identifying-and-addressing-microaggression-in-the-classroom-what-college-faculty-and-administrators-need-to-know

Identifying and Addressing Microaggression in the Classroom: What College Faculty and Administrators Need to Know?

Live Webinar

  • 60 minutes
  • 9 Days Left
     Feb 28, 2019
  •   01:00 PM - 02:00 PM ET
    10:00 AM - 11:00 AM PT

This webinar is designed to provide college faculty, administrators, and staff with information about a classroom phenomenon that students have been experiencing for decades. The term microaggression will be defined and will be explained as to how it can have a negative impact on specific students, their academic success, and connectedness to the institution. The presentation will also provide examples of micro-aggressive behaviors, practical strategies to address microaggressions in the classroom, and what concrete steps that can be utilized campus-wide to improve the overall campus climate.

There will be an opportunity for participants to share their own knowledge and experiences as well as ask questions about how they can address any micro-aggressive behaviors on their own campus and student population.

Join this session by expert speaker Jerald Henderson, will provide overview of the role of Identifying and Addressing Microaggression in the Classroom. In which college faculty, administrators, and staff will gain a greater awareness and understanding about the occurrences of microaggression within a classroom and/or campus context.

Session Highlights:

  • College faculty, administrators, and staff will gain a greater awareness and understanding about the occurrences of microaggression

  • College faculty, administrators, and staff will be better able to identify micro-aggressive behaviors that happen to specific student populations

  • College faculty, administrators, and staff will learn different strategies to reduce and eliminate micro-aggressive behavior in the classroom

  • College faculty, administrators, and staff will learn what methods to utilize on their campus to assess the scope and magnitude of microaggression on their campus

Why You Should Attend:

  • The presentation will provide valuable insight as to how this phenomenon is linked to student persistence and completion rates among certain student populations on their respective campuses.

  • It will provide an opportunity for key campus stakeholders to gain insight as to what strategies will be useful in improving faculty-student relationships in and outside the classroom

Who Should Attend:

  • College faculty

  • Administrators

  • Staff from 2-year and 4-year Colleges

  • Staff from 2-year and 4-year Universities


*You may ask your Question directly to our expert during the Q&A session. 

** You can buy On-Demand and view it as per your convenience.

Jerald Henderson

Jerald Henderson

Dr. Henderson has worked in Higher Education for over 30 years. He has held faculty and staff positions in the Counseling Center as well as an administrative position in Academic Affairs at the university level. His expertise is in student persistence and completion, assessment, evaluation research, curriculum / program design, and counseling. He has worked on large-scale projects such as institutional self-studies for re-accreditation, institutional task forces to improve student retention at postsecondary institutions and communication task forces to improve campus climate. Dr. Henderson currently serves as a Peer Mentor for the Higher Learning Commission’s Persistence and Completion Academy.

He has recently published a book entitled: First Generation Students Can Succeed: A Guide to Choosing and Navigating College. His focus is providing consultation to both secondary and postsecondary entities to bridge the access gaps and increase student persistence and completion rates for first generation and/or minority students who want to attend colleges and universities. Dr. Henderson earned his Bachelor of Arts Degree in English from Roosevelt University; his Master’s degree in Social Agency Counseling from Henderson State University; and his Doctor of Philosophy Degree (PhD) from the University of Illinois at Chicago in Curriculum, Instruction, and Evaluation.

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