Download PDF

Afriye Quamina

www.visualcv.com/afriyeq

Work History

Jun 2008Present

Co-Founder and Executive Director

Equity Institute of California

The Equity Institute of California serves as a public policy institute where graduating students work directly with professional staff, and faculty, to learn various Research Methodological Design, Data Collection - Fieldwork, and Analysis Strategies for qualitative and mixed methods research.  In addition, they will learn, study, and analyze national, state, county, and municipal public policy initiatives that directly and indirectly affect African and Latino American males.  In addition, they learn various educational assessment and program evaluation models.

The researchers learn and practice how to convert an issue into advocacy to bring light and resolution to a community affected by insecure and discriminatory policy. 

The EIC also works with several higher education institutes involved in social policy research, and open to invite young men of color to participate in both in policy research and intervention strategies. 

This next year will be our first to open the work of public policy to interested high school juniors and seniors with an interest to actively effect issues burdening their local communities.

The EIC has created four initiatives or projects to provide interventions to local communities:  Brother's Alliance, The Parent Academy, Generations, and Winning The School Game.

Oct 2008Present

Adjunct Professor (Qualitative Research)

Argosy University

I have the highly welcomed opportunity to teach in the Department of Education.  Since the curriculum is so vast, my selections have been favored more in the Business, Humanities, and the International Multicultural Education disciplines.  Each semester has been very exciting.  I've taught the following courses and positions:

Dissertation Chair (Education, Business, and Psychology)

Program Evaluation  (Doctoral Course)

Education, Business, and Psychology Department Dissertation Chair

Cultural Diversity  (Master's Course)

Multicultural Education  (Master's Course)

Foundations in Education (Credential Course)

Educational Leadership  (Doctoral Course)

Human Resource and Fiscal Management  (Doctoral Course)

The Adolescent Learner  (Master's Course)

Qualitative Research (Doctoral Course)

Curriculum Development (Doctoral Course)

Each one of these courses demand a great deal of research, reading, and technics to bring to a learning environment.  I also specialize each learning experience with high interaction with computers and computer technology.  A good body of the reading, discussion, and open problem solving is from an online perspective.  The utilization of elearning can be very daunting for some, and an inspiration for others.  The mechanics of uploading, dropboxing, and doc sharing can be challenging.  Students must be escorted continuously, until they feel competent.  I conduct weekend sessions that cover the essentials of elearning, basic and advanced computer skill development, and collaborative learning processes to lessen the anxiety, and create security toward today's technology in the educational arena.  

I am currently preparing to introduce podcasting to the students to even further advance the use of educational devices that simplify, yet facilitate and enhance the learning curve for those who are and will be teachers for tomorrow's progressive students.

Qualitative Research and Program Evaluation courses are the most challenging and beneficial throughout the curriculum.  They prepare students to improve the quality of education through both methodologies.  I have the opportunity to work with dozens of students who have cultivated an interest in these academic areas. 

Mar 2008Present

Executive Director

The Parent Academy

The Parent Academy staff has taken years to amass learning, observational, and behavioral strategies to blend carefully with an adult related pedagogy.  The Parent Academy staff is a combined group of learned parents, who are also teachers.  Further, they naturally represent a diverse cultural and multiethnic population, all who have proudly devoted their lives to education and the wonderful improvement of life for both the parent and child.  It is with great honor to provide leadership for such a highly skilled and ambitious group.  The Executive Director provides the skill, talent, resources, and responsibility to the work of improving the lives of children and parents, and the coordination of such a powerful group to thoroughly educate and teach today's parents to "grow themselves, while they grow their children."  The Parent Academy will produce multiple markets to inform, educate, collaborate, and circulate knowledge to deliberately demonstrate that parents 1) do make a significant difference in children’s lives and the lives of each other, and 2) will change the face of education as they develop their personal educational competencies and gain a comprehensive understanding of the world of school. 

Mar 2008Jun 2008

Executive Director

Vantage Educational Services

The principle responsibility for the CEO or Executive Director was to provide continuous educational support for various insurance issues and to keep the staff fully informed of the various conditions and situations that have a direct and indirect impact on the insurance business and industry.  Further, there is a pedagogical style of presenting information that best informs a progressive staff.  Ordinarily, to continue educating a business staff, the format suggests laborious reading - powerpoint training - and repetitious memorizing.  That type of learning technology speaks to incorrect performance and questionable understanding.  The Executive Director continues to create revenue through various methodologies:  grants, contracts, and supportive collaborations.  In addition, volunteerism plays a significant role in the development of the organization. That is expressed in internships, paid or non-paid, to educate those highly interested to advance their skills and knowledge of the organization and themselves.

Jun 2002Jun 2006

Education Director

The Achieve Program

The Educational Director was responsible for the design and implementation of a year round after school educational program for male students attending a single sex parochial high school.  The program student population were recipients of the Achieve scholarship that offered a full 4 year tuition. Students entered as average performing students. After undergoing the "Achieve Experience" they graduated at 3.00 GPA's or higher.  As a result they were "ready" for the preliminaries of college. 100% of the students who completed the program went on to higher education.  The focused ethnic populations were Latino and African American and none were accustomed to a highly rigorous curriculum. Each were successful and defied the national education statistics for their age, ethnicity, and gender.  Much of the ED's time and experience was largely focused on the participation and advanced education of the parents and family members. As their sons transformed experientially and academically, so did they. The success of the boys was largely due to the active dedication of parents, parental stewardship, and parental development. Consistent home-based visitations, mini-workshops, monthly meetings combining parents and students, allowed for meaningful cross cultural, cross ethnic, and cross generational dialogues and an integration of a full learning community.

May 1998Jun 2003

Associate Director

MESA - UC Berkeley

The MESA Associated Director was allowed flexibility to support professional and academic staff, UC dedicated graduate students, MESA student participants, and parents through a highly rich and profitable program to reach levels of uncharted academic competencies.  Students learned and participated in Math, Engineering, and Science learning and correlated activities that stimulated them to progress further in the world of science and math that would direct them explicitly to collegiate work in the sciences.  Conducted both a six week Summer Academy from June through the first week of August, and a Saturday Academy from September through May of each year. Responsible for annual program planning and implementation, along with formative and summative assessments leading to overall program evaluation. Conducted participant research on an average of 200+ plus high school student population, 30 school district teaching staff and counselors, and 15 - 20 graduate tutors and mentors. Annual funding was based on level of participation, increased academic performance compared to statewide schools testing requirements, and parent (and/or community) participation. 

Prepared "The Parent Academy" weekly content and academic workshop to 1) become intimately familiar with various science, engineering and math activities that would involve parental guidance and support, and 2) become parents who were interested in their own parenting and personal development in relationship to the development of their aspiring children.  Provided an annual audit of grants, outside donations, and program and staff expenses in collaboration with the School of Engineering, Deans Office.

May 1985Jun 2000

Northern California Executive Director

American Institute for Stress Management

Served as the principle Northern California administrator with the responsibility for statewide Marketing, Training, and Sales.  Prior knowledge and experience allowed for an upsurge in revenue and the addition of new markets, and clients.  Principle focus on Health and Education markets, clients, programs, tech-based corporations, hospitals, clinical professionals, and supporting agencies.   Continued to provide specialized training to county offices of education, health, and behavioral and/or mental health. 

Managed AISM speakers bureau focused education, stress management, and multiculturalism.  As the popularity in those areas became more widespread, the company grew.  Principles spoke at conferences, conducted workshops, and clinics and professional training to expand the understanding and benefits of stress management and assist people to improve the qualities of health. 

Sep 1995Jun 1997

Education & Family Services Consultant

Booker T Washington CSCenter

UCSF National Center of Excellence in Women’s Health (@Mt. Zion)

Project: Intimate Partner/Domestic Violence (IPV) located at Booker T. Washington Community Service Center.

Provided weekly workshops, family mediation, and guidance to parents who's children had suffered from forms of familial or parental abuse. Some partners and families were referred by the courts and associated support agencies. Participation was scheduled 6-8wks based on severity of circumstance, levels of outside support, and complexity of intervention. Intimate partner violence (IPV) is a hidden epidemic that affects all. While IPV may include physical violence, it includes many forms of devastating abuse such as physiological and economic abuse, and social isolation.  Emotional abuse can leave long-lasting hidden scars. WE were able to support the children caught in Intimate Partner/Domestic Violence through our work with parents.

Aug 1994Nov 1995

Consultant to the Assoc Superintendent

Oakland Unified School District

At the will of the Area Superintendent, the consultant authored multiple research projects and reports on the continuous development of students attending underserved urban schools.  

Sep 1976Sep 1995

Executive Director

CERDI

CERDI served as a vehicle to develop learning theories, learning system theories, and educational processes.  As a nonprofit organization we were able to initially seek grants and contracts to improve the quality of life for all learners and those elements that affected them.

The Fathering Program -  Received a 12 month grant from The Health Education and Welfare (HEW) to gather data, and information from various Headstart Program teachers re Mate Selection located in the Los Angeles County area.  1972.

Fathering - contracted with dozens of federal, state, and county facilities to provide workshops for fathers on fathering.  Covered pre-birth, birthing, toddler, puberty, adolescence, adult, and grand parenting periods.  1972 - 1980

The Spirit of Grandparenting (Kinship Program) - 1992  

Received contract from Alameda County Social Services to work with grandparents who received their grandchildren after parents could no longer managed various levels of personal care and management, e.g.,. school attendance, and family guidance and support.  

The EBO Village: A gathering of people who dedicate themselves to the practical healing of students wrongly educated through the use of math, language, writing, science, and human ignorance through:  honoring the spirit - seeking wisdom - healing with care   1993

Winning The School Game: Complete educational program tocreate critical consciousness how schools actually work and how to win.  A program for both parents and students.  1995 to the present

Three To One:  A life educational program for young incarcerated men to prepare them for life outside of this type of setting:  One to One:  Working with the Self    Two to One: Working with the Self and with Others   Three to One: Working with the receiving Community and Self   1992

The Pursuit of Excellence:  Following intimate home interviews, a student who has cultivated a unique hobby or interests will present to a large group of students how, why, when, where, and what about this experience.  The audience has the right to ask questions following the presentation.  The parent of the student presents on how, why, when, where, and what does it take to support a student (child) with such a unique interest or hobby ?  Parents have the right to ask questions following the presentation. This program was actively conducted every Friday evening for 18 months without anyone absent. It began with 10 people and grew to over 150.  It began at 7:00pm and closed following the final question.  A community was formed.   1992 - 1994

May 1972Jun 1987

Asst. Director, Multicultural Education 4th - 8th Teacher

Berkeley Unified School District

As a certificated teacher, I, initially, taught the 5th and 6th grade combined.  Normally, there were 35 to 38 students registered in my classroom program.  I simultaneously held the position of Co-Director of Multicultural Education, Franklin Intermediate School. I thoroughly enjoyed the work !

I taught one year of History, Advanced English, and Reading at Willard Junior High School.

I taught 7th and 8th grade History, English, Biology, Sex Ed., P.E.,and Math at Martin Luther King Middle School.  I also served as the Compensatory Education Coordinator at the school.  I conducted workshops, staff development, and presented in many local and regional conferences.

Education

Sep 1995Jun 2000

Doctorate