Student work – Za4etka http://za4etka.com/ Fri, 11 Jun 2021 14:31:47 +0000 en-US hourly 1 https://wordpress.org/?v=5.7.2 https://za4etka.com/wp-content/uploads/2021/05/cropped-icon-32x32.png Student work – Za4etka http://za4etka.com/ 32 32 Sports medicine wins Impact award on student success https://za4etka.com/2021/06/11/sports-medicine-wins-impact-award-on-student-success/ https://za4etka.com/2021/06/11/sports-medicine-wins-impact-award-on-student-success/#respond Fri, 11 Jun 2021 14:02:06 +0000 https://za4etka.com/2021/06/11/sports-medicine-wins-impact-award-on-student-success/

KENNESAW, Georgia – The incredible work of Kennesaw State University’s sports medicine staff this year was recognized this week when the unit won the Student Success Impact Award, awarded by the Human Resources Department at KSU.

The Student Success Impact Award recognizes KSU staff members who have made a significant contribution to the development of the KSU student body. Ideal candidates are those who contribute to the personal, professional or academic development of a student or group of students beyond the expectations of their position.

Mike Young, Chris Archambeault, Amy prall, Trina trim, Starkman faith, Kyle zimmerman, Keith Mize, and Claire Manley has gone beyond this season not only to fulfill his duties as a training staff, but also to serve in the department’s COVID-19 efforts in return and for the continuation of the competition.

“The sports medicine staff are both honored and touched to receive this award from Kennesaw State University,” said AD Assistant for Sports Medicine. Mike Young. “We are grateful to be able to work with such an exceptional group of medical providers, athletic administrators, coaches, staff and student athletes who without their discipline and compliance we would not have been able to do. perform our duties during this difficult year. “

The sports medicine team was recently featured in the exclusive Owl HR. Click on here to know more.

The award criteria are listed below:

  • Contributes to student success in a notable and measurable way, including, but not limited to, the personal, professional or academic development of a student or group of students beyond the expectations of their position.
  • Fosters collaboration, communication and cooperation among colleagues and members of the campus community with student success in mind.
  • Demonstrates decisions guided by a commitment to university student achievement goals that consistently align with USG and KSU values, mission, vision, and code of ethics.
  • Support for the development of students’ skills in the areas of knowledge, communication or critical thinking beyond what is expected of their position.
  • Contributes to the retention of one or more students beyond the expectations of their position.
  • Demonstrates exceptional ability and willingness to manage changes in work priorities, procedures and organization to promote student success.
  • Demonstrates personal initiative and commitment to developing knowledge and skills and applying them to work in a student-centered manner; that is, there is evidence that the candidate seeks to continually learn, improve, and ultimately apply what he has learned.
  • Consistently displays a caring and helpful attitude towards students, as evidenced by student feedback, supervisor reviews, peer reviews, etc.
  • Work and initiatives of champions based on best practice, science and / or proven research results.

For more information on Kennesaw State Track and Field, follow @KSUOwlNation on Twitter or as Kennesaw State Owls on Facebook and Instagram.

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Community College Boosts Employment Among Black, Hispanic Students, Study Finds https://za4etka.com/2021/06/10/community-college-boosts-employment-among-black-hispanic-students-study-finds/ https://za4etka.com/2021/06/10/community-college-boosts-employment-among-black-hispanic-students-study-finds/#respond Thu, 10 Jun 2021 20:05:54 +0000 https://za4etka.com/2021/06/10/community-college-boosts-employment-among-black-hispanic-students-study-finds/

Black and Hispanic students enjoy higher levels of employment than people in other demographic groups who graduate from college, but many drop out before they can realize those gains, according to a new study.

The organizers of the report, released Thursday by The Boston Foundation and MassINC say the findings argue for both the importance of community college funding and the value it can have for people in communities underserved by traditional higher education.

“Low-income and under-represented minorities tend to come from high schools, which makes them less prepared to enter the workforce,” said Alicia Modestino, senior study author and economist and professor at Northeastern University. . “If they can go to community college, they can get a much higher return than someone with a higher income who has had better academic opportunities. “

The study, which followed thousands of high school graduates in Massachusetts between 2010 and 2018, found that black and Hispanic students are twice as likely as their white counterparts to attend community college. While these students are only about half the chance of graduating, they receive a 7-10 percentage point increase in employment and slightly larger earnings gains when they do.

The findings come as Massachusetts community colleges face shrinking enrollments and growing budget cuts.

Last fall, Massachusetts Community College registrations fell about 11 percent, or 8,600 students, according to the Massachusetts Department of Higher Education. The declines were most pronounced – about a third – among black and Latino college students.

The results of the study released Thursday also show different earnings patterns for men and women at community colleges.

Men who earn an associate’s degree or certificate earn between $ 5,500 and $ 9,000 more per year than their male peers who have only completed high school. But men who don’t finish school don’t see any difference in their pay.

Women earn $ 1,550 more per year just from attending community college, even if they don’t graduate. But they can get up to $ 8,000 more per year at the end of their programs.

Modestino said women seem to earn slightly more income overall after community college due to the dynamics of the job market for people without a post-secondary degree. Men often have more lucrative employment options such as construction roles that are not as often filled by women.

According to the study, women who attended community college directly after high school to earn a health degree earned 61% more than women with only a high school diploma. Male health graduates saw a 25% increase over their male peers who had only a high school diploma.

But the report noted that not all degrees offer increased earnings.

While healthcare and STEM-related studies brought big gains across all fields, men with liberal arts degrees earned 10% less on average than their peers with just a high school diploma. . (Women with liberal arts degrees earned more than their high school peers.)

“There are huge variations, and it’s something that students should know, parents should know, guidance counselors should know, and states should know,” she said.


Samantha Subin can be reached at samantha.subin@globe.com.

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Norwegian student crochet articles for the Family Birth Center | News, Sports, Jobs https://za4etka.com/2021/06/10/norwegian-student-crochet-articles-for-the-family-birth-center-news-sports-jobs/ https://za4etka.com/2021/06/10/norwegian-student-crochet-articles-for-the-family-birth-center-news-sports-jobs/#respond Thu, 10 Jun 2021 07:13:35 +0000 https://za4etka.com/2021/06/10/norwegian-student-crochet-articles-for-the-family-birth-center-news-sports-jobs/

Norway High School sophomore Bobbi Dabb recently donated cozy crocheted blankets and sets of newborn baby hats and mittens to the Dickinson County Health System Family Birthing Center to Iron Mountain. The contribution was for her 20 Time Project in Jacqueline Leiker’s tech class. Left to right, Obstetrics RN Ashley Campbell and OB Nurse in Charge Tillie Rossato accept crochet items from Dabb and his mother, Vulcan’s Tracey Dabb. (Photo from Iron Mountain Daily News by Terri Castelaz)

NORWAY – A Norwegian high school sophomore student used her crochet and yarn skills to create soft and unique items for newborns as part of a class project.

For his 20 Time Project, Bobbi Dabb completed around 40 ” huddle “ blankets and 25 sets of newborn / premie hats and scratch-resistant mittens to donate to the Family Birth Center at Dickinson County Healthcare System in Iron Mountain.

As part of the 20 Time program, students at Norway-Vulcan Area School in Jacqueline Leiker’s technology classes spend 20% of their class time on an exciting project of their choice. Students have one day per week, usually Friday, to work on their projects – one day per week represents 20% of their time at school.

Dabb learned to crochet from her grandmother, Jennie Dabb of Vulcan, when she was around 8 or 9 years old.

“My grandmother was about to make baby blankets at the time, so I got the idea to do something for newborns in our hospital” said Dabb.

Dabb liked the idea of ​​the cozy blanket, so she found several different animal head designs that could be attached to each blanket. Some “To snuggle up with the animals” she made rabbits, frogs, kittens, mice, teddy bears, elephants, piglets and even an octopus.

Dabb said she would crochet during her “20 times” at school, plus his free time at home.

“My grandmother also helped to make them”, she said.

It took Dabb about a day and a half to finish a blanket, which was a bit longer than his experienced grandmother to get them out in a matter of hours.

She also made hats and mittens for newborns and premature babies. “The mittens are used so as not to scratch their little faces” she said.

The staff at the Family Birth Center were delighted with the donation. “These are very unique and cute pieces – our new mothers will love them”, said obstetrics nurse Ashley Campbell.

Terri Castelaz can be reached at 906-774-2772 ext. 241, or tcastelaz@ironmountaindailynews.com.

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UF approves historic plaque recognizing early black students https://za4etka.com/2021/06/09/uf-approves-historic-plaque-recognizing-early-black-students/ https://za4etka.com/2021/06/09/uf-approves-historic-plaque-recognizing-early-black-students/#respond Wed, 09 Jun 2021 16:27:00 +0000 https://za4etka.com/2021/06/09/uf-approves-historic-plaque-recognizing-early-black-students/

Students have been fighting for greater recognition of UF’s black population for decades. Now the university is working on installing a plate recognizing his early black students.

While the plaque would honor the history of black college students, it’s not exactly what some fought for.

Harley Herman, executive director of the Virgil Hawkins Historical Society, has spent the past 30 years fighting for a monument for his friend and colleague Virgil Hawkins, a black man who was denied admission to UF in 1949 because of his race.

Herman has sent letters to UF president Kent Fuchs and the board since 2011 seeking approval for his integration monument project – he sent his latest letter March 27.

The letters are usually motivated by events showing why the monument is important, such as the Black Lives Matter movement or the death of a notable. Black elders.

Herman’s proposal led the board to reconsider how best to honor UF’s first black students, UF spokesperson Steve Orlando wrote in an email. Herman’s letters led to a conversation between Fuchs and Orlando where the two discussed the idea of ​​honoring UF’s first black students with a plaque, he wrote.

A plate near Bryan Hall already honors Hawkins’ efforts and briefly refers to Starke Jr. and W. George Allen, the first black law school graduate. The new plaque will be in the yard near Bryan Hall, Orlando said. This is because Bryan Hall was previously home to the College of Law, where UF’s first black student took classes, and because the courtyard is a high traffic area near the center of the campus, so it would be easily visible. .

“You put it there because you want people to see it and learn the historical significance of what happened there,” Orlando said.

While that’s not what Herman asked for, he thinks the plaque is a step in the right direction.

Herman plans to keep an eye on his progress to make sure the proposal doesn’t die. He said that the first black students of UF shouldn’t have to die before seeing the plaque that honors them.

“It’s not going to go away because history can’t go away,” Herman said. “The history of the University of Florida and its integration is not going to go away. It’s just a matter of when the university will adopt it. The longer it takes, the more there is a negative message associated with school.

The board plans to place the plaque in the courtyard near Bryan Hall, where the current one is located. The location was once home to the College of Law, where UF’s first black student, George Starke Jr., attended the class, said Orlando. Due to the pressure of being the only black student at UF, Starke Jr. took of after three semesters working on Wall Street.

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the University History Advisory Council, which strives to publicize the history, achievements and contributions of UF to higher education, met on May 25 and endorsed the plaque, Orlando wrote. As the board is still considering when the marker could be created, there is no guarantee that the plaque will be installed this fall.

The plaque, which could take two to three months, will cost around $ 1,700, Orlando wrote.

David Canton, director of African American studies, said that while a monument would be worth it, he understands why UF can’t fund one. If the university erects a monument in honor of its original black students, he said, it may assume people will ask for more monuments honoring other students.

He said UF could also argue it’s not worth the cost, while others would argue it is. Either way, he said, the university should be the only one paying for it.

“I think that’s what it boils down to, what do you value,” Canton said. “You put your money into what you value. “

Vincent Adejumo, a senior lecturer in African American studies, said he saw professors and students in his department and students who advocated for a Hawkins monument during his last 2 years at UF. He said the absence of a monument affects the reputation of the university’s UF by failing to prioritize diversity within the institution.

“It plays into the general narrative that the University of Florida is racist,” Adejumo said. “And you see it in the registration numbers.”

This year, Black UF admissions were around 5% of admissions, and there were 47 fewer Black students admitted compared to 2020. The numbers have remained below 10% since 2008.

Adejumo said the low enrollment rate of blacks, coupled with the lack of representation on campus and buildings named after racist people, contributes to the perception of an unwelcoming environment.

He said the conversation was not just about a monument, but fair resources in general. The UF is far from fair when it comes to the participation of black faculty and students, he said.

Herman also suggested supplementing the plaque with oral histories on a website to serve as a lasting tribute.

“I hope that when the plaque is dedicated, these alumni will be invited to attend and be publicly recognized by a large group of students, faculty and administrators,” Herman wrote.

Amanda Edwards, section vice president of the UF Association of Black Alumni-Gainesville, provided an email statement from the section’s board members, all of whom support the plaque.

However, he wants to help black UF students in other ways.

“While we enthusiastically support visual representation on campus, ABA-GNV’s goal remains to support the university’s efforts to improve enrollment, experiences and outcomes for black students at the University of Florida. », Wrote the members of the board of directors.

Beyond the plaques, the UF has not installed any statue-type monuments in honor of black students, unlike other public institutions.

In 2004, Florida State University unveiled a monument of integration honoring its first black students, and the University of Miami has approved a similar monument for 2022 and announced a virtual exhibition and exposure.

While UF lags behind other public schools, with the plaque, the university is taking the first steps to honor its integration.

With the plate now approved, UF is now checking to see how soon the marker could be created.

Contact Joseph Oprison at joprison@alligator.org. Follow him on Twitter @joprison.

The Independent Florida Alligator has been independent from the university since 1971, your donation today could help #SaveStudentNewsrooms. Please consider donating today.

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District Considering Program to Address Learning Gaps | News, Sports, Jobs https://za4etka.com/2021/06/08/district-considering-program-to-address-learning-gaps-news-sports-jobs/ https://za4etka.com/2021/06/08/district-considering-program-to-address-learning-gaps-news-sports-jobs/#respond Tue, 08 Jun 2021 06:25:34 +0000 https://za4etka.com/2021/06/08/district-considering-program-to-address-learning-gaps-news-sports-jobs/

TR PHOTO BY TREVOR BABCOCK Marshalltown High School Education Coach Janelle Hawk (left) and Marshalltown High School Principal Jacque Wyant (right) present the MasteryConnect platform, which they believe could help close the gaps learning during the COVID-19 pandemic, to the community of Marshalltown School District Board of Education during their regular meeting Monday evening.

To fill the learning gap in the wake of the COVID-19 pandemic, the Marshalltown Community School District Board is considering a program to help teachers compile and interpret student data to improve student outcomes. learning.

Marshalltown High School principal Jacque Wyant said that after three semesters of learning during the COVID-19 pandemic, a simple and user-friendly process to assess student data is imperative.

“We know we have learning gaps and we need to bring our students up to speed as quickly as possible without going backwards in learning” Wyant said.

She and Marshalltown High School teacher coach Janelle Hawk showcased the MasteryConnect platform for high school at the regular school board meeting on Monday night. If approved, the total cost would be $ 91,641.80 and the school district would use Elementary and Secondary School Emergency Relief (ESSER) funds for the purchase.

Hawk said the MasteryConnect platform can help teachers identify student needs faster.

Previous efforts to compile student data have been done manually by teachers in spreadsheets, and for this reason, Wyant said interpretation of the data was not provided in a timely manner.

Board member Jan McGinnis said she heard from teachers in the district that feedback needed to be faster in order to make decisions about student needs.

Through integration with Canvas, the high school’s learning management system, teachers can immediately see in real time which students are meeting content standards after an assessment.

“These data are timely and useful”, Wyant said. “I think it’s aligned with the grades, for the students to be successful.”

Content standards are what teachers expect from students in a course. The district has identified in each course which content standards are a top priority. Wyant said this allows teachers to be more diagnostic in their approach, focusing on specific concepts that a student knows or doesn’t know, instead of just focusing on a student’s full grade.

“We have already designed our program, we have already identified our priority standards and we have formed evaluations” said Falcon. “What MasteryConnect allows us to do is see it all work together. How what we have created and what are we evaluating in real time in the classroom.

Teachers are able to decide when a student needs intervention or enrichment based on the data collected by MasteryConnect. Students and parents can also see how they are progressing through the content standards for each class.

The school board will take action to approve or deny the purchase of the platform at its next regular meeting on June 21.

In other cases

Superintendent Theron Schutte has announced that he will recommend a replacement for Lisa Stevenson’s director of education when she steps down on June 30. Schutte will recommend Shauna Smith, the Director of Programs and Education at the South Tama Community School District.

——

Contact Trevor Babcock at 641-753-6611 or tbabcock@timesrepublican.com.

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Consortium of public research universities meets ten-year graduation goal https://za4etka.com/2021/06/07/consortium-of-public-research-universities-meets-ten-year-graduation-goal/ https://za4etka.com/2021/06/07/consortium-of-public-research-universities-meets-ten-year-graduation-goal/#respond Mon, 07 Jun 2021 13:28:35 +0000 https://za4etka.com/2021/06/07/consortium-of-public-research-universities-meets-ten-year-graduation-goal/

the University Innovation Alliance (UIA), a consortium of leading public research universities, published a report showing today that its member institutions have surpassed their ten-year graduation goal in just six years.

When it debuted in 2014, the eleven UIA universities announced their intention to graduate an additional 68,000 students above their projected ten-year graduation rates. They also pledged that half of these additional graduates would come from low-income backgrounds.

Today, after just six years, UIA member institutions have exceeded this target by graduating 73,573 additional students, increasing the annual number of graduates from disadvantaged backgrounds by 36% and graduates of color by 73%. Of the additional graduates, 55% were low-income students and 60% were students of color.

Following this success, UIA institutions have now increased their target, predicting that they will attain a total of 136,000 students by 2023 – double the initial target launched on the Day of Action. of President Obama’s College Opportunity of Action in 2014.

UIA founding members

The UIA was created to solve two stubborn problems in higher education: 1) insufficient production of enough high-quality graduates across the socio-economic spectrum to meet the future economic competitiveness needs of the United States. , and 2) a tendency for universities to work in isolation, resulting in the failure of many promising interventions to reach a reasonable scale. According to the report, “the 11 UIA members also shared the belief that higher education doesn’t have to be like this, and they came together to test that idea.

The founding members of the UIA are Arizona State University, Georgia State University, Iowa State University, University of Michigan, Ohio State University, Oregon State University, Purdue University, University of California at Riverside, University of Central Florida, University of Kansas, and University of Texas at Austin. The Alliance’s financial support is provided by several private foundations.

UIA innovations in practice

Over the past six years, UIA institutions have focused on several interventions aimed at improving student success.

  • They started by building a strong predictive analytics capability. Predictive analytics was in its infancy at many institutions, but they have strengthened their analytics tools, based on contributions from other UIA members, Georgia State University and Arizona State University.
  • Building on these tools, they introduced intrusive counseling practices, providing students with individualized academic maps and real-time early alerts to keep them on track. Controlled experiments at Georgia State, Purdue, and the University of Texas showed that students receiving more intensive counseling had significant increases in credits earned and better GPAs than students without such counseling.
  • In 2017, the UIA began testing the impact of small completion scholarships – scholarships under $ 1,000 awarded to students nearing graduation but in need of modest financial assistance. to graduate. Over three academic years, the 11 institutions awarded completion scholarships to nearly 5,000 students in total. More than 83% of these students at risk of dropping out remained enrolled or graduated in two terms. And during the coronavirus pandemic in 2020, 1,116 students received completion scholarships to help them stay enrolled and on track. (As a guide for other institutions, the UIA has introduced a Completion Grants Manual.)
  • The UIA has launched an initiative to rethink career services to better support low-income students, first-generation students and students of color. For example, the University of Central Florida has encouraged faculty to incorporate professional skills into their curriculum and assignments. The aim was to help students better explain their skills and abilities in applications and interviews. Faculty members worked with career guidance staff to revamp their courses to include new elements such as writing a cover letter. Students who took the revamped courses reported an increase in self-confidence and said they were more likely to apply and get internships, and faculty gave the program high marks as well.

Overall, the work of the UIA has shown that with the right focus and collaboration, institutions can scale up effective innovations. In many cases, the process of introducing, evaluating and revising an intervention has led individual institutions to reorganize their own policies.

As Alexander Cartwright, president of the University of Central Florida (UCF), explained to me in an email, “UCF is committed to fostering the success of students from all walks of life and our UIA membership is a great resource. Whether it’s career guidance, counseling, financial aid or our faculty engagement in predictive analytics: the benefits of this partnership have helped us achieve better and better results. results for our students.

Kim Wilcox, President of the University of California at Riverside (UCR), said: “When it comes to innovation for student success, being a UIA member is the most valuable experience in higher education. UCR students have greatly benefited from the collaborative work of the Alliance.

For the next stage of its work, UIA schools plan to test the use of artificial intelligence-powered chatbots to improve communication with students and ultimately increase retention. And the alliance will redouble its efforts to improve outcomes for students of color by “adding selected new institutions that are particularly committed to expanding access and achievement.” The UIA also intends to extend its reach to other institutions beyond its network, as it seeks to “initiate a real transformation in higher education”.

Two universities join the Alliance

Along with the announcement of reaching its initial graduation goal, the UIA also revealed that two new universities are joining the Alliance, the first expansion of the initiative since its founding. the University of Maryland, Baltimore County (UMBC) and North Carolina State Agricultural and Technical University (NC A&T) are the two new members.

In UIAs Press release, Michael Crow, founding president of the University Innovation Alliance and president of Arizona State University, said, “Building on our knowledge and the valuable lessons learned in 2020, we are delighted to grow our prolific network with the help from UMBC and NC A&T, two exceptional institutions that fully understand what better academic outcomes mean for learners and America’s future.

“We are delighted to join forces with ambitious and innovative peer institutions that share our commitment to reinventing what we do to be student-centered and transforming the future of higher education so that every student can succeed.” Said Harold L. Martin, Sr., Chancellor of North Carolina A&T. “Our university has made great strides in these areas over the past decade, and we look forward to sharing our approaches and engaging with others on innovation that could lead to further success.”

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Student Denied High School Diploma For Carrying The Mexican Flag https://za4etka.com/2021/06/06/student-denied-high-school-diploma-for-carrying-the-mexican-flag/ https://za4etka.com/2021/06/06/student-denied-high-school-diploma-for-carrying-the-mexican-flag/#respond Sun, 06 Jun 2021 18:57:24 +0000 https://za4etka.com/2021/06/06/student-denied-high-school-diploma-for-carrying-the-mexican-flag/

Ever Lopez of Asheboro, North Carolina, was to become the first member of his immediate family to graduate from high school, but instead, he said, he was denied his degree because ‘he wore a Mexican flag on his robe during his graduation ceremony this past week.

Until Mr. Lopez’s name was called out on Thursday, the graduation ceremony at Asheboro High School had gone like any other: a student’s name was called, the student graduated, handshakes were exchanged and people applauded.

But when Mr. Lopez approached the center of the stage with the red-white-and-green Mexican flag draped over his shoulders, he had a brief exchange with the school principal, Penny Crooks, drawing boos. public. After a while, Mr. Lopez left the stage, raising his fist as he returned to his seat.

The moment was captured on video and published on TikTok by Mr Lopez’s cousin Adolfo Hurtado, who said Ms Crooks asked Mr Lopez to remove the flag and he refused to do so.