• Offers a host of educational programs and services for individuals, families, organizations, schools, and professionals focused on college and career readiness, academic support, student persistence and institutional retention of students, and the development of student-centered learning communities.• Offers speaking engagements, presentations, workshops, and seminars on several topics related to diversity, multiculturalism, race, culture and ethnicity, African American history and culture, rites of passage, community development, and secondary and post-secondary (or higher) education. • Committed to providing ENGAGING, ENLIGHTENING, and EMPOWERING content that allows clients to find their IDENTITY, PURPOSE, and PATHWAY to success and educational fulfillment.

The Director of KTC is responsible for the operation of the KIPP Through College program as well as its continued growth, including budget, support of fundraising efforts, coordination with external partners, supervision of interns andd/or employees, and reporting progress and plans.The KIPP Through College program provides services for KIPP Tech Valley alumni in high school and college for the purposes of maximizing the number of KTV alumni who go to and graduate from college or pursue specific alternative career plans. The program consists of monitoring and mentoring activities, as well as programmatic content for alumni.

• Design and instruct core curricula units for YouthBuild educational program. • Assist in Intake process for potential YouthBuild candidates.• Proctor TABE Testing for YouthBuild candidates and teach remedial course in Mathematics for candidates to qualify for the Program. • Design, implement, and integrate a post-secondary education (PSE) initiative within the YouthBuild Schenectady educational program culminating in a summer bridge program (called “Mental Toughness 2”) and the coordination of transition services for YouthBuild alumni at Schenectady County Community College (SCCC). • Improved students’ Math TABE scores in a 10 day “Math Bootcamp” by an average of 3.7 grade level equivalents (GE).

FUNCTION & SCOPE: Under the supervision of the Director of Program and Services, this position serves as the ATTAIN Project Manager for a statewide technology project. ATTAIN (Advanced Technology Training and Information Networking) is a statewide technology initiative funded by New York State. ATTAIN’s goal is to provide urban and rural communities access to state-of-the-art technology. Through innovative technologies ATTAIN provides under-served and under-educated community residents academic, vocational, life skills and workplace readiness training. Incumbent will manage and oversee all information and activities relating to the development, installation, project implementation and program development of the ATTAIN labs. Supervise ATTAIN Statewide Coordinators at UCAWD in carrying out the management of all information and activities.

• Teaches ABET accredited courses for the School of Engineering that are required for graduation.• Designs, coordinates and teaches the Professional Leadership Series (PLS) offered for graduate student at the Institute. • Designs and facilitates presentations, workshops, seminars, and trainings for various student groups and paraprofessional organizations.

• Provides overall leadership and direction for the Office of Academic Support Programs (including the Education Opportunity Fund (EOF) and the Center for Academic Success (CAS). • Administers EOF program support services for approximately 400 talented students in overcoming economic and educational disadvantage.• Plans and manages a $1.2 million dollar budget and supports financial aid in awarding $430,000 in EOF grants and $1.8 million in aid offered under TCNJ’s EOF Promise Award program.• Supervises and evaluates administrative staff, adjunct faculty, and student staff.• Designs, coordinates and evaluates all programs and services to improve persistence, retention, and graduation rates, and reduce time to degree attainment. • Functions as the College’s principal liaison with the New Jersey Office of Higher Education, ensures that programs are operated in full compliance with state guidelines, and coordinates Program assessment and aligns strategic planning, goals and budgets. • Partners with College Advancement to steward relationships with alumni and to increase individual, corporate, foundation, and government support.

• This course is designed to guide incoming first year students through the transition from high school to college. This course begins with the understanding that the U.S education system was not consciously designed to have strong linkages between high school and college (Conley, 2005). The summer component of this course will focus on preparing students for the academic and social challenges they will confront at the collegiate level. This will involve remediating content knowledge previously covered in secondary schools, reflecting on self-assessments taken via CampusToolkit, diagnosing learning styles, beginning to develop college-level study and test-taking skills, and learning the resources available to students on a college campus.

• Served as HEOP liaison within the Sage Colleges and between Russell Sage College and the State Education Department • Responsible for program’s administration at Russell Sage College (RSC) and the Sage College of Albany (SCA)• Supervised the staff at both RSC and SCA providing enrollment management, academic and financial support services to students in collaboration with these respective offices. • Designed, coordinated and evaluated all programs and services offered in the Academic Support Centers on both campuses.• Established an 80% retention rate of financially and academically disadvantaged students. 53% of these students graduated within four and a half years with an average GPA of 2.93. • Appointed to the Advisory Committee on Institutional Resources (2006-2009) due to successful fiscal restructuring of HEOP program funding on both campuses and realigning these resources with program and institutional strategic planning goals.

• This course is designed to guide incoming first year students through the transition from high school to college. This course begins with the understanding that the U.S education system was not consciously designed to have strong linkages between high school and college (Conley, 2005). The summer component of this course will focus on preparing students for the academic and social challenges they will confront at the collegiate level. This will involve remediating content knowledge previously covered in secondary schools, reflecting on self-assessments taken via CampusToolkit, diagnosing learning styles, beginning to develop college-level study and test-taking skills, and learning the resources available to students on a college campus.

• AAS219 is a survey of the cultural and historical background of African-Americans from their African heritage to their present role in American society. AAS219Z is the writing intensive version of AAS219; only one may be taken for credit. The African American Odyssey begins in Africa, where a people who were to become African-Americans began their long journey across the Atlantic to the Americas. It is a compelling story of survival, struggle, and triumph over adversity. This course facilitates students gaining an appreciation of people of African descent (history) and heritage (culture) and an understanding of both African-American and American history.

• This course explores the literary conventions, themes, and techniques employed by African-American authors in a variety of genres, such as the short story, drama, poetry, and the essay. Emphasis is placed on the development of Black expression in literature and criticism. Students refine critical thinking, reading, and writing skills through literary analysis of a broad range of representative works.

• The aim of this course is to introduce and familiarize the student with the concepts, skills, and knowledge required for the academic success and personal development in a college environment. This survey course will explore study skills, address some of the major problems and issues that students confront, and develop "life skills" necessary to navigate the college landscape and beyond.

• Served as HEOP liaison within the campus community and between the campus and the State Education Department • Responsible for campus program’s administration (including budget, submission of State proposals and periodic reports)• Supervised staff providing enrollment management, academic and financial support services to students • Designed, coordinated and evaluated all programs and services offered in the Academic Support Center.

• The aim of the course is to consider the positions, theories, models, and research finding currently being generated by African (Black) psychologists engaged in defining the psychological fabric of African (Black) experience. This course was designed by Dr. Daudi Azibo (member of the Association of Black Psychologists - ABPSi). I was recommended to teach this course by Dr. Marcia Sutherland (also a member of ABPsi).

• The aim of these workshops and seminars were to help the participants distinguish between written and spoken word poetry. Students explored the writing process as it pertained to both types of poetry and discussed the critical concepts in poetry. Each artist explored the intricacies of developing one’s poetic “voice”, and the role and purpose of poetry in contemporary society.

• Implemented a student achievement program targeting students of African descent. • Utilized a “rites of passage” model that focused on strengthening communal ties within the school community (administrators, teachers, guidance counselors, professional staff, and students) as an extension of the greater community to close the “achievement gap” in this particular context.

• Coordinated a college preparatory and professional development program for high school teens (ages 14-18).• Assisted with the direction of an educational after-school program for children (ages 6-13).• Collected data and prepared reports to grant agencies.

• Re-designed course outline and syllabus, and taught the only African American Studies course at the College.• The aim of this course was to introduce and familiarize the students with the concepts and tools required for the systematic study of African American culture and history.

• Assisted in development of the course syllabus and taught ECPY120. • The aim of this course was to introduce and familiarize the student with the concepts, skills, and knowledge required for academic success and personal development in a University environment.

• Coordinated the fieldwork assignments and instructed EEDU 400/500 and 401/501. • Developed a new syllabus and course description for these courses and established them as a sequence.

• Developed the syllabus and taught AAS221. • The aim of this course was to introduce and familiarize the students with the concepts essential to the study of economic systems and theory and the practical application of these concepts focusing primarily on the Black/Pan-African Community.

• Assisted in the establishment and maintenance of the University’s judicial system and mediation services for the Office of Residential Life and Housing. • Oversaw the activities of six quadrangles housing six quadrangle coordinators and their requisite staff-persons and approximately 5800 students. • Provided in-service training for Residential Life Staff, hearing officers, and the judicial board under the direct supervision of the Director of Judicial Affairs in coordination with the Director of Residential Life and Housing.

• Developed the syllabus and taught BSD101. • The aim of the course was to chronicle the origin, essence, scope, and relevance of this area of study and analyze its major concepts. The course focused primarily on a critical analysis of these concepts utilizing elements of the social sciences, humanities, and at times the natural sciences.