The First Year Experience (FYE) program at Hilbert College aims to improve freshman retention and success. Launched in 2009 with a $2 million grant, FYE provides academic and social support to freshmen through a required Foundations Seminar course, passport activities to get involved on campus, and peer leaders. Initial results suggest FYE has increased student engagement and participation, with the first cohort of students now sophomores seeing benefits and the program becoming a staple of the Hilbert experience.
The document discusses utilizing knowledge domains to provide management education to those living in extreme poverty. It describes how a professor created a course to mobilize students to help with relief efforts in Honduras after Hurricane Mitch. Students formed teams to plan logistics and microfinance projects. They created 100 microbanks benefiting 4,000 people. The program, HELP International, has since expanded to multiple countries, with over 500 students providing business education. Key lessons learned include that formal classrooms intimidate the poor and experiential learning through examples and stories works best.
Positive education for university students in the twenty first century a nece...MokhtariaRahmani
Positive education has long been stressed as a prime factor in the educational accomplishment of young learners, and less interest was granted for students in higher education, on the ground that they are more responsible and conscious about their engagement for their future career. Yet, in the midst of fast communication technologies that have marked the twenty-first century, and momentous socio-economic change of the world, particularly in Third World countries, university students exhibit slender commitment in their studies, raising thereby the question of the necessity/superfluity of teaching positivity at the university. The present study tries to answer this question taking Master students at the University of Saida-Algeria as a case study. Semi-structured questionnaires for canvassing the views of both teachers and students were used. The findings indicate that the dissemination of positivity to learners has become nowadays a mandatory tool for university instructors in view of the great rate of students’ feelings of uneasiness, demotivation, and stress, above all within special conjunctures. Yet, such instruction commands a combination of factors such as well-involved teachers cognizant about the momentum for professional development, and a well-structured administrative staff that gears appropriately pedagogical matters. The study highlights the momentousness of positivity infusion (especially in contemporary times) to university students as a guarantee for the bolstering of positive cognition and emotions.
Keywords: positivity infusion; university students; twenty-first century; cognition; emotions
This chapter discusses career opportunities and schooling. It notes that while teaching has become more difficult in recent decades, it remains a major employer with over 2.2 million public school teachers. The chapter examines the characteristics of good teachers and the current state of the teaching profession, including salaries, benefits, and shortcomings like burnout. It concludes by mentioning other career paths in public education like counseling, social work, and administration.
A new Sillerman Center report, Engaging a New Generation of Philanthropists: Findings from the Pay it Forward Student Philanthropy Initiative, examines students enrolled in student philanthropy courses through Pay it Forward. Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts, seeks to develop a new generation of philanthropists by infusing the practice of philanthropy as a core component of college coursework. In partnership with Campus Compact, the Sillerman Center analyzed 1,628 surveys from students who participated in these courses from January 2010-August 2011.
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
Lessons Learned 3: Teaching in Changing TimesAmber Ott
This document summarizes the findings of a study on first-year teachers. It finds that:
1) First-year teachers felt confident in their training, finding it comprehensive and useful in areas like child development, instruction techniques, and classroom management.
2) However, they did not feel their training adequately prepared them for teaching diverse classrooms.
3) The challenge of teaching diverse classrooms was greatest for teachers in more affluent suburban schools.
4) Many teachers also felt they could have used better training for teaching special needs students.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
The document discusses challenges facing the workforce of 2030 and skills gaps. It proposes that early childhood development programs can help address these gaps and close the skills gap by promoting skills like teamwork, self-awareness and social skills. Such programs include Head Start, Junior Achievement, Village Academies and Urban Youth Impact, which aim to develop leadership skills in youth. Evaluations found these programs improved student achievement, motivation and understanding of how the real world works.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
The document discusses utilizing knowledge domains to provide management education to those living in extreme poverty. It describes how a professor created a course to mobilize students to help with relief efforts in Honduras after Hurricane Mitch. Students formed teams to plan logistics and microfinance projects. They created 100 microbanks benefiting 4,000 people. The program, HELP International, has since expanded to multiple countries, with over 500 students providing business education. Key lessons learned include that formal classrooms intimidate the poor and experiential learning through examples and stories works best.
Positive education for university students in the twenty first century a nece...MokhtariaRahmani
Positive education has long been stressed as a prime factor in the educational accomplishment of young learners, and less interest was granted for students in higher education, on the ground that they are more responsible and conscious about their engagement for their future career. Yet, in the midst of fast communication technologies that have marked the twenty-first century, and momentous socio-economic change of the world, particularly in Third World countries, university students exhibit slender commitment in their studies, raising thereby the question of the necessity/superfluity of teaching positivity at the university. The present study tries to answer this question taking Master students at the University of Saida-Algeria as a case study. Semi-structured questionnaires for canvassing the views of both teachers and students were used. The findings indicate that the dissemination of positivity to learners has become nowadays a mandatory tool for university instructors in view of the great rate of students’ feelings of uneasiness, demotivation, and stress, above all within special conjunctures. Yet, such instruction commands a combination of factors such as well-involved teachers cognizant about the momentum for professional development, and a well-structured administrative staff that gears appropriately pedagogical matters. The study highlights the momentousness of positivity infusion (especially in contemporary times) to university students as a guarantee for the bolstering of positive cognition and emotions.
Keywords: positivity infusion; university students; twenty-first century; cognition; emotions
This chapter discusses career opportunities and schooling. It notes that while teaching has become more difficult in recent decades, it remains a major employer with over 2.2 million public school teachers. The chapter examines the characteristics of good teachers and the current state of the teaching profession, including salaries, benefits, and shortcomings like burnout. It concludes by mentioning other career paths in public education like counseling, social work, and administration.
A new Sillerman Center report, Engaging a New Generation of Philanthropists: Findings from the Pay it Forward Student Philanthropy Initiative, examines students enrolled in student philanthropy courses through Pay it Forward. Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts, seeks to develop a new generation of philanthropists by infusing the practice of philanthropy as a core component of college coursework. In partnership with Campus Compact, the Sillerman Center analyzed 1,628 surveys from students who participated in these courses from January 2010-August 2011.
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
Lessons Learned 3: Teaching in Changing TimesAmber Ott
This document summarizes the findings of a study on first-year teachers. It finds that:
1) First-year teachers felt confident in their training, finding it comprehensive and useful in areas like child development, instruction techniques, and classroom management.
2) However, they did not feel their training adequately prepared them for teaching diverse classrooms.
3) The challenge of teaching diverse classrooms was greatest for teachers in more affluent suburban schools.
4) Many teachers also felt they could have used better training for teaching special needs students.
Preparing Youth of Today for the Workforce of 2030Michael Horwitz
The document discusses challenges facing the workforce of 2030 and skills gaps. It proposes that early childhood development programs can help address these gaps and close the skills gap by promoting skills like teamwork, self-awareness and social skills. Such programs include Head Start, Junior Achievement, Village Academies and Urban Youth Impact, which aim to develop leadership skills in youth. Evaluations found these programs improved student achievement, motivation and understanding of how the real world works.
The document discusses the impact of the Education and Economic Development Act (EEDA) legislation on schools and students in South Carolina. EEDA aims to enhance student success, graduation rates, and career preparation. It requires schools to implement career clusters and pathways, increase career counseling, and involve parents in students' career plans. Since EEDA was established, dual enrollment has increased 100% at one high school and their graduation rate has risen 10%. EEDA also supports character education and bullying prevention to improve school climate.
This document discusses enhancing math learning experiences for advanced and uninterested students. It argues that all students, including advanced learners, benefit from enrichment opportunities that match their potential. However, advanced learners are often overlooked due to large class sizes, teacher priorities, and biases. The document provides guidelines for identifying advanced learners through parent and teacher input and evaluating student performance compared to peers. It also discusses twice-exceptional students and the importance of recognizing both academic strengths and weaknesses. Teachers require support through professional development, resources, and smaller class sizes to effectively meet the needs of all students.
The Chicago Public Education Fund works to transform schools through investing in principals and teachers. It has supported thousands of educators impacting over 100,000 students. The Fund launched its fourth fund to double the number of effective principals and grow its educator network. It will invest $20 million over four years in organizations dedicated to principal quality and placement. The Fund remains committed to the idea that great schools are led by great principals and teachers.
The document discusses the importance of co-curricular activities in developing well-rounded students and preparing them for an uncertain future. It states that having a wide range of experiences through co-curriculars such as sports, speech and debate provides students with transferable skills and allows for flexibility should their initial career paths change. Co-curricular activities also develop leadership, communication skills and provide health benefits to students. Emphasizing co-curricular activities alongside the standard curriculum can result in students who are better equipped to handle multiple possibilities after graduation.
The document provides information about the Wenatchee School District Enrichment Program, which aims to find and nurture student talent by providing enrichment opportunities tailored to students' interests, abilities, and pace of learning. The program identifies gifted students and provides three types of enrichment activities: general exploratory activities (Type I), process skill development in areas of talent or interest (Type II), and opportunities for independent or small group investigations of real problems (Type III). The program also discusses characteristics of gifted students, academic needs of highly capable students, and definitions of key enrichment terms.
- It is important to recognize the different learning needs of advanced learners as they are likely to become future scientists. However, advanced learners are often overlooked in classrooms.
- Teachers need support to better identify advanced learners through things like professional development on their characteristics. They also need resources to provide appropriate enrichment activities.
- Twice-exceptional students, who are both gifted and have learning disabilities, are particularly likely to go unnoticed. Teachers require guidance on strategies like focusing on strengths and accommodating individual differences.
The document describes Pathways2Teaching, a program that aims to address critical issues in schools like teacher shortages and lack of diversity in the teaching workforce. It prepares high school students to become teachers through a concurrent enrollment program where they take college courses with a social justice focus. The goal is for students to earn credits toward a teaching degree and gain experience through fieldwork, with the long term goal of addressing teacher needs in their own communities.
Education of th e gifted and talentedsylvia b. rimmronak56
The document provides an overview of gifted education and summarizes the 7th edition of the textbook "Education of the Gifted and Talented". Key points include:
- The 7th edition contains approximately 30% new content including new directions in gifted education, identification of underserved groups, Response to Intervention models, and new curriculum and teaching models.
- Gifted education has historically cycled between periods of increased interest and funding followed by cuts, though it has shown resilience through differentiated instruction and ability grouping.
- The authors thank the many contributors to the new edition and acknowledge the ongoing cycling of gifted education issues between progress and challenges to the field.
This document discusses a proposed study on the perceptions of students, parents, and teachers at St. Scholastica's Academy of Marikina High School regarding a 12-year schooling system in the Philippines. The study aims to understand how socioeconomic factors, time utilization, and curriculum may impact perceptions of the proposal. It also seeks to determine the implications for learning and significance for Philippine education development. The conceptual framework outlines how the study will assess perceptions, standards, and the implication or rejection of the 12-year plan.
The document discusses lessons learned from an initiative at New York University to better engage international students. Over 800 international students participated in 20-minute individual meetings. Key findings included a desire from international students to connect with others from their home country for support, to build friendships with domestic students, and a need for improved intercultural competence across campus. The initiative provided insights into how the university can strengthen academic advising, mentorship programs, career services, health resources, and dining options to better support international students' transition and success.
This document discusses strategic priorities for Historically Black Colleges and Universities (HBCUs) with teacher preparation programs. It finds that racial disparities exist in the school districts near the HBCUs studied, including in student discipline, academic opportunities, and resource allocation. Interviews with deans at four HBCU education programs identified strengths like partnerships with districts, but also needs such as helping students prepare for standardized exams and broadening teacher understanding beyond content. The report recommends that state higher education officials work with HBCUs to increase the diversity of the teacher workforce through cultural competency training, auditing certification requirements, and identifying biases that create unfair burdens for HBCU programs.
Mentoring can play a critical role in supporting youth career development and workforce engagement in three key ways: 1) Improving youth employability by providing guidance, career exposure, and helping develop career readiness skills; 2) Facilitating continued academic engagement and achievement which is important for future career success; and 3) Developing important non-cognitive skills for employment like perseverance, motivation, and self-confidence. Case studies show mentoring programs have success in these areas, improving outcomes like high school graduation rates, college enrollment, and exposure to career options. However, more investment is still needed in mentoring to fully address barriers youth face in entering the workforce.
Training Teachers As Researchers in Adult and Non-Formal EducationDominik Lukes
This document outlines a training program for teachers in adult and non-formal education that teaches ethnographic research methods. The program brings together adult education and New Literacy Studies approaches. It aims to train teachers to understand learning from the participants' perspectives by using ethnographic techniques like observation and open-ended interviews rather than traditional questionnaire-based approaches. The program was conducted in Delhi, India and Ethiopia. It involved workshops teaching ethnographic research methods and having teachers conduct research projects in their communities. The goals were to publish findings on using ethnography in adult education and to create a group of trainers to spread these methods more widely.
Careers in Education - Independent SchoolsPeter Hunt
This document provides information and resources for pursuing a career teaching at an independent school, including an overview of independent school teaching, teaching fellowships, placement agencies, job listings, school directories, and general qualifications and advice for getting started in an independent school teaching career. Key points covered include that no certification is required at the secondary level, the hiring calendar starts earlier than public schools, and teaching fellowships can provide mentorship for new teachers. Placement agencies, associations, and directories are listed to aid in the job search process.
Necessary Evils of Private Tuition: A Case Studyiosrjce
The present study attempts to explore the necessary evils of private tuition and its causes,
effectiveness of private tuition and the problems on the lives of students. From the results of the research the
causes of increasing trend of private tuition are - ineffective classroom teaching and rigid curriculum, heavy
stress on academic performance, overcrowded classroom and lack of individual attention, examination oriented
school culture, peer influence to join private tuition, an alternative means to help weak students, an alternative
means for the students who are not attending regular classes, insufficiency of academic guidance from elders in
the family, need for higher academic achievement for competitive examinations and frequent bandhs, general
strikes or blockade and other social issues. While studying the problems of private tuition in the lives of the
students, the problems are – cultivate a mindset of dependency and culture of rote learning, robbing the thinking
power, creativity and problem solving skills, dominate students lives most of the time, no sufficient time for selfstudy,
restrict students leisure times for recreation and other activities, create confusion in the teaching method
of the school teachers and tutors, create a serious socio-economic problem among the rich and poor families in
the society, join private tuition unnecessarily through pressure from peer groups, family, relatives and society,
little time to have nutritious food and it affects physical and mental health. The findings may help to improve the
present education system and to enable eradication of private tuition in our society.
Bourne Planning for sustainability 2016Janet Bourne
This document summarizes the author's experience facilitating a professional learning initiative focused on gifted education at a New Zealand primary school. The author adopted a "wedge model" to shift responsibility from the facilitator to teachers over time, in order to increase the likelihood that the initiative would be sustained after funding ended. Early professional learning focused on building understanding of giftedness, while later work focused on differentiated instruction within mainstream classes. A teacher team was established to lead the learning internally. All decisions aimed to empower teachers to continue improving practices and supporting gifted learners independently in the future.
The document discusses resources and strategies for integrating international education and career development. It provides an overview of an upcoming web symposium series from the Gilman International Scholarship Program addressing topics in international exchange. Details are given about the Gilman Scholarship which aims to support underrepresented students studying abroad. The document outlines challenges in helping students articulate how their international experience relates to career goals and identifies approaches like collaboration between career and education abroad offices.
First Generation, Low Income Student Development TheoryTom Durkee
Codujota's theory proposes that first generation, low-income college students face unique challenges in three areas - financial concerns, academic concerns, and belonging concerns. These areas make up a "FAB scale" where students receive a score in each area based on their personal situations and resources. A student's overall competence is determined by their total score across all three areas. The theory aims to help identify students' specific challenges and needs for support. It also draws parallels between first generation students' development and theories from Erikson and Chickering on broader student development. However, the theory has limitations in accounting for all individual differences and variables that could impact student experiences.
Systematic problems require systematic solutions and so also do cultural problems. The sector that starts a conversation on what problems the higher educations have and how to resolve it is interested in solving this problem. This all-important discussion should be spear headed by the university committee themselves before it gets to the table of the government. However, it should be extensively discussed at multiple levels, in many places, and over a long period. The national discussion would provide context, direction, and motive but the workability of this discussion starts when individual colleges of higher learning and colleagues in the universities get practically involved in proffering solutions.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
Este documento apresenta o Estatuto da Criança e do Adolescente, que protege e assegura os direitos de crianças e adolescentes no Brasil. O Estatuto define direitos fundamentais de crianças e adolescentes, medidas de proteção e atendimento, regras para apuração de atos infracionais de adolescentes, e punições para crimes e infrações relacionadas a violações desses direitos.
Dynamic Topology Re-Configuration in Multihop Cellular Networks Using Sequent...IJERA Editor
Cellular communications has experienced explosive growth in the past two decades. Today millions of people around the world use cellular phones. Cellular phones allow a person to make or receive a call from almost anywhere. Likewise, a person is allowed to continue the phone conversation while on the move. Cellular communications is supported by an infrastructure called a cellular network, which integrates cellular phones into the public switched telephone network. The cellular network has gone through three generations.The first generation of cellular networks is analog in nature. To accommodate more cellular phone subscribers, digital TDMA (time division multiple access) and CDMA (code division multiple access) technologies are used in the second generation (2G) to increase the network capacity. With digital technologies, digitized voice can be coded and encrypted. Therefore, the 2G cellular network is also more secure. The third generation (3G) integrates cellular phones into the Internet world by providing highspeed packet-switching data transmission in addition to circuit-switching voice transmission. The 3G cellular networks have been deployed in some parts of Asia, Europe, and the United States since 2002 and will be widely deployed in the coming years. The high increase in traffic and data rate for future generations of mobile communication systems, with simultaneous requirement for reduced power consumption, makes Multihop Cellular Networks (MCNs) an attractive technology. To exploit the potentials of MCNs a new network paradigm is proposed in this paper. In addition, a novel sequential genetic algorithm (SGA) is proposed as a heuristic approximation to reconfigure the optimum relaying topology as the network traffic changes. Network coding is used to combine the uplink and downlink transmissions, and incorporate it into the optimum bidirectional relaying with ICI awareness. Numerical results have shown that the algorithms suggested in this thesis provide significant improvement with respect to the existing results, and are expected to have significant impact in the analysis and design of future cellular networks.
The document discusses the need to evolve the Open Fabrics software interfaces to better support the requirements of high-performance computing applications and future hardware. It proposes designing fabric-agnostic interfaces through the new Open Fabrics Interfaces Working Group that are aligned with application needs, support multiple interface semantics, and can be supported in upstream Linux. The interfaces aim to provide an optimized software path to hardware, independent of hardware features or versions.
This document discusses enhancing math learning experiences for advanced and uninterested students. It argues that all students, including advanced learners, benefit from enrichment opportunities that match their potential. However, advanced learners are often overlooked due to large class sizes, teacher priorities, and biases. The document provides guidelines for identifying advanced learners through parent and teacher input and evaluating student performance compared to peers. It also discusses twice-exceptional students and the importance of recognizing both academic strengths and weaknesses. Teachers require support through professional development, resources, and smaller class sizes to effectively meet the needs of all students.
The Chicago Public Education Fund works to transform schools through investing in principals and teachers. It has supported thousands of educators impacting over 100,000 students. The Fund launched its fourth fund to double the number of effective principals and grow its educator network. It will invest $20 million over four years in organizations dedicated to principal quality and placement. The Fund remains committed to the idea that great schools are led by great principals and teachers.
The document discusses the importance of co-curricular activities in developing well-rounded students and preparing them for an uncertain future. It states that having a wide range of experiences through co-curriculars such as sports, speech and debate provides students with transferable skills and allows for flexibility should their initial career paths change. Co-curricular activities also develop leadership, communication skills and provide health benefits to students. Emphasizing co-curricular activities alongside the standard curriculum can result in students who are better equipped to handle multiple possibilities after graduation.
The document provides information about the Wenatchee School District Enrichment Program, which aims to find and nurture student talent by providing enrichment opportunities tailored to students' interests, abilities, and pace of learning. The program identifies gifted students and provides three types of enrichment activities: general exploratory activities (Type I), process skill development in areas of talent or interest (Type II), and opportunities for independent or small group investigations of real problems (Type III). The program also discusses characteristics of gifted students, academic needs of highly capable students, and definitions of key enrichment terms.
- It is important to recognize the different learning needs of advanced learners as they are likely to become future scientists. However, advanced learners are often overlooked in classrooms.
- Teachers need support to better identify advanced learners through things like professional development on their characteristics. They also need resources to provide appropriate enrichment activities.
- Twice-exceptional students, who are both gifted and have learning disabilities, are particularly likely to go unnoticed. Teachers require guidance on strategies like focusing on strengths and accommodating individual differences.
The document describes Pathways2Teaching, a program that aims to address critical issues in schools like teacher shortages and lack of diversity in the teaching workforce. It prepares high school students to become teachers through a concurrent enrollment program where they take college courses with a social justice focus. The goal is for students to earn credits toward a teaching degree and gain experience through fieldwork, with the long term goal of addressing teacher needs in their own communities.
Education of th e gifted and talentedsylvia b. rimmronak56
The document provides an overview of gifted education and summarizes the 7th edition of the textbook "Education of the Gifted and Talented". Key points include:
- The 7th edition contains approximately 30% new content including new directions in gifted education, identification of underserved groups, Response to Intervention models, and new curriculum and teaching models.
- Gifted education has historically cycled between periods of increased interest and funding followed by cuts, though it has shown resilience through differentiated instruction and ability grouping.
- The authors thank the many contributors to the new edition and acknowledge the ongoing cycling of gifted education issues between progress and challenges to the field.
This document discusses a proposed study on the perceptions of students, parents, and teachers at St. Scholastica's Academy of Marikina High School regarding a 12-year schooling system in the Philippines. The study aims to understand how socioeconomic factors, time utilization, and curriculum may impact perceptions of the proposal. It also seeks to determine the implications for learning and significance for Philippine education development. The conceptual framework outlines how the study will assess perceptions, standards, and the implication or rejection of the 12-year plan.
The document discusses lessons learned from an initiative at New York University to better engage international students. Over 800 international students participated in 20-minute individual meetings. Key findings included a desire from international students to connect with others from their home country for support, to build friendships with domestic students, and a need for improved intercultural competence across campus. The initiative provided insights into how the university can strengthen academic advising, mentorship programs, career services, health resources, and dining options to better support international students' transition and success.
This document discusses strategic priorities for Historically Black Colleges and Universities (HBCUs) with teacher preparation programs. It finds that racial disparities exist in the school districts near the HBCUs studied, including in student discipline, academic opportunities, and resource allocation. Interviews with deans at four HBCU education programs identified strengths like partnerships with districts, but also needs such as helping students prepare for standardized exams and broadening teacher understanding beyond content. The report recommends that state higher education officials work with HBCUs to increase the diversity of the teacher workforce through cultural competency training, auditing certification requirements, and identifying biases that create unfair burdens for HBCU programs.
Mentoring can play a critical role in supporting youth career development and workforce engagement in three key ways: 1) Improving youth employability by providing guidance, career exposure, and helping develop career readiness skills; 2) Facilitating continued academic engagement and achievement which is important for future career success; and 3) Developing important non-cognitive skills for employment like perseverance, motivation, and self-confidence. Case studies show mentoring programs have success in these areas, improving outcomes like high school graduation rates, college enrollment, and exposure to career options. However, more investment is still needed in mentoring to fully address barriers youth face in entering the workforce.
Training Teachers As Researchers in Adult and Non-Formal EducationDominik Lukes
This document outlines a training program for teachers in adult and non-formal education that teaches ethnographic research methods. The program brings together adult education and New Literacy Studies approaches. It aims to train teachers to understand learning from the participants' perspectives by using ethnographic techniques like observation and open-ended interviews rather than traditional questionnaire-based approaches. The program was conducted in Delhi, India and Ethiopia. It involved workshops teaching ethnographic research methods and having teachers conduct research projects in their communities. The goals were to publish findings on using ethnography in adult education and to create a group of trainers to spread these methods more widely.
Careers in Education - Independent SchoolsPeter Hunt
This document provides information and resources for pursuing a career teaching at an independent school, including an overview of independent school teaching, teaching fellowships, placement agencies, job listings, school directories, and general qualifications and advice for getting started in an independent school teaching career. Key points covered include that no certification is required at the secondary level, the hiring calendar starts earlier than public schools, and teaching fellowships can provide mentorship for new teachers. Placement agencies, associations, and directories are listed to aid in the job search process.
Necessary Evils of Private Tuition: A Case Studyiosrjce
The present study attempts to explore the necessary evils of private tuition and its causes,
effectiveness of private tuition and the problems on the lives of students. From the results of the research the
causes of increasing trend of private tuition are - ineffective classroom teaching and rigid curriculum, heavy
stress on academic performance, overcrowded classroom and lack of individual attention, examination oriented
school culture, peer influence to join private tuition, an alternative means to help weak students, an alternative
means for the students who are not attending regular classes, insufficiency of academic guidance from elders in
the family, need for higher academic achievement for competitive examinations and frequent bandhs, general
strikes or blockade and other social issues. While studying the problems of private tuition in the lives of the
students, the problems are – cultivate a mindset of dependency and culture of rote learning, robbing the thinking
power, creativity and problem solving skills, dominate students lives most of the time, no sufficient time for selfstudy,
restrict students leisure times for recreation and other activities, create confusion in the teaching method
of the school teachers and tutors, create a serious socio-economic problem among the rich and poor families in
the society, join private tuition unnecessarily through pressure from peer groups, family, relatives and society,
little time to have nutritious food and it affects physical and mental health. The findings may help to improve the
present education system and to enable eradication of private tuition in our society.
Bourne Planning for sustainability 2016Janet Bourne
This document summarizes the author's experience facilitating a professional learning initiative focused on gifted education at a New Zealand primary school. The author adopted a "wedge model" to shift responsibility from the facilitator to teachers over time, in order to increase the likelihood that the initiative would be sustained after funding ended. Early professional learning focused on building understanding of giftedness, while later work focused on differentiated instruction within mainstream classes. A teacher team was established to lead the learning internally. All decisions aimed to empower teachers to continue improving practices and supporting gifted learners independently in the future.
The document discusses resources and strategies for integrating international education and career development. It provides an overview of an upcoming web symposium series from the Gilman International Scholarship Program addressing topics in international exchange. Details are given about the Gilman Scholarship which aims to support underrepresented students studying abroad. The document outlines challenges in helping students articulate how their international experience relates to career goals and identifies approaches like collaboration between career and education abroad offices.
First Generation, Low Income Student Development TheoryTom Durkee
Codujota's theory proposes that first generation, low-income college students face unique challenges in three areas - financial concerns, academic concerns, and belonging concerns. These areas make up a "FAB scale" where students receive a score in each area based on their personal situations and resources. A student's overall competence is determined by their total score across all three areas. The theory aims to help identify students' specific challenges and needs for support. It also draws parallels between first generation students' development and theories from Erikson and Chickering on broader student development. However, the theory has limitations in accounting for all individual differences and variables that could impact student experiences.
Systematic problems require systematic solutions and so also do cultural problems. The sector that starts a conversation on what problems the higher educations have and how to resolve it is interested in solving this problem. This all-important discussion should be spear headed by the university committee themselves before it gets to the table of the government. However, it should be extensively discussed at multiple levels, in many places, and over a long period. The national discussion would provide context, direction, and motive but the workability of this discussion starts when individual colleges of higher learning and colleagues in the universities get practically involved in proffering solutions.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
Este documento apresenta o Estatuto da Criança e do Adolescente, que protege e assegura os direitos de crianças e adolescentes no Brasil. O Estatuto define direitos fundamentais de crianças e adolescentes, medidas de proteção e atendimento, regras para apuração de atos infracionais de adolescentes, e punições para crimes e infrações relacionadas a violações desses direitos.
Dynamic Topology Re-Configuration in Multihop Cellular Networks Using Sequent...IJERA Editor
Cellular communications has experienced explosive growth in the past two decades. Today millions of people around the world use cellular phones. Cellular phones allow a person to make or receive a call from almost anywhere. Likewise, a person is allowed to continue the phone conversation while on the move. Cellular communications is supported by an infrastructure called a cellular network, which integrates cellular phones into the public switched telephone network. The cellular network has gone through three generations.The first generation of cellular networks is analog in nature. To accommodate more cellular phone subscribers, digital TDMA (time division multiple access) and CDMA (code division multiple access) technologies are used in the second generation (2G) to increase the network capacity. With digital technologies, digitized voice can be coded and encrypted. Therefore, the 2G cellular network is also more secure. The third generation (3G) integrates cellular phones into the Internet world by providing highspeed packet-switching data transmission in addition to circuit-switching voice transmission. The 3G cellular networks have been deployed in some parts of Asia, Europe, and the United States since 2002 and will be widely deployed in the coming years. The high increase in traffic and data rate for future generations of mobile communication systems, with simultaneous requirement for reduced power consumption, makes Multihop Cellular Networks (MCNs) an attractive technology. To exploit the potentials of MCNs a new network paradigm is proposed in this paper. In addition, a novel sequential genetic algorithm (SGA) is proposed as a heuristic approximation to reconfigure the optimum relaying topology as the network traffic changes. Network coding is used to combine the uplink and downlink transmissions, and incorporate it into the optimum bidirectional relaying with ICI awareness. Numerical results have shown that the algorithms suggested in this thesis provide significant improvement with respect to the existing results, and are expected to have significant impact in the analysis and design of future cellular networks.
The document discusses the need to evolve the Open Fabrics software interfaces to better support the requirements of high-performance computing applications and future hardware. It proposes designing fabric-agnostic interfaces through the new Open Fabrics Interfaces Working Group that are aligned with application needs, support multiple interface semantics, and can be supported in upstream Linux. The interfaces aim to provide an optimized software path to hardware, independent of hardware features or versions.
O documento apresenta uma introdução ao WordPress, incluindo seu histórico, filosofia, como instalar e usar o painel administrativo, temas, plugins e configurações. É explicado como o WordPress funciona com banco de dados e templates, e como desenvolver projetos nele.
Ringkasan dokumen tersebut adalah:
(1) Dokumen tersebut membahas tentang ekologi daerah pinggiran kota, termasuk proses suksesi dan faktor-faktor yang mempengaruhinya. (2) Dokumen juga membahas konsep kota berkelanjutan yang mencakup pelestarian ruang alami dan penyediaan ruang buatan untuk mendukung fungsi ekologi. (3) Untuk mendukung fungsi ekologi yang berkelanjutan, d
In this paper, Space Time Block Code (STBC), Spatial Multiplexing (SM) and hybrid model with OFDM
are designed for Rayleigh fading channel. Combination of SM and STBC forms hybrid MIMO model. The
performances of the above mentioned models with different modulations such as Quadrature Phase Shift
Keying (QPSK) and Quadrature Amplitude Modulation (QAM) with multiple antennas are measured with
respect to BER. In this paper, it is shown that Hybrid MIMO provides low BER. Thus, in wireless
communication, hybrid model improves the data rate and link reliability.
Remote tax consultants can effectively streamline and monitor your tax compliance process, while ensuring it is cost-effective as well as minimizes risks. Here’s how.
Osiris operating system is a simple kernel developed for didactic purposes, is 16 bit kernel using real mode using registers in 16 bits, the file system is developed in FAT16.
The article discusses Dr. Leah Robinson, an assistant professor in the Department of Kinesiology at Auburn University's College of Education. Dr. Robinson works with preschoolers at Auburn Day Care Centers to promote healthy lifestyles. She uses her energetic personality and ready smile to encourage the children and relate to them. Her goal is to instill good habits in young children through fun activities that keep them active and engaged. The article highlights how Dr. Robinson's youthful exuberance helps children lead healthier lives.
The document summarizes a study on the personal, family, and social factors influencing Grade 12 students at Capintalan National High School in choosing their college courses. The study found that the majority of students were undecided in their course selection. Personal choice was the main factor considered, followed by family financial standing. Social factors like friends' choices had little influence. The study recommends implementing a career guidance program to help inform students' decisions through self-assessment, exposure to career fields, and seminars on career planning. This will help students choose courses aligned with their strengths and interests, and support the Philippines' economic goals.
Atty. Lily Freida M. Milla, CESO IV, is a leading figure advocating for the internationalization of Philippine higher education. She views internationalization as essential for developing globally-competitive graduates and enhancing quality. Her contributions include influential policy work, establishing strategic partnerships between Philippine and foreign universities, and emphasizing faculty development and inclusive practices. Milla's research outlines strategies like developing bilateral agreements and participating in international research networks. Successful internationalization programs in the Philippines include initiatives by institutions like SISFU and approaches like home-based internationalization. Benefits of internationalization include increased institutional capacity, positioning within ASEAN, and elevating the global reputation of Philippine universities.
A Narrative Study On High School Transition Programs And Student Attendance I...Angie Miller
This document summarizes a narrative study on high school transition programs and student attendance in rural North Carolina. It finds that the transition to 9th grade can be difficult for students, resulting in lower GPAs, worse attendance, and more discipline issues. To address this, many districts implement 9th grade transition programs or "freshman academies" to better support students. The study examines strategies implemented by administrators in 7 rural North Carolina high schools to improve student attendance through their 9th grade transition programs. It aims to identify practices that help keep students engaged and on track to graduate.
Example chartRunning head HIGH IMPACT LEARNING.docxSANSKAR20
Example chart
Running head: HIGH IMPACT LEARNING
1
HIGH IMPACT LEARNING
9
High Impact Learning
Student Name
Institutional Affiliations
Course
Professor’s Name
Date
Positive impacts of High Impact Learning
In the recent past, there have been low rates of student retention in colleges and universities. There is a very high disparity between students that joining first year and those that would finish their fourth year (Kuh, 2008). Due to the increasing rates of student dropouts, universities have come up with high impact programs that are aimed at increasing the rates of student retention in universities. The first strategy that is showing hope in the current times is that one which is geared towards ensuring that the first year students enroll in seminars that allow them to develop teams that they are going to help each other learn and do some extracurricular activities throughout their time in the university. The second strategy that has been used by universities is learning communities where students are expected to write some assignments and do funded research in their field of study(Kilgo, Sheets, & Pascarella, 2015). Apart from that, students also get to interact with other students from all over the globe not mentioning the internship and capstone courses and projects. All these strategies are focused on making education more engaging, easy and involving for each and every student in the university. Examples of Universities that have implemented high impact programs are, Brock University, Florida state university, and Trent University.
High Impact Learning Programs In Specific Universities
Brock University
Located in St. Catherine, Ontario, Canada, Brock University has come up with some strategies through which they could increase the rates of retentions for their students not only in the freshman year but also throughout their entire course in the university.
Type of program
Providers
Target students
Targeted effects
Online working skills workshops
Faculty of art and social sciences
First year students
To reduce the chances of drop outs in order to get a job.
Study skills workshops
The university through organized workshops with paid speakers
All students
To make It easy for students to study and thus get the most out of their learning.
Documentation workshops
The university
All students
To help the students have an easy time when doing their assignments and exams
Exam preparation communities
The student body
All students
This program aims at helping students have an easy time when preparing for their exams.
Enrolling all students in extracurricular activities
The university
All students
This program is meant to tie down the students to the university since if most students have what to do at the university, they will not abscond studies at any given time.
With the implementation of the strategy, Brock University as witnessed a significant 5% rise in the rate of student retention since 2011. ...
Hilbert College has introduced a new service learning requirement to formalize its commitment to service. The requirement integrates service opportunities into classroom instruction across many disciplines. Through their service experiences, students address local community needs while developing academic skills and a commitment to civic responsibility. Many students find that the hands-on learning transforms their perspectives, making them more compassionate and aware of challenges faced by others in their community.
Running head DRAFT OF DATA PRESENTATION1DATA PRESENTATION3.docxtodd271
Running head: DRAFT OF DATA PRESENTATION 1
DATA PRESENTATION 3
HEA 530 Milestone 2: Draft of Data Presentation
Sharon Riley-Ordu
Southern New Hampshire University
June 30, 2019
Data Presentation, Analysis and Discussion
Interviews with Office of Alumni Affairs Staff
In order to prepare for the presentation of data and decide on data sources to be used for evaluation, interviews were conducted with The Director, Associate Director, and Supervisor of Student Interns. Key information was gleaned from each interview which will be briefly discussion. The first interview was with Tom Fitzgerald, Director. According to Tom, the overall goal is to improve the pledge rate at Binchley College by 6%. He shared there is an overall decline in contributions. Because these contributions are used to fund special programs, especially related to the college marine ecology and Native American studies degrees, it is critical that they increase. In this interview we discussed the biggest decline in contributions was from the alumni donors aged 55 and over. I asked the Director what he thought this decline could be attributed to. He provided several different possible explanations such as death, fixed income retirement, illness and that people in this age group may be helping children and grandchildren.
My next interview was with the Associate Director. We discussed a slight increase in last two years in the donations from middle-aged and younger alumni, especially graduates of the Native American program. The percentages of graduates from the program have increased, but that can’t be the only explanation for the improvement. She shared information about a small pilot program designed especially for graduates of the Native American program, and promising results. They were invited back for a long weekend to participate in current excavation projects and research associated with it. It has been a great social event and resulted in generating income from the tuition along with the participants donating to the college while at the event and again when the Office of Alumni Affairs solicits donations for specific needs of the research projects throughout the year.
The third and final interview was with the Student Intern Supervisor. Each of the individuals interviewed are graduates of Binchley College, so they clearly have a stake in making sure the college remains successful. The Student Intern Supervisor, Shelley, is a graduate with a major in Native American Studies. She worked on the pilot program with the Associate Director, Jesse which was mentioned earlier. In this interview, we talked further about the increases in donations from Native American Alumni. A key question was asked: Do you know if a survey of the alumni of the Native American program has been conducted to measure the effect of the blog and other forms of communication you’ve used has had on their willingness to donate? Shelley replied that they have not conducted a survey.
Data .
Navigating the First Generation Student’s Culture - Allysa Martinez, Rudhra P...Ryerson Student Affairs
Start From Within: #RyersonSA PD Conference 2016
Navigating the First Generation Student’s Culture
by Allysa Martinez, Rudhra Persad, & Zayan Rafeek
In this session, you will learn how to create exceptional experiences for First Generation Students. You will hear from a current Ryerson First Generation Student about the necessary shift in behaviours, practices, and intrinsic values during his journey through post-secondary education. We will explore promising practices the Tri-Mentoring Program has developed through the First Generation Project to support students in navigating this shift. You will engage in breakout activities to formulate practical next steps to incorporate supports for First Generation students in your work.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The Effects Of Parental Involvement On Public SchoolsDenise Enriquez
Career and technical education (CTE) can benefit students with disabilities by providing practical skills training. However, CTE teachers need to be prepared to meet the needs of students with disabilities to ensure they have equal access to CTE programs and services. Implementing accommodations and supports outlined in students' individualized education programs (IEPs) or 504 plans is crucial for students with disabilities to succeed in CTE courses.
This document proposes a First Year Experience program for Northern Virginia Community College. It identifies key issues with student retention based on an institutional research report, including communication of information to students, retention of Hispanic and Black students, programs to assist students with work/family obligations, financial barriers, lack of academic practices to promote retention, and importance of academic/social involvement. The proposal outlines components of an effective FYE program, including learning communities, workshops on academic success strategies, and extracurricular activities. It discusses the importance of faculty support and involvement for student success. Funding is proposed to allocate a portion of student activity fees to the FYE program based on the number of first-year students.
The present study aims at ascertaining the students preference for the foreign destination and what are the factors which influence them to select that particular destination.
This study may help various visa consultancy as a guide that can help them in building their strategies for inviting students to their coaching center and will also help in enhancing the level of awareness among student and may help them to gain a competitive edge over their competitors.
STUDY ON SELECTION OF MOST POPULAR FOREIGN DESTINATION AMONGST STUDENTS FOR M...Tanzeem Malik
The present study aims at ascertaining the students preference for the foreign destination and what are the factors which influence them to select that particular destination.
This study may help various visa consultancy as a guide that can help them in building their strategies for inviting students to their coaching center and will also help in enhancing the level of awareness among student and may help them to gain a competitive edge over their competitors.
This document discusses a study on enhancing student benefits during study abroad. It begins with an introduction on the growing popularity of study abroad and its benefits. The purpose is to investigate factors that enhance or hinder foreign language acquisition abroad. It then reviews the history of study abroad, Gardner's Multiple Intelligences Theory, and research on the benefits of study abroad, including improved intercultural skills, self-confidence, cognitive development, and potential language gains. Program characteristics like length and housing are discussed as factors that could influence language learning. The goal is to design a pre-departure workshop informing students on maximizing language acquisition during their time overseas.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
PROPOSAL Students need a better Education to be ready for Co.docxaryan532920
PROPOSAL
Students need a better Education to be ready for College
Today education in high school is different from what most students face in college. Every year many students graduate from high school from all around the world, but the question that many students do not ask themselves is “I am prepared to move forward.” Many students struggle when they take classes at colleges. Sometimes they fail, do not do well in college and they feel disappointed and drop out of college. Many students feel that everything is new for them because the way that they had been taught was different or maybe it was a basic style. Students believe that high school should be more like preparation to enter to college; teachers should teach as college professors do, so that the students do not get surprised when they enter into a college institution.
High school is the end for some students, but for other, it is only a new beginning. Students face many responsibilities, new ways of learning, and different ways of teaching when they are introduce into a college institution. For some students, it is hard to adapt to this new ways of learning because in high school it was different. Yates Kathy Jo Ed Ph. made a survey to find out if students were prepare for college.
‘The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely to graduate within 3 years as compared to students who entered college underprepared and required to take developmental courses. Further, the study revealed that the number of developmental courses and the number of developmental academic subject content areas students were required to take was inversely related to the 3-year persistence-to-graduation rate.’ (Graduation rates: A comparison of first-time, full-time freshmen who entered a community college prepared and those who entered underprepared for college-level work) (Yates, 2011)
Some examples are, in high school, teachers grade students for the effort and not for doing it the right way, another example is the discipline of doing things in a professional way, not in a basic way. Students got used to being baby-sat in high school. In college, students feel that teachers do not care about them because teachers do not tell them what they did wrong. Students need to know that high school is not the same as college. This is the big surprise that students find when they enter into an institution. Teachers treat students as an adult and that most students do not understand it.
For the most part students in high school learn in only one learning style. Students learn the basic subjects in an easy way, not like college level. Crosby, Lynne Sponaugle, Ph.D survey was that,
‘The results of this study can support community college faculty and administrators' efforts to prepare their students as actively engaged and effective citizens. The findings suggest that students may benefit from meaningful civic activities an ...
GROUP 1- PRACTICAL Research paper for 12lynsumbrana
This document discusses factors that influence the strand preference of grade 10 students at Liloy National High School. It presents a literature review on interest in strand, peer influence, and parental support as key factors. Regarding interest in strand, personal interest is found to be the most influential factor in choosing a strand according to previous studies. Peer influence is also identified as a strong predictor that can affect students' decisions. Stable family support and socioeconomic status are shown to provide benefits that lead to higher academic achievement and influence the strand chosen. The study aims to investigate strand preferences and factors affecting preferences among grade 10 students at the school.
Collegiate Education Is An Integral Part Of The Formation...Nicole Fields
Adult basic education programs exist in the United States to provide educational services to adults over 18 who test below a 12th grade level in core subjects. These programs aim to improve English literacy, assist in completing high school equivalencies, and help with job training placement. Research shows that traditional lecture-based adult education has difficulties retaining participants and connecting to employment goals. Incorporating work-related basic skills and focusing on transitioning to employment can help adult education better achieve its goals.
This document discusses funding and compliance changes in California schools resulting from the Local Control Funding Formula (LCFF). It notes that funding will be based on the number of English learners, low-income students, and foster youth. Schools will be required to improve services for these student groups. Compliance changes include meeting standards in subject areas, testing, graduation rates, and access to courses. The timeline for the new Local Control Accountability Plans is provided. School counselors can help identify student needs and direct resources to support at-risk groups. Their involvement in professional development and using data to target these populations can help ensure funding goes toward improving student outcomes.
An outdoor adventure program for incoming first-year students at Elon University aimed to aid in developing leadership skills and facilitating the transition to college life. A study found that the 94.5% retention rate for students who participated was higher than the overall 90% retention rate and the 89.8% rate for non-participants. Developing positive relationships between faculty and student affairs professionals through social interactions like sharing meals and recognizing faculty contributions can help promote collaboration between academic and student affairs divisions.
This document provides biographies of new faculty and staff members at Buffalo Seminary for the 2012-2013 school year. It introduces 7 new faculty members in the areas of Art, Chemistry, Mathematics, History, English, Spanish, and Chemistry/Nurse. It also introduces 3 new staff members as the Admissions Assistant, Assistant Athletic Director and Affiliate House Director, and the House Director for Wendt House. The biographies highlight the educational backgrounds and experiences of each individual and their relevance for their new roles at Buffalo Seminary.
This document provides information about spa and salon services offered at Advanced Body Care including massage therapies, facials, nails services, hair services and waxing options. Package deals such as the Day of Beauty packages provide discounts on combinations of treatments. Spa parties can also be arranged onsite. A variety of hair, skin and body products are available for purchase. The spa accepts several types of insurance.
This document promotes a cycling tour through Italy and France in 1998-1999, encouraging people to "Come Ride with Us" on an adventure that provides both travel and health benefits.
The Rockin' the Knox annual fundraising event for the Albright-Knox Art Gallery was held on September 7th. The event aimed to raise money for the gallery's operating budget through an evening of music and art that attracted over 5,000 people. Headliners included Brett Dennen, Paolo Nutini, Feist, and Elvis Costello. The multimedia event was held both inside the gallery, where guests could view exhibits, and outside along Elmwood Avenue, with various musical performances. The successful event raised much needed funds for the Albright-Knox Art Gallery through ticket and vendor sales.
Daemen College offers rigorous academics, opportunities for real-world career experience through internships, and service learning. Students can study abroad or conduct research. The document provides details on Daemen's academic programs and majors, student life, financial aid options, and core curriculum. It highlights features like small class sizes, safe campus location near Buffalo, and high post-graduation employment and further education rates.
The document provides an overview of recent news and events at Buffalo Seminary (SEM). It discusses the introduction of 5-day boarding, sports roundups and results, upcoming events like the annual fund auction and reunion weekends, faculty and alumnae accomplishments, and more. The Head of School expresses pride in SEM's supportive community and dynamic student body. Upcoming priorities include the new strategic plan to guide the school for the next five years.
This document outlines an itinerary for a cruise from May 2009 to December 2009 aboard the sailing vessels Sea Cloud and Sea Cloud II. The itinerary includes ports of call in Europe, North Africa, and transatlantic crossings. Specific dates and details are provided for individual legs of the journey that will involve stops in places like Nice, France; Corsica; Sardinia; Italy; Morocco; and the Caribbean. Pricing information is also included for the different cabin categories.
The document summarizes recent news from a school of social work. It discusses the following key points:
- The incoming MSW class has more non-resident and international students than previous years, reflecting changing demographics. A new part-time online MSW program also enrolled its first cohort.
- A clinical professor was interviewed on a local NPR station about a domestic violence incident, discussing the need to understand each case fully and noting holidays can be a risky time.
- An assistant professor was promoted to associate professor based on her research on asset building and social welfare policies.
- Several faculty received awards and appointments, including to CSWE commissions, and a student won an elder law scholarship.
Sgroi Financial, LLC is a financial services firm located in West Seneca, New York that offers securities through Cadaret, Grant & Co., a separate entity. Sgroi Financial can help clients plan, protect, and invest for their lives by providing financial services and securities.
Sgroi Financial, LLC is a financial services firm located in West Seneca, NY that has specialized in tax sheltered annuities and 403(b) plans for over 40 years. The firm provides investments, annuities, estate planning, IRAs, 401k plans, 403(b) plans, rollovers, and insurance.
This document provides a summary of a river cruise from Amsterdam to Budapest along the Rhine, Main, and Danube rivers with Viking River Cruises. The summary includes:
- An overview of the ship, cabins, food, entertainment and included tours along the route. Cabins were small but adequate and food was high quality.
- Details about stops along the route, including smaller towns with old architecture and larger cities with time to explore. Guides provided knowledgeable tours and there was a good balance of included and optional activities.
- Background on the Main-Danube Canal connecting the rivers, including its role in shipping and the engineering required to link the rivers.
- Mentions of architectural
This document provides information on various cruise options featured in the TravLtips publication. It includes summaries of cruises with Un-Cruise Adventures going north to Alaska aboard the small Victorian-style ship SS Legacy, with Holland America Line cruising through the Panama Canal, and with National Geographic cruising the Caribbean on a freighter. It also profiles cruises with Star Clippers on tall sailing ships. The document discusses TravLtips' cruise planning services and staff. It provides notes from the TravLtips editor thanking members and informing them of electronic newsletter delivery and group travel benefits.
The document discusses HBO implementing Siemon's cabling system and introduces Siemon's new Consultant/Architect Liaison. It also compares Powersum and hybrid cabling systems and discusses which may be better for different needs.
This article profiles Amy Pfeffer, a 2006 graduate of Hilbert College's criminal justice program, who has emerged as Rochester's first-ever "Top Cop." As a police officer, Pfeffer made more arrests than anyone else on the force in 2009, earning her the Top Cop Award. The article describes Pfeffer's background and journey, including her service in the Army National Guard in Iraq from 2001-2006. It highlights how Pfeffer has been an "adrenaline junkie" from a young age and discusses her success as a police officer in apprehending suspects despite her small stature.
Hilbert College is launching its first graduate degree programs - a Master of Science in Criminal Justice Administration and a Master of Public Administration. The programs aim to provide working professionals with advanced skills to qualify them for mid-to-upper level positions. Both 36-credit hour programs will begin in Fall 2011 and utilize a cohort model, with classes meeting one evening and one day per week over 5-week periods to accommodate working students. The programs are expected to attract 12-15 students each in their first year and prepare graduates for in-demand careers in criminal justice, government, and nonprofit organizations.
Richard J. Ruh, a physician and administrator, has been appointed to Hilbert College's Board of Trustees for a three-year term. He currently holds several leadership roles in healthcare and has previous experience serving on boards. A national student survey found that Hilbert performs well in providing academic support and a supportive campus environment that helps students succeed, which validates Hilbert's efforts through its First Year Experience program.
The document discusses Hilbert College's efforts to enhance student success through innovative programs. It describes the First Year Experience program, which provides incoming freshmen a supportive community through small seminar courses and academic advising. It also highlights a service trip to Kenya where students helped build a school. The college aims to help economically challenged students achieve their goals through need-based financial aid and academic support programs.
Sgroi Financial, an independent financial planning firm, has formed a partnership with Lawley, a top 100 insurance agency, to enhance client benefits. The partnership will allow both firms to offer a wider range of financial products and services to their clients. Sgroi Financial has historically provided life and long term care insurance and sees this partnership as providing substantial benefits to their clients through Lawley's additional insurance expertise. Both firms are committed to serving their local communities in Western New York.
This document summarizes news from the University at Buffalo School of Social Work. It discusses the incoming class profile reflecting more non-resident and international students. It also highlights the new online MSW program. It provides details on faculty awards, promotions, and research. Additionally, it recognizes outstanding alumni and student achievements and acknowledges the school's efforts to transform its curriculum to a trauma-informed and human rights perspective.
1. 6 Hilbert Connections Fall 2010 7
Designed to serve all first-year students, an ambitious
initiative launched last year is already becoming a
staple of the Hilbert experience, immersing students in
an active learning community and laying new foun-
dations for student success.
By Grace Lazzara
PHOTO BY NANCY J. PARISI
W
ith her sunny smile and viva-
cious personality, Hilbert
College accounting major
Emili Ripley ‘13 is the picture
of an energetic, focused college student.
“My mother always told me, ‘You get out of
it what you put into it,’” says Ripley. What
she’s putting into her college experience is
the determination to make the most of the
opportunities higher education offers.
Indeed, as Ripley soon discovered as a col-
lege freshman in 2009, while her next four
years at Hilbert would be vital to having
a successful college experience, the first year,
starting right from the first day of classes,
would be integral. It all begins at Hilbert with
the college’s First Year Experience program,
commonly known as FYE.
To establish the FYE program, Hilbert
received a prestigious, highly competitive
$2 million Title III grant from the U.S.
Department of Education. A pilot program
nowinitssecondyear,FYEisamixofacademic
and social support blended with the college’s
well-regarded personal approach and con-
nection to its students. The goal is straight-
forward – student success. Students, like
Ripley,arealreadyarewellawareofthebenefits
they’ll reap. “First Year Experience definitely
givesstudentsthesupportandthemessagethat
they can do well and be successful in college.
It also helps students realize they should get
involved in campus opportunities because it’s
all part of the college experience,” she says.
Statistically Speaking
ofSecretThe
Data on student retention firmly supports
the conventional wisdom: Over the past 20
or so years, according to educational testing
firmACT,thenumberoffreshmenwhomake
it to their second year at four-year liberal
arts schools like Hilbert is actually a little
less than two in three or approximately 64
percent.
The factors that contribute to the drop-out
(or attrition) rates are varied. For instance,
nearly 40 percent of Hilbert’s incoming
freshmen share Ripley’s status as a first-gen-
eration collegian. A recent study shows that,
“after controlling for [other] factors, the risk
of attrition in the first year among first-gen-
eration students was 71 percent higher than
that of students with two college-educated
parents.”
Other aspects of a student’s personal
background, like a lower high school GPA
or lower family income, also can contribute
to the reasons freshmen might struggle with
their transition to college. For these reasons
and more, these students are much more
likely to drop out of college after their fresh-
man year and to never earn a college degree.
Yet, student participation in first-year enrich-
ment programs is a huge boost to the odds
that they’ll make it to sophomore year and
complete their college degree.
Strengthening the institution
Hilbert’s FYE program is being funded by
a five-year Department of Education grant
fromaTitleIIIprogramcalled“Strengthening
Institutions.” The late Janet Facklam, Hilbert
assistant professor of rehabilitative services,
lit the initial fire under the college’s Title
III efforts around 2003. Having worked on
a Title III grant in a previous position, she
had identified what she thought would be
a perfect application for Title III funds at
Hilbert.
Vice Provost for Leadership Development
James Sturm lays out the issue simply:
“We were seeing struggling students leave
Hilbert and not achieving their college or
career goals. Especially as a Franciscan insti-
tution, we felt that wasn’t right.”
Facklam’s thoughts on why Hilbert’s
students would benefit from FYE hit the core
of the program. “First-year programming
has many benefits,” she said in 2008.
“Students who feel supported and engaged
in college better manage the transition from
high school to college, develop effective
study skills and an enthusiasm for learning
and have more meaningful interaction with
their professors and other students.” Studies
reveal that those are all predictors of first-
year student success. That success, in turn,
encourages freshmen to persist at college
and earn a degree.
Hilbert’s FYE program is intended to
improve personal and academic skills, and
increase retention and graduation rates of
under-prepared students. Title III grants,
according to DOE, help eligible colleges
become self-sufficient and expand their
ability to serve such students by providing
funds to improve and strengthen academic
quality, institutional management and
fiscal stability.
Programmed for Success
The year after Hilbert received its Title III
award was devoted to developing the FYE
program. Hilbert already held orientation
for freshmen, but those involved in the
grant and in creating FYE knew the program
would go far further. They also knew that
they wouldn’t have to reinvent the wheel. A
body of research on how to boost retention
lit their path, as did the best practices of
other colleges. “We combined a lot of proven
techniques,” says Sturm.
HilbertstructuredFYEtoofferpersonalized
help to students and give them thorough
knowledge of the academic demands of
college. The program would also familiarize
freshmenwiththecampusanditsresources—
academic, social and more. The focus was
helping students to be academically suc-
cessful and to have a well-balanced college
lifestyle. Ultimately, FYE emerged as a
multi-faceted, challenging but highly
rewarding program that addresses three
areas vital for student survival—academic
engagement, attitude and interpersonal
skills (see sidebar).
The centerpiece of FYE is the Foundations
Seminar (GS 101). Full-time faculty and
some staff teach the semester-long three-
credit course, which is designed to ease
the transition from high school to Hilbert.
Many colleges offer expanded orientations
or classes to introduce freshmen to campus,
but Hilbert’s efforts go beyond this.
Success “Success is the peace of mind that
comes from knowing that you did
your best to become the best that you are
capable of becoming.”
–John Wooden
64% OF INCOMING FRESHMEN
MAKE IT TO 2ND YEAR.
fact:
64%
2. Fall 2010 98 Hilbert Connections
“We made an intentional decision to build
our Foundations Seminar as a full cred-
it-bearing, fundamental course,” explains
Christopher Holoman, Ph.D., provost
and vice president for academic affairs. “It
clearly signals the importance that Hilbert
places on this experience.”
FoundationsSeminarcoverstopicsranging
from basic communication and writing
skills to examining personal values, career
development and leadership. The seminar
also includes a community service proj-
ect and a yearly theme. This year’s is global
citizenship, which ties directly to Hilbert’s
liberal learning goals.
Marne Griffin, associate professor of
English and co-activity director of the grant,
oversees the academic side of the FYE equa-
tion. “The goal [of the course] isn’t a lecture,”
says Griffin. “There’s no book. We feature
active participation and critical thinking.”
Students don’t take tests but complete plenty
of academic work—readings, presentations,
writing.
When it comes to active participation,
take the scavenger hunt. Broken down into
teams, students from Griffin’s class were
seen one day dashing around campus as
they set out to find answers to Hilbert-
related questions and to bring back photo-
graphic proof they were present at the places
designated in the scavenger hunt.
“It’s an interactive, fun way to familiarize
students with Hilbert and to help them
to get to know its history and services,”
explains Griffin.
Elemental to Foundations Seminar are
“passport activities,” an approved selection
of purposely impactful Hilbert programs
studentsattendduringthesemester,providing
an ideal way for incoming freshmen to get
involved in and connected to the campus
community. With passports in hand, first-
year students are required to attend four
passport activities, such as the St. Francis
Week Peace Walk, a professional success
panel, a play performance, or a library
research workshop. Passports are signed by
the activity coordinator to verify students’
attendance, after which students write critical
reflections about their experience.
On a more conceptual level, Hilbert’s
Title III grant gave faculty an opportunity to
learn more about engaging students in class
in different ways. Kate Munroe is executive
director of student success and retention
and the grant’s co-activity director who
oversees peer leaders and other outside-the-
classroom aspects of FYE.
“Students are so bombarded with infor-
mation,” she says, “you have to capture their
attention.” For that reason, Foundations
Seminar instructors use cutting-edge tools
and technology to engage and stimulate
students.
Ultimately, says Griffin, “We want to
help each and every student, no matter
where they are in their development, to
achieve. I want the seminar and the First
Year Experience in general to celebrate their
differences and support that success.”
Seeing the Difference
As of this fall, FYE has seen its first group
of participants become sophomores and
welcomed its second class of new students.
Planning, concepts and intentions aside, it’s
the experiences of students involved in the
FYE initiatives and the eventual outcome
from these experiences that will determine
the overall effectiveness of the program.
Among that first FYE cohort was Emili
Ripley, who was nominated by one of
her professors to be an FYE peer leader, a
role she’s now gladly serving. What’s her
perspective? “Professors and advisors are all
putting their heart and soul into the program
so freshmen can succeed,” she says.
In turn, adds Sturm, “Students have
become far more active in class and engaged
in the learning process.”
All entering Hilbert College fresh-
men now take part in the First Year
Experience (FYE) program. The goal of FYE
is simple, says Vice Provost for Leadership
Development James Sturm: “It helps stu-
dents become more successful. We’re trying
to accomplish that in big and little ways.”
These are the prime components of Hilbert’s
FYE program:
Orientation: Hilbert’s traditional orientation
offers students the basics of campus life.
Summer Bridge Program: Students who
have received “provisional” acceptance to
Hilbert spend two weeks living on campus
before the fall semester begins. The stu-
dents work hard brushing up on their aca-
demics while learning skills in leadership,
time management and more. Successfully
completing Summer Bridge means full
acceptance at Hilbert.
Foundations Seminar: A full-credit course
featuring active participation, out-of-class
activities and academic work.
Convocation: A day of welcoming and a
bookend to commencement. The aim is to
show students where they fit on campus and
expressing Hilbert’s expectations for them.
Academic Advising: The instructor of each
section of Foundations Seminar becomes
his/her students’ advisor. That means stu-
dents meet and interact with their advisors
immediately from the start of classes.
Peer Leaders: Sophomore and upperclass-
men chosen as peer leaders take part in all
sections of the Foundations Seminar and in
Summer Bridge, offering advice and assis-
tance to freshmen on all aspects of campus
life and making the transition to college.
Ishitani, Terry T., “Studying Attrition and
Degree Completion Behavior among First-
Generation College Students in the United
States”, The Journal of Higher Education
- Volume 77, Number 5, September/
October 2006, pp. 861-885, The Ohio State
University Press.
Hilbert College’s
First Year Experience Program
JerrellMason,asophomorecriminaljustice
major, was also part of that first group of
FYE students and is now a peer leader.
Having taken college courses while in high
school, he admits he “came in with a big
head—’I know all this stuff.’ I was wrong.
The program showed me I needed to work
on developing better study habits and
managing my time.”
As for the freshmen he’s working with as
a peer leader, Mason says most “come from
places where they feel they were OK, but they
don’t think they can excel here. I tell them
about my high school experience, which
helps them build their confidence because I
went through what they went through.”
Ripley and Mason both feel that freshmen
year without FYE must have been a good
deal more challenging. Students might
have missed that first connection with their
classmates and, Ripley says, “they might
not have had the preparation to handle
the workload required for classes.”
Faculty and staff also have witnessed
FYE’s impact. Sturm teaches a section of
Foundations Seminar. “Students start off
wondering why they have to be there,” he
says. “By the end, they realize the impor-
tance of why they took part.” He also has
seen a similar shift with Summer Bridge
Program participants, students who spend
an intensive two weeks at Hilbert before
they are formally admitted to the college.
Offered for the first time this summer,
“the Summer Bridge Program was transfor-
mational,” says Sturm. “The changes we saw
in students from the beginning to the end
of the two-week program were amazing.”
The changes are not only on the part of
students. Munroe believes faculty “now see
freshmen more as a group and have rallied
around them. We’ve always cared, but now
we’re personalizing that approach even more,
making sure it’s right for each student.”
Results Are In
The key quantifiable measure of FYE’s
impact is student retention. The num-
We want to
help each and every student,
no matter where they are
in their development,
to achieve.
“
“
40% of incoming
freshmen are 1st
generation collegians
fact:
bers are persuasive. According to Munroe,
Hilbert’s 2007-08 first- to second-year
retention rate was 64 percent. In 2008-09, it
was 66 percent. She’s cautiously optimistic
that the 2009-10 retention rate will be 69
percent once the final numbers are in.
“We’re very encouraged by the early
results,” says Hilbert President Cynthia
Zane, Ed.D. “The data is compelling about
the positive impact FYE is having on
retention and learning.”
Most importantly, says Zane, is that FYE
is part of “our ongoing focus on continuous
qualityimprovement.Withacomprehensive
program like FYE, we’re taking Hilbert’s
commitment to student success to a new
level. It sets the foundation for first year stu-
dents to be involved, engaged and active par-
ticipants in their learning and, ultimately,
to be successful in college.” HC
Grace Lazzara is a freelance writer and pub-
lic relations consultant residing in Buffalo, N.Y.
Scavenger Hunt
Active participation is a key
component of Foundations
Seminar, like this on campus
scavenger hunt in Professor
Marne Griffin’s class that helps
familiarize students with
Hilbert’s history and services.
interpersonal
skills
interpersonal
skills
academic
engagement
academic
engagement
attitudeattitude
Success
Vice Provost for Leadership Development Jim Sturm
watches as students in his Foundation Seminar class
participate in an exercise designed to teach first-year
students the importance of teamwork in attaining a
common goal and ways to support each other. It’s one
of many engaging and interactive activities used in class.
40%