This document discusses solutions for Georgia State University to better serve homeless and foster care college students. It begins by outlining the author's personal experiences with homelessness and advocacy work on this issue. This includes instances of being reprimanded by police on campus and keynote speaking engagements. The author then discusses the hardships of being a homeless student, including prejudice faced and difficulties with logistics. Several recommendations are provided, such as merging housing, counseling, and enrollment services similar to UCLA's model. Creating more spaces for food/clothing and including resource materials in admissions packets are also suggested. The document concludes by proposing next steps like collaborating with real estate agents and creating new scholarships for vulnerable student groups.
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Recognize, Respond, Report: Preventing and Addressing Bullying of Students wi...Brookes Publishing
Bullying was once a silent epidemic which was endured by millions of children on a daily basis. Today, bullying in schools is being recognized as a public safety issue. Due to their vulnerability, students with disabilities require written goals and direct instruction for addressing a bullying incident. For example, students must be taught assertive body language that can minimize and de-escalate a potential bullying situation. In this webinar, Dr. Lori Ernsperger provide up-to-date research and specific evidence-based interventions in order for all school professionals to create a safe educational environment and follow the legal requirements set out by the federal government on bullying and disability-based harassment. This webinar will provide immediate and effective interventions to prevent bullying that can be implemented across grade levels and settings.
Topics covered include:
• Recognize the prevalence rate of bullying for students with special needs
• Recognize the long term impact of bullying
• Respond with school-wide interventions
• Emphasize bystander education programs
• Teach all staff to intervene to bullying incidents
• Teach appropriate social communication skills
• Review Federal and State laws for identifying and reporting disability-based harassment
This webinar will be useful for both general and special education teachers who work with children with special needs. In addition, school administrators and special education supervisors who provide staff training will benefit from the presentation.
The paper analyzes the architecture of two regions in South-East Asia namely Kashmir, a state in Northern India, and Bhutan, a country located on the southern slopes of the Eastern Himalayas to challenge the uncritical adoption of values and building techniques associated with Western architecture, often inappropriate for climate and local labor, to question the notion of benefit from the perspective of sustainability. In doing so it seeks to support the cause of vernacular Architecture and also further its incorporation in contemporary sustainable building design.
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Dr. Debra A. Hill, Former Superintendent, ASCD
Past President, Education Independent Consultant
& Adjunct Professor, Argosy University
What are the challenges in identifying and retaining children who are economically disadvantaged, of color, and second language learners in programs for high-ability learners? Learn how schools can do a better job of identifying, serving, and retaining these children, while engaging and involving their families.
Dr. Carol V. Horn, K-12 Program Coordinator, Fairfax County Public Schools, Virginia
The Young Scholars Initiative has increased the proportion of historically underrepresented students in Fairfax County’s K-8 advanced academic programs. Learn how flexible grouping, summer school, and after-school programs provide an educational setting that raises students’ personal expectations and prepares them for more challenging and rigorous course work and academic programs.
Recognize, Respond, Report: Preventing and Addressing Bullying of Students wi...Brookes Publishing
Bullying was once a silent epidemic which was endured by millions of children on a daily basis. Today, bullying in schools is being recognized as a public safety issue. Due to their vulnerability, students with disabilities require written goals and direct instruction for addressing a bullying incident. For example, students must be taught assertive body language that can minimize and de-escalate a potential bullying situation. In this webinar, Dr. Lori Ernsperger provide up-to-date research and specific evidence-based interventions in order for all school professionals to create a safe educational environment and follow the legal requirements set out by the federal government on bullying and disability-based harassment. This webinar will provide immediate and effective interventions to prevent bullying that can be implemented across grade levels and settings.
Topics covered include:
• Recognize the prevalence rate of bullying for students with special needs
• Recognize the long term impact of bullying
• Respond with school-wide interventions
• Emphasize bystander education programs
• Teach all staff to intervene to bullying incidents
• Teach appropriate social communication skills
• Review Federal and State laws for identifying and reporting disability-based harassment
This webinar will be useful for both general and special education teachers who work with children with special needs. In addition, school administrators and special education supervisors who provide staff training will benefit from the presentation.
The paper analyzes the architecture of two regions in South-East Asia namely Kashmir, a state in Northern India, and Bhutan, a country located on the southern slopes of the Eastern Himalayas to challenge the uncritical adoption of values and building techniques associated with Western architecture, often inappropriate for climate and local labor, to question the notion of benefit from the perspective of sustainability. In doing so it seeks to support the cause of vernacular Architecture and also further its incorporation in contemporary sustainable building design.
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This presentation by Dr Mary Kimani discusses a qualitative study exploring success stories of refugee students from Sub-Saharan Africa. It considers African refugee students’ experiences in schools, what African refugee students bring to schools that can be incorporated positively into their learning and school experiences, and how best schools can serve African refugee students. Presented at The Centre of Excellence for Equity in Higher Education (CEEHE) inaugural one-day symposium on students from refugee backgrounds in higher education, at the University of Newcastle on 20 November 2015.
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This my presentation for the 5th annual Atlanta Studies Symposium on Wednesday morning, April 26, 2017, where I gave a brief synopsis on the trials and tribulations of being displaced while attending college classes simultaneously. Negative stereotypes, family history, studying approaches, religious institutions' influences, and possible legal and political solutions were discussed.
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
Why the First-Gen Mindset is Crucial to Student RetentionPresence
Saby Labor, Lindsay Murdock, and Kayley Robsham review how professionals can reframe their perspectives to that of a 'first-gen mindset' better serve students.
Building Knowledge of Students to Build Teacher EmpathyRaisingTheBar2015
2015 presentation at the Raising the Bar summit. Addresses teacher knowledge and empathy as part of a strategy to improve academic performance and reduce suspensions.
Rising from Concrete Jungles--GSU Homelessness presentation rough draft
1. Rising from
Concrete Jungles:
How Georgia
State can
Effectively Serve
Homeless and
Foster Care
College
Students—and
the Overall
Homeless
Population
By Snotti Prince St. Cyr—Junior,
Exercise Science major and
Mathematics minor
2. My Current/Rudimentary Objectives
• Explain the “tipping point(s)” that convinced me to address Atlanta’s
homelessness problem;
• address the impact that my personal history has on this social problem;
• explain the stereotypes and issues I am currently combating; and
• convey possible immediate and long-term solutions that can demonstrate
effectiveness of Georgia State’s Strategic Plan
3. Homeless Advocacy “Tipping Point” #1
August 2015—Reprimanded by GSU Officer at Classroom South
• Another homeless student and I approached in disrespectful manner by two officers on a
Thursday morning because we were sleeping in Classroom South, 5th Floor
• I overslept and was behind schedule for studying and following up on e-mails
• Officers talked down to us—flippant, condescending
• Eventually spoke to Fallon Proctor of the Office of the Dean of Students
4. Homeless Advocacy “Tipping Point” #2
November 2015—Conversations with Friends, Fallon Proctor, and Anitra Patrick
about My Future and Professional Meetings to Explain My Situation
• GSU Alumni and former employees implored me to let my voice be heard
• November 13, 2015: Second Keynote Speaker at Boxing Hunger event via Naeshia
McDowell and Office of Civic Engagement
• December 2, 2015: spoke at Embark Georgia Regional Meeting at Urban Life Building
• December 3, 2015: spoke at final Student Government Association meeting and
witnessed introduction to “Resource Awareness for Students that are Displaced
Resolution”
5. Homeless Advocacy “Tipping Point” #3
December 2015—Two videos about homeless college students
David Pakman investigative report Jonathan Nunn-Broadnax vlog
6. Homeless Advocacy “Tipping Point” #4
December 2015—Zack Hodges and James Jones living my NFL dream
Zack Hodges interview James Jones
7. What is My History? How Did I Become Homeless?
My decisions and failures to achieve certain goals in my younger years led to four
different episodes of homelessness—and two episodes of contemplating suicide.
• Born in Brooklyn, NY and raised by mother from Liberia and father from Grenada
• Moved to Clarkston, GA in 1991 and eventually graduated from Riverdale High in 2002
• Expelled from Sewanee, the University of the South after Fall 2002 semester for cheating
on a Calculus exam and violating the school’s Honor Code
• Transferred to Georgia Perimeter and then Georgia State University, but expelled after
Fall 2005 semester after failing to meet Satisfactory Academic Progress (SAP)
• Worked in family businesses while still seeking employment elsewhere, traveled along
East Coast, and reading and self-directed learning when possible
• Suffered from clinical depression and Body Dysmorphic Disorder for most of my adult life
• Lived with a friend and his family during Spring 2015 and unlawfully lived in a residence
during beginning of Summer 2015 that was supposed to be vacant
8. What did my struggle with homelessness look like?
Being a homeless college student revealed my resolve and character,
informing me of what constitutes adversity
• Multiple prejudices from LEO’s, private security, faculty, and students alike
• As a black man, I’m seen as another statistic and wasted potential—especially by black
women
• People look at me as an experiment or charity case instead of a fully autonomous human
being with talent and goals
• I fear coming off as an opportunist to my friends, some family members, and professional
or networking acquaintances
• Logistics, time management, and paying attention to the streets (word of mouth) are
paramount
9. How can Georgia State serve homeless and foster care students?
Including the voices and presence of these students can go a long way to
ensuring the success of Georgia State’s Strategic Plan
• According to National Assn. for the Education of Homeless Children andYouth (NAECHY)
via FAFSA, there are approximately 58, 000 homeless college students, likely to be an
underestimate
• Housing Department, Counseling andTesting Center, and Enrollment Services Center can
merge similar to UCLA’s Economic Crisis ResponseTeam
• Student Government Association must continue with Syllabus Resolution
• Connect with HUD, apartment complexes, hotels, real estate agents, and construction
companies citywide
• Encourage students in community service learning classes and/or programs to speak on
how serving the homeless affects them (Seider, Rabinowitz, and Gilmore 2010; Buch and
Harden 2011)
10. How can Georgia State serve homeless and foster care students?
(continued)
Including the voices and presence of these students can go a long way to
ensuring the success of Georgia State’s Strategic Plan
• Secure space for second food pantry and clothing closet (via Dr. Dana Hartley at Georgia
Tech at Embark Georgia Regional Meeting)
• Work with Admissions Department to include Resource Packet, from United Way or
Atlanta Center for Self-Sufficiency, and make it a part of acceptance packets for new
students on all levels
• Get homeless, foster care, and low-income students to work on self-directed research
programs by giving them Key/Building Access to campus buildings except Sports Arena
• Connect with HUD, apartment complexes, hotels, real estate agents, and construction
companies citywide
• Encourage students in community service learning classes and/or programs to speak on
how serving the homeless affects them (Seider, Rabinowitz, and Gilmore 2010; Buch and
Harden 2011)
11. Group A
• Speak to real estate agents
• Grant writing via Foundation Center
• Conversations with Atlanta Beltline for potential
spaces and projects
Group B
• Meet for SGA Syllabus, Resource Packet proposal
Group C
• Inform more students about McKinney-Vento
legislation
• Create new scholarships for homeless, foster care,
and non-traditional students
• Reach out to credit unions, small banks, and Georgia
Finance Commission
• Group A: Housing Dept.
• Group B: Office of Admissions
• Group C: Enrollment Services
Center