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

Georgia Leadership Education in Neurodevelopmental and Related Disabilities Program

School of Public Health

Academic Initiative

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

Program Website
Visit the Program Website

Contact Information
Crenshaw, Mark
mcrenshaw@gsu.edu
404.413.1385

Address
75 Piedmont Avenue
Atlanta, GA 30303

Campus
Atlanta

Funding

US Department of Health and Human Services (HHS)

Overview

The Georgia Leadership Education in Neurodevelopmental and related Disabilities Program is a workforce development focused training grant. The goal of the program is to train the next generation of leaders to support children, adults and families impacted by disabilities,The program is an interdisciplinary training program. 45 % of the participants in the nine years of the program at Georgia State University have represented underrepresented racial, ethnic and disability groups.

Benefits

Tuition waivers connected to GRA appointments, professional development funding, and stipends for community professional, family participants

Supplemental Materials

2020-2021 GaLEND Application

Discipline Focus
Education, Neuroscience, Professional

Diversity Group ( Social Identity)
Ability/Disability, Race/Ethnicity

Race/Ethnic Group
Black, Hispanic/ Latinx groups

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
09/01/2011

Number Served
101-500

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), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The program incorporates Participatory Action Research projects that are done with state agencies and disability serving nonprofits.

Self-efficacy Emphasis

Introductions to leaders and alumni who are like participants

Acknowledgement/Affirmation of Identity, Strengths, Needs

The program affirms the value of differences by bring diverse learners together to learn together. The is also significant intentionality around ensuring that the leaders in the front of the room look like the students.

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),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

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

Mentoring Components

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), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

The program begins with an opportunity for students to present about their journey that led to the participating. The program team receives and responds to evaluation feedback from students and uses it for program improvement.

Evaluation Methods

annual performance report, program survey(s)

Anticipated Participant Outcomes

attendance, completion of a course(s),conducting research (e.g., course-based, laboratory-based, apprentice-based, discovery-based),Other

Other: continuing interdisciplinary work with children with disabilities

Outcome Milestones

Key Performance Indicators

75% of graduates go into work with children and adults with disabilities in interdisciplinary settings.

Program, Initiative, Policy or Sponsored Award Category

Priority 1: Academic Initiative

Established
09/01/2011

Number Served
101-500

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), Student or faculty stipend/compensation

Additional Research Components, Roles and Responsibilities

The program incorporates Participatory Action Research projects that are done with state agencies and disability serving nonprofits.

Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?

Introductions to leaders and alumni who are like participants

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

The program affirms the value of differences by bring diverse learners together to learn together. The is also significant intentionality around ensuring that the leaders in the front of the room look like the students.

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),Development of Academic Sense of Belongingness (e.g. Meetings with doctoral scholars, peer researchers, exchanges at academic conferences), Creation of a Safe space/ climate/environment

Participant Empowerment

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

Mentoring Components

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), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)

Opportunities to Privilege Voice

The program begins with an opportunity for students to present about their journey that led to the participating. The program team receives and responds to evaluation feedback from students and uses it for program improvement.

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

annual performance report, 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),Other

Other: continuing interdisciplinary work with children with disabilities