The Educated Mentor: Spring 2020 Edition (Volume 1, Issue 1)

SPRING 2020

THE EDUCATED

MENTOR AN OFFICIAL PUBLICATION OF OPERATION G.R.A.D, INC.

THE MENTOR SPOTLIGHT

Recognizes the Class of 2020

A NEW BEGINNING! A Welcome Message from the CEO | 5

VOLUME 1, ISSUE 1

SCAN ME

OPERATIONGRADNFP.ORG

Operation G.R.A.D, Inc.

has been given the Bronze seal of transparency for our commitment to being transparent as an organization as we continue to fulfill our mission and vision.

To view our public profile on GuideStar, please visit https://www.guidestar.org/Profile/9890167 Visit our website and subscribe to our email list to stay up to date with Operation G.R.A.D.

OPERATION G.R.A.D EST. 2020

"OPERATION 2030" STRATEGIC PLAN OUR MISSION To increase the persistence and graduation rates of collegiate African-American males.

OUR VISION Operation G.R.A.D strives to be the leading collegiate mentoring organization for African-American males pursuing a college degree.

OUR VALUES Committment | Community | Diversity | Education | Integrity

OUR PLAN Operation G.R.A.D has produced its first strategic plan, Operation 2030, which features key initiatives focused on sustainable growth and financial stability.

Increase the number of participants commited to Operation G.R.A.D by expanding the program to 6 schools, recruting students who value student success, recruting professional mentors who value the mission, and expanding the online presence.

Expand organizational reach by making focused sustainable growth and securing reliable donors.

Increase the persistence and graduation rates of students participating in the program by supporting the completion of yearly milestones and retaining students at a rate > 75%.

Develop a platform for program alumni to remain engaged by establishing a database of participants across chapters.

Undergraduate students from Mars Hill University at the 5th annual Uplifting Black Males Conference at Virginia Tech University.

In This Issue 2 Our Strategic Plan: Operation 2030 5 Message from the CEO 6 Message from the COO Groundbreaking to Support 8 Initiative Black Male Success 15 The Mentor Spotlight 16 Dear Brother, Coffee & Conversations Conference at Benedict College |24 7 Things Incoming Should 21 Freshmen Consider . . .

Annual Uplifting 24 5th Black Males Conference 24 Coffee & Conversations G.R.A.D 26 Operation supports Peer Forward 29 Important Information Groundbreaking Initiative to Support Black Male Persistence |Â 8

Kadeem Williams among the featured in The Mentor Spotlight: Class of 2020 |Â 15

Gregory A. Dendy, Jr. provides a Word of Congratulations in this edition of Dear Brother | 16

Spring 2020 Edition

Vol. 1, Issue 1

A New Beginning!

Message from the CEO

I

n 2016, an idea was conceptualized that would serve as a foundation for the next great organization.

When I began my doctoral studies at GardnerWebb Univeristy, I knew I wanted to research and expand my breadth of knowledge with what I have been doing all my life--mentoring.

As the idea developed over the years, I began to realize the importance of this work beyond the research. Knowing this, I reached out toÂ

When my time on earth is finished, I want my legacy to be one that provided other the space to create their own.

DR. DARRYL HYLTON CHIEF EXECUTIVE OFFICER

Co-Founder and COO, Jamie Enge, and let him know it was time to change the world. With the intersection of our passion, purpose, and vision, we are proud to launch Operation G.R.A.D, Incorporated.

Since our official founding, February 5, 2020, I have worked tirelessly with the team to develop a strong foundation that will be the new standard for mentoring organizations across the country. My goal as Co-Founder and CEO is to create and sustain an organization that provides advocacy and support for African-American males pursuing college degrees with a commitment to being a resource to institutions serving these students.

With Operation G.R.A.D, Inc. entering its first fiscal year, I am anxious about the unknown, yet excited about the opportunities to come. I am thankful for a strong Board of Directors who have graciously and willingly chose to serve.

Additionally, I am thankful for all the support thus far from those who believe in me.

As you browse our quarterly journal, it is my goal that you are able to see the intentional impact the organization is making. it is our goal as an organization to highlight the hard work while celebrating the achievements. There is no doubt that this journey will be challenging, but with dedicated team members combined with trusted supporters, we will make a difference. This is 'A New Beginning'!

In Mentorship,

Dr. Darryl Hylton, Jr. Dr. Darryl Hylton, Jr. Co-Founder & Chief Executive Officer

MAKE A GIFT TODAY VISIT OUR SITE TO MAKE A CHARITABLE DONATION TO SUPPORT OUR MISSION operationgradnfp.org/donate

THE EDUCATED MENTOR |Â 5

Spring 2020 Edition

Vol. 1, Issue 1

Changing the Narrative A Message from the COO

T

his is not your regular nonprofit organization that's charged to work with black males. We are changing the narrative! College institutions already know the data. According to the National Student Clearinghouse (NSC) national report (2019) states, "It is important to note, however, that among African American male students who started at public four-year institutions, the completion rate surpassed the stop-out rate." NSC defines stop-out as "having no enrollment records at any post-secondary institution during the last year of the study period" (2019). The report further states, "the African American male student completion rate moved up to 41.7 percent from 40.7 percent, while the stop-out rate fell to 38.3 percent from 42.7 percent, the sharpest drop of all groups, followed by Hispanic men (decreased by 4.1 percentage points to 27.7%)." When I look at the data, immediately, I see Jonathan, Paul, Michael, Chris, Aaron, James, John, Stuart, Andre, and Kevin. Black males who went off to college with a dream of obtaining a college degree, and no one to further coach, challenge, and connect with on campus.

Black males who struggled with a sense of belonging, connection, and identity outside of being cluster into a group many colleges and universities named "atrisk." So, I ask you who is genuinely "at-risk," black males or institutions? Are black boys truly "at-risk" or "at-risk of" being misunderstood, doubted, and not valued beyond collegiate sports? This is not to pass full blame on higher institutions; this is a TOWNHALL! I am calling you into the conversations because black males have stories that include more than what you read, see, or hear on the local newspaper or national websites. We have stories, and we want you to listen. We want to be seen and heard, so creative can became or continue to test and renovate.

“Every day, I make a conscious choice not to be what society calls me: a statistic.”

JAMIE L. ENGE CHEIF OPERATING OFFICER

I will leave with you this: when you see completion rates of black males, you should also be thinking about what are you uniquely positioned to lead, charge, and/or innovate and not what black males are not doing. Hence, it birthed this organization. Welcome to Operation Grad, Inc.!

In Equity and Audacious Hope,

Jamie L. Enge

Jamie L. Enge Co-Founder & Chief Operating Officer

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Academics

Groundbreaking Initiative to Support Black Male Persistence (Academics)

BY. DR. DARRYL HYLTON, JR.

OPINION: CEO, Dr. Darryl Hylton, Jr., shares his experience on creating a course specifically designed for African-American males.

THE INCEPTION During the matriculation in my doctoral program, I collaborated with the Center for Student Success at Mars Hill University to create an opportunity to increase the retention and [eventually] graduation rates of African-American males who traditionally have the lowest degree completion. The original idea to create the First Year Seminar was met with minor resistance from various constituents across campus due to fear of the sections being considered a form of segregation. As defined by Dictionary.com, segregation is "the separation of people or things from the main body or group". Using this definition as a foundation, I explained to my constituents that we were already "segregating" and providing specific support services for certain specialized populations (i.e. Bonner Scholars and Honors Program).

With that rationale coupled with the institutional research, it was finally accepted [with reservations] to begin Fall 2019.

COURSE DEVELOPMENT Upon the acceptance of the sections, my colleague (Dr. DeAndre Howard) and I began the journey of course development. We knew from the beginning that our approach had to be different. There had to be an intentional effort in applying cultural relevant pedagogy through course lectures, assignments, discussions, etc. while maintaining the integrity of the course learning outcomes.

Course curriculum planning began around mid-May and was not finalized until mid-July.

Spring 2020 Issue

Simultaneously, I collaborated with the Office of Admissions to gather a list of students who selfidentified as male and African-American (per their application). Upon receiving the list, I called every student and spoke with them (and their families) about this new opportunity. The students who were interested and accepted the invitation were registered for the section. While most students contacted said yes, there were a couple that declined. By the end of the summer orientations and before the semester began, Dr. Howard and I met face-to-face with each family and student. On the first day of class we welcomed 28 students (23 Football, 2 Basketball 2 Lacrosse, and 1 Track) from six different states (NC, GA, SC, FL, CT, and LA).

COURSE STRUCTURE As an adult education practitioner, I understand the need to challenge and support students to become self directed when critically thinking and analyzing situations in problem solving.

With this unique cohort of students, this student development theory was even more important. Utilizing a blended course format teaching from a culturally relevant pedagogical lens, I intentionally incorporated creativity, charisma, and leadership through the use of group discussions, case studies, and reflective writing. It is important to me to provide spaces for students to use their words and voices to express their thoughts while trying to navigate the educational system, negate stereotypes, and for many of them become the first in their family to graduate from college.

The Daily Affirmation. Every Tuesday and Thursday I greeted each student at the door with a smile and firm handshake. I wanted each student to feel welcomed into the learning THE EDUCATED MENTOR |8

Academics environment and know that they were a valuable contributor to the course. During every class period I used some type of classroom management tool to mix up the collaboration (seating) arrangements to entice varied group dynamics. This was often done with students matching a piece of candy or 'UNO' card selected upon entering the classroom with its corresponding seat. Although the seating arrangements changed every class meeting, one thing that remained constant was the daily affirmation. The daily affirmation inspired by words from Dr. Rita Pearson's Ted Talk, 'Every Child Needs A Champion', was used as a reminder for that they were more than their circumstances, stereotypes, and obstacles.

When it was time to recite the affirmation, everyone stood to their feet out of respect for the piece; it was a powerful display of the commitment to themselves and their peers to achieve Black excellence.

"I am powerful, I am strong and had a purpose before anyone had an opinion" -- An excerpt from the First Year Seminar Affirmation

Writing Expectations. From my experience teaching courses with a [semi] intense writing curriculum, I realized [over the years] many students were not prepared for the academic rigor. For example, in FYS 111, when students submitted writing assignments, Dr. Howard and I noticed that we were providing "suggestive feedback" encouraging students to visit the writing center to improve their writing. But, that's all it was - a suggestion. Students did not utilized the feedback, and consequently their writing did not improve. Reflecting on the experience, we decided that for this seminar course visiting the writing center would count twenty percent their overall grade on writing assignments. As one could imagine, students were not happy about the expectation; however, there were many positive unintended and unintentional consequences, as a result. First, it didn't dawn on me that my expectation of visiting the writing center to receive the twenty percent naturally "forced" students to complete Spring 2020 Issue

THE EDUCATED MENTOR |9

Academics their assignments early. Ultimately, because students had their assignments reviewed by the writing center, they felt confident to submit their work early. Yes, I had no late assignments.

In addition, because the writing center was in close proximity to other tutoring resources, students started taking advantage of the other resources available to them for their other classes. By creating this writing expectation, I ultimately helped shift paradigms about tutoring and develop healthy habits of utilizing campus resources.

OTHER ACTIVITIES Building community amongst these scholars was more than just facilitating an academic space, it was also about creating a network between their families. Familial support was extremely helpful for Dr. Howard and I as we navigated the semester; however, I realized that while the parents were connected with us, as instructors, they were not connected with each other.

As the semester progressed, I created opportunities for parents to engage with each other and their students outside of the classroom. For example, at the midway point during the fall semester, I provided the opportunity for families to submit a short one minute video of loved ones wishing their student good luck on the upcoming midterms as well as just providing overall support; many of the students in our class had not been home since they arrived for football camp in early August. One of the most successful networking for our families was the coordination of the inaugural 'Black Family Tailgate'. During homecoming, we had about 20 families participate. Each family (and even some Black faculty/staff members) chipped in to help make it a success. Everyone enjoyed themselves, was happy to meet one another, and establish another layer of support for students.

COURSE OUTCOMES Of course, with such a specialized course serving this population, student outcome data is very critical. Overall, our retention and student satisfaction were above average Spring 2020 Issue

compared to the overall retention and student satisfaction for all first year students. Some of the quantitative data yielded includes:

0%

of students failed the First Year Seminar Course.

0%

of students were academically suspended from the Fall 2020 semester.

23/28 students earned a grade of 'C' or better in the seminar course.

7/28 students were on academic probation for the Fall 2020 semester.

71%

82% 25%

20/28 students returned to the university for the Spring 2020 semester.

In addition to the quantitative data, two qualitative surveys were given to students - one from the university (End of Course Survey) and the other from me. Of the two surveys, there were two open ended questions that allowed students to share their perspective of the course. First, when asked to share the most meaningful element of the course some students responded: "Being in a class with a bunch of students my color."

"Black kids coming together to do great things."

"The fact that we had an all Black FYS class helped us understand more of why we should push harder as Black males" The other open ended question asked students if they believed that having African-American male professors changed their perception of self and opened their eyes to more opportunities and they think and plan for the future and to explain.

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Academics The responses from students included: "Yes. It's good to see another Black man and even better teaching a college course."

"Yes. It shows that Black males can be something special."

"Yes. They showed me points of views I never saw."

"Yes. Because if he can do it, I can and even more."

CONCLUSION With the evidence provided, it was clear that this was not only effective, but necessary. As an educator who has taught variations of the First Year Seminar course multiple semesters at multiple institutions, this was by far the most impactful experience. While they may not realize it, I learned so much from them and for that I am appreciative.

In closing, there are 4 major take-aways from teaching this cohort that are beneficial for educators (or anyone) considering entering this type of space.

1.

2.

3.

4.

DON'T ASSUME all Black male student experiences are the same or that all Black males come from broken households.

FAMILY INVOLVEMENT IS KEY. No one knows the student better than those who helped raise them.

THE EXPECTATIONS SET are the expectations achieved. Period.

MOVING BEYOND INITIATIVEÂ is essential if we want to show our commitment to Black male student success.

There is plenty of work to be done here and other institutions. It is not for those who are not passionate about the work. It cannot be a one man show. However, if institutional leaders can come together with an intentional investment in helping, we can truly make an impact.

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Students from the First Year seminar course visiting the historic 'A&T Four' statue located on the campus of North Carolina A&T State University.

The Mentor Spotlight Celebrating the Class of 2020 ft. 'Dear Brother,' letter written by Gregory A. Dendy, Jr.

Dear Brother

Dear Brother: A Word of Celebration

"I know I made it through yesterday; today, I find out why" - Gregory A. Dendy, Jr.

A Word of Celebration Dear Brother,

Congratulations to the Class of 2020. You did it! Regardless of what the year brought your way, you proved that it still was not enough to keep you down, that is why I find it necessary to praise you. We live in a society that was not built with you in mind. As American record executive, songwriter, and producer, DJ Khaled once said, “They don’t want to see us win.” The reality is, there were and will be many more opportunities for ‘Them’ in 2020. So in a world where it’s You vs. Them, how did you make it out on top?

How did you become the first graduate in your home? How did you get accepted into the schools of your choice, and those you were not really interested in, with scholarships? A mantra I live by states, “I know I made it through yesterday; today I find out why.”

Without realizing it, you all have exemplified this mantra. You woke up every morning with a mindset to keep going. You could have easily granted “Them” the power over you and your situation, but you did not.

The reason you did not give power to “Them”, is because you focused on your "why". Your success in 2020, and for the rest of your life will be dependent upon how well you can focus on your "why". Every day you wake you up, you realize you made it through yesterday. Some days may have been harder than others, but today we celebrate the fact that you made it. Despite the obstacles and critics in your life that tried to take you out and wanted to see you fail, you still made it through. You did not allow ‘Them’ to take you out.

You were successful because you focused on your "why". Not all of us have the same "why". Your brother’s "why" may be because they want to be a first-generation graduate of their doctoral program. Your brother down the road could be looking to make their mother proud. For me, your Fisk brother, my "why" was focused around me getting out of Southeast, D.C.. I knew one thing was certain, I could not continue to live as a product of my environment. I was tired of taking shots, towards academic success, in places where I could literally be shot. I wanted to assure myself and my family legacy that we would be a product of what our environment should be.

Brothers, although our "why" may not be the same, the one thing that connects every person’s "why" is the drive it puts in each of us. The "why" creates an attitude that says, “If I don’t wake up and go to class then I’m not going to graduate and my mother is not going to be happy.” Having that drive to make it through yesterday then turning around and looking at what can be done to do the same to get you through the year is commendable. Not everyone has that quality. The great thing about that quality is also being able to navigate a society that was not built with you in mind. Every success you achieve is worth acknowledging.

"They" were not expecting you to be great. "They" assumed you were not even worth mentioning. Now look at you - a member of one of the most tenacious classes that the country (and the world) has ever seen. You will be so busy focused on your "why" that "they" will not be able to keep up with your accomplishments. I, along with every other person in our community, applaud you. And to those future achievements, I say Congratulations! You did it!

Your Brother,

Mr. Gregory A. Dendy, Jr.

Gregory A. Dendy, Jr. Fisk University Alumnus '18 Graduate Student, Vanderbilt University Divinity School '20 Spring 2020 Issue

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THE MENTOR SPOTLIGHT: CELEBRATING THE CLASS OF 2020

Celebrating the Class of 2020 Kadeem Williams

University of Texas at Austin Kadeem Williams is a graduate of UT-Austin where he earned his Masters in Educational Leadership & Policy with a concentration in Higher Education. During his

time at UT Austin, he served the campus community by advising the student ambassadors, providing admissions and career counseling, graduate school workshops, and inclusive dialogues facilitating conversation around diversity, inclusion and mental health.

Most notably, this past summer, Kadeem completed an ACHUO-I internship at Cal-Poly Pomona where he worked as an Assistant Residence Hall Coordinator for their housing services. Post-graduation, Kadeem hopes to work in the field making an impact on the students from his hometown of New York City.

When asked how mentoring has helped in his life journey, he responded, "Being mentored has provided me with the guidance that has prepared me for each chapter in my life. I am thankful for my mentors because they are the role models I strive to be for my students."

Keith Jones

University of Illinois Urbana Champaign Keith Jones earned his Bachelors degree in Economics from the University of Illinois Urbana Champaign.

During his time in undergrad Keith was a Fighting Illini football player and named a 2019 Forbes 30 Under 30 Scholar. Additionally, he helped develop a Spring 2020 Issue

sexual awareness program for college students and served as the President of the Beta chapter of Kappa Alpha Psi Fraternity, Inc. With these accolades and many more to come, it is Keith's goal to one day become the mayor of Chicago, IL. With regard to mentoring, Keith says, "Mentoring has given me the confidence to apply myself to anything that may interest me in addition to the knowledge received to know that I can compete with my peers."

Leonard Shellman Virginia State University

Leonard Shellman is a cum laude graduate of Virginia State University where he earned his Bachelors degree in Criminal Justice. During his time at Virginia State University, he was a member of the National Society of Leadership & Success, Bible Christian Fellowship, National Honor Society, Track team, and the 2017 CIAA championship football team. In addition to his on campus involvement, Leonard, served as a mentor at Ecoff and Ettrick Elementary.

Post-graduation, he has dreams of joining the United States Navy with an aspiration of becoming a JAG lawyer. After serving in the armed forces, he plans on opening his own law office in Washington, DC. From Leonard's perspective, being mentored helped him when he felt lost. He says, "for a while, I didn't know where to start or how to fix my problems, but I knew I wanted to do better.

Sometimes you just need people in your corner to help guide you and let you know you have what it takes. . . It is not the obstacles that inhibit your progress but your confidence and your willingness to break the inertia of fear and doubt. I feel I broke it and I'm proud of myself.

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THE MENTOR SPOTLIGHT: CELEBRATING THE CLASS OF 2020

Tyree Bell

Charles H. Flowers High School Tyree graduated from the Academy of Finance program Charles H. Flowers High School in Prince George's County, MD. As a student leader, he was involved in numerous activities and received notable accolades to include: serving as Class President (4 years), being a Peer Leader assisting students in accessing higher education, a member of the Principal's Action Council, a Student Government Association delegate, member of Prince George's County Regional Association of Student Governments (PGRASG), being on Principal's Honor Roll and receiving the Prince George's County Public Schools Student Leadership Award.

Now that he has finished high school, Tyree plans to continue his education at Towson University where he will major in Accounting.

He has aspirations to intern at Deloitte Consulting Firm with the goal of being offered full-time employment as a Project Accountant upon graduation.

When reflecting upon the importance of mentorship in his life, Tyree shares, "being mentored has helped me in my life journey because it set me up for the possibilities that were unknown to me. By exposing me to the available opportunities, while challenging me to determine my personal strengths and weaknesses, I was able to plan for the future on a stead fast path, yet still remaining optimistic to the fact that plans can sometime change."

Donovan Perry

Chesapeake Math & IT Academy

Donovan is a graduate of CMIT Academy in Laurel, MD. In high school, he received multiple leadership and character awards all while Spring 2020 Issue

consistently being on Principal's Honor Roll.

Most honorably, he was recognized as the 2019 Chesapeake Lighthouse Foundation Student of the Year.

Being accepted to multiple colleges, this fall, Donovan plans to continue his education at North Carolina A&T State University where he will major in Computer Engineering. His ultimate goal is to become a Master Engineer and open his own engineering firm. Additionally, he has aspirations to pursue a law degree to create even more opportunities for him.

From Donovan's lens, "being mentored has influenced my life for the better. My mentors have kept me on track . . . and have ultimately been there for me when I needed them most.

Without mentorship, I know I would not have been able to take the proper steps to live my dreams . . . I have struggled throughout the years, but when you have a network of people (mentors) you can rely on, it makes everything much easier to handle. Now, as I transition to college, I know I may need them now more than ever!

John Underdue

Potomac High School John is a recent high school graduate from Potomac High School in Suitland, MD. While he was in school, he served as a true leader among his peers. John was, Senior Class Vice President, AVID ambassador, Peer Mediator, and Peer Leader all while maintaining [Principal] honor roll status.

This Fall, John plans to attend Morehouse College in Atlanta, GA. At this time, while he still remains undecided about a major, he has aspirations to either double major in Political Science or Business Administration and Psychology. His ultimate goal is to achieve wealth through business and use his social capital for the betterment of politics.

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THE MENTOR SPOTLIGHT: CELEBRATING THE CLASS OF 2020

When asked about mentoring, John said, "Being mentored has helped me grow as a man and scholar. It has helped me keep a level head. I have grown as a leader because of the influence of the older men in my corner. I thank God for these men!"

LaTreil Wimberly

Charles H. Flowers High School LaTreil graduated from the Science and Technology program at Charles H. Flowers High School in Prince George's County, MD. During his time in school, He was a part of the Peer Forward program and the football team all while maintaining a 4.0 grade point average.

Because of his accolades and talents, LaTreil received a full scholarship to play football at Lehigh University. He plans to major in either computer engineering or computer science with aspirations to begin his career in those fields.

To LaTreil, "the process of being mentored really helped me push to become the person I am today. The amount of mentors that are involved in my life really pushed to make me mentally stronger so I would know how to push my own self. Having mentors helped me discover the type of career I wanted to dive into and what I truly have love for. I am so thankful for them in showing and supporting me to become the best version of myself."

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Professional Mentoring

7 Things Incoming Freshmen Should Consider During Their First Year of College BY: JAMECO MCKENZIE, M.ED.

OPINION: Jameco McKenzie, M.Ed, GCCE is a doctoral student in Organizational Leadership at Gardner-Webb University and currently works as a Residence Life Coordinator at Public Research University in North Carolina.

1.

2.

3.

WRITE DOWN YOUR VISION FOR YOURSELF. Why college? What do you hope to achieve during; first semester, year, second year, and so on. Asking critical questions helps you be grounded in the purpose behind coming to college. Additionally, this focus helps you have something tangible to look at and reference when things get tough throughout the year along your journey.

CONSIDER WHAT CLUBS/ORGANIZATIONS YOU WANT TO BE A PART OF. Join clubs such as black student union or cultural groups so that you can grow in your understanding and appreciation of black history and culture. Student Leadership and co-curricular experiences help you grow in your confidence, leadership, teamwork skills, and also helps you learn about yourself, your likes, and dislikes. By taking on clubs and organizations, you get to test out skillsets related to your major and help you develop new ones.

MEET PEOPLE, NETWORK, AND TAKE TIME TO GET TO KNOW YOUR PROFESSORS. They will go the extra mile if they believe you care about their research and your education.

Community and communication are key. Through meeting people and networking you will become "hip" to the culture and unspoken rules of how the university works. You will become aware of the social dynamics and develop a good level of political and social capital that will help you on your road to success.

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Professional Mentoring

4.

5.

6.

7.

SIT IN FRONT OF THE CLASS AND DRESS UP. It matters to them (professors) and helps you get noticed. Impressions are lasting. Take the time to build a strong impression on your faculty and staff. These professionals have access to spaces and opportunities that could help you go from unassuming to campus leader. It is important to cultivate genuine relationships with the faculty and staff, and also dress for the job you want (not necessarily the one you have). As the old adage goes “dress the way you want to be addressed”.

ALWAYS ASK QUESTIONS. Even if you are afraid to look dumb, ask questions and seek the clarification you need. The only dumb question is the one that goes unasked. It is important to seek out answers and challenge the assumptions in your classroom and also in social conversations. College is not only about consuming information, but it is also about being a critical consumer and interrogating and forming your own opinions. If you feel as though you don’t have clarity on a topic, ask a question, do some research, or pull your professor aside after class and engage them in a discussion. If the professors see that you are genuinely taking interested in the work, they will be sure to help you the best they can. Education is a symbiotic process that should involve both the student and the teacher providing perspective, learning, and growing together.

GET A GROUP OF MENTORS (UPPERCLASSMEN AND PROFESSIONALS) WHO ARE DOING THE WORK/MAJOR YOU WANT TO DO. Mentorship is KEY! Being in a community with people who have already gone through similar experiences as you will not only provide you with insights but also give an opportunity to ask questions and seek out advice and support in your classes and in your career journey. Mentors are a sounding board and support system. Ask your mentors questions about their journey, their successes, and things they would have done differently. The benefit of these types of relationships and conversations is that you get to learn from the experiences of others and hopefully prevent you from falling into the same traps.

GO TO PARTIES, HAVE FUN, BUT KNOW YOUR BOUNDARIES. Try not to put yourself in situations where you can get caught up. It’s college after all! I would be hypocritical if I said all of this but did not mention that it is important to have fun too. If you are able to complete the first 6 items, then you deserve this last point. Always make time for balance.

Consider your non-negotiable lists when it comes to social interactions. Do go out with trusted people and put yourself in safe enjoyable environments. When you feel like you are at your limit, be ok with leaving the party on your own terms, and do not allow someone who is under the influence of drugs or alcohol to drive you home. Be safe, be smart, and make good memories!

It is my hope that these 7 points help you maximize your fall semester, ask tough questions, and develop a level of critical consciousness that hopefully moves you from being a consumer to partner in your own education.

Spring 2020 Issue

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Leadership Development:

Two students who attended the 5th Annual Uplifitng Black Males Conference at Virginia Tech University

Leadership Development

5th Annual Uplifting Black Males Conference BY: DARRYL HYLTON, JR.

The Uplifting Black Males conference is an annual conference hosted by Virginia Tech University with the intention to support and empower undergraduate Black males by creating an intellectual social-learning environment rooted in engagement, transformative leadership, and the sharing of resources.

On Saturday, February 15, 2020, 17 students and 2 staff members from Mars Hill University attended this professional development conference. With the theme of 'What do Black Men Need? Navigating the Public Domain', both students and staff members were engaged in a variety of topics that challenged the status quo from a relevant cultural lens. Of the many workshops that day, two First Year students, Daquan Carter and Christopher Gardner II, along side their professor/advisor, Dr. Darryl Hylton, were selected to present their presentation entitled, 'Creating Moments, Momentum, and Movements that Impact Black Male Student Success'. Throughout the presentation, they discussed their experiences with the First Year Seminar (FYS) course specifically designed for African-American males co-instructed by Drs. Howard and Hylton.

The event concluded with an empowerment luncheon with all conference participants. During the luncheon, guests were engaged in meaningful conversation with a panel of experts.

Among the panel included BK Fulton- Chairman and CEO of Soulidify Productions, Tony Moorehead- VP of Operations at Sterling Motorcars, and Brandon Rule- Commerical Real Estate Investor and Developer. Overall, students were able to expand their network and establish new opportunities as they navigate their college journey and prepare for life after graduation.

Coffee & Conversations BY: DARRYL HYLTON, JR.

The inaugural Coffee & Conversations conference was held on Febraury 22, 2020 at Benedict College in Columbia, SC hosted by Dr. Samuel Hinton- Founder of HBCU NextG, LLC.

CEO, Dr. Darryl Hylton, Jr. pictured with Dr. Kevin James, President of Morris Brown College

Spring 2020 Issue

With the theme of, 'Black "Know who you are Indigeneity in Conversation: ReImagining the seat at the table', and be consistent scholars and practitioners from with your purpose" various institutions gathered - Dr. Kevin James for intellectual exchange.

The day was divided into two sections: General dialouge and a panel of experts. Among the experts sat Dr. Kevin James- President of Morris Brown College (Atlanta, GA) and Dr. Belle Wheelan- President & CEO of the Southern Association of Collge and Schools (SACS-COC). During the discussion, panelist shared their personal experiences, highlights, and challenges navigating higher education. From the conversation, participants were able to reflect on how they can use their knowledge, skills, and abilities to "re-imagine" their seat at the table to help progress the field of higher education with the ultimate goal of strengthening the practice and delivery of services and programs for professionals of color.

THE EDUCATED MENTOR |24

SERVICE: Co-Founders Jamie and Darryl with two students, Elijah and John, during their volunteerism with Peer Forward, Inc.

Service

Operation G.R.A.D supports Peer Forward at Summer Workshop

test scores and grade point average helps create a unique and positive relationship. This bond then helps ease the student’s anxieties around the oftenasked question, “do you have a plan for life after High School?”

It was through that lens of coaching where one hundred and forty-five Peer Leaders felt heard, seen, and developed to positively impact their school communities. At that workshop, it was the first time BY: JAMIE ENGE students were introduced to the importance of selfawareness which is an ongoing journey. As life 4 DAYS, 4 YEARS, 4 LIFE progresses and different challenges and experiences 4 Days…4 Years…4 Life! This slogan still sticks with me arise, so does knowledge of oneself. By encouraging today as I reflect on my journey with College Summit students to nurture their strengths, become aware of Inc., a nonprofit organization founded in 1993, whose their limitations, and understand the power of mission is to increase college enrollment rates of low- leveraging communities and resources, they are more likely to attain the success they want and income students across the nation. Since then, deserve. Most importantly, they are genuinely able to College Summit has changed its name to PEERFORWARD. PeerForward (created by a group of their students), but their mission, values, and charges are the same.

As educators and coaches, we must acknowledge the The impact of summer workshops goes beyond those four days and five amazing, talented young men are a voices, talents, and power our youth have and their testament of such. Tyree Bell, LaTreil Wimberly, ability to leverage them to guide and support more Donovan Perry, Elijah Crawford, and John Underdue students towards postsecondary education. Hence have continued to soar and step into their power at the organization’s name, PeerForward. their respective high schools and communities. These five gentlemen have identified their postsecondary Every year, PeerForward offers a four-day “boot aspirations, developed an action plan, took action camp” for college transition for rising high school steps while coaching and supporting their peers seniors where they learn self-advocacy skills, while doing so. As their coaches, Darryl and I have complete their college applications and personal statement, learn different forms of financial aid, meet seen their unwavering commitment to their future by with a College Coach to compile a personalized list of overcoming feelings of uncertainty and fear and focusing on what matters the most to them; college and universities, and develop school campaigns that will be implemented once they return committing. Commitment goes beyond “merely being interested” in something. To commit to to their schools. Once students complete the workshop, they then become "Peer Leaders" and the something means focusing all one's attention and efforts on one definitive objective. This is important spark that becomes a flame that inspires and because this “focus of attention” provides a sense of motivates their peers to navigate the college certainty that specific outcomes will be enrollment process at their respective high schools. realized. When one commits, they make an important choice to pursue a path towards the desired Both Darryl and I are walking testimonies to the imprint College Summit, now PeerForward, left in our destination. For Tyree, LaTreil, Donovan, Elijah, and John, they are committed to pushing through as hearts and why we remain connected to the adversity occurs while earning a college degree. organization over a decade later. The most recent connection was serving as college coaches at Nova As I close this segment, I want to leave readers this: Southeastern University for one of three summer In order for Black boys to develop, we must be able workshops, PeerForward runs. The role of a College to provide them a space and opportunity to shine Coach is one, if not the most vital role to have at their talents and celebrate their wins and losses. summer workshops for PeerForward. College Coaches work to collaborate with students to compile They don't need anyone's fear, sympathy, or insecurities because they have the skills to a list of colleges and universities that potentially a good fit for whatever their aspirations are. In order to persist through anything. They need mentors and coaches who wholeheartedly believe in their abilities create a good fit college list, there is a charge of and able to provide them with tools to make establishing rapport with students within our onehour session. The easiest way to get students to open informative decisions. As a black man, we are continuously fighting against barriers that are both up about what excitements and fears they have about college is to ask questions. Ask students about visible and hidden, which from personal experience, is not easy; however, collectively, each one can teach their families, hobbies, interests, or other personal one that changes the narratives of Black males for information that could potentially create a good back-and-forth conversation and, ultimately, a college life! list. By discussing student's interests and engaging them on topics outside of their standardized Spring 2020 Issue

THE EDUCATED MENTOR | 26

Where quality meets perfection!

Since day one, we’ve been working tirelessly in order to expand our product offerings and make our customers experience even better. Our collections are carefully selected. We offer custom apparel and gifts through our website and Instagram page. Delivery options and payment methods generous and flexible. Browse through our product gallery and experience shopping with Devastating Cre8tions for yourself.

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Important Information

GET INVOLVED (Because it takes all of us . . . )

Across the nation, there are many organizations dedicated to providing college access services for traditionally underrepresented, marginalized students.

However, research shows a lack of support for these same students as they pursue a college degree.

According to the Center for Education Statistics (2016), thirty-four (34) percent of African-American males will graduate with a college degree within 6 years.

Ultimately, our goal is to assist in removing the barriers that deter African-American males from degree completion.

As such, Operation G.R.A.D, Inc. has been intentional in strategically identifying potential university partners. If you think your college/university would be a good fit for our program, we invite you to have a conversation with us to learn more.

Please complete the inquiry form on our website and someone from our team will connect with you. www.operationgradnfp.org/universitypartner

Become a Corporate Sponsor Does your passion intersect with the vision of Operation G.R.A.D? Are you looking for a way for your company to support our organization? Are you ready to make a charitable donation? If so, consider becoming a corporate sponsor. With our various sponsorship levels, there are multiple opportunities and ways for your company to support Operation G.R.A.D in the achievement of its goals. Ultimately, as a corporate sponsor, your gift helps continue and sustain the mission of the organization.

Please visit our webpage to begin your journey in becoming a corporate sponsor. www.operationgradnfp.org/corporatesponsor

Important Information

Become a University Partner

If you are in need of any additional information, please contact us via email at info@operationgradnfp.org Spring 2020 Issue

THE EDUCATED MENTOR |29

Important Information

Article Submission

Deadline for Articles Issue

Deadline

Summer 2020

Published

August 31, 2020

October 1, 2020

Fall 2020

November 30, 2020

January 1, 2021

Winter 2021

February 28, 2021

April 1, 2021

Spring 2021

May 31, 2021

July 1, 2021

Criteria for Submission

For your article submission to be accepted for publication, it should meet the following guidelines: Completed article must be original, well-written, and related to the overall mission of Operation G.R.A.D, Inc. Include an appropriate and informative title for article.

Submit article in Microsoft Word document format (.doc or .docx) only.

Article must be between 500-1000 words.

Use a single space after period.

If images are included, please submit .jpg or .png format.

Ad Submission Are you looking to submit an advertisement to promote your service or business?

If so, consider donating for an advertisement space for one of our upcoming quarterly journals. See donation amounts below. Discounts may be applied for those who are interested in running an ad for more than one quarterly journal.

Please contact a member of Operation G.R.A.D for more information.

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Full Page

$200.00

1/2 Page

$125.00

1/4 Page

$75.00

Important Information

Are you looking for opportunities to publish? For our upcoming quarterly journals, we are looking for individuals to share their knowledge, expertise, and experience with the Operation G.R.A.D community. Please see below for deadline and submission criteria.

With questions regarding any of the above-mentioned information, please contact us via email at info@operationgradnfp.org Spring 2020 Issue

THE EDUCATED MENTOR |30

HELP STUDENTS PERSIST AND GRADUATE WITH A 4-YEAR DEGREE

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"When asking someone their "why", it will not always be the same. Someone’s "why" may be because they want to be a firstgeneration graduate. Another person’s "why" could be to make their mother proud. When I was 18, my "why" was focused around me getting out of Southeast D.C." Gregory A. Dendy, Jr. Fisk University Alumnus, '18 Graduate Student, Vanderbilt University '20

For more information Operation G.R.A.D, Inc.: info@operationgradnfp.org