NY Education

Funding Opportunity: 2015-16 Reward...

Funding Opportunity: 2015-16 Reward School Dissemination Grants

Funding for Title I Reward Schools to disseminate best practices, mentor low performing schools, and refine and enhance the Reward School’s own best practices.
News and Notes: January 2015

News and Notes: January 2015

News and Notes: January 2015
RFP Posted: Scoring Pilot and Field...

RFP Posted: Scoring Pilot and Field Tests for Select New York State Examinations

The New York State Education Department (NYSED) Office of State Assessment is seeking proposals to score constructed-response items and/or essays on pilot and field tests for examinations including, but not limited to, Regents Examinations in English, Mathematics, Science, and Social Studies.
RFP Posted: Response to Interventio...

RFP Posted: Response to Intervention (RtI) Personnel Development Project – Project Evaluation Services

The New York State Education Department (NYSED) P-12: Office of Special Education is seeking to establish a contract for evaluation services as part of the State Personnel Development Grant (SPDG), Response to Intervention Personnel Development Project.
Funding Opportunity: Carl D. Perkin...

Funding Opportunity: Carl D. Perkins Career and Technical Education Act Programs to Serve Incarcerated Youth

The Perkins Career and Technical Education (CTE) Incarcerated Youth Program is a competitive grant program intended to provide CTE programs and activities in facilities providing educational services to incarcerated individuals under the age of 21.
News and Notes: Farewell to Commiss...

News and Notes: Farewell to Commissioner King

News and Notes: Farewell to Commissioner King

InsidehigherEd

Essay on completing your Ph.D. remo...

Essay on completing your Ph.D. remotely

Marcelle Dougan offers tips for staying on track.

Essay on how those starting academi...

Essay on how those starting academic careers should respond to criticism

Kerry Ann Rockquemore offers advice on what to do when you have received negative reviews of your work.

Essay on talking about your researc...

Essay on talking about your research

Joseph Barber wants you to bring excitement and story-telling to the way you talk about your research.

Essay on talking about your researc...

Essay on talking about your research

Joseph Barber wants you to bring excitement and story-telling to the way you talk about your research.

Essay on writing and rewriting the ...

Essay on writing and rewriting the academic C.V.

Ellen Mayock goes through the steps.

Essay on giving a teaching demonstr...

Essay on giving a teaching demonstration as an academic job candidate

Melissa Dennihy offers tips for job candidates on a crucial part of the campus visit.

BBC News Education

Student fury over 'impossible' exam

Student fury over 'impossible' exam

Final year economics students at Sheffield University are furious after an exam this week contained "impossible" questions.
Lack of oversight 'damaging schools...

Lack of oversight 'damaging schools'

MPs say problems in some more autonomous schools have been picked up too late because of lack of oversight by the government.
Teen isolated over cancer hair shav...

Teen isolated over cancer hair shave

A teenager who shaved his head to raise money for a cancer charity is put into isolation for breaking school rules.
University applications at record h...

University applications at record high

University applications have reached record levels, according to the Ucas admissions service.
School tables branded a 'nonsense'

School tables branded a 'nonsense'

Government school league tables are branded a "nonsense", after numerous changes to the way grades are recognised left more schools failing.
'Counter-extremism' boost in school...

'Counter-extremism' boost in schools

Tackling the threat of extremism in England's schools is to be made a higher priority, says Education Secretary Nicky Morgan.

US Govt Dept of Education

Create, Share, Empower: January is ...

Create, Share, Empower: January is National Human Trafficking Awareness Month

January is National Human Trafficking Awareness Month and this year young people are invited to shed light on this humanitarian crisis within a high-risk population ? their peers. #WhatIWouldMiss, a campaign sponsored by President Lincoln?s Cottage, the U.S. Department of Health and Human Services, and the U.S. Department of Education, encourages teenagers to think about aspects of their daily lives that they would miss if they were a victim of human trafficking.
ED Seeks Summer Interns

ED Seeks Summer Interns

U.S. Department of Education Releas...

U.S. Department of Education Releases New Guide on Identifying and Preventing Child Trafficking in Schools

The U.S. Department of Education has released a new guide for educators on ways to identify and help prevent child trafficking in schools. Human Trafficking in America's Schools is a free guide for school staff that includes information about risk factors, recruitment, and how to identify trafficking; what to do if you suspect trafficking, including sample school protocols and policies; and other resources and potential partnership opportunities. The Department also has partnered with the U.S.
Resources to Help You Fill Out the ...

Resources to Help You Fill Out the FAFSA

FAFSA®: An Introduction
Let?s Read! Let?s Move! at the Whit...

Let?s Read! Let?s Move! at the White House

Cross-posted from the Let?s Move blog.
ED Celebrates Award-Winning Student...

ED Celebrates Award-Winning Student Art in the National PTA?s Exhibit ?Believe, Dream, Inspire?

Yahoo

State Takes Over Arkansas School Di...

State Takes Over Arkansas School District That Had To Make Teachers Wear Underwear

Things have gone from bad to worse for the public school system in Little Rock, Ark. In August 2013, the district announced ? to the great dismay of the teachers union ? a dress code that would require teachers to wear underwear. Now, a mere 18 months later, the Arkansas Department of Education has voted to assume control over management of the school district, the Arkansas Democrat-Gazette reports. The narrow 5-4 vote on Wednesday by the state school board effectively wrests control of the district from the local school board (but keeps Superintendent Dexter Suggs on the job on an interim basis).
Experts Debate Graduation Rates for...

Experts Debate Graduation Rates for Online Students

Prospective students have a variety of factors to think about when they're choosing their online programs: accreditation, faculty credentials and prestige, among others. Graduation rates rarely make the top of the list. The public can be forgiven for associating online education with low completion and graduation rates. There has been little national research comparing completion rates for online and on-campus college and graduate programs, says Peter Shea, associate provost for online learning and an education professor at University of Albany--SUNY.
China education minister demands re...

China education minister demands rejection of Western values

BEIJING (AP) ? China's education minister has issued a stern warning against threats to communist ideological purity in higher education, saying Western values must never be permitted to infiltrate the classroom.
US colleges seek economic diversity...

US colleges seek economic diversity in students from China

In this Nov. 20, 2014 photo, Yupei Guo, top, greets friend Serene Silin Li at Yale University, in New Haven, Conn. With more undergraduates coming from overseas than ever, some Ivy League universities are reaching out in new ways to attract international students of more varied backgrounds -- and particularly from China, which sends more students to the U.S. than any other country. (AP Photo/Jessica Hill)NEW HAVEN, Connecticut (AP) ? Top American universities like Yale and Harvard, widely regarded overseas as places only for children of the rich and powerful, are increasing efforts to attract the best international students, regardless of their financial backgrounds.

Myanmar police to DNA test soldiers...

Myanmar police to DNA test soldiers over murdered teachers

People attend a funeral service of two school teachers in Myitkyina, northern Myanmar, on January 23, 2015Myanmar police Thursday said they will conduct DNA tests on soldiers and residents in a northern village where two young teachers were murdered in a crime that has sparked widespread public anger. "We have collected hair samples of 25 soldiers who were on duty that night as well as from 10 villagers," lieutenant San Lwin of Shan state police force told AFP. The samples have been sent to the capital Naypyidaw for DNA testing to check against strands of hair found in the hands of both the deceased women, he added. Maran Lu Ra, 20, and Tangbau Hkawn Nan Tsin, 21, were volunteer teachers at IDP camps near the border town of Muse in Shan, parts of which have also been wracked by conflict between Myanmar's army and ethnic minority rebels in recent years.

Dartmouth College to ban hard alcoh...

Dartmouth College to ban hard alcohol on campus

(Reuters) - Dartmouth College will ban hard alcohol on campus as it seeks to cut down on binge drinking among students, the Ivy League school's president said on Thursday. The ban, which applies to students and all college-sponsored events, comes at a time when universities across the United States are trying to fight what the White House has described as an "epidemic" of sexual assault. The Hanover, New Hampshire, college is among the more than 50 elite U.S. learning institutions that the Department of Education is investigating to see if their policies on sex assault violate U.S. laws requiring equal treatment for men and women in higher education. Researchers say the culture of binge drinking on college campuses has fueled sex assaults.

Independent

Foreign pupils don't harm grades of...

Foreign pupils don't harm grades of English speakers

English-speaking pupils do not see their grades suffer if they attend a school where most of their classmates speak other languages, according to research by Oxford University academics published today.

Muslim leader: 'Teaching British va...

Muslim leader: 'Teaching British values in schools creates atmosphere of suspicion'

Snap inspections of schools to see if they are teaching ?British Values? have created an atmosphere of suspicion and mistrust, a Muslim leader has warned.

School league tables reveal gap bet...

School league tables reveal gap between rich and poor pupils has increased by 7 per cent

The gap in performance between poor and better-off pupils has increased despite millions of pounds of government money being spent on trying to narrow the difference, exam league tables have shown.

School league tables: Number of sch...

School league tables: Number of schools failing to reach minimum government GCSE targets doubles

The number of secondary schools failing to reach government minimum targets for exam performance has more than doubled, official tables published on Thursday show.

Nicky Morgan defends exam league ta...

Nicky Morgan defends exam league table shake-up following private school backlash

The number of secondary schools failing to reach government minimum targets for exam performance has more than doubled, official tables published on Thursday show.

GCSE league tables slammed as a 'no...

GCSE league tables slammed as a 'nonsense' by private schools

Hundreds of secondary schools, including many top private institutions, have seen their GCSE results plummet to zero following a shake-up of annual league tables.

Education Week

Graduation rate higher in Kentucky ...

Graduation rate higher in Kentucky than US overall

Ohio auditor to report head counts ...

Ohio auditor to report head counts from 30 charter schools

Bill aims to raise high school drop...

Bill aims to raise high school dropout age from 16 to 18

House panel OKs broader school vouc...

House panel OKs broader school voucher program

Arizona schools chief wants new ass...

Arizona schools chief wants new assessment test gone

New York's Cuomo proposes education...

New York's Cuomo proposes education tax credit

Educause

The Role of Campus Leadership in En...

The Role of Campus Leadership in Ensuring IT Accessibility

“Everyone should have an opportunity to participate in higher education.”

With those words, Michael K. Young, President of the University of Washington, opens a new video from his institution’s AccessComputing Project, IT Accessibility: What Campus Leaders Have to Say. Developed with support from the National Science Foundation, this video presents university presidents, chief information officers, and other higher education leaders who stress the importance to higher education of accessibility for persons with disabilities, and of having campus technology environments that support it.

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The Game is Changing. What Will Be ...

The Game is Changing. What Will Be Expected of You?

“When we were doing our studies for the National Academies, the typical first response of university presidents or CFOs or provosts was to say: ‘I understand things are changing very rapidly, but I'll ask my CIO to take care of it. The CIO usually can.’ We would then ask: ‘Suppose you wake up in the morning and come in to your office and nothing works anymore. You can't access e-mail. All of your course systems have collapsed. Who fixes the problem?’ They begin to scratch their heads, and pretty soon it's like the five phases of grief. They start off with denial and anger, move through bargaining and depression, and finally reach acceptance.” — James J. Duderstadt, Change and the Research University

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The Top-Ten IT Issues, 2012

The Top-Ten IT Issues, 2012

EDUCAUSE Top 10 IT Issues, 2012

The EDUCAUSE annual publication of top IT issues has long resonated as a yearly snapshot of the most pressing issues for IT leaders in higher education. At the top of list for 2012:

Updating IT professionals’ skills and roles to accommodate emerging technologies and changing IT management and service delivery models Supporting the trends toward IT consumerization and bring-your-own device Developing an institution-wide cloud strategy

 

Below are the EDUCAUSE Review article summarizing the IT Issues Panel's findings for 2012 and accompanying resources.

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Tune In June 5 -- Rolling Out a BYO...

Tune In June 5 -- Rolling Out a BYOD (Bring Your Own Device) Program

This free hour-long session, “Rolling Out a BYOD (Bring Your Own Device) Program,” will offer ideas, sample policy statements and guidelines, and lessons learned for campuses interested in implementing a BYOD strategy for mobile devices on campus.

Those unable to attend may wish to visit the archives after the event or browse related resources.

Interact on Twitter at #EDULive.

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Get Involved with EDUCAUSE -- Volun...

Get Involved with EDUCAUSE -- Volunteer Submissions Are Due June 1

As someone who has a vested interest in higher education IT, you are part of a dynamic and close-knit community where we share new ideas, network with peers, and work toward the common good of the profession.

EDUCAUSE provides opportunities to be an active member by volunteering in a variety of roles, either short- or long-term, throughout the year. These opportunities include:

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Is Agile the Future of Project Mana...

Is Agile the Future of Project Management?

Gartner predicts that by the end of 2012, agile development methods will be used on 80 percent of all software development projects. Project Management Institute’s research shows that agile project management tripled from December 2008 to May 2011, and can help decrease product defects, improve team productivity, and increase business value.

Read the latest article release on agile project management from the Project Management Institute.

To help you apply project management processes at your organization, EDUCAUSE members have access to a selection of professional development resources:

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Huffingtonpost.com

Cracks in "Talent Pipeline" Pose Ri...

Cracks in "Talent Pipeline" Pose Risks for Employers and College Students With Disabilities

As the leader of a national organization focused on employment for people with disabilities, I routinely have the privilege of visiting places that are doing some remarkable work to advance the issue. My travels of late took me to two notable college campuses: Edinboro University, just outside of Erie, PA, which has committed to excellence in accommodations for students with disabilities; and Rochester Institute of Technology (RIT) in upstate New York, which has dedicated itself to helping students with disabilities access jobs upon graduation, better ensuring their long-term economic security. Frankly, America's colleges and universities would do well to examine what RIT and other leaders in career services are doing right, because many, if not most, are getting it wrong. Nationally, students with disabilities take twice as long to secure a job after graduation. And of the 1.4 million college students with disabilities, about 60-percent of them can expect to not find a job when they graduate. Talk about a harsh dose of reality for young people who simply want to contribute. When I talk with employers, which is just about every day, they tell me their inability to hire new graduates with disabilities is not due to a lack of qualified candidates, but rather a lack of access. We at the National Organization on Disability decided to take a closer look at this issue recently, which resulted in a white paper titled, Bridging the Employment Gap for Students with Disabilities. Our research, along with guidance from partners such as Career Opportunities for Students with Disabilities and the National Association of Colleges and Employers, resulted in a series of recommendations that colleges and universities can take right now. Chief among them, and it's one that RIT is executing quite well, is better coordination and communication between each school's career services and disability offices, which respectively have access to "disability-friendly" employers and job seekers with disabilities. It may seem simple, yet so few schools get this right. At RIT, students engaged in this new model of information sharing report excellent results, with all early participants obtaining employment. A closer look at this issue reveals that, while as a nation, we have become increasingly proficient at creating employment opportunities for people with disabilities in entry-level positions, employers have yet to build a robust talent pipeline for professional positions. This is a particularly pressing problem for employers looking for candidates with STEM backgrounds. One would think our institutions of higher education would be the ideal place to fill up that pipeline. However, most professional-level jobs require not only a college degree, but frequently up to five years of work experience. This is a Catch 22 for the majority of all college-educated jobseekers, not just jobseekers with disabilities. But what we're learning is that these experience requirements may be overly restrictive and are inadvertently screening out graduates with disabilities that could perform well in professional jobs with the right training. This was underscored in a new study from the Association of American Colleges and Universities, in which employers evaluated students in skill areas such as being innovative, solving complex problems and working with others. Employers did not rank college grads highly in those key categories. Yet, talk with a person who has navigated the streets in a wheelchair for ten years or dealt with the medical establishment on a daily basis, and you'll find a job candidate who excels in all three areas. Employers should reexamine requirements that might be unnecessarily restrictive - particularly federal contractors who must now seek to satisfy new federal disability employment targets - and potentially gain new sources of inventive and resourceful talent. This summer, our nation will celebrate the 25th anniversary of the ADA. We have taken tremendous strides forward in improving access to employment for people with disabilities. But if we cannot solve the issue of how to connect talented young people with disabilities to meaningful employment, we will have not only wasted an historic opportunity to close this seemingly intractable employment gap, but we will yet again be wasting the talents of people who have much to contribute and deserve the opportunity to participate in the American Dream.
Police and Students of Color: A Let...

Police and Students of Color: A Letter to the New York Times Columnist Whose Son Was Held at Gunpoint by the Campus Police

2015-01-28-Yale3.JPG Dear Charles Blow, I was quite moved by your account (1/26) in the New York Times of the treatment of your son by the Yale campus police. I should like to share a story with you. It also occurred on the campus of Yale University. The year was 1968. I was Director of the Yale Summer High School. Created as a spin-off of the War on Poverty, it brought together 150 underprivileged students, the majority of whom were students of color, from all over the country for a summer of study and "uplift" on the campus of the Yale Divinity School. These were exceptionally bright kids, many of whom were not succeeding in traditional schools, not because they couldn't but because they chose not to. 2015-01-28-Tonda.jpg One such student was a young black woman from Chicago named Tonda. Her counselor considered her "a child of the ghetto, an absolutely unique experience; old far beyond her years in the experience of living ; insightful about herself and others, sensitive to a fault, loyal, challenging, and complicated, with an insatiable curiosity about life." Of herself, she wrote: "I am a young woman of seventeen who is greatly concerned with the "going-on-ness" of history -- about what it means to be a black student in America, the world, and the universe. Adults find me interesting, a bit cynical and rash, but willing to cooperate. I am, however, threatened by authority when it's not used properly. As an independent person, I decide which rules to break in order to get the job done without causing damage to myself or my future." Tonda was a talented but difficult person with whom to deal. I had removed her from certain classes because of an incident of self-violence, and was counseling her privately. She was a handful... but well worth the effort. I go to lengths in describing her that you might better understand what follows. 2015-01-28-Cops.jpg It was 1:30 a.m. on a hot and humid Saturday night in late July. The girls from a visiting Upward Bound program were boarding their bus for the trip home following a dance we had sponsored. It was one of those delayed exits -- with much kissing, hugging and good natured horseplay, when two campus policemen on their evening cruise suddenly arrived on the scene. They immediately sensed "trouble." They stopped right in front of where the kids were gathered, shone their headlights on the kids. Disturbed by what he saw, the officer at the wheel took to his speaker, blaring a warning to disperse Things tensed perceptibly, as the good cheer among the students vanished, turning instead into confusion, indignation, and anger. Suddenly, out of the shadows emerged Tonda. She grabbed me by the arm and said, "Larry come with me." She then stood me directly in front of the headlights, took me in her arms and planted a kiss right on my lips. That did it. The scene exploded with laughter. The tension lifted perceptibly, and all so magically, the crowd dispersed. Still shaken by the police response, I went over to the patrol car, telling our protectors they had acted precipitously and that their actions could easily have provoked a serious incident. Unfazed by my criticism, the officer pointed to the departing students, noting, "We sent them on their way. Now you see what they understand." They then revved up their car and pulled away into the darkness. 2015-01-28-Yale2.JPG There are many aspects of the recent incident that are troubling -- not just the reaction of the police. There are, for example, the letters of response to the Times, neatly orchestrated by the Editor that they might reflect an awkward but proper balance -- reminding us how police have also been guilty of misconduct in their treatment of white people... Really now! What has gone most unnoticed, however, is the role of the University itself. The campus police are employees of the University. Like all good employees, they reflect in their actions the values and wishes of those who employ them. Governor Christie may not have been directly responsible for the lane closings on the bridge, but the actions of his subordinates were consistent with the tone he set for his administration, his interests, and his values -- so too with the campus police. Yale will make its proper apologies, and a few wrists will get slapped. This is, after all, the son of a distinguished columnist for the New York Times. This does not speak well of the University's image. But university life for the most part will go on as before. There was never any self reflection about issues of race and income disparity before, and there will be little afterwards. You can study most everything at a University but the University itself. Today we are confronted with a society in which the plight of the disenfranchised and the alienated, particularly young people of color, has accelerated geometrically. Yale, as with most institutions of higher learning, however, pays very little attention to issues of race or to social and economic inequity or to the implicit assumptions of an elite education. It fails to provide its students an opportunity to challenge the assumptions by which they are being educated and those of the society of which they are supposed to become its leaders. About such matters, it is totally non self reflective. There is no place for the Tondas of the world at Yale. There was no place there for the Yale Summer High School which the University long ago dismantled together with other real links to real world issues. But does not one have the right to expect more of a university? What is after all is its proper mission? I can only propose my most idealistic version: A university is that one institution best prepared to engage in utopian formulation -- to move beyond the technological and political values that inform the rest of society. That's strictly "academic," you say. That is perhaps the problem. The subject cannot be treated academically. The total university must put itself on the self-reflective line: administration, student body, faculty, curriculum, residential arrangements, and the full range of interpersonal relationships. The failure of our universities to assume proper responsibility, to fully comprehend the larger picture, and explore fully new ways in which men and women might learn, live and work together can only lead to an extension of the present state of thoughtlessness and polarization that continues to divide the nation. That is the real tragedy in all of this. Warmest regards, Larry Larry Paros is a former high-school math and social-studies teacher. He was at the forefront of educational reform in the 1960s and '70s, during which time he directed a unique project for talented underprivileged students at Yale and created and directed two urban experimental schools, cited by the U.S. Office of Education as "exemplary" and later replicated at more than 125 sites nationwide. More from Larry Paros on education:walkrightinthemovie.com
Maryland Graduation Rate Hits Recor...

Maryland Graduation Rate Hits Record High

More than 86 percent of students in Maryland are earning diplomas within four years, a record high graduation rate for the state according to data released Tuesday. Maryland state officials celebrated the achievement, noting that the rate has risen more than four percentage points since 2010. At that time, fewer than 82 percent of high school students graduated in four years. "We are so excited," said Maryland's state superintendent of schools, Lillian M. Lowery, sharing that as graduation rates have improved, dropout rates have fallen. "We have to give all of the credit to the creative work that's going on in our districts and our schools." Lowery shared that Maryland's 24 school districts now target students at risk and build individualized learning plans to meet each student's needs. State data tells us that the dropout rate in Maryland declined from 11.9 percent in 2010 to 8.4 percent in 2014. Despite the gains, statewide numbers show that an achievement gap still exists, with lower graduation rates for Hispanic and African American students. However, the gaps did narrow between 2011 and 2014. Maryland's graduation rate for African American students is up more than four percentage points since 2010, to nearly 80.5 percent statewide. The rate for Hispanic students also rose -- nearly six percentage points during the same period -- to 77.5 percent. There is a lot to celebrate in the state of Maryland - the numbers show change is happening in the state, and for the better. I believe a big reason we are seeing these changes is because of the individualized plans that Maryland now builds for at-risk students. I hope we continue to see higher education rates, lower dropout rates and a narrowing education gap.
Should Professional Development be ...

Should Professional Development be Required in College?

A college degree is almost universally recognized as a pre-requisite for a professional career. For quite some time, however, that by itself has not been sufficient for students wishing to enter the professional ranks. During the job application process, prospective employers are looking for two things from applicants in addition to a college degree: Relevant work experience and The ability to present their education, experience and skills effectively Both of these are important in making the match between applicant and employer. However, if students don't possess the skills in the second case, their ability to enter and advance in the workplace is limited. A student's resume and cover letter must be targeted, compelling and error-free. Her interview skills must be sufficient to the task of linking her education and experience to her passion and ability to do the job. Ideally, she will have networked effectively with alumni to gain information and knowledge to help advance her career. Students have the opportunity to develop career skills and make connections while in school -- but do they? There's an old saying about about college: Anything not required for graduation is automatically optional. Career programs and workshops, along with in-person career counseling and online assistance of various kinds are offered by many colleges and universities. Participation is also generally voluntary, so most students don't access these resources, unless they have an immediate, compelling reason (such as a resume deadline or job interview the next day). By that time, the benefit to students is often reduced and their presentation is less effective than it might have been from a more deliberate and thoughtful approach to career development. This leaves aside the challenge of developing a network, which most students don't fully understand or engage in. While the argument can be made that students are adults and are responsible for making their own decisions about how to prepare for their professional lives and use their time effectively, many remain naive about the role of professional development in their post-college success. I have long been an advocate for student responsibility and freedom of choice in their activities. However, just as students in most higher education institutions must follow a required curriculum, I think there is a place for mandatory life and career skill development during the four-year college experience. Two of the most-cited reasons by students for going to college are to have access to better jobs and higher salaries. In its 2013 survey of first-time, first-year college students, the Higher Education Research Institute found that over 86 percent of students claimed it was "very important" to attend college to get a better job. Similarly, 73 percent felt attending college was very important to make more money. Given these numbers, I suspect that attaining career skills through professional development activities will be one requirement that most students (not to mention their parents) will be happy to meet. As employers increasingly look to higher education to train students for specific careers, colleges and universities should consider instituting professional development requirements to assist students in articulating the value of their education and experience to those employers. Career Boot Camps and Professional Development 101 seminars focusing on networking, sourcing internships and interview skills are a good start, but if they remain optional, those programs will face challenges reaching a majority of the campus population. A flexible, but required program of co-curricular professional development starting in the first year would be instrumental in assisting all students with post-college professional life, particularly those who struggle to connect their education and experiences with their interests and plans. Champlain College is one institution that has done just this, with its Life Experience & Action Dimension (LEAD) program. Champlain's is a four-year process required of all students and organized around the themes of engaged citizenship, managing a lifelong career, and gaining financial sophistication. Champlain requires students to participate in targeted programming annually; if students don't, they are unable to register for the subsequent semester. Historically, most schools have followed an "opt-in" strategy when it comes to preparing students to enter and be effective in their chosen careers. In light of the increasing cost of higher education and the scrutiny that parents, alumni and politicians have placed on career outcomes for graduates, colleges in the current environment can't afford not to explore making professional training and development graduation requirements for students.
Man Who Grew Up In Struggling Immig...

Man Who Grew Up In Struggling Immigrant Household Leaves Wall Street Job To Help Homeless

The son of two Korean immigrant parents who once struggled to make ends meet, Robert Lee understood as a young child what it's like to feel hungry. He eventually went on to work at a hedge fund to make sure his parents would never have issues putting food on the table again, but it didn't take long for him to realize that being true to his roots required serving others in need. Lee launched Rescuing Leftover Cuisine, a nonprofit organization that targets both the prevention of quality food waste and putting an end to hunger, in New York City in the summer of 2013. Since its debut, the social entrepreneurship venture has partnered with more than 30 local restaurants and markets to secure food donations, and built a volunteer network of more than 1,400 people to hand-deliver donations to homeless shelters across the city. So far, the organization has saved -- and then shared -- more than 45,000 pounds of food, at the cost of just 10 cents per pound. Lee, 24, experienced the importance of food waste prevention early in life -- from a practical standpoint as well as a cultural one. Prior to his parents' move to the United States, Lee's father was a civil engineer and his mother was a banker. But after his family moved, the language barrier and different opportunities available in Queens led his father to begin working in supermarket management, while his mother became a homemaker. The couple placed a high value on their two sons' educations, at times struggling to keep enough food on the table for the family of four and refusing to let what they brought home go to waste. "When I was growing up, there were these two Korean myths," Lee told The Huffington post. "One of them is that if you throw out food scraps or whatever leftovers you have, then your family's future generations will starve that same amount. The other is that if you throw out food, then in your afterlife, you have to eat all the food you ever wasted as a form of punishment." Growing up hating food waste as well as experiencing hunger firsthand, Lee knew that he wanted to prevent his family from facing that struggle again in the future. Interested in the financial world, Lee first worked at a hedge fund during his junior and senior years of high school. Because he enjoyed the experience, he decided to enroll at New York University's Stern School of Business for his undergraduate degree. It didn't take long for Lee's interests to merge on the NYU campus. After learning about Two Birds, One Stone, a new club that made daily deliveries of leftover dining hall food to local homeless shelters, he jumped at the chance to volunteer. He served as president of the group for seven of his eight semesters, and it was this service that inspired the framework of Rescue Leftover Cuisine. "The potential is huge," said Lee. "We started with one dining hall and ended with three, we engaged double the number of people, and we were able to get the word out there. We would get requests from other campuses and schools asking how we made our club and how they could set up their own. It wasn't just within the borders of NYU that we could do this." Upon graduation, however, Lee decided to accept a job offer from J.P. Morgan, while working part-time on launching RLC. Lee said he knew he wanted to dedicate all of his time and effort to his charity organization, but received mixed advice from Stern professors and successful social entrepreneurs about the best way to jump into the nonprofit world. In the end, he decided that learning from a for-profit's best practices and establishing some financial security would be beneficial, for both his personal future and the future of his nonprofit. It only took a year for Lee to choose his nonprofit startup over his corporate finance job. He left J.P. Morgan six months ago to run RLC full-time, using seed money he and co-founder Louisa Chen won at a venture competition during their senior year at NYU, as well as corporate donations from his former employer. rescuing leftover cuisine RLC founding team Robert Lee (right), Louisa Chen (center) and Paul Sun (left). A native New Yorker, Lee set his focus on helping those in local communities first. He based the structure of the 501(c)(3) organization off of his experience with Two Birds One Stone, adding user-friendly technology to the platform to make it even easier for people throughout the city to volunteer. The open access pulled in volunteers interested in pitching in occasionally, as well as those who wanted to make a more substantial time commitment to preventing food waste and helping the hungry. By explaining that the donations were tax-deductible, reduced food waste costs and boosted brand image, Lee was also able to partner with a variety of local restaurants and markets -- even big brands like Starbucks and Panera Bread -- to secure the food for the rescue trips. "There are tons of restaurants, and almost all restaurants have leftover food that they throw out, or unsold products they couldn't sell that day or don't want to sell the following day," said Lee. "It's a matter of engaging our volunteers, as well as convincing those restaurants to work with us." According to a 2012 report from the Natural Resources Defense Council, 40 percent of food produced in the United States goes to waste -- the equivalent of $165 billion each year. Rather than feeding millions of hungry Americans, it is left uneaten and sent to landfills, accounting for the single largest component of the country's municipal solid waste, the NRDC said in its report. After spending the first few months completing all of the food rescue trips to local homeless shelters himself, Lee began organizing his network of volunteers to delegate some of the delivery responsibilities. He now has designated "core rescuers" who manage approximately 10 delivery trips each week, "lead rescuers" who manage around five delivery trips each week and general rescuers who sign up to volunteer whenever they can. RLC now has three core rescuers and 50 lead rescuers among their 1,400-person volunteer network. rescuing leftover cuisine RLC volunteers pick up food donations on one of their rescue trips. With 100-200 new volunteers joining RLC each month, Lee has high hopes for the growth of the organization in 2015. His goal of going national is already being met -- the first RLC food rescue trip in Washington, D.C., was completed last week, and volunteers in Texas, Pennsylvania and New Jersey are ready to bring the program to their local communities as well. paul sun RLC CFO Paul Sun delivers a box of food to a homeless shelter in New York City. On a more local level, Lee hopes to bring on one new food lending partner in New York City per week this year, as well as develop RLC's staff and diversify its fundraising efforts to make the venture more sustainable in the long run. RLC recently received a $10,000 grant from Kind Snacks to continue expanding its work, and secured $5,000 in individual donations from a campaign the nonprofit organized last fall. "As I'm doing this, I'm literally learning 10 new things a day and it's been really fun and I don't regret it," said Lee. "So far it's the stories that we hear that make me realize I did the right thing. For example, last Thursday there were only four sandwiches left at the Bowery Mission as we came by with a fresh supply and sandwiches and bread. Moments like that make me realize we're making a huge difference." Anyone interested in creating a branch of RLC in their community can get in touch with the RLC here, and those in the New York City area can check out the organization's current volunteer opportunities by signing up with RLC here. This article is part of a series produced by The Huffington Post highlighting the contributions of Go-Givers -- people who are looking beyond a "Go-Getter" approach to success and redefining success to include the importance of giving back. To nominate a Go-Giver of the Week, email gogiver@huffingtonpost.com.
Choice Is a Privilege

Choice Is a Privilege

The first day of school only happens once a year, except in schools like mine, when the first day happens far too frequently for many of our students and teachers. Our 4th graders are taking the NAEP this year. The survey asked about our mobility rate. The question was multiple choice, with 0 percent being the lowest rate, and "20 percent or more" being the highest rate. Our school has a 30 percent mobility rate, so we were off the scale. Mobility is the rate at which students enroll or transfer from a school during the year. Our 30 percent rate means that if a class of 33 students begins the year, only 23 of those original 33 students will be enrolled by the end of the year, with ten transferring out and ten new students will have enrolled to replace them. Mobility might not sound like a problem, but it is, especially when coupled with crippling poverty. I always taught in schools serving high-poverty populations of 90 percent or more, but I never considered the effects of mobility until I became an administrator. You rarely hear about mobility as a pressing issue, but I contend that it needs to be. Through my own observations and speaking with our students and teachers I've come to believe mobility is as damaging, if not more-so, than poverty itself. The first twenty days of a school year are so crucial there are multiple books written about the subject. Within the first twenty days teachers must establish classroom routines and expectations that will either make or break the entire school year. From my vantage point as a principal I've witnessed teachers that fail to establish productive classroom norms in the first 20 days, and the students and teacher (and their neighboring colleagues) suffer the entire year for it. The other day one of our kindergarten teachers exasperatingly told me how frustrating it is when she loses a student or gains a new one after the first twenty days. Strong classroom management can prevent a new student from disrupting the flow of things, but when it happens a couple times a month, it affects all of the relationships in the learning environment. We want teachers to be caring and develop strong emotional bonds with our students, especially in elementary schools. In schools with high mobility, teachers develop a tough skin and learn not to attach too quickly to any student. Our teachers work damn hard, but it's rough when you invest personal time tutoring and mentoring a child just to see them disappear to another school before the end of the year. This potential for detachment doubles-down on the emotional damage the student is already suffering from having to move schools, meet a new teacher, make new friends, and learn new routines. In Chicago mobility is directly related to poverty, but the families that are the most mobile seem to be a subset of the poor. Many families rarely move, but a small percentage of them move every year. I know students in 8th grade that have been to seven different schools. On the Southwest side of Chicago you can draw a line down Kedzie Avenue. Schools to the West of it have a mobility rate closer to 5 percent. Schools to the East have a mobility rate hovering around 30 percent. Despite the fact all the schools serve students that are predominantly from low-income families, there is a very noticeable difference between our communities. I've been told that teachers, students, and parents from other schools don't like to visit ours because the neighborhood looks and feels much different, with many more boarded-up homes and less of a cohesive neighborhood feel to it. Our population is more African-American than the other neighborhoods, too, which undoubtedly plays a part in their perceptions. When families from more affluent neighborhoods visit our school for basketball games the wary looks on their faces makes me wince. Families from schools like ours enter with a less-guarded attitude. The difference is plain to see. Our families don't move because one of their parents got a new job and the company paid them to relocate. Our families' reasons are numerous and varied, including homelessness, foreclosure, eviction, family breakup, death of a parent, or the avoidance of gangs, and often a combination. This last reason is always the most perplexing to me. I've had families tell me they want to move so their children don't get caught up in the local gangs, but they often move from one high-crime neighborhood to another. I used to be quick to criticize such a decision, until I realized that in a town like Chicago, "choice" isn't a right, but a privilege based on income, class, and skin color. It's illegal to discriminate based on race or income, but how else can you explain such a segregated city in which a school within walking distance from ours doesn't have a single black kid? We rarely hear about the effects of mobility on the quality of learning in schools like ours, but public neighborhood schools like mine haven't been as much of a priority as schools of "choice" like charters, magnets, and selective-enrollment schools. In Chicago choice isn't a right, it's a privilege.

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We Do Medical School Admissions

We Do Medical School Admissions

For a number of years I have worked with standard medical school admissions as well as BS/MD admissions.  This has mainly been through referrals from other counselors that knew I did medical school admissions. I haven’t generally talked about this much because frankly, I hate turning people away and I already turn away too many...Continue Reading >

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What Classes are Important to BS/MD...

What Classes are Important to BS/MD Programs.

BS/MD programs, and selective colleges in general, like to see students that have challenged themselves academically. Great, but specifically, what classes are important to BS/MD programs? The answer to that varies depending on the classes available at a particular high school but in general terms BS/MD programs like to see students that have 4 years of...Continue Reading >

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Why You Don?t Want to Say You Know ...

Why You Don?t Want to Say You Know Your Medical Specialty

It happens all of the time when I am first contacted by a student. They tell me that their dream is to be a “name the medical specialty”. Neurosurgeon is particularly popular. There isn’t necessarily wrong with having an interest in one particular medical specialty. Maybe your interest came about because your favorite aunt died...Continue Reading >

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Penn State is Now a Seven Year Prog...

Penn State is Now a Seven Year Program

Historically, some of the oldest BS/MD programs were six year programs. But recently there have only been four BS/MD programs that were six year programs. And now there are three. Penn State University has eliminated the six year option in the BS/MD program. Starting next fall all of the new BS/MD students at Penn State...Continue Reading >

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New Year. New Consultant. Kelley An...

New Year. New Consultant. Kelley Anne Johnson Joins College Admissions Partners

Happy 2015 to all our readers! This seems like as good of a time as any to announce the addition of College Admissions Partners’ newest consultant: Kelley Anne Johnson. I will let Kelley Anne introduce her self. Hi, I’m Kelley Anne and so excited to be joining College Admissions Partners this year. Before you wonder if it...Continue Reading >

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Do You Need Sports for BS/MD Progra...

Do You Need Sports for BS/MD Programs?

Will you be a more competitive candidate for BS/MD programs if you play a sport? No. Does that mean that sports, as an activity, are not important? No. Sport are fine as activities but they are no better than, or worse than, any other general activity. If you like playing a sport, then play a...Continue Reading >

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