Rénard Harris
Host, "Teachable Moments"Rénard Harris is an Associate Professor of Management in the School of Business at the College of Charleston (2022-present). He teaches courses in Leadership and courses in Managing Diversity. His leadership course focuses on the dynamics of effective leadership, positive influence, and clear vision. His Managing Diversity course focuses on exploring culture, experiences, and identity as asset and resource of those less heard and less seen.
Prior to teaching in the School of Business he was the Vice President of Access and Inclusion and the Chief Diversity Officer at the college (2016-2022). His primary responsibilities were to raise the visibility of the institution’s diversity efforts by building collaborative relationships, unifying the campus by educating and highlighting the essence and strengths of various identities, guiding diversity programs and workshops, and creating initiatives that improve the success of underserved students.
Harris has been at the College of Charleston since the fall of 2005. He began as a faculty member and was promoted to associate professor of teacher education in 2013.
Since his time at the College of Charleston and several years prior, he has explored multicultural education, diversity, equity, and inclusion, storytelling, the
Blues as story, cultural relevance, and leadership. He is often called upon to serve as a keynote speaker, diversity facilitator and consultant for businesses and educational institutions.
Harris holds an Ed.D. in teacher education from the University of Tennessee in Knoxville, Tenn., where he completed his dissertation entitled An Interpretive Analysis of the Formative Period of Journal Publications Related to Multicultural Education, 1977–1987, under the guidance of chair Thomas Turner. He completed an M.S. in curriculum and instruction at the University of Tennessee and taught for five years at Alcoa Middle School in Alcoa, Tennessee.
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A critical shortage of special education teachers across the state is leaving students and their families without the support they need. Teaching positions remain unfilled, and the demand continues to grow. -
The holidays are around the corner, and many families are traveling, but school calendars don’t always line up. So, should parents pull kids out of class early? It’s a hot topic.
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Nearly half of South Carolina families struggle to find afterschool care. Research shows that cost, transportation, and availability are major barriers for working families. After school programs provide enrichment, academic support, and a safe space.
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Conflict resolution is one of the most valuable life skills students learn in school. Disagreements are an important part of collaborating as a team, and research shows that cognitive muscles are strengthened when students are exposed to ideas that challenge them to think differently.
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As more students take AP and dual-enrollment courses, the line between high school and college gets blurry.
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While horror films and haunted houses scare teens for fun, the real fears they face are more personal. Nearly 60% of college students report mental health concerns, with stress and anxiety topping the list.
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Today, only one in five students get enough exercise. While most elementary schools offer PE, access drops in high school, denying teens physical activity during a key stage of development. In response, the federal government has reintroduced the Presidential Fitness Test.
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Nearly one in three U.S. teens report being cyberbullied. Of those, 64% say it affected their ability to learn and feel safe at school. October is National Bullying Prevention Month and is a time for schools and families to stay informed and offer practical solutions and support.
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As students return to classrooms, schools are closely monitoring health trends including mental health challenges, declining vaccination rates, and increasing absenteeism. Addressing these issues requires collaboration between schools, families, and community partners.
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From a young age, boys are taught to silence their feelings. Many grow up hearing “boys don’t cry." Girls are more likely to receive nurturing, emotional language, while boys receive messages of competition and stoicism.
