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The Center for Leadership in Disability, School of Public Health, The Latino Community of Practice

School of Public Health

Multicultural Programming

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)