Showing posts with label Postsecondary. Show all posts
Showing posts with label Postsecondary. Show all posts

Monday, July 27, 2015

From Teens: Study Resources

Booker T. Washington Magnet School, Tulsa
Extreme applause for the Teen Advisory Board (TAB) at Booker T. Washington High School in Tulsa, Oklahoma, for not only finding these study resources but also for sharing them. TAB even allow online requests through which BTW students can request a peer tutor in a particular subject. How is that for feeling included?

In addition, the BTW TAB in 2014-15 created Big Sib, a peer mentoring program matching upperclassmen with freshmen, who meet during advisory period, similar to homeroom, during the school day.

Back to the resources...


Studying Tips and Online Help
Study Blue 
Flashcards, review sheets, quizzes, study guides and more...

Open Study
Why Study Alone? Make the world your study group.

Jiskha
Homework Help

Quizlet
Simple tools that let you study anything for free.

Khan Academy
Learn anything!

Thinkerbinder
Start your own study group.

http://www.thinkbinder.com/  

Guides and Reference Materials

The Purdue Online Writing Lab (OWL)

The Purdue MLA Online Writing Lab

EASYBIB
Generate citations.

Citation Machine
Generate citations.

Ottobib
Make a bibliography or works cited with just an ISBN.                                             http://www.ottobib.com 

A Research Guide for Students

Info Please
Study Skills (includes various subjects)

Study Skills Online, Brunel University

IPL  
(no longer updated but usable for the past—newspapers, collections, resources by subject, etc.)

Shakespeare Online

Math and Sciences

Exploratorium

West Texas A&M Virtual Math Lab

Ask Dr. Math
The Math Forum at Drexel

Purple Math  

The Science Page 
for those hooked on science and science education

The Image
Gemstones, geology, digital photography

Interactive  Periodic Table

Aplus Math                                                                                                                 Interactive math resources for teachers, parents, and students featuring free math worksheets, math games, math flashcards, and more.                                                                     http://www.aplusmath.com

History Resources
West Point, Dept of History

Worldology   
Interactive Maps

A Timeline of History

PBS 

Interesting Things
TED

2014 by BOOKER T. HIGH SCHOOL TEEN ADVISORY BOARD


Ret. 7-24-15

Thursday, May 21, 2015

Research & Programs - Troubled Teens

Another article from the Chronicle of Evidenced-Based Mentoring...  
By  May 6, 2015

Programs that help teens and young adults succeed

Screen Shot 2015-05-07 at 9.18.32 AMEditor’s note: In recent days, YouthBuild has been getting some very nice press. The “second chance” program, which is based in Boston, has over 250 programs across nearly 46 states serving older adolescents and young adults across the country. In this piece, Professor David Kirp describes YouthBuild and other programs that are making a difference. 
From the New York Times
David L. Kirp is a professor of public policy at the University of California, Berkeley, and a contributing opinion writer.
The conventional wisdom among social scientists is that there’s little payoff in investing in troubled teenagers. As the University of Chicago economist James J. Heckman argued in 2011, “we overinvest in attempting to remediate the problems of disadvantaged adolescents and underinvest in the early years of disadvantaged children,” when the potential gains are supposedly the largest.
But this consensus is wrong, as we now know from recent scholarship. Take YouthBuild, which runs 260 programs in 46 states for about 10,000 16- to 24-year-olds. Nearly all of them high-school dropouts and poor; 31 percent have a criminal record, and 29 percent are parents.
YouthBuild’s model is straightforward — half academics and half on-the-job training. “In high school, no one gave a damn, but here, they really care about you,” one young man at the YouthBuild program center in Cambridge, Mass., told me. “They have your back.”
Kids who have “reached a dead end” are offered “a community that helps them find their purpose,” Dorothy Stoneman, who founded YouthBuild, told me. Seventy-seven percent of those who join earn a high school diploma, a G.E.D. or an industry-recognized credential, and 61 percent are placed in jobs and postsecondary education. The recidivism rate, within one year of enrollment in a YouthBuild program for those who have been in prison, is under 10 percent, well below the average.
Teachers and counselors make themselves available around the clock, and not just for schoolwork — they go to court with their students and help them get a driver’s license or draft a college application. Most of the participants build or repair homes for poor or homeless people, earning a modest stipend.
Melody Barnes, formerly President Obama’s chief domestic policy adviser, says YouthBuild graduates are “determined, smart and civic-minded, and but for programs like this one they would have been left behind,” she said.
Summer-job programs zero in on teenagers who are on the cusp of dropping out. Left to their devices, odds are that they’ll wind up on the streets or in jail. Summer internships are intended to reverse this trajectory by giving youngsters solid work experience and a paycheck, as well as the skills that spell success: dependability, perseverance, being a team player, understanding when to walk away from conflict.
Since the 1960s, New York City has run the nation’s largest publicly managed summer jobs program. Nearly 50,000 14- to 24-four-year-olds spend six weeks working, not only in publicly funded day care centers, summer camps, hospitals and city agencies, but also high-tech firms and Fortune 500 companies. After Hurricane Sandy struck in 2012, interns helped clean the city’s beaches.
Because there are more applicants than jobs, the young employees are selected by lottery; less than half of applicants are accepted. My colleague Alexander Gelber, and his fellow economists Adam Isen at the Treasury Department and Judd B. Kessler at the Wharton School, University of Pennsylvania, used this natural experiment to track nearly 300,000 adolescents who entered the lottery between 2005 and 2008.
The program kept many of them from getting into trouble. Those who were 19 or older during the summer they worked were 54 percent less likely to wind up in a New York State prison than those who didn’t have that experience. They were nearly 20 percent less likely to die young. Because homicide accounted for fully half of the deaths in their peer group, it’s plausible that the “soft skills” they acquired enabled them to avoid possibly deadly situations.
A 2012 study by Institute for Education and Social Policy at New York University found that attendance improved, especially for youths in serious academic trouble. About 100 more students with low prior attendance passed the state’s high-stakes English and math exams than those who were turned down by the program, giving them a shot at college.
Chicago began a new summer jobs initiative in 2012. Teenage violence — especially murders of young black men — was a major concern. The hope was that, through a combination of work experience and intense mentoring — a similar model as YouthBuild — adolescents could learn to stop and think before turning a conflict into an assault.
Among those who held summer jobs, there were 43 percent fewer arrests for violent crime over the next 16 months, compared with those who hadn’t participated, a study last year found. “This impact wasn’t just because these teens were busier,” Sara Heller, a criminologist at Penn, told me. “Most of the decline happened afterward. This moment in kids’ lives — when they are showing signs of disconnection from school and may have gotten in trouble with the law, but haven’t dropped out — may be the sweet spot for low-cost interventions.”
More than five million young men and women between the ages of 18 and 24 are neither working nor in school. And every year, 1.3 million teenagers drop out of high school. If no one reaches out to these disengaged youths, many of them face bleak futures — “being in jail or dead,” as Ms. Stoneman bluntly put it. We must invest in programs that can turn things around for these kids.

Thursday, April 23, 2015

Students' Earning Money

9 Unusual Ways to Pay for College

College is expensive - and it gets more so every year. The average in-state price for tuition, fees, room and board at a four-year public institution in 2014-15 was up 3% from the previous year to $18,943, according to the College Board. The average price for a four-year private nonprofit school rose nearly 4% to $42,419.

More and more families are turning to student loans to fund higher education. Over the past 10 years, student loan debt has climbed from less than $500 billion to more than $1 trillion, according to the Federal Reserve Bank of New York. However, Kiplinger's Personal Finance Editor Janet Bodnar has argued for years in Money Smart Kids columns that despite the rising cost of college there are ways to avoid the student-loan debt trap.
In fact, we talked to several people who found some unusual ways to cover some (or all) of the cost of going to college. As a result, many of these people avoided student loans altogether. Here are nine ways they earned or were given cash to help pay for school.
marching.com
1. Play in the pep band.

Robin Bartee put her music minor to use while an undergraduate at Western Kentucky University in the mid-1990s. For a couple of years, she played percussion in the pep band at basketball games - a paying gig that enabled her to cover the cost of textbooks. She also had an assortment of scholarships, grants and part-time jobs that helped her pay tuition and living expenses. "I walked away from college without owing any money," she says. 
2. Participate in clinical studies.
Ginger Dean became a human guinea pig while a graduate student at Marymount University in Virginia. She participated in sleep and medical trials at a facility in nearby Baltimore, and was paid $300 to $750 for each session. Dean says that she found the clinical study listings on Craigslist.org. ClinicalTrials.gov, a database run by the National Institutes of Health, lists studies that are actively recruiting participants. Search by location to identify local trials. Or if your university has a medical school or psychology department, check there for studies seeking participants.
3. Be a caddy.                               
examiner.com
Steven D. raked in the dough working as a caddy at a private country club in a Chicago suburb during the summers while he was a student at the University of Wisconsin-Eau Claire. For every two bags he carried for 18 holes of golf, he earned $80 plus tips. Depending on how many days he worked, he could make up to $10,000 in a summer. Not only was he able to earn money to cover some of the costs of college, he also landed an internship through networking on the golf course. That, and he got to caddy for basketball superstar Michael Jordan.
4. Teach dance.

While her classmates at William & Mary in Virginia earned minimum wage working at restaurants and retail stores during college, Catherine Alford pocketed $15 an hour teaching ballet to three-year-olds. "I used to wear my ballet clothes under my college clothes, rush to the studio between classes and teach the little ones," she says. She saved her earnings to travel abroad after her junior year to study writing at the University of Cambridge in England. 

5. Work as a camp counselor.                                          
snagajob.com


When Eric Rosenberg became a counselor-in-training at a Boy Scout camp near Denver, he didn't realize it would be his ticket to a full ride at the University of Colorado. After he learned about the Boys Scouts of America Denver Area Council's Madden Merit Scholarship Award, he decided to stick with camp counseling throughout college to receive the funding, which was matched with funds from the university and Wells Fargo. The $15,000 he received each year covered his tuition, room and board until he graduated in 2007. Read about eight other sources of scholarships.

6. Conduct interviews. 

 While attending UCLA, Jackie Lam spent several weeks interviewing people for a book,Close Calls with the Cops, after responding to a listing on Craigslist.org. Lams says she approached people on the street, sought stories through online chatrooms and posted her own ads on Craigslist. She was paid $10 per story and earned a total of $200 - not a lot but enough to cover some books and living expenses. She also earned cash by participating in clinical studies at a lab on the UCLA campus, and recording books on tape for the school's office of disabilities.

7. Clean toilets.                                                           
thriftyfun.com


Former Kiplinger writer Erin Burt worked her way through Brigham Young University in Utah with an assortment of campus jobs, including one with the custodial crew for the basketball arena and football stadium. She made about $6 an hour in 1997-98. Believe it or not, it was a lot of fun, she says, because "each shift was a bunch of college kids talking, laughing, listening to music - we just happened to be cleaning toilets, washing windows and mopping at the same time." In addition to earning money to pay for school, she met her husband on the job.

8. Model for aspiring artists. 

To get a job on campus at Ricks College (now Brigham Young University-Idaho), Tynley Bean and her classmates had to stand for hours in a job line at the beginning of each term. Given the choice of janitor and art model, Bean chose the latter her freshman year because it sounded easier and had better hours. For $5 an hour, she would sit or lie completely still in a swimsuit. The experience prompted her to become an art major, and she was able to sell her own art while in school to professors, students and even the university's collection.

9. Let Uncle Sam foot the bill.    
goarmy.com
After a year of college, Ryan Guina became restless and wanted an adventure, so he joined the U.S. Air Force on a six-year contract. His wanderlust paid off a few years later while still on active duty when he decided to finish his degree. He was able to use the Armed Forces' Military Tuition Assistance program to cover 100% of the cost of his college tuition. He applied his year of college and military training (for physical education and leadership credits) toward his degree and managed to earn a bachelor's of science from Embry-Riddle Aeronautical University in Florida within a year and a half by taking courses at a satellite campus and online. His degree, which he earned without taking on any debt, helped him switch careers after he left the Air Force in 2006. "The absence of student loans was a huge blessing, as it took six months to find a job after I left active duty," Guina says.                                                          

http://www.msn.com/en-us/news/education/9-unusual-ways-to-pay-for-college/ar-AAbmEX1?ocid=HPCDHP#page=1

Ret. 4-21-15

Send us other ways to earn for young people to earn money as they pursue their goals.

Tuesday, April 7, 2015

College Dropouts, Prevention

We encourage high school students to attend Career Tech and/or college, but that is not enough. Many young people beyond high school age need mentoring, too. Nontraditional students with families and/or jobs merit additional encouragement and supportive considerations from institutions and community members. 

A decade ago, then-18-year-old Sophia Stoll resolved that she wanted to go away for college. The working-class New Yorker enrolled in a private Catholic university outside of Pittsburgh, but by her junior year, she’d realized that the media and technology program didn’t suit her goals. Stoll dropped out, worked odd jobs for a year back home, then transferred to SUNY-Fredonia. But she ended up suffering from extreme anxiety, she says, and withdrew after a semester.
Several years later, she tried enrolling once again—this time at Brooklyn College—and enjoyed it. Yet after switching schools for the second time, she was discouraged to find that many of her credits hadn’t transferred. She withdrew the same year.
“The thought of going back again after all this time makes me tense up,” she said. “I also don’t want to take out any more loans” than the $11,000 she already has. It’s been two years since Stoll, now 28, left Brooklyn College. And because she has a stable communications job at a local union, she’s not sure she’s ever going back.
A new study has found that Stoll’s academic history is overwhelmingly common for “repeat noncompleters”—students who have a stop-and-start college experience. The study, based on National Student Clearinghouse Research Center data of 4.5 million non-first-time students, found that only about a third of students who re-enrolled in college between 2005 and 2008 ended up earning their degree. The completion rates for those students at public four-year universities and community colleges was 27 percent lower than for first-time students.
The study was conducted by InsideTrack, American Council on Education, NASPA: Student Affairs Administrators in Higher Education, and the University Professional and Continuing Education Association. These numbers confirmed what education experts already knew: Colleges and universities need to do a better job retaining their students—especially nontraditional ones with families, jobs, and other commitments, which now account for 75 to 80 percent of all incoming college students, according to the study’s researchers.
“The thought of going back again after all this time makes me tense up.”
“Most universities are entirely organized around the residential student, around the type of four-year experience most policymakers in D.C. had,” said Bob Hansen, CEO of UPCEA. “There’s been a fundamental failure on their part to change.”
Nontraditional students often have no choice but to go to school part time, which ultimately fails to engage them, said Ben Miller, senior policy analyst at New America Foundation.
“What we have to face is that part-time enrollment is just not a path that leads to graduation at a high rate,” he said. “For someone who’s taking so few classes,” and will therefore finish very far in the future, “the question of whether it’s worth their time and money is increasingly harder to say yes to.”
The situation grows worse if the student transfers to another school, creating what Hansen calls a “credits swirl”—they exist, but don’t accumulate. If Stoll went back to school, for example, she’d have to retake Introduction to Biology and other core requirements—something she has “absolutely no desire or concentration to do.” Plus, she added, “it’s a waste of money.”
Yet New York is actually doing better than most at retaining their non-first-time students, with a graduation rate of 39 percent. California, on the other hand, has only a 24 percent completion rate for returning students. A state’s size doesn’t necessarily correlate with graduation rates, either; Wyoming has the same non-first-time student graduation rate as California.
Dave Jarrat, vice president of marketing at InsideTrack, said one hypothesis for the gap is that some students may intentionally enroll in community colleges without planning to get a degree. California’s junior colleges, for example, often aren’t focusing on “producing associate’s degree graduates,” but rather framing themselves as “a place of learning for all citizens of the state.”
MICHAEL RUBENSTEIN / FOR NBC NEWS


Sophia Stoll enrolled in college more than once and never graduated, but doesn't plan on going back to school because she has a stable job.
Miller agrees that this is an often overlooked aspect of the conversation. Some students, he said, are enrolling in one or two classes to get additional workforce skills, like welding or IT.
“If you’re a contractor and you need some electrician skills,” said Miller, “why stick around for the full associate’s?”
Gabriel Marquez, a welding instructor at Allan Hancock College in Santa Maria, California, knows this dynamic all too well.
“We get a lot of guys who took shop in high school, who now work at Walmart and Home Depot,” he said. “[They’re] wanting to get out of their minimum wage jobs.” But as soon as these students gain a few welding skills, they’re lured away by employers offering $19 for an entry-level welder position. Sometimes, Marquez said, they don’t even finish the class they signed up for.
Of course, there are many other reasons why students intent on a four-year degree never end up graduating, and experts say much of the responsibility rests on universities. Nontraditional students need targeted attention in order to keep them on track.
“Because they’re often working at the same time, you have to proactively support them in developing time-management skills,” Jarrat said. Normalizing the experience of the non-first-time student helps, too. “If they haven’t been back for many years, it may feel like an alien environment to them, which makes them doubt their ability to succeed,” Jarrat added.
Miller thinks there should be an “early warning indicator system” that makes it easier to identify someone who’s at risk of dropping out. And sometimes, the difference is in the details.
“If they haven’t been back [to school] for many years, it may feel like an alien environment."
“Check their course schedule with them,” he said. “Send them to tutoring if they need it. Be really cognizant of small-dollar impediments”—if the student needs a bus pass, for example, or assistance paying for books. [Metro Career Tech Foundation in Oklahoma City provides such assistance.]
But some disincentives to pick school back up again go beyond university policy—like the student loan system. Sixty-three percent of college debtors never finished their degree. Many of these former students are already financially struggling, and hate the thought of taking out more money.
Now that Stoll has a fulltime job, she’s just beginning to pay her own loans, which has been a “wake-up call.” She said “nobody really explained this before,” and that nobody encouraged her to go to a much cheaper state school in the first place.
Jarrat said that when it comes to financial aid, “universities should have a candid conversation about a clear path to completion,” and fully explain what these loans mean to the student’s financial future.
Despite exposing these deficiencies, Miller said there’s a glimmer of hope in this story. “There are lots of people out there with the desire to go to college, and who have tried it,” he said, pointing to Census data that shows there are now more college dropouts than high school ones.
Besides encouraging high schoolers to go to college, he said, we should make the early-20s adult who dropped out “part of the discussion,” he said. “They often get lost in the mix.”
Education coverage for NBCNews.com is supported by a grant from the Bill & Melinda Gates Foundation. NBC News retains sole editorial control over the content of this coverage.




Saturday, March 28, 2015

Soft Skills - Assistant

Many students choose work-study programs to help pay for their education or work full-time during the day and attend post-secondary education in the evenings. 

Mentors can encourage mentees to seek a higher employee skill base during the mentoring relationship. 



8 Soft Skills That Make for a Great Assistant

Posted: Updated: 


WOMAN IN OFFICE















If you've ever seen The Devil Wears Prada, you may believe that being an administrative assistant is a stepping stone to something greater. Though it can be a proving ground that opens doors to other positions, being a personal assistant to an executive or middle manager can also be a fulfilling career that is currently totally in vogue. Candidates may not need previous work experience as a receptionist or assistant, there are several crucial soft skills that make a candidate the best person for an administrative or executive assistant position.

Soft skills are those character traits and interpersonal skills. Character traits tend to be ingrained unlike occupational or hard skills, which are learned and honed over time. They're less what we know and more the core of who we are. While experience in similar positions may get you the interview, your ability to showcase these soft skills should get you the job.
Not everyone can be an administrative assistant. It takes a very specific set of skills to assist an executive or manager. The following soft skills make for a great assistant: time management, project management, strong communication, and active listening skills, as well as common sense, a flexible personality, attention to detail, natural curiosity and research ability.

1. Curiosity and Research Ability
An assistant with a natural curiosity and research ability benefits the executive or manager in many ways. The perfect candidate is someone who reads a lot, gathers information and builds bridges between ideas. Executives and managers dream of the kind of assistant who reads trade news, keeps him or her up-to-date, points out networking connections that should be made, and research the boss's new ideas with vigor.

2. Attention to Detail with a Great Sense of Urgency
The great executive assistant must be meticulous in all things. However tiny, details are expected never to go without notice. Assistants must pride themselves on noticing things others do not. All those arguments about work-life balance? A great assistant is the key to helping an executive or manager achieve it. When a great assistant respects his or her boss's need to balance work with their family or private life, he or she approaches the details of the boss's day with urgency and accuracy. Arrive well before the boss does, stay after the boss is gone to prepare for the next day, and work their calendar with proper planning and recommendations.

3. Common Sense
Despite what the name implies, common sense is rare. The great assistant is capable of filling in the gaps and demonstrating initiative. When given incomplete ideas, the assistant uses knowledge of his or her company and boss to round them out, all while keeping the executive informed and in approval along the way.

4. Active Listening Skills with Vision for the Future
Listening leads to learning. While most people are "hard of listening" rather than "hard of hearing," the great assistant processes information quickly and boldly asks questions to fill in his or her understanding. When an assistant understands the direction his or her boss is heading in and the strategy behind every move the executive or manager makes, the assistant will be able to have a greater impact on this growing partnership. Ultimately, the assistant will accurately anticipate what goes next.

5. Flexible Personality
A great assistant must have the ability to interact with all people. Whether you meet in person or over the phone, the assistant must build rapport. With as many unique personalities as an assistant must deal with, he or she must be able to build rapport in a number of ways. An assistant must remain flexible and patient with all people.

6. Strong Communications Skills
Communication is key. Understanding and conveying information between people is absolutely invaluable. There's perhaps nothing in the world more valuable to customers, clients and business partners than understanding and being understood. Strong communications skills could be the difference between your legacy as "The Greatest Assistant Ever" and "What was their name again?"

7. Time Management Skills
A great assistant needs to know how to prioritize and keep things on schedule because the job of assisting an executive or manager includes scheduling his or her meetings, events and other means of spending time. An executive assistant works with his or her boss to understand priorities and help manage daily scheduling so that the executive can spend more of his or her valuable time on long-term goal planning and setting.

8. Project Management Skills
As much as an assistant's ability to manage his or her time and the boss's daily operations so that the boss has time for big-picture thinking, it's incredibly important for an assistant to help bring the boss's big picture thinking to life. That means being able to help manage the projects the executive or manager is working on. Big pictures are made from many little ones. With each project, there are many moving parts and you'll be invaluable to your boss if you can help manage these moving parts. That may mean managing the deliverables assigned to all project team members or just making sure that the boss is working on the right project at the right time. It also means being able to pick up the threads of projects that have been tabled earlier but are now the boss's focus. A great assistant is one who can make his or her boss's job easier by tackling things like comparing expenses on financial statements, analyzing client trends or even simply highlighting a budget. These things make a huge difference in growing the partnership between an executive and an administrative assistant.

While the job title and description of an assistant may seem straight-forward, it can be less so in practice. An assistant's job requires the delicate use of dozens of desirable skills that people mostly notice when there's a distinct absence of them. If you've got at least some of these skills, you've got a shot at being a great assistant.

http://www.huffingtonpost.com/sharon-tsao/8-soft-skills-that-make-f_b_6192974.html 

Ret. 3-17-15