Use our Diversity Database Update Form to submit changes to your program.

Center for International Business Education and Research

J. Mack Robinson College of Business

Academic Initiative

Groups Served
Collegiate, Faculty, Graduate, Other, Postbaccalaureate, Postdoctoral, Staff

Program Website
Visit the Program Website

Contact Information
Tripp, Hannah
htripp@gsu.edu
404-413-7431

Address
35 Broad Street
Atlanta, GA 30303

Campus
Atlanta

Funding

Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding),Private Foundation,US Department of Education (ED)

Overview

GSU-CIBER is a Title VI National Resource Center supporting academic outreach minority-serving institutions, applied research on US business global competitiveness, pedagogical tool development for teaching IB, strengthening less commonly taught languages, etc. GSU-CIBER leads the National CIBER Minority-Serving Institution (MSI) Consortium consisting of 10 CIBERs assisting HBCUs and other MSIs with faculty development, study abroad, grant writing and pedagogical resource sharing activities.

Benefits

professional development

Supplemental Materials

Final 2019 December IRIS Report

Discipline Focus
Business Management

Diversity Group ( Social Identity)
First Generation, Race/Ethnicity

Race/Ethnic Group
American Indian, Asian, Black, Hispanic/ Latinx groups, Multi-racial, Other, Pacific Islander, Alaska Native, Native Hawaiians

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
04/01/2010

Number Served
3501-4000

Notable Alumni

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Specialized center, Student or faculty stipend/compensation, Mentor honorarium/stipend, development of intellectual property as specified by academic discipline

Additional Research Components, Roles and Responsibilities

IB Case Competition, IB Pedagogy Workshops, IB Webinar Series

Self-efficacy Emphasis

Various types of coaching with feedback research and professional development Networking events with mentors Workshops

Acknowledgement/Affirmation of Identity, Strengths, Needs

Conversational workshops assisting with developing career and research ideas

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)

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), 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), Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors provide support with academic or discipline specific knowledge through direct teaching, 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 to allow participates to provide feedback Creation of newsletters and/or journals to highlight participants

Evaluation Methods

annual performance report, site visit, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s),conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),developing intellectual property (e.g., artwork, inventions, scholarly work, bacteriophages, genomic sequences, algorithms, software, etc.),publishing a scholarly work as defined by an academic discipline, presenting at a conference/symposium, increasing academic skill area (s),persisting through current degree program, earning acceptance to graduate school, completing a capstone or thesis project, earning a degree, 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),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)

Outcome Milestones

# of IB courses taught, # of new or enhanced IB courses, # of business language courses, # of program graduates, # of program graduate placements by industry, research activities, # of publications, collaboration, professional development programs, outreach activities

Key Performance Indicators

# of faculty registered to attend pedagogy workshops annually, # of materials shared from workshops, # of fellowships awarded, # of participant registrations, # of post-event evaluations completed by participants, # of scholarship applications received

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
04/01/2010

Number Served
3501-4000

Notable Alumni

Research Components and Activities

Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Specialized center, Student or faculty stipend/compensation, Mentor honorarium/stipend, development of intellectual property as specified by academic discipline

Additional Research Components, Roles and Responsibilities

IB Case Competition, IB Pedagogy Workshops, IB Webinar Series

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 Networking events with mentors Workshops

How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?

Conversational workshops assisting with developing career and research ideas

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)

Participant Empowerment

Academic recognition (i.e. research credibility, prestige), 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), Publication opportunities, Mentoring opportunities

Mentoring Components

Mentors provide support with academic or discipline specific knowledge through direct teaching, 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 to allow participates to provide feedback Creation of newsletters and/or journals to highlight participants

Evaluation methods are used to substantiate the program’s outcomes:

annual performance report, site visit, program survey(s)

Anticipated participant outcomes for your program:

attendance, completion of a course(s),conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),developing intellectual property (e.g., artwork, inventions, scholarly work, bacteriophages, genomic sequences, algorithms, software, etc.),publishing a scholarly work as defined by an academic discipline, presenting at a conference/symposium, increasing academic skill area (s),persisting through current degree program, earning acceptance to graduate school, completing a capstone or thesis project, earning a degree, 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),persistence in research (e.g., applying to other research programs, completing other mentored research experiences)