Jaborius D. Ball Email & Phone Number

Hattiesburg, MS, US

Hattiesburg, MS

United States

Hattiesburg, Mississippi, United States

• Provide support that affects Soldiers’ overall welfare and well-being while assisting leaders with keeping Soldiers combat-ready and effective.
• Assist soldiers with providing promotion and training information; including personnel support with transfers, travel orders, and financial affairs.
• Responsible for the handling of confidential records of military personnel regardless of rank or classification.
• Responsible for postal operations and handling of time-sensitive documents for soldiers and families.

Starkville, Mississippi, United States

Hattiesburg, Mississippi, United States

• Development and provisioning of programs and services, which foster success, satisfaction, and enhancement of the university experience. Particular emphasis placed on the implementation of a university-wide strategy.
• Develop and provide programs and services that will support and enhance the academic, social, emotional, and overall success of students designated as under-represented as well as the entire University of Southern.
• Provide a safe space for faculty, staff, appointed professionals, students, alumni, parents, and guests of all gender identities/expression and sexual orientations. Through the PRISM LGBTQIA+ resource office. Provide.
• Provided support for students with CARES team which addresses situations that disrupt the safe and productive living and learning community, including, but not limited to, self-harm, family difficulties, stress.
• Facilitated and assisted with Allies & Anti-Racism Training on for students, staff, and faculty on inclusivity and diversity, representation, social justice, meaningful service, community engagement, microaggressions.

Tucson, Arizona, United States

• Provided students with a cross-cultural immersion experience of native indigenous tribes and cultures that populate Kona, Hilo, & Hawai’i.
• Facilitated and co-facilitated breakout sessions that encouraged a dialogue about Native Hawaiian history, culture, and the struggle of sovereignty through service-learning as well as community/cultural engagement.
• Led and managed groups of 10-15 students through different humanitarian projects, educational demonstrations, and excursions.

Tucson, Arizona, United States

• Headed a first-year retention program intended to aid students in their transition to college while also engaging them in a discourse on social and cultural identity, community outreach, and cultivating leadership.
• Focused the course functionality to increase the number of first-year Black/African American students who would be retained and ultimately graduate from the UA.
• Directed a staff of 23 staff personnel and students to participate in activities such as workshops, discussions, and presentations on and off campus to become involved with their communities in meaningful and.

Tucson, Arizona

• Maintain collaborative relationships with the Office of Multicultural Engagement staff to ensure programs and services are delivered from a perspective that includes intersections of race, ethnicity, gender identity.
• Serve as a resource and referral agent to students who identified as members of the Black community as well as develop, implement, and assess in-house programs for students that address the needs of student communities.
• Coordinate, manage, execute, and assess large scale campus programs such as Black History Month Events, the Black Baccalaureate, Annual Awards Dinner, and various equity-related programs
• Design and Facilitate educational programming for Men of Color in Arizona focused on addressing issues such as masculinity, mental health, and gender while addressing other intersecting identities

Tucson, Arizona

• Provided supplementary academic support plans for students with cognitive, emotional, or physical disabilities while aiding students in navigating educational technology such as D2L (Desire 2 Learn)
• Met one-on-one with students to develop support plans focused on students’ individual needs whilst introducing strategies to become organized, managing time, paperwork, and stress creating a school-life balance that.
• Support, inform, motivate, and empower students to become more self-sufficient while effectively connecting students with college services such as tutoring and advising.

Ann Arbor, Michigan

• Recruited and engaged volunteers of all ages to be involved with developing and implementing solutions that assist young men of color to be successful.
• Implemented asset mapping to identify pertinent resources for youth across the community.
• Developed and implemented a fund development plan to assist with the sustainability of the initiative.
• Created a graduation celebration for young men of color to celebrate their academic achievement and professional growth.
• Developed mechanisms for youth, parents, and youth-serving organizations to access resources that enhance the skill sets of youth and assist them with being successful in school and/or work.
• Assisted with developing solutions to decrease the opportunity gaps faced by youth and in particular young men of color. These goals will be accomplished through objectives that include: asset and resource.

Boston, Massachusetts

• Facilitated workshops for cultivating students’ college experience for intellectual and professional development.
• Ensured that all individuals served are in integrated, dignified and respectful environments and receive necessary supports in order to be well-rounded students.
• Strived to continually work as an active, productive team member to assure success of the students and the program utilizing enthusiasm, creativity and professionalism.
• Abided by and serve as a role model for all College and Residence Hall policies and procedures.
• Recognized and respond promptly to individual crises, emergencies, and discipline matters with promptness, dependability, and in a manner that shows care and consideration for individualneeds and differences. Utilize.
• Maintained confidentiality with regards to policy violations and student behavioral concerns as directed by the Department of Professional Studies, College policy, and the Family Educational Rights and Privacy Act.

• Manage student cohort applications, organize interviews, and select candidates for the program.
• Collaborate with a cohort of 60 students, an eight-member internal staff, and multiple University departments to ensure student success and manage conflicts efficiently.
• Provide academic and emotional support to program participants and gather statistics on student success while surpassing the previous highest GPA record by.40.
• Organize after-hours cohort meetings, mentorship workshops, and professional development activities.
• Monitor the cohort’s academic progress and communicates setbacks with University faculty.
• Met with college freshmen 2-3 times weekly to assist with understanding homework assignments, coerce students into doing community service, and enhance their social networking through student engagement.

• Served as a course instructor for an undergraduate-level course, teaching UNIV 179 (first-year course); focused on first-year student retention and academic success initiatives
• Managed and supported a diverse classroom of 25 first-year students by helping students acclimate to the university setting while fostering connectedness amongst peers
• Developed and implemented course curriculum focused on student engagement, time management skills, and college readiness and persistence.

• Actively engaged with students to promote unity on the college campus and bridging the gap between students and alumni.
• Coordinated different programs that promote student engagement (Welcome Wednesdays, Hail, and Hello, etc.).
• Promoted the programs through a variety of initiatives both online and by interacting with the community.
• Assisted and mentored students by directing them to campus and/or Association resources Writing and support for e-communications and website/Facebook page maintenance
• Provided assistance with advising student employees and volunteers (including Student Ambassadors). Administrative and programmatic prep for student engagement programs, including LEAD Scholar community events.
• Assisted with research focused on industry trends and benchmarking for student engagement programming. Data entry and database maintenance.

• Worked in a Title I school teaching six classes in World Studies and U.S. history using various teaching strategies designed to enhance learning for students with individualized educational plans
• Assessed and Delivered quarterly progress reports for students, parents, and school administration detailing students’ progress and student success
• Provided students with information and tools needed to master the subject material, while enhancing their learning experience through music, videos, and technological advancements.
• Developed and facilitated curriculum related to subject content; such as lesson plans including discussions, projects, and student-led engagement
• Built and fostered relationships with students in order to appropriately address and resolve student behavioral needs; including meeting with students, guardians, administrators, and counselors to develop.
• Implemented high impact practices intended to foster trust and comfortability amongst students; including initiating “flipped classroom” teaching strategies

Doctor Of Philosophy - Phd, Higher Education/Higher Education Administration

Doctor Of Philosophy - Phd, Higher Education/Higher Education Administration

Master Of Arts - Ma, Educational Leadership In Higher Education Student Affairs

Study Abroad Program

Academic Advising Certificate, Academic Advising

Bachelor Of Science (B.S.), Secondary Education Social Studies And Geography Comprehensive

High School Diploma