2020 GlobalMindED Conference
June 6-8 in Hybrid or Virtual as Circumstances Dictate
Sheraton Denver Downtown
GlobalMindED is a 501(c)(3) innovation network that closes the equity gap through education, entrepreneurship, employment and economic mobility to create a capable, diverse talent pipeline.
Dr. Jamillah Moore was a featured speaker for the 2019 GlobalMindED Conference. Since then, we've had the chance to work with her and her inclusive team on our First Gen Leadership program and the GlobalMindED Collaboratives. She is a role model for all students, but especially for First Gen students going through the setbacks of COVID-19. Her lived experiences are a beacon for all.
You are a First Gen College President and one of five African American female college Presidents in California. What is your personal story and how did you succeed within academia to beat the odds and what do you think makes a strong leader?
My personal story is not very unique, because like so many Californians today, I grew up in poverty. I was born in one of the largest counties in California that also has one of the largest rates of poverty, Los Angeles. As the youngest of six siblings, I was raised by a single-parent. We left Los Angeles because we could no longer afford to live there. My family moved in with my grandparents in a small town in Northern, California called Riverbank. We left a diverse community and moved to a predominantly White environment. It was here that I experienced my first real-levels of racism. It was also in this community that I got the chance to witness my mother advocating for us to have equitable access to resources and services. I remember my mother coming down to the school when my math teacher wanted me placed in special education. My mother was my biggest fan and always pointed me in the right direction. While these years were somewhat traumatic, I also came to realize that the universe places barriers and challenges in your way in order to prepare you for what will come later in life. Struggling with racism and alienation in Riverbank, prepared me to enter predominantly white communities and college campuses when I got older. As a first-generation college graduate, I understand firsthand the critical importance of education that serves and meets the needs of the community. It was through that experience that I learned how to adopt different lenses that impacted my awareness and connection to larger systems of opportunity, many of which also directly impact the communities who we serve in higher education.
As the youngest of six, my mother had great expectations for me and embedded within me at a very early age that a college education was the door to opportunity and success. It was student support services, a bridge program, and financial aid that helped me to "beat the odds," and learn how to navigate college. These programs helped me to find the determination I needed to complete and earn a degree. Failure was not an option, as I knew first-hand how my family struggle without a college degree. These lessons taught me the importance of becoming self-sufficient, I would remain in poverty. It was my determination to finish and to offer a better life for myself and my family that became the driving force for my success. I am lucky because I benefited from some of the same student support programs that we offer today. My own community college experience has greatly enhanced my current work as the President of Cañada College.
As a person of color, my lived experience is not enough, navigating racism has sharpened my understanding of the dynamics of power and access. I had no idea I would become a College President, as I look back on my career, I think I was lucky and remained open to opportunities as they presented themselves. I took on assignments and went to locations where I felt I could do good work and make a difference. I worked in Modesto, Sacramento, Los Angeles, Compton, Ventura, and now San Mateo. My educational background and professional accomplishments reflect a commitment to my philosophy and mission that education should be built on a foundation of equity and social justice throughout the student experience. The work of diversity and inclusion is important as representation matters. My career at every level has been a reflection of a distinct focus to create and continuously enhance inclusive and effective learning and working environments for all students. Having had the chance to serve in positions such as District Chancellor, College President, District Superintendent, and statewide Vice Chancellor, I have been afforded an extraordinary experience as a collaborative and results-oriented leader at both the district and state-wide levels. I learned a great deal from the mentors I found along the way, who put me on the path to success, but they also educated me on the importance of service to others. The goal I always strive toward is to empower students and to meet them where they are. I can see myself in almost every student we serve because I know what it is like to struggle.

Students are resilient and as a leader you must remain resilient in order to better serve students, the staff and community. To enhance and strengthen our relationships, students need to be able to see images of themselves, of their communities and of people with their skin color in positions of leadership. I believe we need to let students see who we are, share our stories, engage in partnerships and serve as mentors in the community. You cannot be an effective leader in higher education and impact change without conversations about race and racism, poverty, socioeconomics, and truth telling about forms of oppression and how it impacts student success.
We all need support and the ability to engage in succession planning for those who will come behind us, I am a firm believer that you must lift as you climb, to ensure your community is represented and those around you continue to see themselves in spaces and positions of success. A strong leader not only recognizes, but understands that the work of equity and social justice requires all of us to create a deeper understanding and cultural competency about commitment to access, equity and social justice.
What has your background brought to your leadership at Cañada College?
My background as a first-generation college student provides me a deep sense of commitment to my community and social justice, is what I bring to my leadership role at Cañada College. My leadership is grounded in humility and equity. As educators, we must engage our whole selves to bring about transformational teaching and learning opportunities for students. With a deep reflection and critique, I have worked to honor, support and implement the need to build community, authentic connections, and capacity toward the need and the fight for social justice. The intersectionality of my lived experiences as a first-generation African-American female is the foundation of my perspective that it not only takes a village, but we must ALL work together to educate and bring our best selves to enhance diversity and access to higher education. It is this foundation that I build my leadership style upon and what I bring to my role as President of Cañada College.
The Aspen Institute-College Excellence Program highlights 10 areas that community college presidents must develop and execute to advance student access and success (2014). 1. Committed to Student Access & Success; 2. Takes Strategic Risks; 3. Builds Strong Teams; 4. Establishes Urgency for Improvement; 5. Plans Lasting Internal Change; 6. Results Oriented; 7. Communicates Effectively; 8. Financial & Operational Agility; 9. Entrepreneurial Fundraiser; 10. Develop Effective External Partnerships. My professional and personal experiences have afforded me the opportunities to grow and excel in these ten areas, and that is part of my leadership that I bring to the College.
As a servant leader, I advocate for an inclusive community that takes the responsibility of promoting and supporting student success and it is that support that promotes the development of an inclusive community free of discrimination. Higher education, specifically community colleges are a critical space for the preservation of the democratic society in the United States. Through my lived experience, developing an inclusive community calls for each of us to be both learners and teachers, to critically examine power and privilege and its hold on the academy. What I bring to the academy and my leadership style is a commitment to engaging in difficult dialogues and truth telling to hear others' experiences and truths. From organizing town halls, and the participation of writing of resolutions, to campus wide forums, to creating an awareness summit on student needs, I am clear that as an educational leader I must provide the leadership necessary to create equity-minded and racially just spaces. At every turn, the work that we do as educators contributes to creating and sustaining a healthy and safe learning environment this is committed to dismantling levels of racism within our society. "The function, the very serious function of racism is distraction. It keeps you from doing your work. It keeps you explaining, over and over again, your reason for being." (Toni Morrison, 1975 address at Portland State University). As a leader at Cañada College it is my responsibility to ensure that students are educated in a space free of discriminatory distractions.

What has the COVID-19 crisis brought to your faculty and students and how are you leading them through this?
The COVID-19 crisis has challenged our faculty and students. The District made the decision to place courses online and allow faculty a few days to work to convert their classes to either online or a remote format. It was not an easy lesson, but it was a challenge that was met. About 30% of faculty were not teaching online, so the transition created a new opportunity and urgency behind transitioning courses to this format to keep everyone safe. The process of conversion to online or remote formats was a process that was done swiftly. However, in this environment, leadership was very important. In fact, it was increasingly important for me to remain calm and be very direct as I had to be informed and trust the executive team and the deans in order to lead. It appeared that the more we did, the more we had to do. The faster we all moved, we needed to move even faster. We worked to move the courses online, provide access to materials and develop a continuity plan. It was imperative to focus on keeping faculty confident that they could succeed while also maintaining student efficacy. I began with a daily check-in seven days a weeks. As we have now entered into our fourth week of COVID-19 world, we have gone beyond the emergency and now we have entered acceptance. In this stage, it is important to maintain and sustain the collegial atmosphere and work ethic in this new virtual environment. Each day we all begin with a check-in and we all end the day with a check-in. In this new world, we check in so that we can continue to share ideas and re-imagine higher education. We ask ourselves new questions each day. This is where vision is a key component. Having a vision will allow us to ask hard questions in these challenging times, as well as find solutions to better serve students.
How can GlobalMindED and our community that you are a part of support you, your faculty and students now and as we transition to post-coronavirus life?
As we navigate the different stages of recovery after COVID-19, our communities will need access to resources and clear pathways to success. Our ongoing efforts to redesign our college with guided pathways are now more critical than ever. Guided Pathways remind our campus community of how to navigate a clear path to success and helps our students to stay focused on achieving their goals. Partnerships like GlobalMindED highlight these opportunities and provide critical resources and relationships for Cañada College.

Join us to recognize the most inclusive leaders in key industries for their innovations and bold actions to promote access and equity for women, people of color, and underrepresented populations in their recruiting, development, senior management on their boards, and in their pipeline strategies from education to employment. 

While we may not be physically together, we can still use this time to unite and activate change for girls around the world!
Introducing our Stronger Together tee, designed exclusively to support those affected by COVID-19. The tee will be available for purchase for 16 days only, so get yours (and a few for friends) by April 17th.

If you would like to nominate a student from your institution for the 
2020 GlobalMindED First Gen Student Leadership Program so that they can meet role models and mentors while networking for internships and jobs with companies who are dedicated to creating a capable, diverse talent pipeline , please encourage them to apply HERE
If you are an educator, you can attend  by yourself, a team or with your First Gen student delegates. If you come with more than 5 people from your institution, you are eligible for the discount.

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GlobalMindED and the SDG Impact Fund are delighted to announce GlobalMindED's Donor Advised Fund for your year-end giving and planning your 2020 investment goals. 2020 is the 75th Anniversary of the United Nations and and the 25th Anniversary of the Beijing Women's Declaration and Action Platform. Many from around the world are thinking of 2020 as the gateway to our most vital decade for delivering equity, the Sustainable Development Goals, and a world where all can thrive. Our key time for these outcomes is 2020-2030.

GlobalMindED DAF and the SDG Impact Fund are a powerful combined force for good as the 2019 year comes to a close and we reflect on the gratitude and the commitments we make to the causes we care most about. The DAF offers immense power and flexibility for giving prior to the year's end as you plant seeds of generous intention for 2020 and the decade ahead.

When you contribute to GlobalMindED, you support students like Emanuel Walker whose story is below. He was in the class of 2018. Since 2015, we have served more than 300 students by connecting them to role models, mentors, internships and jobs. Your generous support will allow us to take our work 10x and reach these talented students at scale who lack the resources and support we provide. Your support also helps teachers who can't afford the conference fees, faculty at colleges which are under resourced and students who persist at those universities despite food insecurity and/or housing insecurity.
The ILO is calling on individuals and organizations to share innovative ideas and solutions to address the skills mismatch challenge. The ILO Skills Challenge Innovation Call will recognise and support the development of solutions that aim to address the different forms and dimensions of skills mismatch.   

Submission deadline: April 13, 2020.
Harvard Business School College Programs Overview
The   Summer Venture in Management Program  is a free one-week residential education program for rising college seniors designed to increase diversity and opportunity in business education.   Using the renowned case method of instruction, HBS faculty lead class discussions on current management issues. You will spend evenings analyzing real-business cases, and use morning study groups and classes to examine and debate their ideas through lively interaction with peers and faculty. The academic program is supplemented by presentations from HBS administrators and alumni who provide information about the impact of an MBA, as well as with social events and meals. You will have the opportunity to live in the dorms to experience the full life of an MBA student. The SVMP program is designed for students from backgrounds historically under-represented in business (e.g., African American, Latino, Native American, Lesbian, Gay, Bisexual, or Transgender, the first family member to attend college, from a school whose graduates are sometimes underrepresented such as a community college as part of a four-year degree or a predominantly minority college). 
This year's  program will be held June 13th-19th; the application is due on April 21st.

Peek Weekend   Come to HBS for a weekend to participate in our famous case method classes, live on our campus, meet current students and alumni, and get a peek into what an MBA is all about.  Peek is designed for rising juniors, rising seniors or graduating seniors. Peek Weekend seeks a diverse group of college students who are exploring career options and want to understand how an MBA can help them achieve their long-term goals. Preference will be given to students who have not had academic or professional exposure (including internships) to business or business-related fields.  The   program dates are June 12-14; application is due April 21st.    For more information on Peek Weekend, you can watch the  College Programs Webinar   which showcases all three college programs.
The    2+2 Program   is a deferred admission process for current students, either in college or full-time masters programs. It is comprised of at least two years of professional work experience followed by two years in the HBS MBA Program. Upon graduation, admitted 2+2 students spend a minimum of two years (maximum of four years) working in a professional position in the public, private, or nonprofit secto r. T
he application is due on April 2, and is open to anyone who is graduating between October 1, 2019 and September 30, 2020.  

As you start the New Year, are you looking for ways to re-engineer your classroom culture? Check out Designing the Future: How Engineering Builds Creative Critical Thinking in the Classroom. The associated website has lots of activities, projects, and resources you can implement immediately. Our fall workshops using the book as a roadmap for change have been highly successful. Start designing the future today - try using the customized Study Guide for a book study in your PLC. Or contact ProjectEngin or Solution Tree to learn how you can bring professional development based on Ann's book to your school, district, or conference.


Since 2006 when the flagship TGR Learning Lab opened its doors in Anaheim, CA, TGR Foundation has had a lot to celebrate, including its most recent milestone of one million students impacted by TGR EDU: Explore, alone.

Developed in partnership with Discovery Education, TGR EDU: Explore is a free digital resource library that offers interactive web experiences, lesson plans, training videos and tools for educators, students and families to explore new disciplines and gain skills for a modern and expanding workforce.

The climate crisis, rape culture, the wall-we think the patriarchy has done enough. Introducing " When Feminists Rule the World", a new podcast series from the Nobel Women's Initiative and producing partner MediaStyle. Hosted by Nicaraguan-born comedian, Martha Chaves, we're talking to badass feminist changemakers around the world about the future they are creating. It shouldn't be groundbreaking. But it is.
Entertainment For Change creates original song and dance (#SDGGROOVE) to educate young people on the United Nations' 17 Sustainable Development Goals. Like any meaningful social change, the original song and dance is a collaborative effort between more than 20 singers, dancers, writers and choreographers. Lauded vocalists Natalie Weiss and Antonio Cipriano lend their voices to the powerful lyrics, while each SDG is  danced by performers of all calibers.

To learn more about Entertainment for Change and #SDGGROOVE, visit our  website
Join the #NeedHerScience Campaign that is aimed at addressing journal-level gender bias. For decades, studies have demonstrated gender bias in publishing. This may occur at various stages in the process, including at the level of the 
journals. The equitable inclusion of women editors at every level is long overdue. Addressing journal gender bias starts at the top. 

AMWA is a strategic partner for the Need Her Science Campaign which is part of the Be Ethical Campaign. More information is available at www.SheLeadsHealthcare.com.

The goal: To raise awareness about gender bias in publishing and share with stakeholders, including journal editors and owners, the overall number of scientists, healthcare professionals and others who have taken the pledge. The pledge can be taken anonymously. Educators and others are encouraged to take the pledge and share information about this issue with colleagues and trainees. 

Here are 3 quick and easy things you can do to join the #NeedHerScience Campaign: 1. Disseminate the infographic Tips for Publishing in Medical Journals. 
2. Take the #NeedHerScience pledge. 
3. Encourage others to take the pledge. 

PLEDGE: "As part of determining where to submit my manuscripts, I will look at the list of editors and consider whether a journal has equitably included qualified women at every level."
GlobalMindED | 303-327-5688 | contact@globalminded.org | www.globalminded.org