#with freshmen learning 'as much as we can get freshmen taking their required language class to pay attention to which is Nothing'

[joelletwo]

v retroactively applying the youtube japanese lessons that explain grammar in a more. groans in postwork no words. native? literal understanding rather than trying to anglicize it/generalize it to a vaguely close english equivalent so i actually understand why phrases use the words/forms they do instead of just going ???? okay i guess ill memorize that somehow. anyways. applying that idea to spanish grammar that was never explained to me just had phrases thrown at me kjsdf

[musiqueetude]

Why I don’t buy textbooks and other course materials before the semester begins

Hello everyone, I’d thought share a small little masterpost based on my experience from freshmen year with textbooks. I know everyone has different ways to go about textbooks, yet I want to discuss why I don’t buy textbooks before the semester begins because frankly I have learned..it can be easier to wait because one; you don’t know if you will drop/add a class before the time is up for you to do so, you sometimes don’t even know what textbooks are for your classes because professors don’t always give that information to your campuses bookstore or you don’t even a text book since all the materials are given to you through the professor (i.e. Blackboard, powerpoints, print offs, buying a code for an online book, etc.), your professors will tell you what book to buy when given the syllabus and/or in email, and sometimes you don’t even need said textbook even if it is at your campus bookstore. 

So let’s get into it. 

Why buying textbooks before the semester can be difficult

Obviously this does not happen to everyone, nor every major or course; however, a lot of courses aren’t always assigned a professor until the semester is beginning, or the professor(s) provide you with the source material, or your textbook is listed but you don’t need it, or you have to buy an online code that is good for only half of the semester (180 days give or take), or you have to get software for certain courses that isn’t provided to you by the campus bookstore..so buying textbooks is difficult in that sense. Usually if that happens, I just wait until the beginning of the semester or close to it and then buy my books. To make it worse, from fall semester of freshmen year..books on backorder make it so much harder to get books on time. I had find a book off eBay to use for my history course because the bookstore did not carry the right edition my professor wanted. So it makes difficult when you have all that. 

New, used, and rented textbooks

I always see a lot on here about how you should buy used textbooks because it is cheaper and it is extremely cheaper; however, used textbooks are bought faster then new ones for that price. So sometimes you are ultimately left with buying new textbooks and sadly, you have to buy a new textbook for some of your courses. Especially courses that require you to get textbook codes for online homework and labs, because if you buy the code seperate..that can cost you anywhere from $80 to over $100 USD for an online code that you can get with a brand new textbook. So while you are getting a cheaper used textbook..you are still going to end up paying the same cost as a new textbook or more for an online code that you can get with the new textbook. This may be different for other countries and certain courses, yet that’s what I’ve experienced. Then you have renting..I don’t normally rent textbooks because either a lot of my courses have loose leaf textbooks that you aren’t able to rent, the rented textbooks aren’t really taken care of, have return dates that can be time constricting, and you can’t always rent them either because they go fast too due to being cheap. And you can’t write in them for notes. I like being able to write in my textbooks for notes, especially if it’s my business course textbooks because I can highlight, make notes, and know what I have to read and key points in them. 

Online Material (either included or separate with textbooks)

Through my university we can order our textbooks through our campuses Barnes and Nobles and then if you are in the Law school or Health Sciences area you have your own bookstore for those books and materials, and since my English class is one of my three online courses this semester, I have to get three textbooks. One that I already have from English 101, a new work book I need for this course, and an online learning book (?). As I stated above, a lot of online material you need to get only last 180 days..the length of the semester give or take and because of that..I don’t want to get it until I have to because otherwise I will use up the 180 days before the semester begins. This even goes for language courses too and any other course that requires online material to help with the class. If you can get that online material with the new textbook, it saves you money but if you have to buy online material for some reason to go along with your textbooks that your professor assigned you will have to pay some amount for it. 

Other course material 

Again, you truly never know what you fully need for your courses until you get closer to the semester begins. Usually it can be leading up to it by a few weeks or literally 24-73 hours before the first day of classes begins. Happened to me this past spring semester. Depending on what your college/universities policies are and professors/departments policies for releasing syllabus information before the courses begin, you may get information you need on those courses sooner than the semester begins so you can get what you need..although because of drop/ass class dates to change your schedule you may want to wait to get those materials because you may drop that course before fully getting into it. These course materials can always range from scantron sheets (my university does not provide those for free btw), to flashcards, to again online material, calculators..whatever you can think of related to said course and major you are in. Like for me, in music, I have to get a lock for a locker rental in our Creative Arts building and buy an extra portable foldable stand to keep in locker because we are now required to have our stands (I have a stand but I’m keeping that on in my dorm room, my floor is going to hate me). That is not including whatever else I need.

I think that is it. If you have a reason why you don’t buy textbooks before the semester, you can drop tips or your own experience down below. I just wanted to share mine for others incase they’ve experienced this and know it’s better to get things leading up to classes starting. I know with COVID it’s really difficult right now with getting ready for this upcoming academic year, let alone getting materials you need. 

[gimmeyoon]

Drink About [1]

       ↳ Pairing: Jungkook x Reader x Jin

       ↳ Setting: College AU

       ↳ Word Count: 4.3k

       ↳ Warnings: mentions of binge drinking, language

       ↳ Songs: Waste It One Me by Steve Aoki ft. BTS and Hands by the Vamps

       ❝you just wanted to get drunk and dance and now he’s all you think about❞

| Next

    There’s nothing quite as humbling as vomiting in a fraternity bathroom with two people getting it on in the stall next to you.

    Sana hits at the stall wall as if that will stop the wild animals from doing exactly what they came here to do. Joy tries to sooth you as she pulls your hair out of your face, but she’s so drunk and it’s clear she wishes she was anywhere else at this point. You have to agree with her on that.

    If your life was a cheesy teen romantic comedy, a record would scratch and an older, wiser version of yourself would say, ‘I’m sure you’re wondering how I wound up in this mess.” Though, you figure no one would stay to watch a movie that starts this utterly disgusting. The prop department could have at least mopped the floor before letting your bare ass sit on tiles hopefully made sticky by spilt alcohol, though the moment of sobriety that comes as one is barfing up their brains tells you that’s only one of the residues at best. You suppose the fashion department wouldn’t have let you walk on set without underwear under your dress the way that Joy and Sana had.

    “Honestly, _____, fuck him,” Sana says, abandoning her attempt to stop the actual fucking happening right next to you. “If he’s already with Chaeyoung, then he’s an even bigger fuckboy than any of us thought, and we do not cry over fuckboys.”

    You wonder if you’re supposed to respond as you dry heave next to your friend, but figure Sana will understand. She does have a point though, your makeup is absolutely ruined at this point, which is more than he deserves.

    It’s a process. Sitting in front of your mirror on a Friday night, you carefully beat your face to the gods in preparation for your favorite part of the week. It’s the same every time, the plans slightly different, but the process the same. Your shift at the gym’s reception desk ends at 5:00 and you head back to your apartment where you become slightly jealous at the sight of Joy napping on the couch and head back to your room. You stare at your closest until you figure out which of your outfits sparks joy, Marie Kondo style, and then you grab your tools. You turn on one of your favorite beauty guru’s videos and then the craft begins.

    Joy never misses a chance to tease you about the pure time commitment this process is, but you haven’t been late to a pregame yet.

    Now in your second year of college, you can say without a doubt that this process is the highlight of your week. Sure, occasionally something happens that outshines it, but it’s a constant. You have three hours secured to yourself where it’s just you and tasks that at the end of the day mean very little, but when finished, you have something to show for yourself. It’s about the only productive thing you allow on Friday night.

    You surprise your friends back home with how often you go out, but you promised yourself after a failing your first class Freshmen year due to the sheer amount of time you spent with your friends that you would focus completely on school work during the week and that on the weekend you would let yourself be free and unstructured. Joy and Sana knew better than anyone how hard it was to get you to deviate from your color-coded planner for even the tiniest thing. They liked to joke that if they didn’t schedule getting fries at McDonald’s with you three weeks in advance, there wouldn’t be an opening. They weren’t that far off.

    The weekend was different. It was the only time you let yourself give into the part of your soul that screamed to live life on the edge.

    That was how you had ended up at Beta Tau Sigma months ago with Joy and Sana by your side. You were standing in the kitchen talking to the one member of the fraternity that Joy knew when you saw him for the first time.  

    Well, for the first time in person. You had followed Jungkook on Instagram after one of your friends had tagged him in their photo. He had followed back, and you could always count on a like from him on your posts.

    You grabbed Joy’s arm when you saw him, drawing everyone’s attention towards yourself and the deer in headlights look you could only imagine was on your face.

    “What,” Hoseok asked as he followed your gaze. “You look like you saw a ghost. Do I need to kick some asshole out?”

    “No, sorry. I-I thought I saw someone, but I was wrong.”

    “You sure? Taehyung’s too nice, he’ll just let anyone in.”

    You smiled as you released your grip on Joy’s arm. “Seriously, it was nothing. I think I just need a drink.”

    Hoseok nodded and motioned upstairs. “We keep the good stuff upstairs, and since Joy is the only reason I’m going to pass the human machine, you guys are welcome to it. Consider it my penance.”

    “Oh, so you know penance, but an introductory biology class is too much?” Joy teased as you followed Hoseok.

    “My dad’s a literature professor so he used big words at dinner and made us figure them out. I learned penance when I hid my sister’s laptop in the attic.” Hoseok leads you into the first room on the right and pulls back a curtain to reveal a fully stocked bar. “Jimin’s really into mixology and also showing off his money. So, help yourself,” he said with a dramatic bow.

    “Hoseok, when I say you’re my hero, I want you to really hear me,” you said. “You are my hero and two shots from now, I will tell you that repeatedly.”

    “She’s a very nice drunk,” Sana confirms as she pulls a bottle of tequila from the bar. She pours four shots from the bottle and after those have been forced down, she pours another four.

     That’s how you find the courage to move onto the dance floor, an act that normally doesn’t require much liquid confidence. It’s also an act that doesn’t usually include being as close to Jungkook as it currently has you.

     “Joy,” you start with a giggle. “How many times do I have to look at Jeon Jungkook for him to get the message that I want to put my ass on his dick and pose on that shit?”

     “Firstly, if you ever quote a New Boyz song in presence again, you will be excommunicated from our apartment. Secondly, I think it’s going to take more than a look to communicate all of that.”

    “Not if I have very expressive eyes,” you say with a wiggle of your eyebrows.

    “If you do that, he’ll file a restraining order with the college,” Joy laughs.

    “Joy,” you whine.

    “_____,” she teases. “Seriously, you are a 21st century woman, just tell that boy that you want to dance.”

    “If he says no, I can never show my face here again, you know that, right?”

    “We’ll throw the whole fraternity away if we have to, babe.”

    You decide that a sensible person would at least wait for the song to change before making their move, so three songs later you turn to acquire your target. He’s standing with one of his friends, Jimin you think, and you hate how good he looks. He’s in all black, like he usually is, but the dance room is so hot that his normally straight hair now frames his face in waves. You push back the thought that this is what his hair would look like after sex and make your way across the floor. He’s just a boy, you remind yourself the closer you get. Then you’re there, and you realize you probably should have practiced what you were going to say to him during the previous three songs. And now as Usher guides your movements, it’s too late.

    He looks over as you approach and he offers you a smile, which you know is meant to be inviting, but he looks so damn good that it makes your arms break out in goosebumps.

    “Hi,” you manage with a smile.

    “Hi.”

    You think you might let the silence fall for a beat too long, because Jungkook’s friend that may or may not be named Jimin has the time to look between the two of you before you continue.

    “I follow you on Instagram,” is out of your mouth before you can stop it, and you can feel your ears visibly redden once you realize how stupid that sounds.

     He laughs and you pray to whatever god might be listening that he wasn’t laughing at you.

     “I follow you too,” he says.

     “Thanks for that,” you cringe. It’s silent again for a beat too long, but then you think some god must have been listening, because his friend becomes your second hero of the night.

     “He’d love to dance with you,” Maybe Jimin says as he pushes Jungkook in your direction, and that’s exactly the intervention you need to reach out for his hand.

      You pull Jungkook through the crowd of people and begin to dance with him as soon as you find a spot that doesn’t make you feel claustrophobic. You think for a second how ironic it is to find an open space when you place your hips flush with his and begin to dance to whatever overplayed song the fraternity brother playing DJ has chosen.

      He’s a better dancer than you would have guessed, his hips moving heavenly with the music, and the way he hardens beneath you helps heighten the confidence the alcohol gave you. His body is strong behind yours, and for a moment you wish you hadn’t had so much to drink because then you might have invited him back to your place to see what his body felt like on top of yours.

    It’s four songs later when the sound of his name breaks your heart.

    “Jeon!” Someone yells, from across the room, causing Jungkook to pull away from you and search for his friend. He must find him when he grabs your hand and pulls you with him. The culprit is smiling as you meet him and motions for you to follow him. “We need two more for beer pong and it’s time for you to put your money where your mouth is.”

    Jungkook looks back at you, “Do you want to play?”

    Considering your options appear to be leaving Jungkook to writhe around in the dance room with some other people that you are absolutely no longer interested in or play a drinking game with Jungkook and potentially speak to him about something other than the fact that you follow him on Instagram, you do not hesitate to say yes.

    You find out two things about Jungkook very quickly. Firstly, he is very good at beer pong and secondly, he is very competitive, which the first thing helps.

    “Taehyung is going to regret asking us to play,” Jungkook smiles as he hands you a ping pong ball.

    “Less trash talking, and more playing, yeah?” Taehyung raises an eyebrow.

     “Don’t rush my partner, yeah?” Jungkook copies Taehyung’s stature, and you can’t help but laugh at how theatrical he is.

     “Patience is a virtue, young Taehyung,” you say as you aim for a red solo cup.

     The ball lands in the drink with a satisfying slosh and Jungkook high-fives your success. It’s five more games of this and then your stomach betrays you. No longer are you focused on winning. No, now you are focused on feeding whatever beast entered your system with the alcohol.

     “Jungkook,” you start. “How do you feel about shenanigans?”

     His head tilts to the side as he looks at you. “Shenanigans?”

     “Do you trust me?”

     He smiles and nods his head. “Lead the way, Captain,” he says with a salute.

     Your fingers intertwine with his as you lead him out of the fraternity house and onto the streets.

     “Shenanigans,” you say turning around to look at him, continuing to walk backwards, “are what happens after the party. Anything can be a shenanigan if you really set your mind to it.”

     “And what does tonight have in store for us,” he asks.

     “Well, Jungkook, I hope you’re hungry. Because it’s waffle time.”

     “Lucky for you,” he laughs. “I’m always hungry.”

     You laugh as well as you turn in a circle. When you stop your whirling, you find Jungkook’s arms braced, clearly ready to catch you.

     “You’re going to fall, drunkie.”

     “Please call me by my government name, Drunkard Joseph Montgomery Alabama the third.”

     “Wow, that is a name.”

     “Thank you, it was my father’s and his father’s before him.”

     “Thus, the third.”

     “Thus, the third,” You laugh.

     The fluorescent lights of your local Waffle House should make Jungkook look slightly worse for wear as you know they are doing to you and as they do to most humans, but clearly Jungkook is not like the rest of the mere mortals that roam this Earth, because you swear to god his eyes sparkle as he looks at the plastic menu before him. He keeps switching between the breakfast and the lunch/dinner side of the menu, mumbling under his breath that his not sure which he’s in the mood for at the moment.

    You do not face the same problem, as you order the All-Star breakfast every time. There has never been a moment where you have sat in these yellow booths and not wanted waffles. You figure if the establishment is named after a specific food, you should probably order that food, and you’re just about to tell Jungkook as much when he sets his menu down and looks up at you.

    “I have decided,” he said, his tone serious.

    “Do tell.”

    “Burger,” he smiled.

    “Wrong.”

    His face falls at this. “Wrong?”

    “We’re at Waffle House, the only right answer is waffles.”

    “Wrong,” he responds, copying your tone from before. “They sell more than just waffles; therefore, you are meant to order things other than waffles as well.”

     “Okay, IHOB.”

     “What did you just call me?” he asks, his face breaking into a large smile.

     “IHOB, as in the International House of Burgers,” you stick your tongue out, which earns a laugh from your companion. “When in Rome, order waffles.”

     “I don’t think that’s the saying,”

     “I don’t think this is a burger establishment.”

     The waitress approaches your booth at this moment, and Jungkook quickly places his burger order, sticking his tongue out at you as she writes his burger on the ticket.

     “And since I’m a responsible adult, I’ll be having the All-Star breakfast,” you said when it was your turn to order.

    The waitress nods as she writes down your order, “Bacon, sausage, or ham.”

    “Sausage, please.”

    “Wrong,” Jungkook responds as the waitress walks away. “The only valid choice when bacon is an option is bacon.”

    “Oh, grow up,” you roll your eyes. “Sausage is a valid option.”

    He shakes his head, “Only when bacon isn’t available.”

    “Pretty bold talk from a guy who might be asking me to choose his sausage later.”

     He reddens at this, his eyes widening, but never leaving your face. The words were out of your mouth before you could think better, and you’re pretty sure the only reason you don’t get up and leave is because you’re still pretty drunk.

     Jungkook shakes his head, as a smile spreads across his face. “I don’t think any bacon will be present at that moment, so sausage would be a valid choice.”

     You can’t help but laugh at this, and Jungkook joins you. You talk about school after you calm down, and you’ve started to talk about your hometowns by the time the waitress brings your meals. You both shake your heads at the other’s order, causing the laughter to return, and it takes a few moments before you can actually begin to eat.

     You’re almost finished with your waffle, when you realize everyone else in the restaurant is focused on the staff behind the counter. Jungkook is telling you a story about his older brother, but you can’t focus as you try and figure out what has everyone’s attention. You’re not sure if it’s the fact that you’re drunk, or the fact that talking to Jungkook comes so naturally, but you’ve completely missed the altercation brewing between the staff. Their voices get louder with each word, and before it can get any worse, you take money out of your wallet, quickly making sure that it is enough to cover both meals plus the tip and stand up. You reach for Jungkook’s hand, while he stares up at you dumbfounded, and you make your way for the door. You’re just about to make it out, when one of the employees finally makes contact with the other. You freeze at the action, and stand stunned, not sure if you’re waiting to see if he’s okay or if anyone will do anything to stop it. The next thing you know, the punched employee, is grabbing the other by the shirt and throwing him against the counter.

    Jungkook takes action at this, pulling you out the door with him and through the parking lot. You turn to look at Jungkook with wide eyes, not sure how your shenanigan ended up quite like this.

    “Holy shit,” he breathes, as he rakes a hand through his hair. “I guess that’s Waffle House at 2:00 a.m. for you.”

    You can’t help but laugh at this, though you feel a bit of guilt considering how awful the situation is. Jungkook smiles at this and for that alone you’re glad that you laughed.

    “Come on,” you say, as you look at your surroundings. “There’s a river around here, I want to show you.”

    Jungkook follows, not having dropped your hand yet, and you walk like this in the direction of the park you like to go to sometimes. It’s pitch-black as you near the location, which causes you to grip Jungkook’s hand a bit tighter than before. If he’s as nervous as you, he doesn’t let on, but he does pull his phone from his pocket and turn his flashlight on, which you are thankful for. Your pace quickens after this, the excitement of showing Jungkook the river driving you forward, and when you arrive, you drop his hand before skipping towards the bank.

    You turn around to face him, positively beaming as you stretch your arms as if to say here it is, the grand finale, and Jungkook matches your wide smile. He walks towards you, as you bend down to take your shoes off. When you look back up, he’s looking at you with confusion on his face.

    “Well, I’m not going to wear my shoes into the water,” you answered.

    “We’re going in the water?”

    “Shenanigans, Jungkook. They’re not done yet,” you said, as you turned around and made your way into the river. The silence of the night is inviting, and you find yourself closing your eyes and leaning your head back in relaxation. You hear Jungkook wade in behind you, and you only open your eyes when his movement stops.

    He’s looking at you and he smiles when your eyes meet his. “How did you find this place?”

    “I used to babysit these kids freshmen year, and their mom took them to this park.”

    “I haven’t really left campus that much,” he admits, rubbing the back of his neck. “It’d be nice to run here though.”

    You nod in agreement, turning to look up at the few stars above. Jungkook reaches for your hand in the dark, and you reach back, feeling comforted by his presence here. You think for a moment that it’s nice that you two can just stand here in the silence like this, and you’re about to say something to that effect, when suddenly Jungkook sends a wave of water hurtling towards you. You’re shocked when you look down to see him crouched, ready to splash you again.

    “Shenanigans,” he says, simply, as he launches another attack on you.

    This time you’re prepared, and you block your face, though it does very little to help. Quickly, you’re crouching as well, not one to go down without a fight, and soon both of you are soaking wet and breathless. Jungkook’s hair hangs heavy around his face, water dripping from his black locks onto his cheeks, and you hate to even think about the state that your makeup is in now.

    The smirk on Jungkook’s face, tells you all you need to know, and you shake your head in response. “I look like a monster, right?”

    “You could convincingly be cast in a horror movie.”

     You give him the middle finger at this, before trudging back to land. You’re about halfway back, when you hear Jungkook running after you, and as you turn around to see what he is doing, he’s wrapping his arms around your middle and picking you up.

     “Jeon Jungkook!” you scream, as you pound at his back. “Put me down.”

     He only laughs in response, carrying you the rest of the way to the shore. He finally complies with your demand, placing you underneath a tree. He sits down, and when you don’t immediately follow, he pats the space beside him, looking up at you with big eyes.

    You chuckle as you join him at the base of the tree, and he smiles triumphantly.

    “Maybe it’s too soon to call, but I think I might be better at shenanigans than you.”

    You scoff. “You made me look like the grudge. That is foul play and not allowed during a night of shenanigans.”

    “Oh, excuse me. I was under the impression that there was only one rule and that was to have fun.”

    “I am not having fun.”

    “You’re not?” he frowns. “I don’t know, seemed like you were having fun.”

    “Nope, not anymore. I spent too much time and money on this makeup to consider this fun.”

    “What a shame,” he smiles. “I kind of like this look.”

    “Really?” you deadpan.

    “Yeah, it says ‘just know that if you ever break up with me, I will murder your ass.’”

    “Oh, good. That’s the energy I want to be putting out into the world.”

    Jungkook laughs. “You’re very welcome for helping you achieve your truest form.”

    You’re silent for a beat after this, both of you smiling widely at each other, and you think that you are in no rush to get home. You think that he may lean in and kiss you, because he keeps looking down at your lips, and he moves slightly forward, but his eyes completely leave yours, and he’s reaching for something on the ground instead.

    You’re about to stand up and leave, your new found sobriety horrified that you might have just embarrassed yourself, but then Jungkook is looking at you again and smiling.

   “A geode,” he said, bring a rock between the two of you. “My dad and I used to collect this when I was little.”

   You nod your head, not sure what to say because your brain just keeps screaming about how much of an idiot you are but also how cute he is, and it’s too much for you to come up with a reasonable response.

    “For you,” he smiles widely, as he reaches for your hand and places the rock into it. “Never forget our shenanigans.”

     “Never,” you agree, bringing the hand holding the rock to your heart.

      He beams at this and then stands up. “We should probably try and get home before the sun rises.”

     You nod your head, though you don’t agree. You would stay out here until the sun set again if you got to keep talking to Jungkook.  You begin the walk back to campus, showing Jungkook a shortcut you had found a few months ago, and when Jungkook should veer off to head back to his fraternity house, he keeps going straight with you. You try to fight the blush that creeps up your neck as you realize this.

    He’s talking animatedly about something Taehyung did a few weekends ago when you finally make it to your apartment. He seems to hesitate for a moment, but then he’s smiling and staying firmly on his side of the hallway.

   “Thanks for walking me back,” you said finally.

   “Of course,” he nods. “I’ll see you around, yeah?”

    You nod your head as well, a bit disappointed that yet again he isn’t attempting to kiss you, and you think for a moment that maybe this meant way more to you than it did to him.

   “Tight,” he said. “Then I better get going. Goodnight, _____.”

   “Goodnight, Jungkook.” You watched as he walked down the hallway towards the exit, and once he was out of sight you unlock the front door and make you way inside.

     You sigh as you kick off your shoes and make your way further into the kitchen to pour yourself a glass of water. You’re taking your first sip when there’s a knock at the door. You check quickly to see who it is, and your heart races as familiar doe eyes stare back at you. Goosebumps cover your arms as you open the door.

   “Sorry, I just-” he nervously rubs at the back of his neck. “I forgot something,” he said, as he closed the distance between the two of you and pulled you into a kiss. Your damp clothes rub awkwardly against your body, and Jungkook’s burger breath catches you more off guard than the kiss itself, yet still you melt in his arms, and you think this is the kind of thing people write songs about.

    And when he’s pulling away, you think you want to capture the way he looks at you in a photo and look at it all day long.

    “Goodnight again, _____.”

© gimmeyoon — all rights reserved. reposting, modifying, or translation onto other sites even with proper credit given is not permitted.

[npfannen]

How do professors determine that they are meeting these standards to the best of their ability with the vagueness that is attached to these standards?

This is SO tough. So the role of a WPA would be standardizing assessment across different sections - then providing faculty training where necessary to help faculty make appropriate choices based on the outcomes. WPAs only have so much power, and politics are at play. So a Film faculty member could annotate their syllabus to show the WPA where all the films teaches writing, but if the standard assessment shows otherwise - the WPA steps in.

MANY universities limit the books a faculty can choose to teach from or require all faculty teach a specific book. Many universities require all faculty use the same 3, or 4, or 5 assignments. So the vagueness of these outcomes is interpreted through the WPA, turned into standard assignments. Then all faculty have freedom and choice in getting through those assignments - but the assignments help demonstrate both student learning, and faculty teaching. Double edged sword.

Is it difficult to have more free reign and creativity that can be applied to these outcomes?

YES!! And no. The freedom allows me to modify based on trends in students, and technology shifts that can help with writing practice. I could move entire classes from Twitter to Tumblr without having to jump through hoops - while meeting the same learning outcomes. BUT, I have to then justify to learners more why these assignments are not busy work, why they will use writing for the rest of their life even if they work in design or engineering or teaching.....I know more rules means these hurdles exist too.

I think the sad part is when I hear faculty haven't changed their class in 30 years. I think freedom comes with responsibility (the Spiderman line works so well here - with great power comes great responsibility). Faculty have the opportunity for so much freedom - we should see that as a responsibility to continuously update curriculum and readings and assignments to both incorporate contemporary best practices and writings AND meet new learners where they are.

Since this is all geared towards composition (which is already so individualized based on each student), how do you determine a rubric that applies all of these outcomes?

AAC&U has a great writing rubric - Millersville has adapted it, English & World Languages has adapted it. Most institutions use a variation of the AAC&U rubric. The authors have a strong rhetorical background, and it shows awareness for contemporary learners. Most of the modifications come to what the levels of the rubric mean, for a level of student. AAC&U VALUE rubrics are designed so freshmen score at the 1 level, sophomore and junior writing should be 2 and 3, Senior/Capstone is a 4. If we translate that to grades directly - we'd be giving all freshmen a D. So the rubric is modified so the 2 level is a 4 or 5 to equate to an A - with the capstone being the goal literally at the end.

Faculty aren't well trained in gen ed assessment and program assessment. It takes on the job training for most of us to understand this - so the rubric development should also be an iterative process, ideally.

Dr. P Check in Module 3 Part 1 (1/2)

WPA Outcomes:

After reading through the outcomes, I found myself comparing these outcomes to common core standards. However, these outcomes are less and more vague than the common core standards that I work with in my public school setting. How do professors determine that they are meeting these standards to the best of their ability with the vagueness that is attached to these standards? Is it difficult to have more free reign and creativity that can be applied to these outcomes? Since this is all geared towards composition (which is already so individualized based on each student), how do you determine a rubric that applies all of these outcomes?

I often find myself frustrated by the strictness of Common Core, but I feel like it can be just as frustrating to have so much free reign.

@npfannen

[smollandtoll]

HC: Science TA Geno History Student Sid

The second these photos came out we were like IT’S TIME. So HERE. WE. GO:

Imagine a universe in which Sid and Geno are separated by a few more years but not enough for it to be weird and Sid is a history major/gym addict (we just can’t picture him without the lower body) who has put off his science requirements for his degree until the very last possible time to do them. So there he is, 21/22 with a bunch of 18y/o freshmen in first year chem, looking mildly confused three times a week in lecture with his biceps threatening to burst through his intramural hockey tees, carefully seated 2/3 of the way up the lecture hall for maximum anonymity.

Sid does not like science very much. At least, not advanced science; he has no need for it beyond understanding the theory and the basics. He has no burning need to know the world’s innermost workings, and he thinks stoichiometry should go die in a fire.

But he’s also not going to let his GPA suffer because of this stupid class. He has a hard time focusing because he has so many other MORE IMPORTANT things he could be doing with his time so he gets lost easily and feels like he’s floundering and it’s ridiculous and embarrassing.

So, like a good and diligent student he goes to the TA office hours with his last quiz, bracing himself for an hour with some bored grad-school chem major to try and get a handle on the last module before it’s too far into the semester to catch up, and immediately has to squint at the name Evgeni Malkin on the door. He’s not even sure how to pronounce that. Eff-Jenny? Eve Genie? Veg-inni? He knows enough to parse out that it’s Russian and he immediately flashes to a nerdy Russian stereotype playing chess in his office behind thick glasses and a really tragic knit sweater. Sid is prepared to have the WORST time with a hardcore nerd who probably thinks a BA jock like Sid shouldn’t even be in his class - LET ALONE the fact Sid doesn’t want to be there and doesn’t get it and really doesn’t care.

Geno doesn’t make much better of a first impression. BUT to be fair:

The smell in his shared office is vinegary from the eco-friendly cleaning solution that he used to clean up an unfortunate sour cream incident in his small ancient TA office microwave. And it’s also a little like BO because...well because he smells like BO because he hasn’t been home for more than 20 minutes in weeks working on a breakthrough in his thesis. And let’s be fair, all the tiny shitty basements TAs get shoved into smell a little funky. He can’t be blamed!

Re: the point of hasn’t been home in weeks, his clothes are thoroughly dirty, we’re talking food stains, ink stains, lab stains of who knows what that soaked through his labcoat and smeared on his shirt cuffs. Also the clothes he’s wearing are his warmest and most comfortable. Oversized university sweatshirt (he’s so cold always), beanie (covering up greasy hair), his glasses because he hasn’t had time to order new contacts, extra cardigan over the back of his chair for when it gets particularly drafty after dark.

There are a LOT of mugs, and cups, and takeout containers where there aren’t stacks of papers upon papers upon textbooks. Listen, office hours are boring and any time he can get for his thesis is welcome. Cleaning isn’t high on his list of things to do currently.

So anyway, imagine Geno highly sleep deprived (who needs sleep when you have CHEMISTRY), and probably lacking a nutritionally balanced meal and hopped up on caffeine looking up at the knock to his door and seeing the most beautiful man possibly EVER standing in the doorway. He looks wary and faintly disgusted, but he also looks like he smells good, and his hair is a little damp, like he’d just come from the gym or something.

Geno legitimately thinks he's starting to hallucinate beautiful men. But then Sid opens his mouth and Geno recoils because no cute angels actually sound like that, so he must be a student.

And then Sid's asking about his quiz and he's so DETERMINED AND BRIGHT but clearly hating chem and just trying to like STRONG-ARM IT INTO OBEYING HIM. And you know what, this Geno legitimately loves chemistry; the way it underpins all of nature and all of biology, the way you can add one thing to another and get something totally surprising seemingly out of nowhere, the way equations balance out so beautifully when you get them right - the way it’s a whole language that makes perfect and total sense, unlike the confusing jumble of English he’s been putting up with since he moved here for school. He DOES want to help students learn to understand it - to love it like he does, ideally.

Geno probably pulls the test closer for a look and faintly remembers Sid seeing him up close. In class he’d never looked like much, usually wearing a ball cap that kept his beautiful face in shadow and from 40ft away in an auditorium he looked like every other university freshman, not this stacked slice of yum (on second thought, judging by the quality of his internal monologue, Geno is starting to think maybe he really does need to get some sleep).

Looking at the quiz is a little painful in some places though. Geno points out that Sid’s not dumb, but he’s careless with his work.

"This inattentiveness kill you in lab."

"I don't like science, I don't particularly want to be here, but I need this requirement and I'm not going to fly by with a C and let it tank my GPA. SO. we're going over every single one of these quiz questions."

"...You got most right though."

"Still, I could hear a repeat of the concepts, cramming doesn’t help anyone.”

So Sid sits gingerly in the moth-eaten chair in the cramped office while Geno (greasy, owlish with lack of sleep, a little too enthusiastic) tries to impress upon him the BEAUTY of Chemistry and Sid tries to dedicate himself to remembering anything at all while his brain keeps reflexively blanking out every time Geno mentions equilibriums. He’s doing better one on one, but he knew that, he always did better with a focused point for his attention.

Anyway so Sid walks out thinking the TA is like kind of a Russian Science Gremlin Nerd who chats on forums and has never eaten anything other than cheetos (judging by the contents of the wastebasket by the door). And Geno watches the door close probably thinking someone who wears as much athleisure wear and is as jacked as Sid, not to mention was only 70% successful in hiding his general disdain for THE GLORY OF STOICH, is kind of a meathead.

But Sid learned some things and Geno’s a patient if slightly judgy teacher, and Geno knows not everyone can truly understand his love of chem, so they both come out with not...100% accurate impressions of each other, but with a kind of alliance? An understanding? The usual academic relationship you might have with a TA. They're both students, the difference being one gives a shit about the topic and grades the other one’s work. Sid checks in a couple more times with questions and Geno clears up some desk space to help out if he can. 

SO THEN. The semester ends, Sid passes chem, Geno gives him a high five when he hands back his final exam, which has a sticker of a cat with pom-poms saying PURR-FECT on it. Geno loves weird animal stickers (Geno is the weirdest person Sid has ever met maybe).

The next time Geno sees Sid is in the library of all places. Geno would have never thought Sid would be caught dead in a uni library. Like that doesn’t actually make sense the more he thinks about it, but it’s true, he thought maybe Sid’s intensity about his GPA was sport-team related. But here he is stationed at a carrel that is just covered in organized stacks of books, meticulous notes, colour coded even! Sid is hyper-focused on what he’s doing, flipping through a book with one hand and jotting down notes with the other.

Geno: Oh shit I'm getting a competence boner, SID IS REALLY SMART OH NO, HE’S SO ORGANIZED AND DEDICATED. LOOK AT ALL THE TABS IN THAT TEXTBOOK.

He’s beautiful and brilliant RIP G. So then Geno kind of low-key follows Sid's academic career - sees/stalks/stares in the library if he has occasion to be there (SID IS THERE SO OFTEN OH NO), immediately ducking between a couple of shelves whenever Sid looks up or stretches. He finds too many reasons to hang out in the Russian history section, probably bothering Ovi who is actually taking history courses and has a reason to be there and actually knows Sid, much to his disgust with Zhenya when he finds out what’s happening (why not a good Russian history undergrad Zhenya??). Geno has studying to do too! The library is an ideal place to study! What’s that you say, the whole catalogue is even easier to navigate digitally? Shush, you.

The next time Sid sees Geno after the semester ends is in the biggest campus gym. One time he was running on the track for a cool-down and saw Geno swimming in the lane pool below through the windows.

Initially Sid was like "good for him, he doesn't go outside enough, lil russian potted plant/cheeto gremlin."

And then Geno grabs hold of the side of the pool and lifts himself out and Sid almost runs off the track, stumbling hard. Geno doesn't have the soft and furry pale body that Sid was expecting - he's all clean angles with an even tan and the shoulder-to-waist ratio OF A DORITO. He looks insanely long and lean, just legs for days. Sid tries to recollect if he’d ever seen Geno standing before and honestly can’t remember. But watching him wiping the water out of his eyes and walk over to joke and laugh with the lifeguard on her stand, he has to be over six feet, EASILY. He just looked so small hunched in his little office in his sweaters! His face is so angular without the glasses!

So then Sid kind of gets just as creepy as G is in the library and figures out when Geno frequents the gym and starts attending at the same time to creep. The track is raised! It overlooks the pool and he’s a frequent runner! It goes on like that for some time, some mutual creeping in the way you do when you’re on a campus with 20,000 (or w/e) people and you see a familiar face but it would be weird to say hi and so you just keep going about your day/occasionally creeping as one does.

It all comes to a head fortunately one Friday night in late January. Sid gets knocked on his ass yet again at the campus pub one night when he finds out that G doesn't always dress like a soviet grandpa or a mostly-nude glistening adonis. He’s all legs a mile long in jeans laughing with his Russian TA bros, gold chains and a bright graphic tee. He looks so at ease in his clothing the way that Sid never does, because Sid is so sold, blocky, muscular - he always looks like he's 5 seconds from hulking out in his clothing or like he's swimming in his dad's suit, there's no medium. The best he can usually manage is looking like he works in a sporting goods store with an unflattering polo shirt and some track pants. And here’s Geno all handsome and tall and easy confidence with his friends, and Sid KNOWS he’s brilliant too, like this is a disaster.

Meanwhile Geno is IN LOVE with how Sid always looks like he’s going to bust out of whatever he’s wearing but this is just because Sid is still young and hasn't grown into his face/lost some childhood fat and like learned how sleek he can look in well-tailored clothing.

(Brief moment of silent thanks for his current tailor)

G probably sees Sid at the bar as well, looking flushed pink from his drink and giggling atrociously/attractively with his friends. His lips are bright pink and the flush looks so good on those cheekbones and someone’s obviously convinced him to ditch the athleisure and dress like a normal guy for the night. And if Sid is old enough to get into the bar that's not creepy right? They're no longer teacher/student and Sid looks so so so pretty. Geno might be a little drunk and narrating all of this to a very unimpressed Gonch.

(Gonch is a PHD student who is like taking 800 years to do his work because like he's also working a day job because he has a wife and kids)

There are some glances back and forth for a bit, and eventually they can both tell the other is looking looking. Geno is just tipsy enough he plucks up the courage to go over to Sid. And Sid, seeing him approaching, catching his eye, distances himself from his history nerd friends (WE’RE LOOKING AT YOU JACK JOHNSON).

So they meet up in a little nook along the bar, and exchange smiles/greetings (Sid looking up, up, up at him and feeling his flush getting DEEPER). And then the awkwardness sets in HARD. The problem being it's kind of loud in the bar, because they always are, and Sid has trouble with accents most of the time and so does Geno, plus they've both had a few beers.

They end up 100% not understanding anything the other is saying and doing that weird smile-and-nod but not-knowing-what-to-say thing that keeps your convos stilted and awkward with a few “SORRY?”s thrown in for good measure.

They’re still both a little blushy and a little mortified about not understanding. Geno feels like he understood more the first day he came to America he's like "How have I regressed to literally zero English. I don’t remember ANY ENGLISH WORDS."

Meanwhile Sid has realized they can’t really understand each other and the beer has loosened his lips enough that he’s taking advantage of the situation and blurting a lot of awkward stuff he’s way too embarrassed to actually say.

Unfortunately there’s one of those LULLS in the bar where everyone stops talking and the music is between songs and Sid just yells "I DIDN'T REALIZE YOU WERE HOT AT FIRST."

Cue an few cackles from the wings and Sid’s instant mortification. Geno’s face is doing something between fighting a smirk of amusement and being confused/concerned.

Mostly Geno realizes that this is going to spiral out of control very quickly and tugs Sid’s elbow until they’re stepping outside together in the freezing night where their shouts will actually reach each other’s ears.

Basically they end up in a Denny’s at 2 am blushing at each other. Geno getting his flirt on, because once he feels like Sid’s into him he is all confident body language and jokes, getting into Sid’s personal space with his impossibly long limbs. Sid relaxes into being kinda snarky and snide, but so quick-witted and kind, the side of him that Geno had only briefly glimpsed during their office hour conversations. And that’s all it really takes, because they both are the type to go for what they want, and the interest is clearly mutual, and it turns out they already know a bit too much about each other’s schedules and they just make it work in the best ways.

They quickly turn into THAT COUPLE that makes all their friends roll their eyes, and Geno never stops chirping Sid for “I didn’t think you were hot at first.” both in front of other people and while Sid is trying desperately to wrestle G’s jeans off (“oh, I’m hot enough now, Sid?” “shut UP Geno and lift up your hips!!”).

Of course being the academic doorknobs they are, neither of them realize that this is an everlasting permanent kind of love, a LEGIT COLLEGE SWEETHEART KIND OF LOVE until like Sid meal preps Geno's entire week without asking whenever he knows that there's a big assignment coming up and he's never gonna get out of the lab, so he like keeps eating vegetables and not just cheetos and potato-based dishes.

Geno adopts all Sid's weird little rituals in his spaces because he respects that Sid has a system and is serious about his studies and has witnessed the meltdowns that can occur when too big a wrench gets thrown into Sid’s day. He never bothers Sid while he’s studying, but working out a system to ask unobtrusively if he wants a snack.

Geno willingly gets pranked by Flower because there’s HAZING when it comes to roommate’s significant others showering in their bathroom.

Sid has an intimidating family dinner with the Gonchars he was in no way prepared for, but gamely shows up with a bottle of wine and a button down shirt that is still creased from the packaging.

By the time Geno is cheering in the crowd at Sid’s graduation they’re maybe getting an inkling what their future looks like, full of too many bookshelves, messy stacks of papers and notebooks, missed anniversaries for papers and research but made up with good sex and take out, lumpy knit sweaters over the backs of chairs and ugly but charming antique furniture. Full of each other.

[soyioblog]

Why I Chose to Major in Linguistics

The entire time that I was in high school, I was convinced that I would go to college and earn a degree in English, literature, creative writing, or something else of that sort. English has always been my best subject; writing was what I loved to do. My goal was to become an author and write novels that resonated with people the same way my favorite books had done with me. It wasn’t until my senior year of high school that I even began to think about what linguistics was.

Several years ago, my high school English class was studying SAT words, and every week we memorized the definitions of a list of terms. Each word on dictionary.com has more to their entry than the definition. There’s also the history of the word, its multiple uses, and what caught my interest was immediately under the term. Every entry has the word written phonetically, so that readers know how to pronounce it. However, this was not limited to using the letters in the alphabet. Words required symbols that I had never seen before.

So, I googled. I googled, and that was when I discovered the IPA, the International Phonetic Alphabet.  As any English speaker knows, letters in English can have multiple sounds associated with them, and many other languages have their own writing systems. The IPA takes some of the guesswork out of pronunciation, and that was intriguing. How much easier would it be to learn a language if you could use the IPA to learn how to at least pronounce things properly?

Ultimately, it was this discovery that jump-started my interest in phonetics, which inevitably lead to my interest in linguistics in general. At the end of orientation at my university, my freshmen counselor asked me what I wanted to major in. Literally up until that point, I was still convinced I wanted to study English and double major in graphic design, but I gave it more thought. English class was where I excelled, and I felt proud of my abilities there, but linguistics was foreign territory, a chance to challenge myself and learn something brand new. We talked for a while, and I made up my mind.

I was going to major in linguistics and minor in Studio Art. Sure, it meant that I probably wouldn’t get a job without going to grad school, but it also meant exploring a subject that would lead me in a direction I had never considered before.

[joie-university-rp]

Dear BEATRIX SYLVESTER,

It is with great pleasure we invite you admission to Joie University! Welcome to the Thunderclap family!

–

Congratulations, JAY! Please be sure to check the New Members’ Checklistand send in your character’s account within 24 hours from now. We cannot wait to see all that you will bring to this roleplay! We love you already!

OOC INFORMATION:

Name/Alias; preferred pronouns: Jay; They/them

Age, Timezone: 23, CST

Activity, short explanation: 6 out of 10. I’m in my last year of school and also have a campus job, so I won’t be around during the mornings and sometimes afternoons.

Ships: Beatrix/chemistry

Anti-Ships: Beatrix/no chemistry

Triggers: RFP

Preferred photo for Character’s ID (please give a link): tumblr_pv7skhXd1P1tq1us5o3_400.png

Anything else: I know I sent this well after the acceptance time and I’m not expecting to get accepted today, I just wanted to get my app in.

IC INFORMATION:

Full Name (First, Middle, Last): Beatrix Louise Sylvester

FC: Zoë Kravitz

Age/Year at University (Freshman [1st Year], Sophomore, Junior, Senior, or Graduate Student): 25/Junior

Birth date: September 4th, 1994

Hometown (please be sure to check the hometowns listed for characters your muse is related to!): Lima, Ohio

Gender/Pronouns: Cisfemale & she/her

Sexuality: Pansexual Demiromantic

Major(s): Physics

Minor(s) [optional]: Astrophysics & Computer and Information Science

Housing request (remember, only the president of a Greek Organization is required to live at a Greek House to be in it!): Sylvester Apartments triple

Extracurriculars (Click here for the list. Be sure to specify any executive board positions [i.e. president, secretary, etc.] If something isn’t listed, please put it here and we will add it to the masterlist!): Art Club, Science Club, World Languages, Cheer & Volleyball

Greek Life Affiliation [optional] (Please be sure to specify any executive board positions [i.e. president, pledge educator, etc.] or if your character is not yet a member, but plans to rush): None

CHARACTER PROFILE:

[At least] 3 Headcanons for your character:

[Triggers: mentions of addiction, drugs & alcohol]

Born to a drug-addicted mother and an absentee father, Beatrix had already been dealt a bad hand when it came to the game of life, yet she didn’t let it get her down. Despite having to grow up and be her own caretaker, she was always an enthusiastic child regardless of what life threw at her. Part of her wished she could have more than the money she begged for and the things she stole, but she knew a life other than the one she was living was only a pipe dream. But it seemed the universe had been listening to her because the events that lead to her adoption was like a dream come true and quite possibly the best moment of her life. She never would have assumed that attempted burglary would be how she got a family, but that day revealed that Sue Sylvester wasn’t as mean or ruthless as everyone made her out to be, at least in the eyes of six-year-old Beatrix. (Even more so considering she was sure Sue was going to make her change her name.)

Carrying the Sylvester name came with its perks but there were more downfalls than she could have ever imagined. Because of her upbringing, Beatrix had always found it easy to speak her mind regardless of what came out of it. She never meant to cause any harm with her words but sometimes things would come out a lot harsher than she intended, so she had a bit of a tough time making friends. Due to her standoffish and sometimes rude behavior, people often assumed she was just like her mother despite the lack of relation, so she began to change her personality to fit their narrative. Joining the cheer team and embracing her inner bitch weren’t the best decisions she could’ve made. In fact, they made her feel like less of herself each day, but it did help in terms of her making a few friends. The attitude change opened a lot of doors for her, most notably, a cheer scholarship to attend the University of Kentucky. If she were thinking with her head instead of her heart, Beatrix would have gotten the education she needed right out of high school, but instead took this as a chance to “rebel” and move out to California.

Her move was frowned upon, but in order to stay in her mother’s good graces, she attended the University of Southern California so it would appear as if she was doing more than just having a good time. Freshmen year in a new state went off without a hitch. Beatrix was happy with her classes, making friends with just about everyone and even genuinely enjoying her time on the cheer squad. Though her focus began to wane when she was introduced to the partying lifestyle. It started with just a few parties here and there accompanied with a horrible hangover the next morning, but as her second year approached she cared more about having fun and getting drunk than she ever did about school. She cared about it so much that she managed to get a job as a stripper as a way to make up for the partying she wasn’t doing.

Life as a dancer got boring real fast, but Beatrix needed to make a living now that she was no longer in school so she kept at it. After a year of spending her life in the club, she was approached by a man claiming to be an agent, who told her he could give her a life that didn’t revolve around dancing for money. She didn’t believe him at first but she still decided to humor him, and it surprisingly worked in her favor. Beatrix never thought she would ever be a model, and in the beginning, she was sure the man was some sort of con artist until she saw her face in the Sears catalog. It took her a while to get adjusted to life in the industry, but once she was in it she was beyond comfortable. She didn’t even let her career take off before she found herself back where she started. Smoking, drinking and doing drugs became her life again as she began to blow off photoshoots. Beatrix didn’t realise she needed help until she woke up one day in an entirely different city with little to no idea as to how she got there.

Finally accepting that she wasn’t ready for a life in the city of angels, she packed up what little she had left and moved back to Ohio. She never went into detail as to why she came back and she had planned to keep it that way. Instead of seeing what the workforce had in store for her, she decided to try her hand at college again. It helped that she was back with family now so she felt a little more grounded than she had before. Beatrix managed to get her credits transferred from USC to Joie so she could stay close to home and get another fresh start on her college career. Although the’s not too keen about having to be around the life she left, she’s looking forward to going back to the girl she used to know.

STUDENT CENSUS SURVEY:

(Please answer the following questions IN CHARACTER. Responses can be as long or short as you see fit!)

What made you want to attend Joie University? “Since my decision to move back home it seemed like the most logical choice if I’m being honest, and the easiest if you consider the fact that my mom is an alumnus.”

What are at least 3 positive or neutral and at least 3 negative traits that you believe you possess? “Well, let’s see. I’m resilient, extremely versatile, and I’m pretty loyal if I trust you enough. I also like the think I’m pretty generous but that’s up for debate. There are quite a few words that come to mind when it comes to my negative traits, but instead of naming everything that’s wrong with me I’ll just let you know that I’m blunt, indecisive and extremely cynical.”

Which of your traits do you value most? “I for one really enjoy my bluntness. It might not be anyone else’s most valued trait, but being able to say what you feel right on the spot without trying to sugarcoat it is truly a gift. Do you know how many people wish they could say what they’re thinking more often but can’t? It’s crazy!”

How can that trait benefit the University (or its student body) as a whole? “Maybe I could help people learn to speak their mind without mentally debating if it’s a good idea or not. A closed mouth never gets fed, so saying what you need to say when you need to say it is sometimes better than saying nothing at all.”

What do you hope to gain from your experience at JU? “The value of friendship as cheesy as it may sound. I don’t think I’ve had an actual friend that’s not family since high school.“

What is a quote or song lyric that describes you? “I’m not heartless, I’ve just learned how to use my heart less.”

[officialcolumbiauniversity]

Surviving, No, Thriving, in NSOP

Summer school’s ending this week, which means you! already! know! what’s coming up! I’m sure this is all you’ve ever thought about for the past two months at least. If you’re lucky and you got accepted ED like me, let’s increase that time to like 6 months. The first week of school is terrifying no matter the age, but for college students, the added stress of being on your own makes dealing with the bustle a bit more complicated than you’d expect. To assuage your doubts and concerns, I’m bringing you a comprehensive and general look at what the New Student Orientation Program, NSOP, will mean for you as someone trying hard to transition from pre-frosh to freshbait. The first week of school hardly even counts as real school because it’s all orientation, but tips for the journey won’t hurt. Let’s get started.

What You Should Know Before Getting Here

Of which there are a few things. If you’re at all interested in the things I’m about to mention, even just a lil bit, you should go to the events for them during NSOP. It’s easier to get your foot in the door now and then drop out if you don’t care than try to weasel your foot in a few months later. I learned this the hard way. These few things include:

pre-health (aka pre-med)

Greek life

placing higher in any track or out of certain tracks (like the language requirement)

buying a fridge, printer, microwave, or some class books

CCSC or ESC (student council aka SGA)

Actually, anything you are even slightly interested in you should attend. The information is invaluable as the year goes on, and it’s better to have it as early as possible. For pre-med and Greek life, you should go to the information sessions. For the placement tests, go to the sessions when they’re happening and try your best. For buying a fridge or the like, go to the EcoReps sale, all of them, and see what’s around. Yeah the line is long but if you really want to save money it’s worth it.

Another thing you should be thinking about before coming here is the matter of illegal identification. Yep, fakes. Fakes are crucial in New York life because all the fun happens at bars and in clubs (I might be saying this somewhat ironically). You also can’t buy alcohol here without having a fake, so your fun might be completely cancelled if you don’t have one. Of course, you could always get someone to buy you alcohol and pay them back, and you’ll be having to do that anyway while you wait for your fake to arrive. But this is something that you definitely want to be thinking about as you come here. Most people order fakes with 3-5 friends, because prices are cheapest that way. So find your people on campus, or put a post up on your Unofficial Facebook group over the summer. Fakes take about 2 months to come through.

You Made It, Baby! Now What?

Alright, so you drove up on 116th, maybe the only time during the whole school year you’re allowed to do that, and got a Blue Bin and finished moving in (mostly)! Left to your own devices, you probably have little idea what to do. So here’s what you’re gonna do.

For the most part, you’re going to know no one. Hopefully you know at least one person, and you’re going to tag along with them everywhere they go. If you don’t know literally anyone, check out my post on making friends during NSOP.

Go to all the frat parties, but definitely with friends. Especially if you’re a girl. Even at Ivies, guys have a tendency to get sleazier at night than they would in broad daylight. That being said, there’s really nothing like a frat party, so you should definitely party it up while you can, because no one goes to frat parties after freshman year.

Figure out what classes you’re taking. Sign up for the earliest possible appointment with your advisor, and talk it out. I was an undecided major when I came in, and my biggest regret was not taking chemistry because now, as a chem major, I’m doing a lot of catching up. My advisor helped me a ton in that she recommended I take calculus and a bunch of other classes that undecided majors usually end up finding beneficial for their major. You gotta sort this out as early as possible so that you know exactly what you’re looking for when registering for classes. Class registration is a fucking battlefield. Remember to use things like Vergil and CULPA to figure out your best schedule.

So many faces so few places. You’re going to meet a lot of people in a really short time period, so you need to get really comfortable with saying “oh yeah we met last night… sorry I was drunk, what’s your name again?” Don’t be afraid of using people as crutches to get to know other people, because there’s no such thing as knowing too many people.

Set a good impression with your RA. Y’all really need to be friends. Don’t drink or smoke in front of them, don’t throw outrageously loud parties the first week, don’t throw up in the bathroom bc you’re hungover but forget to lock the door (guilty). Become friends with your RA so that they feel awkward getting you in trouble and you can basically do what you want for the rest of the year.

Leave your door(s) open. The best way to meet people on your floor genuinely is to hop in their room and comment on their taste in music. So blast some Frank Ocean and rake in the friends.

Lastly...

Potholes and Rat Traps: What to Avoid

Columbia isn’t just a matter of what to do: there’s a whole lot of shit you’ve gotta watch out for, because no one tells you this right off the bat.

Don’t go to Welcome Week, whatever you hear about it. It’s really not worth commuting back, on the subway, at night, wasted, with minimal knowledge of New York at night. And the parties aren’t great anyway.

Don’t dress up for parties, regardless of whether you’re a guy or a girl. I don’t even have a rationalization for this one, Just...please. Don’t.

Don’t take notes during that first “Lit Hum class.” You know, the one in Roone Auditorium. No one read the stuff and you look like a tool.

Don’t spend all your time on campus. Be sure to go off campus with your friends, a new group each time, as much as possible, into the city, because you won’t have the time or energy to do so later.

Don’t spend all your time with friends. Find your favorite spots on campus all by yourself, so that you have a recluse whenever you need it. It’s good to get to know campus by yourself.

Do NOT go around hooking up with every cute girl you see. Or boy. Rape is a harder line to draw when it’s orientation week and everyone’s drunk and it’s easy to convince someone to do something that they would say no to in 3 weeks’ time. The rationalization for this is not dealing with the awkwardness the next day, but rather dealing with the fact that you might end up a rapist.

Don’t believe or become any of those “entrepreneurs” during NSOP, aka those kids who have a “startup” and want to advertise their thing or whatever. Believe me, they’re not going anywhere any time soon. It’s great to have ideas, and to have ambition, and to have motivation, but don’t get ahead of yourself and leave a buttload of embarrassing memories for the next few years. Save branding yourself for second semester.

Learning to pace yourself while drinking is an important step in moving from messy ‘man to sophisticated soph. Okay so I might have just made those phrases up. But for real, everyone can tell a freshman who has never drunk a lot before because they take seven shots of vodka in 10 minutes, and in another 15 they’re struggling to keep their dinner down. So yes, you will make an embarrassing alcohol mistake sometime during your freshman career. But it does not need to be that embarrassing.

More embarrassing than puking is letting your friend feel horrible the next day because you didn’t take care of them. You must call CAVA if a friend is puking, and if they black out, that’s also a sure sign. I know you’re going to freeze up when the time comes because it’s so hard to put a finger on it and say, yep, we’ve crossed the line, she doesn’t look fine, we need to call CAVA. No one wants to be the friend who called CAVA. At least not freshmen. But you have to do it. Freshmen are the most likely to get alcohol poisoning, and not calling CAVA because you “think” she’ll be alright seriously puts your friend’s health in danger.

Be careful with the jungle juice. Usually it’s fine, and at some frats like Lambda the jungle juice gets you the perfect amount of fucked up, but there are some frats that are known for putting drugs in their actual jungle juice, not just drugging individual drinks. Boys, I don’t know why you think you’re exempt because it happens to guys too. Both my friend and I got seriously messed up with jungle juice from a frat that I’m not going to name, and it’s almost as scary as I would imagine getting roofied is.

My last “don’t” is to not be so quick to make judgements about your situation. During NSOP literally every single person feels like they genuinely can’t handle it here, they won’t succeed at Columbia. I promise you that feeling goes away in the coming months. And if you don’t get it during NSOP, that feeling will come in a few months. And it’ll go away too. Don’t ever give up because you think it’s too much, because I guarantee you can handle it. NSOP just really sucks. It hurts like a bitch and you will definitely cry at least once, but you’ll settle into a routine no matter how long it takes and you will come out feeling incredible. We all do.~

[ruthdemoofins]

Cor Tutor - Chapter 1/? - Perc’ahlia

When Percival Fredrickstein Von Musel Klossowski de Rolo the Third agrees to tutor a student for Professor Hydris’ statistics course, the last thing he expects to find is a witty, stubborn woman who’s not only completely intriguing on her own, but also has a handful of strange friends, including a giant bear and a terrifyingly protective older brother. Least of all, the last thing he expected was to find that she was the woman who’d approached him on the street the previous day, proclaiming him to be her boyfriend in front of her obsessive stalker, a man named Saundor.

Read on AO3: (X)

“I’m not meant to be here, brother. I should be out in those woods with Trinket, free as a bird,” her singsong voice and jazz hands only draw a groan from behind her. The skilled, brotherly hands braiding her hair grip into her locks and give a tug that evokes a yelp from Vex’ahlia. “Dick,” she mutters, crossing her arms tightly over her midriff in an ever-so-adult-like manner.

Vax'ildan only sighed, pursing his lips lightly, “When Syldor sent us here, he didn’t give a fuck what we made of ourselves, Vex’ahlia,” she cringes at the mention of their father, “He wanted us as far the fuck away from his new, perfect family as he could and I’m sure the last thing he expected us to do was get here, or at least, get you here.”

Admittedly, in the beginning, finding the footholds to attend university had been rough.  Vex and Vax had certainly made do with the deft hands they were born with, only running into the authorities on a few occasions. It’d taken a few years of hard (and often, illegal) work for them to find enough money to buy Vex'ahlia a place within the college and live a decently comfortable life in the meantime. They’d made do with the shitty financial aid offered to them and tried to ignore the fact that Syldor (the fuckhead) could’ve afforded to place them both within the university. Shitty fathers aside, Vex and Vax had rejoiced that they had the chance to make something of at least one of them, as one’s success was a shared happiness between the twins.

She’d always wanted to become a park ranger, ever since she was young. Vex'ahlia always wanted to protect the land that she’d grown up on, the rocks she’d scraped her knees on, the trees she’d learned to climb bare-footed. Most of all, she wanted to protect Trinket, but she’d never expected that she’d be sitting with goddamn statistics homework in front of her. She was studying environmental sciences, she should be in the sciences, not in complete duress over the mishmash of numbers and figures on the pages in front of her.

While, yes, Vex did quite enjoy Professor Hydris as a person and would love to get her completely head-over-heels wasted sometime, she did not enjoy the way she drew up horrifyingly confusing equations on the board. She definitely did not enjoy how most of the class seemed to understand it, while she struggled to resist the urge to flip her desk and scream.

“I don’t get it, brother. What the everloving fuck does this have to do with nature? It’s not like I’m going to be counting birds or some bullshit like that,” she moans, woefully passing the elastic band from her wrist to her brother as he gives her newly crafted braid a tug.

“Dunno,” he shrugs, quickly tying off her hair. He expertly hops to his feet, walking across the living-room/kitchen/bedroom of their small, shared flat to check his mobile. “What I do know is that Shaun’s expecting me and I don’t want to be late,” he tells her, rolling his eyes as her face furls in delight at the mention of Shaun. “Oh, Gilmore,” she sighs dreamily, resting her cheek against her clasped hands as she bats her lashes. “Of course you can’t leave Gilmore waiting, can you?” she coos, haphazardly nudging her statistics book away from her with her foot.

“Drop the shit, Stubby,” Vax’ildan huffs, jerking on his black pea-coat (the coat is so sulky and moody; completely perfect for Vax, in her opinion), “It’s work. Don’t fuck around with school, okay? You’ll work it out. You’re fucking stubborn, but you’re smart,” he walks over and leans down to press a kiss upon Vex’s head. “Try tutoring or some shit, yeah? They offer it for free. You know how we feel about freebies.”

Vex hides a smile under her hand as she rubs her nose, nodding compliantly, “Free shit is always good. Get out of here, give your boyfriend a kiss for me, all right?”

Vax stiffens at that, pausing to flick her forehead with his forefinger before expertly dancing away from the rebutting swing of her fist. He grabs the keys to his bike-chain and gives them twirl, shooting Vex a stern glare, “He’s not my boyfriend, twit.”

“Oh, is it Keyleth now? You’re so adorably bi, brother,” Vex grins ear to ear as her brother manages to cringe down into his jacket, so hesitant to talk about his relationships with her, his sister. The travesty of it all!

“What it is isn’t your goddamn business, yeah?” he shoots her a wide-eyed look of faux-annoyance (or maybe it is real, she doesn’t know)  before he’s out the door, leaving her to her misery.

Gilmore’s her favorite, really. When they were barely scraping by on the little money Syldor left them, literally taking free-samples from the grocery store for fucking dinner, Gilmore found her brother, offered him work. Of course, it wasn’t all entirely legal, but Gilmore was known for his merchandise, entirely legal or not. Though he acted it, the man wasn’t much older than them as it was (Vex'ahlia was quite the elderly junior), and he was glorious, as marketed. His sonorous tone and grand motions always had her on her toes, and not to mention the way he could make Vax blush. It was all too good.

He’d kept Vex doing some “recon work” for him, as he called it, but every so often, she’d tag along with her brother. They were always at their best when they worked together, but Vax had gone solo after she’d been dragged into uni.

She didn’t regret it, though, the uni part. She did, however, feel a horrible amount of guilt for Vax’ildan’s sacrifice. He claimed it made him happy, that their mum would’ve wanted this, but it was at his expense, really.

She knew Vax wasn’t a college kid, knew he’d get sick of all the curriculum bullshit and the pushing, but he did seem happy to be working for Gilmore, seemed happy to be around her friends from school (especially Keyleth).

Reverie wasn’t going to finish this horrible studying, though. With a grumble, Vex’ahlia flipped open her well-worn, brick of a laptop, pulling up her statistic class’s homepage to inquire about tutoring.

She fucking hated the idea of it, but at this point, the book seemed to be in an entire different language and she wasn’t going to waste Vax’s money on a shit semester.

On the bright side, it gave her the chance to communicate with the one and only Zahra Hydris (they would totally be best friends by the end of the semester).

“Percy, darling?”

Pervical Fredrickstein Von Musel Klossowski de Rolo the Third, jerked his head up from the book he’d been devouring (mentally, of course), feeling a lurch of impending doom as he spotted Professor Hydris at the edge of the table he occupied.

This certainly wasn’t going to be good. Not only had Zahra found him outside of class hours, but she’d found him in his secluded corner of the library with a smile on her face that was anything but hopeful for him. Still, he wasn’t entirely sure he’d ever seen a smile on Professor Hydris’ face that offered any form of good fortune. She was the type of woman whom held a smile that was more of a baring of teeth, not exactly friendly, not exactly promising. He recalled freshmen spreading rumors that she’d had her incisors sharpened on purpose, though Zahra probably started that rumor herself.

She did love to terrify freshmen and Percy couldn’t object to that particular practice.

“Can I help you, Professor Hydris?” Mentally, he sorted through what he’s done lately. He was flying through her Research Methods course with bravado, he hadn’t fallen asleep in the student lounge for thirty-four hours since last year (he’d not slept an entire three days from working on studies of his own and studies for school before that particular hibernation) and he certainly hadn’t started a fire in the science center’s lab since freshman year.

Zahra’s smile eases up a bit at the hesitation in his voice, planting one hand on his occupied table and the other on her hip, “Remember when I said I’d forget that you fell asleep in class if you’d tutor for me in the beginning of the semester?” she questions.

“…Yes.”

“Remember when I said I’d probably never need to use you as a tutor anyway, so it was a…gracious deal…?” she winced lightly.

Ah.

Percy didn’t even remember how she’d convinced him into that in the first place. The idea of holding the slimmest chance of tutoring someone, someone who was entirely capable of being an asshole…How had she convinced him into that, anyway? She’d probably humbled him to the point of accepting without even quite realizing, damn her.

She takes his pause as the opportunity to continue, giving a soft huff of amusement, “It appears our patron-saint of tutoring is absolutely swamped,” Professor Hydris tuts softly, momentarily glancing about, probably for freshmen to terrify (they do call her the Dragon for a reason), before returning her piercing blue eyes to Percy. “Anyway, on top of her normal studies, Miss Trickfoot is well over her head with students to tutor and I was hoping you could take on just one student for me?” again, she winces lightly as she asks this, as if she understands the sacrifice it’ll require for him to actually mentor someone.

Percy does have plenty of free time this semester, admittedly. Enough for him to tinker, at least. The idea of mentoring a stranger, a potential asshole, spikes his nerves, but still, if it means he’s on her good side, it means he could get away with a few more naps after sleep-deprived nights of plotting. “I suppose I could,” he says. It might not be so bad, really. He’s not one to attempt to meet new people; meeting his only friend in the entire school, Keyleth, had been at her own expense, but he might as well have a go. This stranger/potential asshole might even be of use to him.

“Oh, good,” Zahra sighs, as though a weight has been lifted from her shoulders. She sinks into the seat across from him, rummaging through her messenger bag for a moment. “Her name is Vex’ahlia. A third year student in stats. I don’t know why, but apparently she’s required to take my course, even though she’s aiming to become a park ranger. Haven’t a clue what she’ll use it for, besides organizing a study on birds or something, but she reached out to me this morning, completely at a loss on what she’s looking at,” she explains, sliding a sheet of paper over to Percy. “Her number and email are there, I’ll leave the meeting times to you.”

Percy slides the paper closer with his index finger, nodding his head in response to Zahra where needed as she speaks.

“If she’s absolutely done for, let me know, but she’s a firebrand, at least from the few times she’s asked me for help,” Hydris wears a fond grin on her lips, eyes glossing over. Percy can’t imagine Zahra being anything but a firebrand at his age, probably had a chain of men behind her, to boot (he quickly wipes that particular mental image from his mind).

“I’ll contact her and see what I can do to help,” he assures, folding the paper and tucking it in the breast-pocket of his shirt.

“Thank you,” for the first time, she has an honest-to-Gods smile on her lips as she looks over to him. Percy can’t help but wonder if he’s truly been initiated as a senior now that he’s earned a smile from Zahra Hydris, but before he can ask aloud, Zahra is standing up and bidding him a good afternoon, bustling down towards the stairs.

Percy considered texting Vex'ahlia then and there, but the moment he flipped opened his ancient mobile, he was distracted by the array of texts from Keyleth, all including a ridiculously appropriate amount of emojis for her personality, and Cassandra, who was hoping that he could pick up dinner from their favorite takeout place.

He’d set up a meeting time later, he supposed. For now, he’d sit, read and pretend that he had no pending judgement to make on Vex'ahlia (still a potential asshole).

A buzz from his phone had him opening it again with a heavy, weary sigh, noting Keyleth had texted him, again (she’s a mother hen and he should expect this, he supposes).

“I’m coming to find you to bestow bagels upon you :)”

He hardly has time to sigh again, mourning the loss of a quiet afternoon of reading before Keyleth is approaching him, one arm precariously holding two sealed cups of what he’s hoping is coffee and the other, a bag of the apparent bagels-to-be.

She nearly spills both as she sinks down into the seat adjacent from him with a loud sigh, dropping the cups towards him and thankfully, it is coffee (how she doesn’t mind the scalding heat against her bare arms is unknown to him, but her dedication to cutting the sleeves off of everything she owns is admirable).

“So, Vax and me talked again,” she tells him with a bob of her head. The look on her face isn’t exactly confident, though Keyleth isn’t very confident to begin with, and Percy knows he’ll be here awhile.

Honestly, he’d never tell anyone, but he’s a little happier to spend the afternoon sitting, listening and pretending that he has no pending judgement to make on Vex'ahlia (the potential asshole).

So I got this idea in my head a week ago and it was like Scanlan sang me a sweet, sweet song about myself for inspiration dice or something because I am totally in love with writing this.

Anyway, I’m not entirely familiar with environmental science majors and I’m sure they don’t actually take statistics, but I also know that colleges love to put you in classes that aren’t your major and then blame you when…yaddayaddayadda. But yeah, don’t expect this to be 100% accurate for a legitimate park ranger hopeful.

Trigger-wise, I don’t think anything majorly /bad/ will be happening in this fic besides the whole stalking aspect. If that changes, I will leave a warning for sure.

As for the use of uber italics with Vex, it’s just how I hear her voice in my head and with Vax and Kiki and Gilmore, welp, who knows what that lil raven rascal will choose?

This is my first Critical Role fic and I’ve no beta, so please tell me how I’m doing! x

[raystart]

Hacking 4 Recovery – Time to Take A Shot

Rise Up

“Let’s do something to help with the pandemic.” In April, with the economy crashing, and the East Coast in lockdown, I heard this from Stanford instructors Tom Bedecarre and Todd Basche, both on the same day. And my response to them was the same, “I can’t sew masks and I don’t know how to make ventilators.” But after thinking about it, it dawned on to me that we could contribute – by creating a class to help existing businesses recover and new ones to start.

And so, Hacking for Recovery began, starting first at Stanford and next offered by University of Hawaii for the State of Hawaii.

After teaching 70 teams – 50 at Stanford and 20 in Hawaii – 275+ entrepreneurs – we’ve proven three things: 1) people can take control of what happens to their lives/careers during and after the pandemic, 2) in five days teams can make extraordinary progress in validating a business model and, 3) this process can be replicated in other areas of the country that need to recover and rebuild businesses.

Here’s how it happened.

I realized we had the ability to rapidly launch a large number of companies on the path of validating their business models. We could offer a 5-day version of the Lean LaunchPad / Hacking For Defense / National Science Foundation I-Corps class that’s trained tens of thousands of entrepreneurs. The class already existed. I had been teaching it at Columbia University for the last seven years. Brainstorming with my Stanford co-instructor Steve Weinstein, we streamlined the material for a virtual class, and told Tom and Todd we could do it.

In two months, they recruited 200 students (50 teams) on 6 continents and in more than a dozen countries. What united the students was their belief that while the pandemic had disrupted their lives, here was an opportunity to shape their own future.

To support them we found 31 mentors, and 4 great Teaching Assistants. The entire course – from team recruitment to the actual class sessions – was hosted online through Zoom.

We ran the Stanford class three times, each in 5-day sessions. (The syllabus is here.)

The teams were able to do customer discovery via video conferencing (getting out of the building without physically getting out of the building) averaging 44 interviews in 5 days. In aggregate they interviewed 2,259 customers. But it just wasn’t the aggregate numbers that were impressive it was how much they learned in five days.

The results?

200 students will never be the same. Rather than bemoaning their circumstances, they decided to rise up and take their best shot. Immersed in a rapid-fire hands-on experience, and surrounded by mentors and subject matter experts, every team not only changed the trajectory of their company but left having learned a methodology for high-speed business model validation to help jump-start a business idea in these chaotic times and beyond.

The topics the teams worked on mirrored the opportunities created caused by the pandemic and sequestering. Over 40% were working on telemedicine, 28% in remote education or remote work. Other teams tackled problems in travel, small business, sustainability, etc. The 50 team concepts at Stanford fell into these categories:

21 Health/Telemedicine

9 Education

5 Remote Work

3 Travel

3 Sustainability

3 Small Business

6 others

More than 15 of the teams have already committed to continue to pursue their startup ideas and are applying to accelerators and seeking funding.

When the sessions at Stanford were completed, we helped the University of Hawaii and Maui Economic Development Board STEMworks launch the Hawaii version of Hacking 4 Recovery – to rebuild the State’s economy, which has been uniquely devastated by the coronavirus lockdown. 20 teams just finished their program. With more to come. Other regions can do the same.

Take a look at a selection of the presentations below from Stanford’s cohorts. Considering some of the teams consisted of incoming freshmen, their progress is kind of mind blowing.

While we enabled 70 teams to start companies, what we really generated was hope – and a path to new opportunities.

AntiCovidAI – a novel mobile app to detect COVID-19 symptoms. Team included Stanford undergrad, Stanford alum, DCI Fellow, Stanford staff member and a graduate student taking courses at Stanford. We had 21/50 teams focused on health/telemedicine concepts

Nightingale – a telemedicine platform connecting nurses to caregivers to close the home healthcare gap.

Diffusion – led by a Stanford Ph.D, this team is developing a sensor to prevent head and neck injuries from falls, especially for seniors in nursing homes.

Edusquared– this team of 4 women who just graduated high school and are entering Stanford in September created an educational subscription box for young Special Ed students. 9 of the teams worked on Education concepts.

Work From Anywhere – the team designed a service to help people move to new locations as remote working allows employees to work from anywhere. 5 teams developed concepts related to Remote Work.

Eye-Dentify – was led by a Knight Hennessy Scholar who wants to help bring eyecare to remote underserved areas. Many of the teams focused on social impact.

Escape Homework – team developed an “Escape Room” platform to make remote learning for k-12 students  fun and engaging. (Post class, the team wrote a blog post describing their experience in the class. Worth a read here.  And they shared their page on virtual educational resources here.)

Voyage – was a global travel advisory platform for pandemic information.

Parrot – fun language app – crossing Duolingo with TikTok. Four rising Stanford sophomore women.

All 50 Stanford presentations are here: Session 1, Session 2 and Session 3.

Total Stanford participants: 200 (Men 51%, Women 49%) Representing a broad cross-section of the Stanford Community:

undergrads  25%

graduate  14%

Summer Session Students  10%

Alumni  30%

Faculty/Staff  2%

DCI Fellows  3%

Other/misc.  16%

Thanks to the instructors who taught the class: Tom Bedecarre, Steve Weinstein and Pete Newell and to the guest lecturers: Mar Hershenson, Tina Seelig, and Heidi Roizen.

In addition to the instructors, each team had mentors who volunteered their time: Jim Anderson, Adi Bittan, Teresa Briggs, Rachel Costello, Phil Dillard, Freddy Dopfel, Mimi Dunne, Dave Epstein, Eleanor Haglund, Joy Fairbanks, Susan Golden, Rafi Holtzman, Pradeep Jotwani, Phillipe Jorge, Vera Kenehan, Robert Locke, Kris McCleary, Radhika Malpani, Stephanie Marrus, Allan May, Rekha Pai,Don Peppers, Alejandro Petschankar, Kevin Ray, Heather Richman, Eric Schrader, Craig Seidel, Kevin Thompson, Wendy Tsu, Lisa Wallace. Plus another 27 subject matter experts as support.

And when a class with a million moving parts appears seamless to the students it’s directly proportional to the amount of work behind the scenes. Without our teaching assistants who volunteered their time none of it would have happened: Head TA’s: Valeria Rincon / Jin Woo Yu and TA’s Nicole Orsak and Diva Sharma.

Lessons learned

While we enabled 70 teams to start companies, what we really generated was hope and a path to new opportunities

With the open source curriculum available here, it’s possible for any school or region to get a version of this class ready in 8-10 weeks

The 5-day format of the class works well

It can stand alone or complement the 10-week or 14-week courses

Having teaching assistants are critical to managing the admin side of marketing, recruiting, team formation, communications and overall support for the teaching team

Team formation requires heavy lifting of emails/team mixers/team – as well as match-making by TA’s and instructors

Having a large pool of mentors and subject matter experts is important in 5-day crash course, to support teams looking for interview subjects and contacts for customer discovery

[yamatokasukawaca]

Showing Planet Scientific Research - Its Obstacles as well as Rewards

Knowledge in earth scientific research is extremely vital in country structure. Almost every little thing we do each day is attached in some way to Planet: to its land, oceans, environment, plants, and also pets. The food we consume, the water we consume alcohol, our residences and workplaces, the garments we wear, the energy we make use of, as well as the air we breathe are all grown in, drawn from, border, or relocate with the earth. According to American Geological Institute (AGI) Foundation, by 2025, eight billion individuals will certainly survive Earth. This number of people will certainly proceed drawing out sources to keep a premium quality of life. As we benefit from all the resources we get from the Planet, after that we, as individuals and also citizens, require to know more about our earth - its processes, its resources, and also its setting. And also just through Planet Scientific research education and learning can trainees recognize and appreciate our facility world. In this present time, the old and also the young should join hands and also assist one another in the major job of nation-building, the young to learn from the knowledge as well as experience of the seniors, the seniors to identify the rashness of the youth. On the other hand, not all young pupils agree to cooperate in order to acquire the required expertise, perspectives and skills important for a protected future. It is then a burgeoning task for the educator to help with discovering to ensure that top quality education will be obtained by the pupils. This paper will certainly go over the various challenges dealt with by the instructor in imparting knowledge about Earth Scientific research in public secondary school, furthermore it will certainly additionally review the positive aspects in finding out the subject.

  THE DIFFICULTIES

  Motivation

  My initial experience in training earth science was on September 2005 in among the general public secondary schools in Davao Oriental, particularly in Area 1. I can still keep in mind the first day when I went into the class of greater than fifty (50) trainees crowded in a classroom. Some of them were hectic talking with their schoolmates, some were hectic doing different tasks in their seats, and so on. The first concern that popped right into my mind throughout that minute was: how can I get the focus of the pupils? As I presented myself to them as their new science teacher, I saw various feelings reflecting on their faces. There were feelings of enjoyment, concerns, stress and anxieties, joy, and so on. I am not truly certain if they were prepared to take new lessons in earth scientific research. What I did was to allow them obtain a piece of paper and also allow them compose in there: their names, favored subject, subject they dislike most and also why they love/hate a certain subject, as well as their expectation/s of the topic. I did this just to know whether they have interest in the subject or to know what subjects they liked finest and also the reasons they enjoy the topic. From that, I found out that out of greater than fifty (50) pupils, only four (4) said that they like science subject. When I asked why they do not like scientific research as a subject, the typical response was: "Science is a tough topic". From that experience alone, I got an insight that trainees will certainly have problem in learning a subject if they do not such as the subject. Without a doubt, teaching Planet Science to undergrads or secondary school trainees can be hard "if the trainees are not inspired or if they are not interested in the subject".

Yamato Kasukawa

There are several methods of encouraging the students to be thinking about Planet Science. In my own experience, I utilized songs as component of my lessons - tunes which are very easy to find out and also frequently heard by the trainees. I used the tune of a certain song and altered the lyrics to make sure that it will certainly fit with the subject I am talking about. There are also tunes introduced to us during seminars that are really handy due to the fact that trainees would discover it much easier to remember certain scientific research concepts by just singing the tracks over as well as over again. Instance of these tunes are: "We're the Researcher" - in the tune of "Ako' y Isang Pinoy"; "Sistemang Harana" - in the tune of "Harana" as popularized by Parokya ni Edgar, this emphasizes the importance of scientific approach in resolving issue; "Super Scientific research" - in the song of "Superman", emphasized on the payments of scientific research in improving our lives; and a cheerful tune - "Children Love Scientific Research". After introducing these tracks, I discovered them valuable in remembering scientific terms, concepts, and also processes. With this, I rejoice when I listened to a few of my pupils singing those tracks and sharing them with their close friends.

  There are different means of inspiring students to find out Planet Science. Educators ought to bear in their mind that flexible techniques and connections to various other subjects is the key to success in a classroom for encouraging pupil interest. It was confirmed true with my personal training experiences. One must not stick to one choice if it does not work. Below are the encouraging strategies which have actually been proven to work well with a lot of trainees:

  1. Associate neighborhood or national or worldwide news items to some element of Earth Scientific research. One might choose from a variety of items from the information. Several of the older story as well as their impact on social/political life may likewise be of rate of interest to students. Any type of news items relating to the complying with are generally welcomed by the majority of pupils for class discussion: Quakes; Volcanoes; Tsunamis; Floods; Meteor Showers; as well as news items associated with disasters - existing or from past.

  2. Choose a subject of typical rate of interest to a lot of the students, such as social or political trouble that they know with: nuclear power plants, unlawful logging, worldwide warming, repercussions of urbanization; and also mining. In my case, I made use of prohibited logging, unlawful fishing as well as mining as my point of focus since these problems are truly happening in our area.

  3. Historical or scriptural or religious locations and the geology related to it: the Gorge at Delphi and also the Apollo Temple in Greece and the vapors that rises from the area; the geology of biblical locations such as the ones in Center East; the Taj Mahal in India; the Pyramids in Egypt; the Great Wall of China; Niagara Falls as well as Grand Canyon in USA; Stories of Gemstones and gems; and any kind of other similar ones.

  4. Stories from the scientific discoveries/contributions of excellent men/women of the past and existing: Aristotle; Eratosthenes (measurement of the area of the earth); Ptolemy; Copernicus; Tycho Brahe; Johannes Kepler; Archimedes; Newton; Einstein; James Hutton; Charles Lyell; N. L. Bowen; Alfred Wegener; Harry Hess; and also a lot more names that are worth discussing in Planet Sciences.

  5. Room exploration always captivates trainees: stories of Lunar expedition; Mars goals and also life on Mars; Jupiter and also its clouds and moons; exploration of brand-new stars as well as other galaxies outside our own; and various other similar explorations.

  6. There are numerous facts that intrigue and amaze most Earth Scientific research pupils: a. Deepest mine worldwide b. Deepest birthed opening on the planet c. Contrast of the above numbers with the distance of the Planet This can reveal them exactly how little we know concerning the earth with straight observation. d. Contrast these distances with the range to the Moon These numbers can raise questions like "exactly how come we did not go as well much down inside the planet" and "just how come we went practically quarter of a million miles to the moon". e. Latitude as well as longitude as well as their use in navigating and the time zones f. Deep sea drilling and the mid-fifties job to pierce past Moho into the mantle g. The election of President John F. Kennedy and also his pledge to land a man on the moon h. The concept of continental drift as well as the evidence for it i. The interesting brand-new concept of Plate Tectonics and also its growth

  I used a few of the products specified over and also they helped me in class. Great general knowledge coupled with passion and knowledge of a selection of products in Planet Sciences "can aid the teacher in getting the pupils excited in the topic". As teacher, we should constantly keep in mind that Earth Scientific research poses concerns that are interesting in addition to practical to children as well as grownups alike.

  Comprehension of the English Language

  Offered that the pupils are well inspired in finding out the topic, one more issue is available in - how they will comprehend the direction with making use of English language? It is an inevitable truth that a lot of my freshmen (first year) pupils do not comprehend talked or composed English. Those that can fairly comprehend come from the first section but there are also students in the very first section that can not speak or compose in English language appropriately. This is actually a problem because teaching Planet Scientific research ought to remain in English and all the referrals are composed or published in English. It is likewise a recognized fact that English is the "Universal language of Scientific research". Therefore, in presenting knowledge to students, educators ought to utilize English as a medium of guideline. I must additionally confess that I am not excellent in terms of specifying principles with using English so what I did was make use of the vernacular in some component of my conversation. To maximize understanding of a particular idea, I translated some scientific terms right into the trainees' vernacular to make sure that they can fully understand what am I speaking or describing about.

  In our college it was really noted that non-readers or readers with poor understanding pull down the performance of the college during accomplishment test (Department, Regional or National). To partly solve the problem, if not entirely remove, an Informal Reading Supply (IRI) was conducted. This will evaluate the reading degree of the First Year students to ensure that the institution, particularly the instructors can recognize that amongst the trainees are non-readers or has inadequate reading understanding. After the stock it was learnt that there are pupils with analysis capability that is of Grade I level and there are truly non-readers. So an additional worry is offered to English teachers since in addition to instructing their normal subject lots, they will do remedial classes for those trainees recognized as non-readers or with poor reading comprehension. It is not only a concern for the English instructors but also for various other educators as well who taught topics with English as a medium of direction. It should additionally be noted that bad or substantive English background decreases the process of scientific advancement because it is difficult to comprehend clinical ideas while at the same time finding out English language - this is learning 2 points simultaneously.

  Technique Inside the Classroom

  In a class of greater than fifty students or in some classroom sixty trainees, it is really crucial that self-control should always reign for maximum knowing. In my first year of mentor, class self-control is actually a concern for me. I conveniently got aggravated by trainees who were noisy, constantly going outside the classroom without legitimate factors, and also trainees shouting or fighting with each various other. Yet via reading books and attending seminars concerning classroom self-control, this trouble was gradually been clarified.

  A well managed class will certainly provide the pupils rich opportunities for mental growth as well as advancement. Good class self-control generates positive working conditions for great knowing and also makes college job delightful as well as interesting. One aspect of the teacher's function under the idea of technique is to help trainees practice self-constraint as well as to establish criteria of private worths and activities that will be carried on despite whether the instructor or parent or someone else in authority is around or not.

  The concept of self-control when I was still in my elementary years is truly different as compared with contemporary concept of self-control which is based on democratic principles. A good discipline is one that develops self-direction and also self-discipline rather than discipline based on compulsion and also obedience. Additionally, he emphasized coming to be familiar with the cause of infraction of discipline so that such reasons may be lessened, otherwise prevented, as well as offenses might be a lot more satisfactorily identified as well as dealt with.

  As facilitator of pupils' discovering in Earth Scientific research I ought to constantly remember that class technique is truly one of the vital devices to ensure that finding out can be achieved. It is an unpreventable fact that the educator can be an efficient facilitator of learning only when there is technique as well as proper class management in teaching-learning.

  Using Modern Technology

  The use of textbooks alone in imparting science concepts and procedures is not nearly enough. Any average class in the world is not the most effective area to observe communications ranging in range from solar system to the components of a cell. With simply pure lectures, commonly students are required to create their own mental photos to recognize circumstances they can not check out directly. In lots of instances the result has actually been a mistaken belief that takes on a truth of its own inside the students mind. Criterion textbooks have actually been ineffective in altering these deeply rooted false impressions. Trainees stay baffled regarding subjects involving basic spatial relationships such as the factor for the seasons. To address this problem, there is consistent call for a teacher to be innovative in his teaching and make best use of the modern technology existing.

  To keep pace with the improvement of Science and Technology, instructors need to have imaginative and also inquiring minds. Such thoughts as well as suggestions "developed by the making inquiries minds" influence and test the educator to be imaginative. In connection with the phone call of being imaginative and also to correspond myself with the advancing modern technology, I regularly see the Internet so that I can make my lessons upgraded. This was difficult for me due to the fact that the area where I've been teaching has no internet connection as well as just throughout weekend breaks that I can search the Net for topics that require more elaboration via videos or flash animations. On top of that, I made use of PowerPoint in order to make my lessons interactive to the students as well as I have actually learnt that their interest in my lessons rose with the use of computers. Moreover, I enjoyed due to the fact that our Principal truly encouraged the use of PowerPoint in class guideline. As a matter of fact he recommended and headed the execution of Computer system Assisted Guideline (CAI) in the Division of Davao Asian.

  THE BENEFITS

  Students' Achievement

  The very first person that would feel happy in the success of trainees in terms of learning Planet Science is the educator. I directly beam with pride when my trainees execute well during examinations or on the top ranking during competition related to Earth Science. It was exceptional for me when my 2 entrants for the 2008 Division Science Test held in San Isidro National Secondary school rated 2nd as well as 3rd specifically. I really felt that this is my reward for exerting initiative in reviewing students concerning scientific research ideas not just via books but likewise from the information obtained from the net as well as by helping as well as educating them just how to use the computer in discovering the Encarta Encyclopedia. I also really felt satisfied when I see my trainees accepted positive attitudes in finding out the subject. With this, I developed in students' heart the love for Planet Science that might be extremely practical in finding out various other sciences like Biology, Chemistry, and Physics. A program in earth sciences can supply to pupils an intro to subject matter in all various other scientific researches that highlights their significance and also links. With a strong foundation in Planet Scientific research, trainees will certainly no longer discover difficulty in discovering other scientific researches.

  My Payment in Nation-Building as well as for the Future

  As an educator in Planet Science, I can say that I have an excellent function in building a nation-- a country that maximizes its resources yet does not sacrifice the future. Our lives and civilization rely on exactly how we understand and also manage our world. Earth refines influence all of us. Weather condition patterns influence the schedule of water sources and also the capacity for quakes, volcanic eruptions, tropical cyclones, as well as floods can kill multitudes of people and trigger millions or even billions of pesos in building damage. If our pupils are well educated about those procedures influencing our lives then they would certainly beware in every activities they will do like reducing trees, burning way too much fossil fuels, the use of aerosol sprays, etc. Every lesson in Planet science will somehow attach trainees to the past, as well as testing them to think about the future.

  Conclusion

  Educating Earth science in senior high school is not a very easy job. A lot of obstacles need to be surmounted to ensure that teaching-learning could be a pleasant experience for both the teachers and students. My very first 3 years experiences in showing the topic have actually designed my knowledge and also attitudes in the direction of the topic. Considering that my elementary years as a trainee, I still bring the interest and love in comprehending the intricate world of scientific research. And also since I'm in the area, after that it is my turn to penetrate my interest in learning science based on my students specifically throughout their very first scientific research subject in second education which is the earth scientific research.

  The earth scientific researches offer the very best all-around intro to science. The earth sciences integrate concepts from all other major techniques of scientific research, including biology, chemistry as well as physics. Thus, mentor of planet sciences throughout the elementary as well as senior high schools will certainly advertise scientific literacy as a whole.

  As instructors we must constantly follow the innovation to ensure that our understanding in the subject will certainly be updated every so often. We must always allow our pupils watch scientific research as component of their everyday lives to make sure that they will not feel alienated from it.

  Last but not least, we need to always bear in our minds that an understanding of the earth scientific researches is critical for a secure future. When we highlight Planet science education, everybody advantages.

[gnorvellglobe-blog]

Reflection on my time in Globe

Since I joined VCU Globe during my second semester of my freshman year, I have experienced so many life-changing opportunities and moments of personal growth. I’ve learned valuable skills that will help me to become a competent global citizen and contribute to the diverse world I will be entering after I graduate at the end of this year. Living in the Globe building with all of my classmates and the international students has honestly been one of the major factors that enhanced my experience at VCU. I am also very happy that I chose to earn the Peace Corp Prep certificate since, in the beginning, I was unsure if it was something geared towards someone like me but now, after a few years interacting with the international students and minority communities, I know it was a great choice. This whole experience has been very eye-opening.

When I joined Globe, I was told there were certain things I was going to achieve and certain skills I would be expected to learn. At first, I thought it was going to be challenging; I thought “How do you teach someone to become a cultural broker and global citizen?” While I was right about it sometimes being challenging, I underestimated how important I would find these subjects and how exciting it was to actually learn these skills. I now feel much more confident in exchanging cultures with people from much different background than myself. Before, I was quite clumsy when talking about my culture with people who had different cultures but after my GLED classes, I have gained skills in cultural exchange and learned important ways to broker between cultures. I have also had the exciting opportunities to be ambassadors/friends with students who come to VCU with these different backgrounds. I was able to interact closely with visiting students from Japan, learning about their lives and cultures while sharing my own. It was a very enjoyable experience to associate so closely with these students, especially when we were away from the academic setting since that was when some of the biggest sharing occurred; when we were all comfortable and simply talking! It was such a culture shock coming to VCU but I learned that I actually love being able to hear so many people’s cultural perspectives. Interacting with so many different cultures was also a striking way to introduce myself to the many levels of identity and injustice in the world and, even after I leave Globe, I will continue to be invested in these interactions.

In addition to working with individuals from different cultures, my experience with my GLED classes have also provided me with personal skills to be a better global citizen. I have learned so much about human right and issues revolving around globalization and social justice. I have learned of the need to be vastly critical of news sources and to have initiative in seeking out reports of events in the world. I am much better at understanding now that countries and governments can be bias in their ideas of human rights, and of the duty of global citizen to take part in these important conversations. This need for individuals like myself to take initiative in global leadership is vital to creating a culturally connected future, like the kind we spoke about in GLED lectures. Through the engagement activities required to be an active Globe student, I was pushed outside of my comfort zone and was able to learn because of it. I began to understand that becoming a global citizen required constant learning and an open mind; it required me to be patient in understanding the decision making of others as a lot of those decisions had a cultural background. These activities I participated in also allowed me to practice being a leader by relaying the info to my fellow students and by helping them expand their own repertoire of abilities since they were also striving to become global citizens and leaders.

When I sit back and think about it, I have grown so much from a personal standpoint as well as an academic standpoint. For my GLED 301 class, I was partnered with Falling Creek Middle School to be a teaching assistant in a joint IEP/ESL classroom and honestly, I probably learned more from those kids than I ever taught them. I personally started to see more of the challenges and processes these kids had to go through simply because their English wasn’t “at standard level” or because they didn’t read at their grade level. This translates so similarly to my experience in the ESL program here at VCU. I worked with those students while I was getting certified to be a TEFL teacher and I truly believe I was able to grow as a person from simply listening and interacting with them. Still, I would have to say the biggest life-changing experience I’ve had in Globe for personal growth has to be my trip to Oaxaca, Mexico with Ms. Ingber. Traveling to Mexico for 5 weeks was the first time I had been out of the country for that long and to be immersed in such a different culture really allowed me to self-reflect and come to terms with my own cultural identity. Once again, I am so sure I learned more from the students I was teaching simply by being able to be a part of their lives for 5 weeks. Interacting with all the community members also put into perspective my feeling about the available opportunities for people. I would have to say it definitely cemented my decision to continue volunteering in the future.

Unfortunately, I haven’t been able to take GLED 302 yet since I spent last semester studying abroad in Australia. That was also a wonderful experience but more because it allowed me to exercise my independence. I plan of participating in the Spring break trip and earning my 302 credits there so even though it won't be with my same community partner, I feel it will still be a worthwhile experience. Even though I haven’t completed my Globe studies, I have many plans on using my experiences for my future goals! I have known I’ve wanted to do the Peace Corps since my freshman year but after my time in Globe, I feel much more prepared for the challenge. Earning the Peace Corp Prep Certificate was a great choice for my future even if it wasn’t a certain choice at the time. To earn the certificate, I was required to do some foreign language which in turn led me to pursuing a Spanish minor. My skill with this language will undoubtedly help me in my future plan to volunteer and also in the workforce. I also was able to make many useful connections through my work in the community. I think the professional skills I learned from class and from engagement will be invaluable for my future success.

All in all, joining VCU Globe was one of the best decisions I could have made for my academic career. I’ve made so many connections, both personal and professional. I now have friends around the world and professors I can rely on. I always advocate for younger students to join Globe if they are at all interested in travel, culture, volunteering, or simply bettering themselves in a growing world. I have introduced several freshmen to Globe this semester alone and they all seem so interested in a program with such a high personal and profession payoff. I strongly support any student who want to strive to become a global citizen to join Globe so it can change their lives like it has changed mine.

[gladevalley]

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by Sarah Grace McElwain photos by Molly Lewing

On the afternoon of Thursday, June 1 2017, the Walkersville High School senior class of 2017 officially became graduated. The graduation ceremonies were held in Knott Arena, on the campus of Mount St. Mary’s University in Emmitsburg, MD.

Before the ceremony, emotions were running high among students and teachers alike. Graduates convened in the John J. Dillon Field House, located inside the Knott Athletic Recreation Convocation Complex, where many pictures were taken and graduates adjusted their caps and gowns to prepare for the commencement of the ceremony.

A SnapChat story was also created for anyone attending the ceremony to share pictures and videos from the event. They were made available to any SnapChat user attending the graduation.

Some seniors were very nervous, waiting in anticipation for the big event that took so much effort to organize. “It’s nerve-racking because a row of people sits down on my name so if I mess up everything gets messed up,” said senior Emilie Ralph.

Others had spent a hectic day preparing, and were anxious about it all playing out just right. “I’m very nervous and really hungry,” laughed senior Emma Lochner. “I just have to breathe so I don’t faint.”

“It hasn’t really hit me yet,” said senior Molly Thebau. “I will probably be nervous as we walk down when the ceremony begins; I don’t want to trip.”

These final moments spent before the ceremony were also times of looking back and reflecting on the past four years. “It’s strange seeing everyone in graduation caps and gowns because these are people you saw everyday and then ‘bam’ it’s over,” said senior Brayden Shorrow.

The faculty and staff of WHS anticipated the event with high expectations and excitement for their, now former, students. “I always look forward to seeing the kids graduate,” said Social Studies teacher Paul Daly. “I remember my graduation and how big of a deal it was to me and I look forward to seeing the kids’ faces as they move on to the next phase in their life.”

Doors to the complex opened to attendees at 1:15, with a line of families and friends waiting to take their seats.

With the stage adorned with blue and gold and the infamous ‘Lion Eyes’ on display on the big screen, the seniors entered the arena to “Pomp and Circumstance,” played by the WHS Band.

Senior executive board member Rylee Duncan welcomed the senior class and the attendees. Duncan then introduced the ensemble who would be performing the National Anthem.

Seniors Caylee Winpigler, Ishara Joseph and Ioana Draghici, on the violin, Jessica Handwerk, on the viola, and Noni Hill, on the cello, performed a beautiful rendition of The Star-Spangled Banner, arranged by music teacher Lucas Hogan. American Sign Language interpretation was provided by senior Cody Strange.

Principal Tracey Franklin then introduced honored guests Theresa Alban, Superintendent of Frederick County Public Schools (FCPS), Michael Markoe, Deputy Superintendent of FCPS, Ken Kerr, member of the Board of Education, Eva Miller, Brad Leon, and English teacher John Van Bloem.

Assistant Principals Sheri Murphy, Greg Keller, and Cindy Johnson were recognized as well as visiting administrators from Walkersville Middle School, Walkersville and New Midway/Woodsboro Elementary Schools, and the Frederick Career and Technology Center (CTC).

Kerr was the first speaker of the afternoon, sending the class congratulations from the Board of Education. “This day is all about you. You showed up, you put in the work, you met expectations, and you persisted,” said Kerr. “These are all qualities that lead to success.”

Alban followed Kerr, reminiscing on the growth of the seniors that led them to today’s graduation. “It has taken many years to earn the right to cross this stage today,” said Alban. “I am sure there are many parents wondering how those years passed so quickly and teachers remembering those timid freshmen who grew into fine young adults that are here today.”

Alban continued by reading many of the seniors comments on what they will miss most about WHS and what they have learned over the years. Below are the quotes, read by Alban, from seniors on what they will miss the most about WHS:

“Being at Walkersville, as small as it is, has made it easy for our class to become close. I will miss the sense of being in such a close community once I leave Walkersville,” wrote senior Donovan Key.

“I’m going to miss all of the teachers because they are just amazing at what they do. The same goes for everyone who works here [WHS], wanting all of us to go on and do great things with our lives,” wrote senior Kalil Ricketts.

“I will miss the familiarity I have among my classmates and surroundings. The many memories we have made together lead to a lot of great joke material. The classmates here know each other so well that our shared experiences, which have taken time to build, will not be so easily forgotten,” wrote senior Winpigler.

“I will miss the sense of family, not only in our school but our community as a whole. I can count on any student, staff member, coach, or neighbor for help. During big events, such as our football state run, we all came together as one to celebrate our school,” wrote senior Megan Wells.

Alban continued to read quotes from students on how they thought WHS has prepared them for the future. Below are these quotes.

“I feel prepared due to the time management skills I have learned. Walkersville is a community that will encourage following your passions while still being successful in the classroom. Being involved in rigorous classes as well as extracurricular activities has helped me greatly in learning how to manage my time and use it wisely,” wrote senior Rachel Wilson.

“Walkersville has prepared me for life after high school by challenging me academically, athletically, and socially. I’ve pushed myself to take difficult classes and to push myself to excel in athletics. WHS provided a platform to do so. In addition, I have been exposed to many service opportunities through NHS/Key Club which has helped me grow as a person,” wrote senior Kyle Daggett.

“Walkersville High School has prepared me for adulthood, college, and for years to come. As I came closer and closer to graduation, teachers and administration began to treat me as an adult. They stopped holding my hand, as if I was still in middle school, and taught me to be more self-reliant, but at the same time, I knew the administration would be there if I needed them,” wrote senior Josh Clegg.

“Walkersville has prepared me for the future by giving me a glimpse of what college classes are like. I think FCC Dual-Enrollment classes are fantastic and the center we have is great. I had the opportunity to see how big those classes would be, learn what the schedule is like, and lots more. Additionally, I’m starting college with a semester of general education courses done,” wrote senior Maddie Hommey.

“Walkersville High School has prepared me to pursue a career through the support of all of the teachers and other staff members. As a high schooler, I had the opportunity to intern at Fort Detrick and research in a real lab. Not many of my peers will have done that in their high school careers. I am more than prepared through all the skills I have learned,” wrote senior Harshi Patel.

Senior and Class Officer Gracie Armogida then delivered a Farewell Address to her fellow classmates. “We have been in school together for many years; as a class we’ve shared joys, struggles, celebrations, laughs, and even tears. Through the success of our athletic teams, theater department, clubs, and academics, we have been through alot together,” said Armogida.

“The bonds we share will be remembered as we continue with the next chapters that we are starting today. Looking back, high school is full of mixed emotions; it can be wonderful, fun, and exciting, but it can also be scary and full of anxiety… The truth is, we are whatever we want to be. We stand here today, ready to go out into the world and make a name for ourselves.”

Franklin, the final speaker of the afternoon, delivered a heartfelt message to the graduating class. Before beginning her speech, she asked parents and guardians to stand for getting their children to where they are today.

She also had graduates planning on serving in the armed forces and active-duty, retired, or veteran members of the armed forces to stand and be recognized for their service to our country.

Franklin then took the podium, ready to deliver her final “Alpha Lion” speech to the senior class. Being that the class of 2017 began their high school careers the year Franklin began her career at Walkersville High, theirs is the first class that Franklin has seen through all four years of high school.

“I’m not sure how I’m going to say good-bye, or how I am going to say congratulations.  As principals, we struggle to create speeches as creative and unique as you are. How do we write a speech that sends you away, marked in history as individuals?” said Franklin. “The task is never an easy one, but I’m pretty confident, with the help of my 260 lion friends, we’re going to leave an impression that won’t be forgotten. Lions, it’s time to be heard.”

Putting an interesting twist on the typical graduation speech normally made my principals, Franklin and the graduating class worked together to make her final message memorable. The class responded, “You are a Lion” throughout her speech, finally ending with the statement, “We are Walkersville.”

“When the final hat has been tossed and final congratulations shared, you will entail a sigh of relief and you will regress into what you will miss. It will hit you that the pride and family that you have shared your territory with will soon fade. Members of the pride will find new lands to lead and conquer,” said Franklin.

“The landscape of September skies of blue and gold will remain, but by those who follow you. Don’t worry; they too are grounded in traditions. They are proud in sharing your roots that you’ve left behind. It is your last impression and memorable feats that will challenge them to hold themselves accountable to maintain the strength of the pride.”

“Lions always find their way home,” said Franklin. “You are not just lions; you are family and we are Walkersville.”

With an emotional final good-bye from Franklin, senior Anthony DeVincentis performed a rendition of the song “Take Me Home, Country Roads,” originally recorded by John Denver. Modified, sung, and performed on guitar by DeVincentis himself, he moved the arena with his adjusted lyrics, reminiscent of the town of Walkersville.

Following the musical selection, Franklin had members of the WHS Faculty and Staff rise and be recognized; retired staff were also recognized. Franklin also announced the retirement of long-time faculty Math teacher of 28 years Kathy Stinefelt and Guidance Counselor of 36 years Debra Phebus, thanking them for their years of service.

Diplomas were then presented to all 260 graduates, names announced by Murphy. Graduates who achieved honors received their cord before collecting their diploma and posing for a picture with Franklin.

Graduates with Highest Honors (weighted 4.0 or higher GPA) received a gold cord, High Honors (weighted 3.75-3.99 GPA) received a white and gold cord, and Honors (weighted 3.5-3.74 GPA) received a blue and gold cord.

After all diplomas were presented and graduates took their seats, Franklin presented the Walkersville High School class of 2017. Caps were thrown and cheers were heard throughout the arena.

After the ceremony, attendees and graduates met outside the facility to take pictures and say goodbye to their teachers and friends. With a successful graduation commencement, the graduated class can now look forward to Safe and Sound.

Congratulations and good luck to all members of the Walkersville High School graduated Class of 2017. Our wish for you: May all your skies be Walkersville Blue!

Walkersville Graduation 2017 Filled with Music, Laughter and Tears by Sarah Grace McElwain photos by Molly Lewing On the afternoon of Thursday, June 1 2017, the Walkersville High School senior class of 2017 officially became graduated.

[hottytoddynews]

The university’s inaugural Stamps Scholars recently gathered to re-create their class photo from four years ago. They are (front, from left) Madeleine Achgill, Kate Prendergrast and Eloise Tyner, and (back, from left) Dylan Ritter, Kathryn James and Ben Branson. Photo by Bill Dabney

Four seniors graduating Saturday (May 13) from the University of Mississippi have the distinction of being among the first six UM students to have benefitted from the prestigious Stamps Scholars program.

Funded by the Stamps Family Charitable Foundation, the awards are the university’s most comprehensive, full scholarship packages for in-state and out-of-state students. Each package covers the full cost of attendance, along with a generous stipend for unique educational pursuits, including study abroad, research internships and academic conferences.

Inaugural Stamps Scholars graduating this weekend are Madeleine Elena Achgill, a Mandarin Chinese and international studies major from Indianapolis; Kathryn Elsa James, a public policy leadership, economics and Southern studies major from Mandeville, Louisiana; Dylan James Ritter, a chemistry major from Somerset, New Jersey; and Eloise Wright Tyner, a public policy leadership and Arabic major from Oxford.

The two other inaugural Stamps Scholars will receive UM degrees at later dates. They are Kate Louise Prendergast, a psychology and theater arts major from Luling, Louisiana, on track to graduate in December; and Benjamin Carter Branson, a mechanical engineering major from Madison scheduled to graduate in spring 2018. All six are members of the Sally McDonnell Barksdale Honors College.

“Our first generation of Stamps Scholars has set a high bar with their scholastic achievements and their ethic of excellence,” said Douglass Sullivan-Gonzalez, dean of the Honors College. “They created a spirit of collegiality and they pushed each other to excel, to imagine and to push through to the conclusion. We could not be luckier to have landed such an outstanding group for our first cohort of Stamps Scholars.”

UM Chancellor Jeffery S. Vitter also praised the exceptional seniors.

“With the graduation of our inaugural cohort of Stamps Scholars, we are so pleased to be seeing the first fruition of our tremendous partnership with the Stamps Family Charitable Foundation,” Vitter said. “These gifted, talented students have spent the last four years leaving their mark of excellence on our campus and in our community.

“We are proud to call them Ole Miss Rebels and send them out into the world so that they can continue to impact lives and communities, from across the street to around the globe.”

Grateful and optimistic, each of the scholars reflected upon his/her most memorable experience and shared future plans.

Achgill came to UM to become fluent in two foreign languages by the time she graduated college. Her Spanish and Chinese scores show that she is highly professionally proficient in both languages.

The university’s 18th David L. Boren Scholar, Achgill will attend Nanjing University in China this fall, followed by an internship in a Tier 1 city next spring. Due to Capstone and Boren requirements that she remain a degree-seeking student until the completion of her China program, Achgill will not receive her diploma until August 2018.

“Because of my interests in China and Latin America relations, I’m hoping to intern with a Chinese company with business, cultural or research ties to Latin America,” she said. “After the year in China, I hope to fulfill the Boren federal government service requirement through a job that combines my interests, perhaps through the Bureau of Educational and Cultural Affairs.”

James said she found her niche in education while teaching with the Sunflower County Freedom Project in the Mississippi Delta. Her plans are to ultimately work in education policy, deconstructing opportunity gaps so that all students are equipped to achieve.

“My most transformative moments in college – working for a Mississippi First, Mississippi’s leading education advocacy group, teaching at a nonprofit in the Delta, experiencing public conceptions of religion in Europe and traveling through eastern and southeastern Asia – have all been supported by the Stamps enrichment fund,” said James, who will join the Mississippi Teachers Corps this fall as part of requirements for a UM master’s degree in curriculum and instruction.

“Attending Ole Miss, and having the flexibility Stamps provides, has been absolutely pivotal to my career path. I came to UM planning to work in international development, but quickly learned about the educational inequity present in Mississippi, which led me to learn about opportunity and achievement gaps in this and every state.”

Since enrolling at Ole Miss, Ritter has spent summers conducting research at both Texas A&M University and in Ireland for five weeks at a pharmaceutical lab, where his performance earned an opportunity to perform independent research for the multinational company. He worked last summer in a lab associated with the University of California at Davis that integrated his earlier research from Texas A&M.

“Getting to travel to Texas A&M during my freshman and sophomore summers gave me a great chance to see a new career path in the sciences,” he said. “During those summers, I realized how much I enjoyed research.

“The experience was so rewarding and fulfilling that it shifted my post-undergraduate plans from medical school to graduate school.”

Ritter’s post-graduation plans include going to Ireland to visit a host family from high school and to travel around.

“The Stamps Scholarship has given me the financial freedom to plan trips like this in order to see new perspectives in the world and learn about different ways of living,” he said. “Long term, I will be going to Vanderbilt University for a Ph.D. in the biomedical sciences as part of their interdisciplinary graduate program.”

Tyner’s service projects have included a Cherokee mission trip and work with the Oxford Food Pantry and Operation Christmas Child.

“I spent four months in Amman, Jordan, working on proficiency in Arabic and returned for an action-packed summer with the Sunflower County Freedom Project in Mississippi,” Tyner said. “My time abroad and work in the state enabled me to pursue my thesis interest in racial reconciliation.”

Prendergast said her most fulfilling experience as a Stamps Scholar has been serving on the leadership team at the Ole Miss Wesley Foundation, the campus ministry of the United Methodist Church.

“The Stamps Scholarship has afforded me the opportunity to engage in clinical psychology research at Ole Miss, focusing generally on the mechanisms of anxiety and disgust reduction, and the presentation of psychiatric symptoms in pregnant women,” she said. “These experiences have led to my passion and excitement to work in this field and tap into the resources it offers for improving mental health care.”

Prendergast’s short-term plans include conducting research with a clinical psychologist at the University of Hawaii this summer, working at a mental health clinic and applying for doctoral programs in clinical psychology. Her long-term plan is to complete a Ph.D. and work in a university medical center where she can research, teach and see patients.

A student in the Haley Barbour Center for Manufacturing Excellence, Branson led a Capstone design team throughout the year designing, prototyping and manufacturing wooden sunglasses. He continued his work with Outward Bound during a January expedition in the Florida Keys.

“This summer, I will be leading sailing expeditions in coastal Maine for (Hurricane Island Outward Bound School) and performing thesis research there as well,” Branson said. “For my thesis, I’m thinking of taking what we learn in the CME about efficiency and manufacturing and organization and applying it to the sailing base, to see if I can’t make it more efficient and easier to understand.”

The partnership with the Stamps Family Charitable Foundation was established in 2012, when Ole Miss alumnus William Dunlap of McLean, Virginia, brought his alma mater to the Stamps family’s attention. After reviewing a proposal, the foundation chose to partner with the university.

For 2016-17, 12 incoming UM freshmen were selected as Stamps scholars, making the university one of only four to award more than 10 Stamps Scholarships to incoming students.

“We couldn’t be more proud of our first class of graduating Stamps Scholars at Ole Miss,” said Roe Stamps, founder of the Stamps Family Charitable Foundation. “These amazing young men and women have proven to be well-equipped to continue making a positive impact in their communities and abroad, and I am confident they will achieve true greatness as Stamps Scholar alumni.”

The foundation supports more than 400 Stamps Scholars through partnerships at more than 40 outstanding universities and colleges. As one of the country’s most prestigious awards for high school seniors, the Stamps Scholarship typically provides four years of generous support, with additional funding available for enrichment experiences.

The awards are made on the basis of leadership, scholarship, perseverance, innovation and service.

For more information about the Stamps Scholars program at Ole Miss, visit http://ift.tt/16LDyi8. To learn more about the Stamps Foundation, visit http://ift.tt/16LDAXn.

By Edwin Smith

For more questions or comments email us at hottytoddynews@gmail.com. 

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When students use their bodies in the learning process, it can have a big effect, even if it seems silly or unconnected to the learning goal at hand. Researchers have found that when students use their bodies while doing mathematical storytelling (like with word problems, for example), it changes the way they think about math. “We understand language in a richer, fuller way if we can connect it to the actions we perform,” said Sian Beilock, professor of psychology at the University of Chicago.

Consider this word problem:

Two hippos and two alligators are at the zoo. Pete the zookeeper feeds them at the same time. Pete gives each hippo seven fish. He gives four to the alligators.

In an experiment on third graders, students were divided into two groups. One group read through the problem twice. The other group acted out the story as they read it, physically pretending to feed fish to the hippos and alligators as they read the problem. Both groups of students were asked how many fish the zookeeper fed to the animals.

The answer:

“Kids who acted out the story did better on this problem,” Beilock said. The kids who read the problem often got “eleven” as a solution. They had missed the word “each” in the problem. But because the acting kids had physically mimed giving each hippo seven fish before moving on, the difference was ingrained.

“What was important was matching the words with specific action; that led to enhanced learning,” Beilock said. “And after they’d acted it out they could actually do it in their head and get some of the same benefits.”

THE BODY AND THE BRAIN

Scholarly study goes back a long time in history, but in terms of human evolution, many of the academic skills now required for successful functioning in the world are fairly new to the human brain. As neuroscientists investigate how humans learn, they often find that newer skills and aptitudes are mapped onto areas of the brain that also control basic body functions. Increasingly, this work is helping to illuminate neurological connections between the human body, its environment and the process of learning.

“In order to really engage our students and help them perform at their best we have to move beyond what’s happening in the head,” said Beilock at a Learning and the Brain conference. “We have to go beyond that.”

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Despite Benefits, Recess for Many Students Is Restricted

This area of study, called “embodied learning,” is not new to many educators. Maria Montessori highlighted the connection between minds and bodies in her 1936 book The Secret of Childhood: “Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.”

Increasingly scientists are proving Montessori right. Researchers are studying the body movements of children as young as four-to-six months old and have found earlier and more frequent movement correlates with academic learning down the road. Kids who could sit up, sustain “tummy time” longer and walk were all correlated with future academic success, even when researchers controlled for socioeconomics, family education and type of future education, among other mitigating factors.

“A very strong predictor of academic achievement was how early kids were moving, exploring their world,” Beilock said. “When kids can explore their surroundings, all of a sudden, things change.” Once kids are on the move the adults in their lives use directives and other more complicated language forms. As kids are coached by their parents, they begin to understand the directions and change behaviors. And once a child can do something on her own, she’s more likely to internalize what’s happening with others. “There is evidence that our ability to use our hands affects the structure and functioning of the brain,” Beilock said.

“Encouraging kids to use their hands brings out unsaid, and often correct ideas, which then makes them more open to instruction and more likely to learn.”

As young children move and explore their worlds, they are learning through touch. Early bimanual training correlates with the robustness of the corpus callosum, a part of the brain that facilitates quick communication between the left and right brain hemispheres, Beilock said. This connection between using ones hands and swift communication in the brain may be part of the reason learning to play music is often correlated with math ability.

“Math is a very recent cultural invention,” Beilock said. The part of the brain responsible for numerical representation also controls finger motion. Many children first learn to count on their fingers, a physical manifestation of the connection. The studies of very young learners have solidified Beilock’s conviction that academic learning is inherently connected to the body.

GESTURING TO LEARN

A colleague of Beilock’s at the University of Chicago, Susan Goldin-Meadow has done extensive research into how student gestures can indicate a more nuanced understanding of math than students are often able to articulate verbally. Goldin-Meadow did a lot of work around problems of equivalence, which children often struggle to understand. She found that often students gesture in ways that indicate they understand how to solve the problem even if they are simultaneously describing an incorrect solution.

“It’s particularly helpful for teachers because it may give you insight into things students may not be able to express,” said Goldin-Meadow at the same conference. Not only could gestures be a good clue for teachers, but when students produce what Goldin-Meadow calls “mismatches,” meaning they are saying one thing and gesturing a different understanding, it indicates they are primed to learn. And, when teachers produce “mismatches” in their own speech and gestures, it helps students already in that primed state to learn by offering several strategies.

“Encouraging kids to use their hands brings out unsaid, and often correct ideas, which then makes them more open to instruction and more likely to learn,” Goldin-Meadow said. She also found that showing two ways of doing a problem with speech had very little effect on learning, but showing two methods when one was in gesture helped learners.

And the connection between bodies and learning doesn’t stop with the younger grades. Beilock studies how well students comprehend abstract concepts in high school physics. Many classes focus on listening to lecture, reading a textbook and doing physics problems. Beilock hypothesized that if students could feel an abstract concept like angular momentum on their bodies, they would both understand and remember it better.

She and her colleagues used a rod with two bicycle wheels attached to test their ideas. Students spun the wheels and then tilted the rod in different directions. As they changed the angle, the force they felt changed dramatically. In her experiment, one set of students got to hold and experience the wheel. Another group just watched the first group and observed the effects they were feeling. They were all quizzed on the material a week later.

“Those students who had more motor activation did better on the test,” Beilock said. “And those students were the ones who got the experience.” But what if one set of students was just better at physics? Researchers at DePaul University have replicated this experiment, strengthening the scientific link between hands-on experimentation and powerful learning.

ENVIRONMENT MATTERS

Just as body movement and involvement can have a huge impact on learning, so too can the spaces where we learn. While neuroscientists are starting to be able to prove this link with their experiments, this concept is nothing new. Philosophers, writers and practitioners of Eastern religions have long made the same connection between the power of nature to relax the mind and readiness to take on the world.

“When we are in nature, our directed attention has time to rest and replenish,” Beilock said. That’s important because focus is like a muscle that gets tired. One researcher asked students to take a walk through the downtown of a college town. They weren’t asked to do anything in particular, but they naturally encountered a lot of stimuli. The other group took a walk in a natural setting. The nature walkers were better able to focus when they returned.

Visual distractions apply to the classroom as well. Carnegie Mellon researchers recently found that when students learn in highly decorated classrooms, their gazes tend to wander, they get off task and their test scores suffer. Limiting visual stimulus is particularly important for very young learners who are still learning how to focus, and yet kindergarten classrooms are often the most brightly and densely decorated in an effort to make institutional buildings feel more cheerful.

THE BODY AND ANXIETY

One way to help students reduce test anxiety is to let them work it out through their bodies beforehand. Beilock did an experiment with freshmen high school students before their first final. She asked them to write down concerns about the test and connect to other times when they felt similar. They were told to be as open as they wanted and that their writing would be confidential. A control group of kids were told to think about what wouldn’t be on the test.

This activity had little effect on kids who didn’t experience much test anxiety. But students experiencing high levels of anxiety saw a six percentage point gain on their test scores. And, when Beilock analyzed those students’ writing, she found the strategy was particularly effective for students whose writing revealed an eventual acceptance that the test was a minor hurdle, not the big scary all-consuming event they’d been worried about.

“We can start leveraging the power of our bodies to help us learn, think and perform at our best,” Beilock said. Too often students are cooped up inside for six or more hours, sometimes without an adequate recess ,and more likely than not, with little attention paid to how their bodies could be powerful learning tools in the classroom.

Note: An earlier version of this story misstated the publication date of “The Secret of Childhood” as 1966. We regret this error.

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San Diego Unified’s Grad Rate Is Up - and It’s More Meaningful Than Ever

San Diego Unified’s graduation rate reached 91.2 percent this year, including significant improvements in the graduation rate of blacks and Latinos.

In the 1980s, Jaime Escalante, a math teacher portrayed in the movie “Stand and Deliver,” taught calculus at a working-class, largely Latino high school in East Los Angeles. When his students passed the AP Calculus tests, there was an immediate accusation that they had cheated. How could “those kids” possibly succeed? Well, they did.

When Richard Barrera and I came onto the San Diego Unified School District board of trustees in 2008, we not only wanted to improve the graduation rate, we also wanted to make graduation more meaningful. In 2011, when we approved moving toward the more rigorous A-G course requirements as part of Vision 2020, one talk radio host proclaimed that we would be unleashing hundreds of high school dropouts onto the streets. Well, “those kids” of the class of 2016 proved the naysayers wrong. Higher expectations, along with proper support, produce higher results.

So how is high school changing in San Diego Unified? First, we are providing more relevant courses to engage students and prepare them for the future. Students can take courses and internships in engineering, health care, business, information technology, culinary arts, automotive technology, broadcasting and much more. This is alongside standard college-prep courses and music, the arts and athletics. This is not your father’s high school. Engaged students stay in school and go on to succeed.

We are working with our teachers to have high expectations for all of our students, regardless of background, through our work with the National Equity Project. We now carefully monitor each student’s individual progress to make sure he or she is on track to graduate. We have scrapped the old credit recovery courses that led to a meaningless diploma and have replaced them with online courses approved by the University of California. Online courses are also available for our high-performing students who want to accelerate their learning. We are collaborating with our local colleges to expose students to university-level work before they graduate from high school.

How could “those kids” succeed? Is someone cooking the books? Here are a few of the alleged problems:

Not all of the students who started as freshmen are included in the graduation rate.

In a mobile society, calculating graduation rates is very complicated. Students move out of the district and out of the state. The state has a standard method for this calculation, which San Diego Unified must follow. Last spring, our district estimated our graduation rate to be 92 percent and the final state calculation is 91.2 percent. We compare ourselves to similar districts in the state and came out on top. If the state changes its methodology after a routine audit, so will we. Charter school students cannot be counted. We lose both low-performing and high-performing students to charters. Some even come back to the district after they catch up on credits. But we are developing more programs for both high- and low-performing students to stay at their neighborhood school.

When students are behind in credits, they are put into online courses and do not have to spend “seat time” in an entire course. The implication is that they are getting watered-down curricula.

If a student mastered half of the material of a course, it makes no sense to repeat all of the same material. The student needs to learn the material not already mastered. NCAA rules for college athletes have been quoted, but that is irrelevant for high school. We follow the gold standard for rigor, which is UC approval for online high school courses. We also use UC-approved online courses for our advanced students. UC also approves our testing program, which allows students to get language credit if they are fully literate in a language other than English. We want all students to be fluent in two languages.

Standards were lowered by allowing students with Ds to pass college prep courses.

No standards have been lowered. Ds have always been acceptable for high school credit. That is not new, and has nothing to do with the new A-G requirements. We did not lower standards. San Diego Unified requires a 2.0 GPA to graduate. Some districts do not even have a minimum GPA. Check out Poway’s requirements. But by exposing all of our students to college-prep courses, the actual number of our students who achieved UC/CSU eligibility in this first year increased by an astounding 47 percent.

We still have a long way to go in closing the achievement gap and in making sure every student succeeds in San Diego Unified. We are increasing our support of English-language learners and focusing on K-3 literacy. Not only will we increase the number of students who graduate, but the diploma will be more meaningful. *Reposted opinion from the VOSD by John Lee Evans of April 20, 2017

**John Lee Evans is a San Diego Unified trustee. Evans’ commentary has been edited for style and clarity. See anything in there we should fact check?