Archer Fellowship Valuable Experience for UTPB Graduates

Permian Basin of the University of Texas Carmen Dragun has spent one of the most satisfying semesters of her educational career as part of the Archer scholarship program.

The Archer Scholarship Program was created by the University of Texas System in conjunction with former US Representative Bill Archer to bring highly motivated and accomplished students to Washington, DC, for a comprehensive academic and professional experience, the website said.

Selection is based on a competitive application process, and each cohort of Archer Scholars is made up of some of the best and brightest students in the UT system.

Dragun, who attended Trinity School in Midland, graduated summa cum laude in May with a bachelor’s degree in accounting from UTPB. She started at Texas A&M University, but came home to help take care of her grandmother.

She spent from late January to April 24 in Washington. There she worked at Freddie Mac. She recently moved to Price Waterhouse Coopers (PwC) in Houston as an audit partner.

Founded by former U.S. Representative Bill Archer, R-Texas, Dragun said Archer sees the scholarship as a way to bring UT System juniors and seniors to Washington to live and work in the city, take courses. course and see the political process firsthand.

“I had a great time and really got to learn a lot…” said Dragun.

During their stay, scholarship holders must take 15 hours of courses and find a job or an internship.

His cohort of 35 students worked in various public, private and non-profit agencies. All of them had different ideologies while working at the Heritage Foundation, different congressional offices, and liberal-leaning groups.

“There were a lot of different political views represented in the cohort, which was great,” Dragun said. “It led to a lot of really solid and interesting conversations and a much deeper understanding of different political views because we all live together in the same apartment complex… We were really able to build a lot of common ground. and having conversations about politics. “

One of the tasks of the students was to find other students within the cohort that they did not agree with, mainly on a political issue, and to have “difficult dialogues, this is where we would sit down one by one and talk about our disagreements and listen to another person’s point of view and express our own and have a conversation about where we agreed and where we disagreed and what was the common ground between these two points of view.

“I think for the most part what we’ve found is that even if there were irreparable differences, we’re never going to change our mind. …,” she said.

For the most part, Dragun added, everyone was working towards similar results through different approaches. But you can still make great relationships and friendships, even with very different points of view. Dragun said it was a good thing to see and “it was also a mission, so you had to do it.”

Carmen Dragun, right, and Paola Ulloa, a student at the University of Texas Permian Basin, with the Washington Monument in the background in Washington DC (Courtesy photo)

With 35 students, Dragun said they not only got to know each other well, but also the faculty and staff.

“… We had great teachers and adjunct professors to teach us, really awesome speakers who came regardless of the course. People from all public, private and non-profit sectors with different political ideologies and different career paths who were able to tell us about their careers and what they learned about advocacy and the political process; lots of really good instructions, ”she said.

The scholarship lasts for one semester, but due to COVID and the January 6 insurgency, it has been cut short by about a month.

“So we stayed there for about three months and it was still a great experience, and even with the COVID restrictions, we were able to visit the open monuments and a few of the museums that stayed open and just explored the city, this which was great. It was a lot of fun to do, ”Dragun said.

She noted that the John Ben Shepperd Public Leadership Institute paid tuition and living expenses while they were in Washington.

Dragun said it was an amazing opportunity because you have the means to have this enriching experience and to “meet some really great people”.

“I really appreciate that the JBS Leadership Institute has made the Archer scholarship possible. I think it was a life changing experience and I really owe this organization a lot of gratitude, ”she added.

At UTPB, Dragun got involved in student government. One of the advisers was Dean of Students Corey Benson.

At the time she applied, she was the student body president and was involved in the UT System Student Advisory Council. Benson encouraged her to apply.

He put Dragun in touch with the campus representative and encouraged her to continue filling out the applications.

“I appreciate that Corey Benson and Dr. Becky Spurlock (Vice President of Student Affairs and Leadership) are the people who have really encouraged me to continue with the program. When I got it, I was delighted. These are the first people I spoke to. I think I told them before I told my parents. They were a huge influence in encouraging me to go, ”Dragun said.

President Sandra Woodley also played a role.

“As student body president, Carmen Dragun is committed to supporting student achievement, belonging and well-being through her involvement with the Student Government Association,” Benson said in a text message. . “In her final year, she participated in the Archer program, which provides students with wonderful opportunities to gain hands-on experience in Washington, DC.”

Dragun noted that she was fortunate enough to meet people from other UT institutions.

“They represented not only a big difference in political views, but also different geographic locations. Now I know people who are leaders in their schools in different industries across the state. It’s just… really great… ”she said.

“It’s truly an honor to be a part of this prestigious group because it’s just a great resource,” Dragun added.

In the future, she hopes that more UTPB students will benefit from the scholarship.

“… This is a great program, especially with the resources available from the JBS Leadership Institute. I think it will be a great resource for the UTPB, ”she said.

Dragun has an older brother, Anthony, who is studying at UT Southwestern Medical School, and a younger sister, Vivienne, who is in second year at Notre Dame.

Dragun said she liked going to UTPB saying it was the “best decision I’ve ever made”.

She made “great friends” and had an amazing faculty and supportive administration.

“… I am a huge fan of Dr Woodley. She really made campus an exciting and inclusive place. It’s just a great place. I think she brought great energy to sports teams and student organizations. She makes herself very available to students, ”Dragun said.


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Why entrepreneurship training can help achieve the SDGs

INDIA

We all see very clearly the tragedy of COVID-19 and its impact on health systems in India and the ripple effects it can have on virtually every other aspect of life. He showed us how the rules we teach in Indian higher education institutions can quickly lose their relevance as almost overnight they have changed and have focused on good health and well-being.

The pandemic should be a wake-up call for all educators to see the world around us in a different light. We may be able to see more clearly what is important and what may not be.

It gave us the opportunity to ask ourselves if what we teach really prepares our students to be good citizens and the world leaders we need, the kind of leaders the world needs at a time like this, the kind of leaders who can make decisions based not only on spreadsheets, but in a truly volatile, uncertain, complex and ambiguous environment.

COVID-19 shows the need to include entrepreneurship training in the curriculum of Indian higher education institutions. It is a powerful means of reducing poverty, creating sustainable governance, stimulating resilient infrastructure growth and stimulating innovation, in addition to improving social and environmental sustainability.

It includes innovative ways of thinking, openness to new experiences and assessing issues such as value creation.

If students are developed with an entrepreneurial spirit, they will become self-reliant and confident. They will be ambassadors able to solve their local and regional problems with innovative ideas, solutions and sustainable business models aligned with the United Nations Sustainable Development Goal 9 (SDG 9).

Investing in entrepreneurship training can create an entrepreneurial mindset and ultimately this translates into the development of an entrepreneurial orientation among young people. An effective entrepreneurship education policy is a prerequisite for any emerging economy to equip its people with the knowledge and ability to ‘fish rather than just give them a fish’.

However, the broader goal is to increase the number of individuals who start new businesses and develop an entrepreneurial culture to reduce poverty (SDG 1) and play a key role in reducing inequalities within and between countries. (SDG 10).

National education policy

Over the past five years, the Indian government has sought to create an entrepreneurial ecosystem and supported the business of young people, encouraging them to use their entrepreneurial skills and knowledge to become self-employed. This has acted as a catalyst for entrepreneurship as a career option for graduates across the country.

To help young people pursue this entrepreneurial passion and become job creators, India’s new National Education Policy 2020 set out a roadmap for Indian higher education institutions with an emphasis on the holistic development of students through multidisciplinary education and vocational training.

He stressed that education must evolve towards less content and more experiential learning to create positive outcomes, including increased creativity and innovation, ability to take risks, critical thinking, problem-solving skills, teamwork, communication skills, deeper learning of programs. in all fields at all levels and a spirit of service to the social community.

Quality education must build character, enable learners to be ethical, rational, compassionate and caring, while preparing them for gainful and fulfilling employment (SDG 4).

In this way, higher education institutions in India were given the great responsibility of preparing the younger generations to become more self-reliant, independent and sustainable. They must bridge the gap between the perceived desirability of becoming an entrepreneur and the feasibility of starting a new business.

Entrepreneurship education should help them bridge the gap between the current state of student learning outcomes and the vision of national education policy. It must prepare young students for a more meaningful and fulfilling life in terms of successful careers which, in turn, add economic, social and cultural value to society.

Channeling young people away from ‘take a job’ that someone else has already created to “create jobs” designing and launching new businesses is aligned with the Prime Minister’s concept of “Self-Reliant India Mission” and with the United Nations SDG 8.

Innovation and Entrepreneurship

The Association to Advance Collegiate Schools of Business (AACSB) has encouraged its accredited colleges to deliberately include coverage of specific topics such as social responsiveness, responsible leadership, sustainability, engagement and societal impact in education programs. ‘undergraduate studies in commerce by revising their standards and incorporating them into their curriculum. .

The AACSB proposed Business Accreditation Standards 2020 give hope that business schools will rethink their activities and focus more on integrated approaches to the curriculum (SDG 4) as well as their engagement and societal impact (SDG 9).

Entrepreneurship education, innovation and technology were chosen as a group because of the critical impact they have on each other. While all AACSB-accredited business schools (and probably non-accredited ones as well) have included some type of course related to information technology, there is a large room for improvement in IT results. student learning around the development of their entrepreneurial skills.

Technology is often a source of entrepreneurial opportunity, which is the result of the creative process. Likewise, entrepreneurial thinking sometimes results in technological innovation and the creative process can result in both new technologies and / or entrepreneurial ventures.

World challenges

Entrepreneurial capacity building is not just linked to employment, but also plays a central role when it comes to tackling some of the most difficult challenges in society by building a synergy between economic development and achievement. of the United Nations Sustainable Development Goals.

Many governments, think tanks, non-governmental and international organizations around the world now see entrepreneurship as a key part of the solution to end poverty and social inequalities, promote women’s empowerment and implement initiatives. business solutions for our global societal challenges.

To achieve these United Nations SDGs, Indian higher education institutions and universities must foster the development and integration of entrepreneurship training programs that explicitly target and enable young people to successfully become the next generation of entrepreneurs. entrepreneurs.

In doing so, we must ensure that the entrepreneurship curriculum prepares leaders to deal with situations such as COVID-19, shocks to business as usual that are likely to continue to occur in the future. future, and helps educators and students adapt quickly, work together and innovate.

As we are only surviving this crisis, what happens next becomes more and more important. We need to think about how we can use this crisis as a crucial opportunity to rebuild better than before, and how we as higher education entities, as teachers, researchers and consultants, can contribute to sustainable development goals.

Professor Dr Balvinder Shukla is Professor of Entrepreneurship, Leadership and Informatics and Vice Chancellor of Amity University, Noida, Uttar Pradesh, India. Professor Dr Anupam Narula is Professor of Marketing and Assistant Director (Alumni Relations) at Amity University, Noida, India. The opinions expressed are personal.


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Byerley appointed President / Dean of Geisinger Commonwealth School of Medicine

September 25 — SCRANTON – Jaewon Ryu, MD, JD, President and CEO of Geisinger Friday said that in addition to being a highly respected leader in the field of education and her many professional accomplishments, the passion Dr. Julie Byerley for academic excellence, research and teaching being essential in helping us achieve our vision: to facilitate better health for the communities we serve.

Geisinger has announced that Byerley, MD, MPH, will be the new President and Dean of Geisinger Commonwealth School of Medicine (GCSOM), Executive Vice President and Academic Director, effective January 1, 2022. She succeeds Steven Scheinman, MD, who has been president and dean of the college since 2012. Scheinman is expected to retire at the end of this year.

“I am delighted to announce Julie Byerley as the next president and dean of our school,” said Dr Ryu. “We couldn’t be more excited to have her join our team and lead GCSOM into the future.”

Virginia McGregor, GCSOM Board Chair, added: “We are confident that Dr Byerley will strive to ensure the quality of GCSOM educational programs and accreditation that will not only allow students to acquire the best of healthcare education, research and innovation, but will instill his passion for patient outcomes that will ultimately benefit our communities for generations to come. “

McGregor also thanked Dr Scheinman for his leadership over the years and his vision in growing GCSOM from a small community institution to the nationally respected medical school it is today.

“We look forward to working with Dr Byerley to continue this tradition of excellence at GCSOM and to build on the foundations that Dr Scheinman has helped us to lay,” said McGregor.

Byerley said she was honored and excited to join as the new President and Dean of GCSOM and Academic Director of Geisinger.

“The school has a well-known national reputation for being innovative, community-centered and patient-focused while providing hands-on education and training that prepare students for careers in healthcare,” said Byerley. “And our research institute has long been recognized as one of the most innovative teams in medicine using population and patient data. I look forward to serving and working closely with students, staff, researchers and faculty to foster the success of the school, our research environment and all the academic and training programs we offer to facilitate better health for all of our students, alumni and researchers will have an impact throughout their life. career. “

According to a press release announcing the appointment, “As the new Dean, Byerley will provide visionary leadership for GCSOM, ensuring excellence, innovation and a focus on learners, patients and health promotion. . She will continue to make GCSOM an industry leader and model the organization’s community service mission.

In addition to his responsibilities at GCSOM, as Academic Director, Dr Byerley will draw on his experience as a world-class academic and research institution at the University of North Carolina (UNC) to also oversee the management of educational experiences for learners across Geisinger, including higher medical education, nursing, pharmacy, advanced practitioners and other health professions.

She will also be responsible for overseeing Geisinger’s research environment which includes over 50 full-time research professors and over 30 clinician scientists responsible for groundbreaking medical advancements such as the MyCode Precision Health initiative and more. Geisinger’s areas of research expertise span precision health, genomics, informatics, data science, implementation science, outcome research, health services research, bioethics and participation in hundreds of clinical trials each year.

Byerley has worked at UNC Medical School since 2002, most recently as Associate Dean, Academic Affairs, where she oversaw the school’s educational business and the office of faculty affairs and leadership development. Since January 2021, she has been Acting Dean of the UNC Adams School of Dentistry.

Byerley received his BS in Physics and Teaching Certificate from Rhodes College and attended Duke University Medical School. She completed her residency in pediatrics and chief residency at UNC-Chapel Hill, where she also obtained a master’s degree in public health with a focus on maternal and child health.

Her husband, Mike Byerley, will join her in Scranton. They also have two adult sons. She has a dog named Bella. She enjoys hiking and can’t wait to take advantage of the outdoor activities that Scranton has to offer.


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Anita Hill has a perspective to offer

Anita Hill still speaks in the measured tone she did when questioning an all-white, all-male panel before the Senate in 1991 – a young law professor dressed in a blue linen suit who would give the nation a day-to-day education on sexual harassment at work. .

Thirty years later, she is more an academic than an activist, focusing on avenues for progress and continuing to teach law as a professor of social policy, law and gender studies at Brandeis University.

But to be fair, Hill’s patience is waning. “I’m really running out of it,” she said in a video interview from her Massachusetts home earlier this month.

Her new book, “Believing: Our Thirty-Year Journey to End Gender Violence,” due out of Viking on Tuesday, aims to channel that impatience into something more substantial – a sort of manifesto.

Through interviews, personal accounts, and social and legal analysis, Hill, 65, aims to connect the dots between seemingly disparate social ills – school shootings, campus sexual assault, domestic violence and the homelessness, as well as the gender and racial dynamics behind each – to show how they create a culture in which gender-based violence can thrive. She describes it as “the literal and figurative foot on the neck of women”.

This is Hill’s third book and, as she notes, perhaps her most ambitious. “It’s kind of like trying to boil the ocean,” she said, but until we see the problem holistically, “we can’t really fix one piece.”

Hill spoke about his Senate testimony, its aftermath, #MeToo, and his recent conversation with Christine Blasey Ford. These are edited excerpts from the conversation.

You weave the story throughout your book, including some fascinating case law on sexual harassment. But for me, one of the most shocking things was learning that it was the Redbook of All Places that conducted the first national survey on sexual harassment, in 1976. Not the Harvard Business Review, not the federal government – a women’s magazine.

Redbook did it because Redbook was the one who cared. This investment should have been made by our government. A few years ago, Senators Murray, Warren, Feinstein and Gillibrand called for the economic costs of workplace harassment to be measured. They wrote a letter. As far as I know, they never got a response. So Redbook has done us all a favor, because we wouldn’t even have much information to validate what has happened to us for generations if we didn’t have this survey. And even now, there is still no comprehensive measure of the rate or economic cost of sexual harassment in the United States.

You tell a story in the book about your older brother, Albert, warning you not to drink the punch when you went to college. I have heard a version of this warning a hundred times, and yet I don’t think I ever stopped to think about the implication. For me, reading it was one of those “aha” moments of realizing how deeply entrenched the sexual violence hypothesis is in our culture.

It is almost as if we accept it. And we tell young women – one in four who are at risk of being sexually assaulted in their freshman or sophomore year of college – that you’re kind of lonely, because these things are inevitable to happen.

I was 10 years old when you testified before the Senate Judiciary Committee. I don’t remember really understanding what was going on, but I remember my father insisting that we leave the television on. For those who haven’t lived the testimony, can we just take a moment to note how bizarre this all was? A senator suggested that you drew inspiration from “The Exorcist”.

It was so bizarre that it was hard to even see it as real. You ask yourself, for example, does this really happen?

And yet, what has held so many people back is your composure.

I think in many ways that I have been prepared by life. I grew up in a household with a fairly measured mother. She got things done. And we learned that she was very serious, even though she wasn’t, you know, screaming and screaming – which you can expect a lot of times if you’re a mother of 13 kids.

How well did you know that being unfazed was almost required of you, as a black woman testifying before a panel of all-white men?

The nature of the challenges thrown at me, and certainly the setting, bore this testimony like no other experience I had ever had. But I had experienced it before – as a black woman who, for example, stands in front of a class of students who, at the time I started my teaching, were mostly men and mostly women. white men, and presents himself as an authority figure. . I am going to be someone who is going to be challenged. Because some of them had never had to interact with a black woman as an authority figure.

The problem with the Senate was that members of the Judiciary Committee had never interacted with a black woman as an authority on even his own life. I knew from the tone and the language that was used, and just the way people looked at me, that they were questioning my right to be there and my right to have a voice. And it was familiar. It was nothing new. And so, unfortunately, I had trained myself to react under these circumstances.

How did this experience affect you in the years that followed?

It was difficult, but it helped me to have strong relationships. Because relationships are the first thing you care about. What will happen to my friendships? What will happen to family members who might not want to be associated with this whole experience? I’ve lost people who don’t even want to talk to me, even to this day. So that part was painful. But I think I was able to resist because I had so many people supporting me.

It was interesting, my dad would tell people – in this little town where I grew up, in the countryside of Oklahoma – he would say, “Oh, I’m Anita’s dad. And I would say, “You know, daddy, you might not just want to say that to Everybody. “But he was determined, and our relationship just got even stronger because of it.

One of your chapters is called “The Myth of the Awakened Generation”. What does it mean?

It’s about our belief that a generation will come and realize that all of these differences that we use to hold people down – whether it’s race or gender or gender identity or gender identity. or class – that all of those things really don’t matter. This this generation will see people as equals, and because of this, problems will disappear, all prejudices will disappear. And this is a myth for two reasons: first, because there is always a mixture of beliefs in any generation. But also because there will be biased systems, and the only way to be successful in these systems is to adapt to some of these biases. What we need to do is change the systems, but it will not happen overnight. We cannot expect a generation to correct them.

You seem to have a lot of patience in this regard.

I do not know. I am short of. I am really short. And that was part of the urgency for me to write this book – it’s like, I don’t know how long I’m going to be doing this. I don’t even know how long I’ll be staying. I want to get it all out.

You chair the Hollywood Commission, which works to eliminate sexual harassment in the entertainment industry. Last month we saw the implosion of another Hollywood group formed in the wake of #MeToo – Time is up. Is the reality of power in this country that if you get too close to it, you are necessarily complicit in its abuse in one way or another?

I don’t think it’s inevitable. I think you can have a Times Up that puts survivors and victims and the interest of equality and fairness first. And I think when Times Up comes back, it’ll be front and center in their minds. I think anytime you have an organization that is focused on changing government policy, it’s very difficult to at least avoid the appearance of complicity.

I don’t know what all the facts were in this case. I know what I heard and I can understand the outrage. But I also know that – and maybe this is my personal bias about politics – that it’s an institution that almost forces people to compromise. And the question is, how do you maintain your integrity and your principles while doing what you need to do to get the legislation passed?

You called the 168-page report by the Attorney General of New York Letitia james – which ultimately led to Governor Andrew Cuomo’s resignation on charges of sexual misconduct – a model for how other institutions might investigate the misconduct allegations. Why?

We have a moment in this situation in Cuomo where we got as close as possible to the right kind of investigation, the right kind of treatment. You are the governor, but you are not above the law. We will investigate you. We will find the body to do it. We’re going to put in place a process to do that. We will explain what we are doing. We will explain our results and why we achieved them. And we’re going to make an announcement and come to a conclusion.

I mean, it seems so manual. I think it gets lost because of the situation with Time’s Up. But also because we are looking at this from a political point of view rather than from the angle of, how do we approach this systemic problem in society? What’s the one thing we can do? And that is to put in place an appropriate system.

Could such a system resolve part of the “due process” debate?

If you put a system in place, then you don’t have people saying, “Well, it’s just a ‘he said, she said’. You have a way to confirm facts. You have testimonials and standards. And so yes, absolutely. You would take away some of the public uncertainty around these issues.

You recently spoke with Christine Blasey Ford for a new podcast. How was it ?

It was wonderful to be able to sit down and talk with her because our experiences, while unique to each of us, are shared. And being able to have a conversation with someone, with hindsight, it did me good, and I wanted to reassure her that one day she will be able to put all that into perspective.

When you were testifying, the women made buttons that said “I believe Anita”. What do you think of the slogan “believe all women”?

We have this cultural presumption that women lie about their experiences of violence. We should go beyond that. We know that the rate of misrepresentation is very low, it is a fact. But most importantly, if we have the right processes, we don’t need to have these slogans. We will have the facts to back up what is really going on. And we won’t have to resort to slogans.


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IST and Scottish Green Legacy on Israel-Palestine Educational Resource – Bella Caledonia

Israeli land grabbing

EIS and the Scottish Green Party embrace John Swinney’s educational legacy on the Israel-Palestine educational resource.

Following the recently announced announcement of the Scottish Greens Party’s cooperation agreement with the Scottish Government, they released their draft shared policy agenda which outlines a visionary aspiration on key principles, including human rights. man and educational reform:

“… Where everyone’s contribution is heard and valued and where improving outcomes for children and youth is at the heart of everything we do… [and] to support a constructive and progressive discussion and debate on education issues in the Scottish Parliament and in society at large ”

But there was one exception to this admirable statement which both sides ignored and which the Scottish teachers’ union, the Educational Institute of Scotland (EIS) withheld; the Palestine and Israel, Understanding the conflict educational resource.

In 2015, a school in North Lanarkshire gave students a homework exercise that consisted of various questions about why Palestinians are “terrorists”. This was the reaction of parents, the Scottish Palestinian community and national media coverage, then Learning and Science Minister Dr Alasdair Allan commissioned the Glasgow and Clyde Rights-Based Learning Group (GCRBL) to formulate a more balanced educational resource.

The GCRBL, with support from Education Scotland, invited various stakeholder groups to play an advisory role in the development of the resource including education professionals (including Education Scotland); parents and students; groups from Palestinian and Jewish communities and pro-Palestinian and pro-Israel organizations.

While most stakeholders, including the Scottish Jews for a Just Peace, have recommended changes to the resource, they have advocated for its implementation on Education Scotland’s GLOW website. This was done in February 2017 after being assured of quality and was then accessible to teachers.

In May 2017, Education Scotland documented the response of the Scottish Council of Jewish Communities (SCoJeC) which, along with the Scottish Friends of Israel, were the only actors totally opposed to this.

Among the reasons for their opposition was the fear of anti-Semitism generated in schools; a bias towards the Palestinian perspective and a belief that sources such as the UN were “unreliable”. They rejected the advisability of recommending additions / amendments to the resource that would reflect their own narrative and instead pursued a more lobbying tactic when John Swinney became Secretary of Education in 2016.

Its first task was to task Education Scotland with establishing a review group made up of the Scottish Commissioner for Children and Youth, teachers’ unions, local authorities and chaired by Vicky McGraw of the GCRBL. Its function was to review the material project and organize a pilot project in a number of selected schools.

However, the review group was quickly halted after Education Scotland, without informing stakeholders, pulled the resource from GLOW.

Alarmed by this unexplained action and the lack of transparency, one of the stakeholders, the Scottish Friends of Palestine, embarked on a series of FOI requests which revealed that the content of the resource had been removed after Swinney had met pro-Israel groups.

Having met Swinney at an SNP conference, I asked him to explain the future of the resource and received a misleading response asking if I was “on the Jewish or Palestinian side?”

The resource was ultimately scrapped when Education Scotland CEO Gayle Gorman announced it would no longer be developed. Again, I managed to catch up with Swinney and asked him, how would teachers now answer students’ questions on this issue? He said: “There are many resources available for a teacher to properly construct an explanation of the Israeli / Palestinian situation… I cannot believe that a teacher is just waiting for Education Scotland to produce a resource pack if that is necessary. ‘helps explain the situation’.

This response denied why a resource was needed in the North Lanarkshire school in the first place and contradicted the earlier decision made by Dr Alasdair Allan MSP as well as the work of Education Scotland since June 2015. After nearly four years, Swinney has come full circle.

However, Swinney’s decision was mixed when the EIS took unprecedented step by offering and agreeing to appropriate an educational resource from the Scottish government. What was ostensibly a rescue and educational promotion has turned out to be relegation to near-oblivion, as the resource is now buried on the EIS website. EIS informed me that it did not intend to apply for reinstatement on GLOW.

Interestingly, this deal came at the height of salary negotiations with Swinney.

This controversy added to Swinney’s litany of school failures, which resulted in a vote of no confidence in Holyrood last year. During the debate, Scottish Greens for Education spokesman Ross Greer MSP defended Swinney and accused opponents of “hypocrisy”. However, a year later, Nicola Sturgeon added to this loss of confidence when she demoted Swinney away from education.

Given that Greer was the chairman of the all-party group on Palestine, it was hypocritical that he and the Greens refused to take a golden opportunity to demand from Swinney the reinstatement of the educational resource before voting. As a constituent of Ross Greer, I wrote to him asking for an explanation. Despite the reminders, he refused to answer. When I complained to Speaker of Parliament Ken Macintosh I was informed that PSMs are not obligated to respond, “political” questions from voters.

The current coalition agreement between the Scottish Greens and the Scottish government has once again ignored the issue.

Outgoing Education Secretary Shirley-Anne Somerville reiterated that objective research on historical issues can be overruled by individual stakeholders, “Significant efforts to facilitate the development of a set of resources on understanding the conflict in Israel and Palestine that could be accepted by all key stakeholders were undertaken and, unfortunately, it was not possible to research full agreement on content. It was decided that hosting the material on GLOW under these circumstances would be inappropriate.

The decision to withdraw the resource was not based on educational but political criteria. Will education in Scotland have to go through political lobbying before it achieves legitimacy and acceptance? This is why an objective approach is crucial and if we don’t have one, teachers will inevitably be forced to search the internet and get them back into the North Lanarkshire school mess.

The issue is still relevant as the Scottish Parliament is currently considering a petition for the resource to be restored.

The history of the Israeli-Palestinian conflict dates back over 100 years and is as controversial as it was then today. Britain was fundamentally responsible for this ongoing disaster and in particular the protagonist, a Scotsman by the name of Arthur James Balfour.

Scottish students should know this.


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Merrickville private school is “the best in the world”

A private school in Merrickville now has significant bragging rights.

Earlier this month, Merrick Preparatory School was recognized as the best in the world through the Secondary Learning and International Impact Award.

It’s like the “Academy Awards” for the education sector, said Kevin Farrell, the principal of the school.

The PIEoneer Awards, which bestowed the title of the world’s best to the local school, are based in London, England, and celebrate innovation and achievements across the world in the education sector for secondary schools. grades 9 to 12 teacher.

This year there were 19 different categories and a large panel of over 40 international judges.

The Merrickville school believes it won the award because of its teaching efforts throughout the COVID-19 pandemic, as well as the high success rate of students placed at top-ranked universities.

“We have been able to create an online learning platform synchronicity very quickly and develop an incredible sense of community for our students through this learning platform,” said Farrell.

He said the preparatory school staff worked early in the morning to address all the students who were learning remotely and the school used multiple cameras and very sensitive microphones to make students feel like they were in the room. class despite their scattering around the world.

“Our teachers and staff have had the courage to go through a very difficult time. Our parents, our students and our staff had a sense of community and belonging and most of all we had compassion for each other, ”said Farrell.

“I don’t think there is a single person for whom this award is intended; I think it’s for the teachers, the staff; it’s for the students, it’s for the parents. It’s for everyone involved in the Merrick Preparatory School family.

While most students have returned to in-person learning at school, it still offers the online option for students, both locally and internationally.

Currently, the school has 22 international boarding students and will accept more for its second semester in early February.

“We have an amazing group of highly dedicated and qualified teachers and we have a fantastic group of students,” said Farrell.

The PIEoneer Awards may not be well known across much of North America, but Farrell said that regardless, it’s still great recognition of the work the school has done since. it opened 10 years ago, to be recognized as the best in the world when it comes to student achievement.

“I think what that means to the staff is that it’s a real boost, that all of their hard work is paying off,” said Farrell. “And it’s a great lesson for our students that hard work pays off. ”

He said the award is a prime example that hard work doesn’t always come with immediate gratification, as it took school years of hard work to achieve that level of recognition.


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UB Remains Best Public University in New York City in Wall Street Journal / Times Higher Education College Rankings – UB Now: News and Views for UB Faculty and Staff

By DAVID J. HILL

UB is once again the No.1 public university in New York State and one of the top 40 public universities in the country, according to the Wall Street Journal / Times Higher Education College Rankings released yesterday.

The 2022 ranking includes nearly 800 universities.

UB is ranked n ° 31 among public universities in the United States, while retaining its position as New York State’s No.1 public university. UB ranks 124th among all public and private universities nationwide.

WSJ / THE rankings are based on 15 key metrics that rate colleges and universities on four pillars:

  • Student results (40%), including salaries and graduate debt.
  • Academic resources (30%), including how much the college spends on teaching.
  • Student engagement (20%), including whether students feel ready to use their education in the real world.
  • Learning environment (10%), including diversity of student body and academic staff.

The rankings include results from the U.S. Student Survey, which examines a range of key questions including student engagement in their studies, their interaction with their teachers, and their satisfaction with their experience.

The full methodology is explained in more detail on the Times Higher Education ranking site.


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Keeping the learner at the heart of the education system | New times

There seems to be a proposal to revise the curriculum of the different levels of general education in Rwanda which would lead to an increase in the number of subjects and hours of instruction.

According to this proposal, the number of subjects at level A would increase from six to nine compulsory subjects per learner and per combination and at secondary level below 16.

This proposal is of great concern and has serious educational implications which must be considered very carefully before being implemented.

The review should, in the first place, be based on a thorough evaluation of the existing curriculum which is itself the result of an overhaul carried out by professional and experienced educators from Rwanda and around the world.

Let us first consider the number of teaching periods suggested in the proposed changes. The proposal of 52 periods per week and 1365 hours of teaching per year at all levels of general education from primary onwards implies that there are 10.4 periods per day assuming a school week of five days, or 8.67 periods per day if school time is six days. one week. The question then arises: how will the learners fit into these daily periods?

Such a number of periods is well beyond the limit of internationally accepted standards based on the UNESCO recommendation of 900 periods per year, which is much less. The implementation as proposed would place a heavy burden on learners with dire consequences.

In any case, a change of this nature is only pedagogically justifiable if it is supposed to lead to a fundamental transformation in line with national aspirations and the individual development of learners.

Let us also look at the proposal to increase the A-level subjects from six to nine compulsory subjects. A little background will help.

The choice to introduce level A combinations of 3 or 4 main subjects and a general examination was no accident. This was the philosophy adopted to give Rwandan students more in-depth subject coverage in order to meet the entry requirements of the best universities in the world, especially in Commonwealth countries and other countries that require only 3 core subjects.

Entrepreneurship as a core major and a language elective subject for all combinations were added later to make a total of six subjects for all combinations at level A.

The assumption was that the coverage of the 3 official languages ​​in primary and lower secondary was sufficient on the basis of the content of the program already developed.

This situation has not changed.

The program implemented since 2015 is Rwandan in nature but compared to the best practices of different countries and reputable educational institutions.

It and the programs based on it are, in fact, a hybrid benchmark of programs and programs in the region and beyond, in particular some of the Commonwealth and Southeast Asian countries, and of the Diploma of the international baccalaureate.

The Rwandan curriculum today is by no means inferior as the learning curricula or subject content are up to par and this can be verified by comparison with the curricula and content of other systems such as Cambridge and the International Baccalaureate.

Programs are reviewed periodically around the world, but there must be compelling reasons for this and a specific goal to be achieved.

Most countries and institutions that identify the need to reform and revise the curriculum for any level of education do so for substantial justifiable reasons, such as restructuring the entire education system.

If there is no restructuring that dictates the change, the main objective of the exam is normally to rationalize the gaps or overloads of content or the pedagogical approach that hamper the teaching and learning processes. , and assess whether the learning outcomes required by the individual needs of the learners, society and the labor market have been achieved

The other objective is to check whether the learners are able to demonstrate the skills, knowledge and competences described in the existing curriculum and to be able to adapt them to the needs of the society and to the national aspirations.

The individual subjects to be developed and the teaching hours or periods to be covered per week or per year must be appropriate and adapted to the needs of the learner and to national aspirations.

Education policy makers must therefore be careful about why the curriculum should be revised and why the number of subjects and hours of instruction at all levels should be increased.

Rather, they should do more to support program implementation which is not happening at the desired pace and intensity.

As it stands, some policies to strengthen the implementation of the current program are not fully in place.

For example, key elements such as the Curriculum and Assessment Policy, the Language Policy and the Policy on Learning and Teaching Materials have never been submitted for approval since 2016, although they are be cited in the education strategic plan as part of policy documents.

The implementation also involves the monitoring and evaluation of learning processes and the in-service training of teachers in the pedagogical approach of competency-based learning to strengthen the learner-centered approach.

According to education experts, the increase in the number of subjects and hours of instruction per day creates an overload for learners and constitutes a real danger for balanced social and intellectual development.

Such overload is often associated with learner stress which results in a negative attitude towards learning and a decrease in overall performance.

Conversely, there are proven advantages to having a reasonable number of subjects. This allows the learner to acquire a deeper knowledge of the subject and to develop a richer understanding and higher order thinking ability.

It facilitates more active learning which in turn increases learning motivation which includes developmental inquiry and research skills

If students do not have enough time to explore new concepts in a meaningful way and the curriculum is not flexible, this leads to poorer learner achievement outcomes.

Experts also argue that if subject content is transferred to learners ‘personal time as homework or homework, it ultimately has a potentially negative impact on students’ mental and physical health.

Too many learning hours or too many homework subjects is also a common challenge when it comes to tackling program overload.

Therefore, they argue, learners may need to spend more time studying outside of school hours in addition to regular extracurricular activities that might interfere with time to socialize and be with friends, time to play, time to exercise, and time to sleep.

The opinions expressed in this article are those of the writer.

[email protected]


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Ann Arbor Elementary 1 of 13 Blue Ribbon Schools in Michigan

ANN ARBOR, MI – Martin Luther King Elementary School of Ann Arbor Public Schools has been recognized as one of 13 Blue Ribbon National Schools in Michigan.

US Secretary of Education Miguel Cardona announced the 325 schools achieving nationwide status on Tuesday, September 21. Recognition is based on a school’s overall academic performance or on progress made in reducing achievement gaps among subgroups of students.

This is the second time King Elementary has received Blue Ribbon status, as it also won this honor in 2014. AAPS Superintendent Jeanice Swift said it was rare for schools to achieve this recognition twice. .

“We are fortunate that the exemplary work of our teachers, staff and students at King Elementary School has been recognized with this prestigious national honor,” said Swift. “This great honor confirms the exemplary work of our teachers and staff on a daily basis to ensure quality educational and enriching experiences, results and success for every student. Congratulations to King Elementary staff, students, parents and the community.

This year’s cluster of schools demonstrate what is possible when engaged educators and school leaders create vibrant, welcoming and empowering school cultures where rich teaching and learning can flourish, Cardona said.

“I congratulate all of our Blue Ribbon recipients for working to keep students healthy and safe while meeting their academic, social, emotional and mental health needs. In the face of unprecedented circumstances, you have found creative ways to engage, care for, protect and teach our children, ”Cardona said. “Blue Ribbon Schools have so much to offer and can serve as a model for other schools and communities so that we can truly build back better. “

Now in its 39th year, the National Blue Ribbon Schools Program has awarded approximately 10,000 awards to more than 9,000 schools. Up to 420 schools can be nominated each year.

AAPS schools have been successful in receiving Blue Ribbon recognition in recent years, with Community High School receiving recognition in 2019 and Allen Elementary School and Angell and Wines Elementary Schools receiving the honor in 2017 and 2015, respectively.

The department recognizes all schools in one of two performance categories, based on all student scores, subgroup scores, and graduation rates.

Top Performing Exemplary Schools are among the best performing schools based on state assessments or nationally standardized tests.

Schools that close the gap in exemplary achievement are among the best performing schools at closing the gaps in achievement between groups of students in a school and all students.

Other Michigan schools named Blue Ribbon National Schools are:

  • Avoca – Avoca Elementary School, Yale Public Schools
  • Bloomfield Hills – Conant Elementary School, Bloomfield Hills School District.
  • Caledonia – Dutton Elementary School, Caledonia Community School District.
  • Dearborn – Haigh Elementary School, Dearborn City School District.
  • Dearborn – Henry Ford Early College, Dearborn City School District.
  • Douglas – Douglas Elementary School, Saugatuck Public Schools.
  • Holland – Lakeshore Elementary School, West Ottawa Public Schools.
  • Lake Orion – Webber Elementary School, Lake Orion Community School District.
  • Marquette – Graveraet elementary school, Public school district of the Marquette region.
  • Mason – Alaiedon Elementary School, Mason Public School District (Ingham).
  • Troy – Barnard Elementary School, Troy School District.
  • Troy – Leonard Elementary School, Troy School District.

READ MORE:

New principals hired at Huron High, King Elementary

Ann Arbor Public Schools say elementary is safe from asbestos, with another being tested

Bus changes at Ann Arbor schools cause headaches for parents as school year approaches


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The Wall Street Journal ranks SU among the best in the United States – Susquehanna University

September 21, 2021

Susquehanna University is once again in the Wall Street Journal / Times Higher Education (WSJ / THE) 2022 ranking of top colleges and universities in the country.

Susquehanna has been featured in the ranking, which primarily measures student achievement and learning – based on 100,000 student surveys – every year since its inception in 2017. The university’s national rank is No. 207 on 796 schools on the list.

The WSJ / THE rankings highlight how well a college prepares students for life after graduation. The overall ranking is based on 15 factors divided into four categories: 40% of each school’s overall mark comes from student performance, including a measure of graduate salaries; 30% of the resources that a school devotes to academics; 20% of the way it engages its students; and 10% of the diversity of its students and staff.

Susquehanna improved to No.216 in resources, which measures how much money each university spends on teaching per student, the student-to-faculty ratio, and the number of published research articles per faculty.

Susquehanna is ranked 238th nationally in results, which measures graduate salaries, graduation rate, graduates’ ability to repay student debt, and academic reputation.

The university ranks # 80 out of 258 Northeastern schools that have been profiled.

Data sources include the United States Student Survey and Academic Reputation Survey, as well as public data from the IPEDs and College Scorecard on areas such as completion rates, employment of graduates and debt after graduation.

The annual THE US Student Survey collects the votes of over 170,000 US students across all ranked colleges.

A complete methodology can be found here, as well as the full list of schools.


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