media and entertainment industry in Georgia. The model leverages strategic partnerships with metro-Atlanta nonprofits, universities and corporate partners to create a pathway for OY from their current situation into stable, entry-level positions that pay a living wage.

Benefits

(1) Increase the number of Metro Atlanta Opportunity Youth who are prepared for and employed in living-wage ICT positions; (2) increase the local pool of quality and well-trained professionals for the growing film and media industry in Georgia
(3) and strengthen diversity in the local film/media industry.

Supplemental Materials

CCINEMA Student Data

Discipline Focus
Communication

Diversity Group ( Social Identity)
Socioeconomic Status

Race/Ethnic Group
Multi-racial

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
01/01/2018

Number Served
0-50

Notable Leaders, Stakeholders, or Speakers

Dr. Brian Williams
Dana Salter
LaRonda Sutton
Shelbia Jackson
Chris Ledoux

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, Specialized center, 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), Orientation/Onboarding, creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

Additional Research Components, Roles and Responsibilities

Self-efficacy Emphasis
Not Applicable

Acknowledgement/Affirmation of Identity, Strengths, Needs
Not Applicable

Examples of Inclusionary Practices and Activities

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), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Personalized counseling services, Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, 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, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching, 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, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, site visit, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s),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),mentoring program alumni

Outcome Milestones

Program, Initiative, Policy or Sponsored Award Category

Priority 2: Multicultural Programming

Established
01/01/2018

Number Served
0-50

Notable Leaders, Stakeholders, or Speakers

Dr. Brian Williams
Dana Salter
LaRonda Sutton
Shelbia Jackson
Chris Ledoux

Research Routines, Responsibilities and Activities

Committee/council/group/advisory board/task force, Specialized center, 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), Orientation/Onboarding, creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based), Practices & Procedures (e.g., accountability, recruitment, retention, hiring, promotion, tenure, compensation, guided pathways (leadership), financial aid, technology, land use and acknowledgement, vendor agreements, partnerships with educational, labor, government, business and community organizations)

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?
Not Applicable

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Not Applicable

Inclusionary practices/activities utilized in your program:

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), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols),Personalized counseling services, Creation of a Safe space/ climate/environment

Participant Empowerment

Coaching, Feeder pathways (e.g. existing partnerships with programs at similar or next level of the academic pipeline), Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities

Mentoring Components

Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, 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, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching, 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, outreach partnerships, meeting minutes, course/curricula content changes, advisory board/external review/evaluation, site visit, program survey(s)

Anticipated participant outcomes for your program:

attendance, completion of a course(s),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),mentoring program alumni