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The Center for Leadership in Disability, School of Public Health, The Latino Community of Practice
School of Public Health
Groups Served
Collegiate, Faculty, Graduate, Other, Postbaccalaureate, Postdoctoral, Pre-Collegiate, Staff
Program Website
Visit the Program Website
Contact Information
Munoz, Brenda Liz (Bren)
bmunoz@gsu.edu
Address
75 Piedmont Avenue
Atlanta, GA 30303
Campus
Atlanta
Funding
Other Source
Overview
The Center for Leadership in Disability (CLD) is a beacon for disability advocacy at Georgia State University and Georgia more generally, with an increasing focus on intersectionality and justice. The Latino Community of Practice (LCPR) is an initiative that provides the Latinx Mentoring Pipeline, a collaboration with the College of Education and Human Development. We provide a platform to guide, educate and mentor undergraduate, graduate and post-graduate students.
Benefits
a. Advocacy
b. Professional interpretation and translation (English <> Spanish)
c. Professional bilingual community-education and training (English <> Spanish)
d. Portfolio of bilingual services, opportunities and supports
e. Access to bilingual resources (i.e.: conferences, training, psychoeducational groups)
f. Community building
g. Staff and student engagement (i.e.: Latinx Mentoring Pipeline, leadership building)
Supplemental Materials
Not Applicable
Discipline Focus
Business Management, Communication, Computer & Information Sciences, Education, Engineering, Humanities, Library Sciences, Life Sciences, Mathematics, Not discipline specific (University-Wide)
Diversity Group ( Social Identity)
Ability/Disability, Age, First Generation, Gender, Other, Race/Ethnicity, Socioeconomic Status, Cultural and linguistic responsive
Race/Ethnic Group
American Indian, Black, Hispanic/ Latinx groups, Multi-racial
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
10/15/2015
Number Served
2001-2500
Research Routines, Responsibilities and Activities
Mentored research experience(s), Committee/council/group/advisory board/task force, 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), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, 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, Accommodations (disability)/assistance (employee, staff), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), 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), Exhibit(s), Other
Other: Bilingual Mental Health First Aid Certification Training
Additional Research Components, Roles and Responsibilities
a. Mentored research experience(s)
b. Committee/council/group/advisory board/task force
c. Specialized center
d. 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)
e. Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase
f. Speaker honorarium/stipend
g. Cultural competency training (workshop, certificate, course)
h. Study abroad/exchange/ travel
i. Orientation/Onboarding
j. Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.)
k. Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based)
l. Dissemination
Self-efficacy Emphasis
a. Adelante Autismo (psycho-educational for Latinx families with children with autism) b. Latinx Mentoring Pipeline (undergraduate, graduate, post-graduate mentoring) c. Mental Health First Aid for Adult and Youth in both English and Spanish.
Acknowledgement/Affirmation of Identity, Strengths, Needs
a. Acknowledges the needs of the Latinx and Spanish-speaking communities in Georgia
b. Acknowledges the needs of Latinx undergraduate, graduate and post-graduates Georgia State University students.
c. Affirms the awareness, skills and knowledge and cultural and linguistic contributions of Latinx families.
d. Affirms the awareness, skills and knowledge and cultural and linguistic contributions of Latinx undergraduates, graduates and post-graduate students.
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), 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, Other
Other: Co-facilitation and co-training
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 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, 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
a. Staff/Faculty provides continuous self-appraisal and self-reflective opportunities b. Staff/Faculty allows for self-directed work-related projects and tasks c. Staff/Faculty allow for salient leadership opportunities
Evaluation Methods
average attendance to events, external review/evaluation, outreach partnerships, meeting minutes, course/curricula content changes, annual performance report, journal, diary, written review of exhibit, site visit, program survey(s)
Anticipated Participant Outcomes
attendance, completion of a course(s),completion of abroad/exchange experience, completion of abroad/exchange experience, 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)
Key Performance Indicators
a. attendance b. completion of a course(s) c. completion of abroad/exchange experience d. completion of abroad/exchange experience e. presenting at a conference/symposium f. increasing academic skill area (s) g. persisting through current degree program h. earning acceptance to graduate school i. completing a capstone or thesis project j. earning a degree k. obtaining employment (industry or other sector) l. moving to the next level of the pipeline (e.g. high school to college; college to grad
Program, Initiative, Policy or Sponsored Award Category
Priority 2: Multicultural Programming
Established
10/15/2015
Number Served
2001-2500
Research Routines, Responsibilities and Activities
Mentored research experience(s), Committee/council/group/advisory board/task force, 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), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase), Cultural competency training (workshop, certificate, course), Orientation/Onboarding, 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, Accommodations (disability)/assistance (employee, staff), Community outreach (e.g., townhall, alumni engagement, meetings to gauge community perception or campus constituents, movements), 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), Exhibit(s), Other
Other: Bilingual Mental Health First Aid Certification Training
Additional Research Components, Roles and Responsibilities
a. Mentored research experience(s)
b. Committee/council/group/advisory board/task force
c. Specialized center
d. 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)
e. Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase
f. Speaker honorarium/stipend
g. Cultural competency training (workshop, certificate, course)
h. Study abroad/exchange/ travel
i. Orientation/Onboarding
j. Celebrations of diverse groups (e.g. Black history, Asian American/ Pacific Islander Heritage, etc.)
k. Creation of materials (syllabi, templates, tool-kits, lists, resources (printed or web-based)
l. Dissemination
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
a. Adelante Autismo (psycho-educational for Latinx families with children with autism) b. Latinx Mentoring Pipeline (undergraduate, graduate, post-graduate mentoring) c. Mental Health First Aid for Adult and Youth in both English and Spanish.
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
a. Acknowledges the needs of the Latinx and Spanish-speaking communities in Georgia
b. Acknowledges the needs of Latinx undergraduate, graduate and post-graduates Georgia State University students.
c. Affirms the awareness, skills and knowledge and cultural and linguistic contributions of Latinx families.
d. Affirms the awareness, skills and knowledge and cultural and linguistic contributions of Latinx undergraduates, graduates and post-graduate students.
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), 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, Other
Other: Co-facilitation and co-training
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 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, 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
a. Staff/Faculty provides continuous self-appraisal and self-reflective opportunities b. Staff/Faculty allows for self-directed work-related projects and tasks c. Staff/Faculty allow for salient leadership opportunities
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, annual performance report, journal, diary, written review of exhibit, site visit, program survey(s)
Anticipated participant outcomes for your program:
attendance, completion of a course(s),completion of abroad/exchange experience, completion of abroad/exchange experience, 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)