2020 GlobalMindED
The Future of Work is Diverse, Inclusive, Just and Equitable
GlobalMindED closes the equity gap by creating a capable, diverse talent pipeline through connections to role models, mentors, internships for low-income students, returning adults, First Gen to college and inclusive leaders who teach them, work with them and hire them.
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Jamie Campbell is a leader of leader of leaders, inspiring students, faculty and advisors every day. Read his personal story below and share this widely with your students as they get ready to start classes. If you are a student leader, share this widely with your friends. If you are an alum, share this with your networks of business and government visionaries. Jamie and leaders like him represent the hope of our great nation and world as well as the inclusive know-how to make any dream happen. |
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Jamie, you grew up in NYC and surmounted many obstacles to get to and through both high school and college. Tell us about your early years and what influenced your success as a First Gen?
I am actually from The Bronx, but I attended high school in Harlem. I attended the only Jesuit high school in Harlem at the time, Rice High School. At Rice, it was impressed on me that academic excellence is something to strive for and nothing less would do. Both of my parents made it very clear I was going to graduate from high school and go on to either college or the military. In addition to this, I also was a member of the Talent Search Program at Columbia University. TS provided me the opportunity to learn about public, private, HBCUs, and Ivy League colleges. The program also gave me my first opportunity to visit colleges as well, I probably would not have been able to visit colleges outside of New York City without the TS tours. I thought I would stay in NY and attend a city school; I did not know anyone who had gone away to college. I ultimately choose to go to Morehouse College in Atlanta, GA. I was glad to be admitted to Morehouse, I was unsure if I would be able to afford the tuition even with financial aid. I paid tuition with my parent’s help through financial aid, work-study jobs, and being a residential assistant until I graduated. I also interned with the Bronx Borough President's Office, a community board in The Bronx, and a summer job working with pre-college students at Morehouse. My parents and family were always in my corner to complete my undergraduate experience and interested in my academic plans going forward.
What has your path within academia been like and what programs and people impacted you the most?
To be honest, it has not always been easy or even clear. A lot of my academic career has been propelled by necessity and trying to figure out what made the most practical sense for me to do. Members of my undergraduate department (sociology), namely Dr. Larry Crawford and the department head at the time, Dr. Anna Harvin-Grant, gave me as much advice as they could on the academic side and I still relied on my close family for life advice. My father remains my closest confidant. In terms of a graduate degree, I knew I needed one, every job told me I had the experience but not the academic backing. I heard things like, “Oh you would be perfect for this position, but you don’t have…” or something close to that when I was looking for my second job. So, I had to look into graduate programs. I found a program that would allow me to maintain my current job, namely my salary and benefits, but help me to advance my academic career. I was not involved in any programs like Inroads, MLT, or Forte in or right after college so my mentors remained to be more professional than academics. I received more career advancement advice and support than academic advancement advice. I think that biggest thing that impacted me was wanting to be able to position myself to take care of my family in the future. When I finally decided to get my Master’s degree my parents were supportive but were not sure how they could help, and to be honest, I did not know what kind of help that I would need. I could not ask them to help me if I did not know what questions to ask them. What also impacted me was seeing my peers begin to take a serious review of their academic paths led me to review my path just as deeply.
Now that you are in a leadership role to deliver major access and equity at Penn State, what are your main goals and how will you measure your success?
As Assistant Dean for Diversity Enhancement Programs in the Smeal College of Business, my primary goal is to ensure that the College has a welcoming and inclusive climate to help us recruit and retain all underrepresented persons to our community. In short, I try to help the College recruit and retain the best students, staff, and faculty for our community. I measure these things by reviewing our admissions rates, graduation percentages, and trying to help establish new employment recruiting practices for the College. It also means that I collaborate with other members of the University community and companies that have a strong interest in diversity matters. I am always looking to create and continue programs that will raise the level of diversity education for the University and college community.
What do you believe Second Gen and Third-Gen of color most need to know to realize their potential?
I think that second and third-gen students need to understand, like everyone else, is knowing what questions to ask is just as important as the answers that they receive. As confusing as that sounds, we often get the right answers, but we are asking the wrong questions. Second and third-gen students have the benefit of having individuals that went to college in their immediate families, but that does not mean they are in the same career path. Each career path is different, just like academic majors. Just like academics, careers have a flow to them, a stream if you will. Navigating stram without understanding which way the current it traveling can be tough. Asking questions that are not just about the “stream” but asking about the “current” can be important. This means these students are going to need mentors (similar to what you are doing here) and support systems. The village approach can be the best resource for them as they begin to go into careers and majors that differ from their family members' career paths.
What do you most want to say about yourself at the end of your career?
I would like to be seen as someone who helped people to realize or step on the right path to realize their goals. It would be great if I were able to help some folks become successful. What I mean by success is that they are the best people that they can be and they are happy with who they have become or who they are on the path to becoming.
Biography
Jamie is the 2013 Dr. James Robinson Equal Opportunity Award winner. This award is given to recognize a Penn State faculty or staff member who has contributed to the University by improving cross-cultural understanding. He has served as a panelist on topics ranging from social justice to students’ issues, as well as being a keynote speaker for various leadership programs. Jamie also serves as an advisor to several student organizations within the Smeal College of Business and continues to mentor graduates working in Fortune 500 companies.
Jamie serves as the Assistant Dean for Diversity Enhancement Programs at the Smeal College of Business. He is a 1995 graduate of Morehouse College where he obtained his BA in Sociology. He obtained his M.Ed with concentrations in Adult Education and Instruction Education from Central Michigan University in 2003. Presently, Jamie is a Ph.D. student in the Workforce Education Program with concentrations in Organization Design and Human Resource Development at The Pennsylvania State University. His research focuses on Succession Planning as a form of Crisis Management. He and his wife Kimberly, are the parents of three children (Grace, Vivian, and Lillian)
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In case you missed the Back to School in Times Like No Other sessions this week, here are links to our YouTube channel:
Equity in Engineering Programs: Priming the STEM Pipeline During and After COVID-19: Dr. Dora Renaud, Sr. Director of Academic Programs & Professional Development, SHPE: Leading Hispanics in STEM, Melanie Suarez, Student, University of Texas Rio Grande Valley, Mechanical Engineering, Nicolas Valencia Diaz, Student, Florida International University, Biomedical Engineering, Sophia Plata, PhD Student, University of Southern California, Environmental Engineering
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This conversation of Politicians, Community Leaders, Educators, and Activists will explore the where we are and what we need to be doing to move forward. We are in a time where incidents can no longer be swept aside, ignorance is not bliss, and action matters. Listen in on a conversation of leaders engaged in the work to hear the authentic truth on the current situation of Blacks in America and the action that has to happen heal and move forward. |
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In case you missed the Rural sessions last week, here are links to our YouTube channel:
Native American Business Opportunities, Tribal Economic Development and Post-secondary Education/Workforce Participation: J.C. Whorton, Jr.; Consultant, Lecturer, Author and Adjunct Faculty, University of Colorado Boulder, Don Kelin; President, Fox Professional Services, Rocky Mountain Indian Chamber of Commerce, Matt Rantanen; Director of Technology, Southern California Tribal Chairmen’s Association, Tribal Digital Village Network Initiative, and Melvin Monette; CEO, Indigenous Education, Inc.
Fortifying Native Students, Faculty and Communities During and After COVID-19: Ron Lessard (Mohawk); Acting Exec. Director, White House Initiative on American Indian and Alaska Native Education leads panel including Diana Cournoyer; Oglala Sioux Tribe, Executive Director, National Indian Education Association, Michael Chamberlain; Special Assistant for Rural Outreach, US Department of Education, Carrie L. Billy; President & CEO, American Indian Higher Education Consortium, and features a performance by Ava Rose Johnson; Student and Musician, Native American Music Awards Winner
Rural Innovations in Education During COVID-19: Anne Trujillo; Anchor 7News, Denver moderates the panel which includes Tina Goar; Executive Director, San Luis Valley BOCES, Dr. Robert Mitchell; Asst. Professor of Leadership, Research, and Foundations, UCCS, Luis Murillo; Principal, Skoglund Middle School, and Samantha Yocam; Superintendent and Principal, Kim School District
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THE FLYOVER NATION
Energy's Role in a Troubled Heartland
By J.C. Whorton
A unique and timely discussion of the challenging issues facing the country’s troubled Heartland.
Since the beginning of westward expansion into the Heartland’s vast regions, natural resource development has played a historic role in shaping its communities. Today, domestic oil and gas development offers one of the strongest prospects for the Heartland’s present and future prosperity as well as the nation’s re-emergence as a dominant player in the global energy economy.
The U.S. is now the world’s largest producer of crude oil and natural gas, two circumstances that are universally disrupting international geopolitical order. The earth has a finite supply of natural resources and a rapidly growing and over consuming population.
As America positions itself for a very uncertain and constantly evolving global marketplace, will the Heartland become America’s “great connector” or “great divide”?
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J.C. Whorton is a senior level energy and financial professional with over forty years of essential experience. Having a ranching and Native American heritage, Mr. Whorton is a strong advocate for rural education and economic development initiatives.
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Links to read about Inclusive Leaders, many of whom are African American and people of color:
Curated sessions from GlobalMindED 2020 YouTube channel:
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From the Center for Positive Organizations:
From the Economist:
From Forbes:
From Harvard Business Review:
From the World Academy of Art & Science and UN; Geneva Global Leadership in the 21st Century econference:
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Listen here for an interview with Pam Newkirk, GlobalMindED speaker and author of Diversity Inc.: The Failed Promise of a Billion- Dollar Business.
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Responding to Crisis
The 30-Day Justice Plan
As the reset of America is underway, understanding the role you can play in a system of change can be difficult, but we encourage you to listen, learn and be active. To start, instead of, say, a juice cleanse, feed your brain and move yourself with this practical plan over the next month. Here's our guide of what to read, watch, listen to and do in order to be part of the solution.
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Your copy should address 3 key questions: Who am I writing for? (Audience) Why should they care? (Benefit) What do I want them to do here? (Call-to-Action)
Create a great offer by adding words like "free" "personalized" "complimentary" or "customized." A sense of urgency often helps readers take an action, so think about inserting phrases like "for a limited time only" or "only 7 remaining!"
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GlobalMindED and the SDG Impact Fund are delighted to announce GlobalMindED's Donor Advised Fund. 2020 is the 75th Anniversary of the United Nations 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 First Gen students. We have served more than 400 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.
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Meet GlobalMindED Founder, Carol Carter as interviewed by Tim Moore on his podcast Success Made to Last: From Success to Significance
Listen to Part 1 of Carol's interview
Listen to Part 2 of Carol's interview
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Recent GlobalMindED Newsletter Profiles:
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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.
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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.
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