Tag: Navigate

  • [Podcast] Healthy Minds, Bright Futures: How to Navigate Mental Health & Build Support

    [Podcast] Healthy Minds, Bright Futures: How to Navigate Mental Health & Build Support

    Children’s mental health is in the spotlight like never before. Concerning data around anxiety and depression, as well as the increasing prevalence of conditions such as attention deficit hyperactivity disorder and autism spectrum disorder, are driving important discussions about supporting kids’ mental health.

    In this three-part series, our expert guests address evidence-based interventions and assessments to equip clinicians with the latest tools and tactics for enhancing a child or adolescent’s well-being. We’ll assess the current landscape of student mental health and dive deeper into ADHD, ASD and co-occurring conditions, and the latest BASCTM family of solutions.

    Check out the podcast episodes!





    1. Ep. 1
      Getting Your Attention: What You Can Do To Support Children and Teens with ADHD



    Ep. 1

    Getting Your Attention: What You Can Do To Support Children and Teens with ADHD

    ADHD diagnosis rates vary widely, and the condition itself presents many complexities. We’ll explore actionable strategies for clinicians to identify children who need additional ADHD support and how to provide the right learning environment for them, with our guest: Tyler Vassar, Ed.S., a licensed school psychologist and assessment consultant at Pearson.







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  • Peer Mentors Help Students Navigate Health Graduate Programs

    Peer Mentors Help Students Navigate Health Graduate Programs

    As a first-year student at Emory University, Leia Marshall walked into the Pathways Center to receive advice on her career goals.

    She was a neuroscience and behavioral biology major who thought she might go to medical school. But after meeting with a peer mentor, Marshall realized she was more interested in optometry. “I didn’t really know a lot about the prehealth track. I didn’t really know if I wanted to do medicine at all,” she said. “Getting to speak to a peer mentor really affected the way that I saw my trajectory through my time at Emory and onwards.”

    Emory opened the Pathways Center in August 2022, uniting five different student-facing offices: career services, prehealth advising, undergraduate research, national scholarships and fellowships, and experiential learning, said Branden Grimmett, associate dean of the center.

    “It brings together what were existing functions but are now streamlined to make it easier for students to access,” Grimmett said.

    The pre–health science peer mentor program engages hundreds of students each year through office hours, advising appointments, club events and other engagements, helping undergraduates navigate their time at Emory and beyond in health science programs.

    The background: Prehealth advising has been a fixture at Emory for 20 years, led by a team of staff advisers and 30 peer mentors. The office helps students know the options available to them within health professions and that they’re meeting degree requirements to enter these programs. A majority of Emory’s prehealth majors are considering medicine, but others hope to study veterinary medicine, dentistry or optometry, like Marshall.

    How it works: The pre–health science mentors are paid student employees, earning approximately $15 an hour. The ideal applicant is a rising junior or senior who has a passion for helping others, Grimmett said.

    Mentors also serve on one of four subcommittees—connect, prepare, explore and apply—representing different phases of the graduate school process.

    Mentors are recruited for the role in the spring and complete a written application as well as an interview process. Once hired, students participate in a daylong training alongside other student employees in the Pathways Center. Mentors also receive touch-up training in monthly team meetings with their supervisors, Grimmett said.

    Peer mentors host office hours in the Pathways Center and advertise their services through digital marketing, including a dedicated Instagram account and weekly newsletter.

    Peer-to-peer engagement: Marshall became a peer mentor her junior year and is giving the same advice and support to her classmates that she received. In a typical day, she said she’ll host office hours, meeting with dozens of students and offering insight, resources and advice.

    “Sometimes students are coming in looking for general advice on their schedule for the year or what classes to take,” she said. “A lot of the time, we have students come in and ask about how to get involved with research or find clinical opportunities in Atlanta or on campus, so it really ranges and varies.”

    Sometimes Marshall’s job is just to be there for the student and listen to their concerns.

    “Once I met with a student who came in and she was really nervous about this feeling that she wasn’t doing enough,” Marshall said. “There’s this kind of impostor phenomenon that you’re not involved in enough extracurriculars, you’re not doing enough to set you up for success.”

    Marshall is able to relate to these students and help them reflect on their experiences.

    “That’s been one of my favorite parts of being a peer mentor: getting to help students recognize their strengths and guide them through things that I’ve been through myself,” she said.

    In addition to assisting their classmates, peer mentors walk away with résumé experience and better career discernment, Grimmett said. “Often our students learn a lot about their own path as they’re in dialogue with other students. It’s a full circle for many of our peer mentors.”

    “It’s funny to think about the fact that our role is to help others, but it really helps all of us as peer mentors as well,” Marshall said. “We learn to connect with a variety of students, and I think it’s been really valuable for me to connect with the advisers myself and get to know them better.”

    If your student success program has a unique feature or twist, we’d like to know about it. Click here to submit.

    This article has been updated to correct the spelling of Branden Grimmett’s name.



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  • Helping Students Navigate Transitions, Addressing Teacher Shortages

    Helping Students Navigate Transitions, Addressing Teacher Shortages

    Across Texas, students entering dual-credit programs with the goal of becoming educators often face unclear pathways and unnecessary obstacles. But in the North Texas region, a multisector group is working to change that—starting as early as high school.

    Through programs like Pathways in Technology Early College High School (P-TECH) and early-college high schools, students can begin working toward their teaching credentials before they graduate. The Acceleration to Credential (A2C) Working Group—convened by Educate Texas—brings together local independent school districts, Dallas College and four-year university partners to create clearly defined pathways that connect high school, community college and bachelor’s-level educator preparation.

    While the intention behind many dual-credit programs is to offer students more opportunity, the reality is that inconsistent requirements across institutions often create confusion. A student may graduate high school having earned college credits, only to find those credits don’t transfer toward a four-year degree. Or they may complete an associate degree that doesn’t align with bachelor’s programs in education.

    To address this, A2C partners designed a coordinated model known as Target Pathways, which:

    • Aligns associate degree pathways to all bachelor’s education programs in the region.
    • Meets both high school graduation and Texas Core Curriculum requirements.
    • Creates space for local adaptation within a unified regional framework.
    • Provides students with clear maps of all degree and certification requirements.

    These streamlined pathways aim to improve student outcomes, reduce excess credit accumulation and increase the number of teacher candidates completing their degrees on time and with less debt.

    The associate of art in teaching (A.A.T.) degrees that students earn in these P-TECH programs have shown promising outcomes when it comes to entering education careers. Between 2010 and 2023, 49 percent of A.A.T. earners in Dallas–Fort Worth became paraprofessionals or teachers or advanced into education leadership positions, according to an analysis by Wesley Edwards at the University of North Texas (Wesley Edwards, AAT Analysis, University of North Texas, April 23, 2024, and Sept. 21, 2024). As these pathways expand across more high schools, partners across the state should continue investing in the supports students need to enter the education workforce.

    “Developing a robust pathway for high school students to not only earn credentials but also gain valuable exposure to industry is critically important as we look to meet workforce needs,” said Robert DeHaas, vice provost of the School of Education at Dallas College.

    This work is about more than academic alignment—it’s about building the relationships and trust needed to create meaningful change.

    “This work requires close coordination between large systems that haven’t always worked together,” DeHaas said. “The collaborative has helped foster the coalition-building needed to break down these historical silos and create a college road map that supports the upward economic mobility of our students.”

    Educate Texas will continue supporting A2C by helping school districts implement these pathways and facilitating collaboration with higher education partners. By investing in regional alignment and early access, the A2C model offers a promising solution for expanding the teacher pipeline in Texas and beyond.

    Joseph Reyes is deputy director of teaching and leading at Educate Texas, an initiative of Communities  Foundation of Texas. In this role, he manages programs that increase access to high-quality educator preparation and works with school districts and higher education partners to strengthen the teacher workforce across the state.

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  • International Students Navigate Escalating Threats

    International Students Navigate Escalating Threats

    International students across the country are on edge after a week of arrests, deportations and escalating threats from the Trump administration.

    So far the administration’s sights have been set primarily on Columbia University in New York. On March 8, immigration officials arrested recent graduate Mahmoud Khalil, intending to strip him of his green card and deport him for his role in pro-Palestinian campus protests last year. Over the next week, Department of Homeland Security agents raided students’ dorm rooms, arresting one international student and prompting another to flee to Canada.

    Elora Mukherjee, a law professor at Columbia and director of its Immigrants’ Rights Clinic, said international students have been flocking to the clinic for guidance: on whether their visas could suddenly be revoked, or if they should avoid traveling, delete their social media accounts or move off campus to make it harder for immigration officials to find them.

    She said she’s never seen anything like it.

    “Our clinic has been inundated with requests for legal consultation,” she said. “There is a palpable sense of fear among international students on campus.”

    Mukherjee said she’s been trying to quell international students’ anxieties. But in the wake of what she called an “unprecedented assault on due process, First Amendment rights and basic human decency,” she isn’t sure how.

    “They are worried about what may happen to their student visas. They are concerned that they may not be able to complete their degree programs if they are targeted. They’re wondering how they can make changes to their daily life to reduce the risk,” she said. “I don’t know what I can reassure them of right now.”

    Chief among the threats facing international students is the equation of protest activity and other protected speech with “terrorist activity.” In an interview with The Free Press last Monday, an unnamed White House official said that protesting made Khalil a national security threat, justifying his deportation. That strategy, the official added, is the administration’s “blueprint” for deporting other international students.

    In a post on Truth Social last Tuesday, Trump said that Khalil’s arrest was “the first of many,” calling international student protesters “not students, [but] paid agitators.”

    “We will find, apprehend, and deport these terrorist sympathizers from our country—never to return again,” Trump wrote. “We expect every one of America’s Colleges and Universities to comply.”

    Stephen Yale-Loehr, a retired Cornell University law professor who specializes in immigration law and international students in particular, said ICE officials’ activity at Columbia is the administration’s opening salvo in a battle against two of its most frequently invoked bogeymen: higher education and immigrants.

    “This administration has declared war on immigrants broadly and international students specifically,” he said.

    That war is currently centered on Columbia but is likely to spread across higher ed. On Sunday, Secretary of State Marco Rubio told Face the Nation that the administration plans to continue arresting and deporting international student activists. He added that the government is reviewing and revoking more student visas “every day.”

    It’s not clear if the Trump administration’s argument will hold up in court. If it does, experts say it would give the executive nearly unchecked power to deport noncitizens for disfavored speech, and there’s likely to be a fierce legal battle over that question. But international students have very few legal protections, Yale-Loehr said, and the administration has ample leeway to justify deporting them.

    “International students have the same constitutional rights as citizens, but immigration statutes are very broad and there are many grounds for deportability that could trip you up, even as a green card holder,” Yale-Loehr said. One of those potential grounds, he said, is donating to an overseas charity that the State Department deems suspicious or linked to terrorist activity—as it’s done with many charities for Palestinian children and families affected by the destruction of Gaza.

    “It’s easy for someone to unintentionally or unknowingly violate our immigration laws that way and get put into the deportation process,” Yale-Loehr said.

    When asked whether Columbia would protect current students approached by ICE or detained on campus, a university spokesperson pointed to a statement from earlier this month and said students were encouraged to familiarize themselves with university protocol in such cases.

    “Columbia is committed to complying with all legal obligations and supporting our student body and campus community,” the statement reads. “We are also committed to the legal rights of our students and urge all members of the community to be respectful of those rights.”

    The Trump administration is also considering instituting a travel ban similar to the one implemented during his first administration—except greatly expanded, from seven countries to 43, according to an internal memo circulating among media outlets.

    Some college officials are urging students not to travel until the details of such a plan become clear. On Sunday, Brown University advised its international student community, and any noncitizen staff and faculty, to avoid leaving the country or even flying domestically over the upcoming spring break.

    “Potential changes in travel restrictions and travel bans, visa procedures and processing, re-entry requirements and other travel-related delays may affect travelers’ ability to return to the U.S. as planned,” executive vice president for planning and policy Russell Carey wrote in a campuswide email.

    Jill Allen Murray, deputy executive director for public policy at NAFSA, an association of educators advocating for international students in the U.S., decried the student arrests as authoritarian and said they would have consequences for global views on U.S. colleges.

    “We as a nation hold dear freedom of speech and the right to protest. These are the very values that draw students from around the world to our shores,” Murray wrote in an email to Inside Higher Ed. “Americans and international students alike will certainly view this as an alarming attempt to crack down on freedom of expression.”

    Mounting a Legal Challenge

    Mukherjee said that even for students with longtime visa status or green cards, there are no guarantees. Trump’s invocation of an obscure wartime powers act to justify deporting student protesters, she said, is a “dramatic escalation” in anti-immigrant policy. She’s been cautioning students against appearing at protests or participating in research and academic opportunities abroad.

    The Columbia students aren’t the first to face potential deportation over pro-Palestine protests. Momodou Taal, a British graduate student at Cornell, was suspended for his activism last fall, and a university official told him he may need to “depart the U.S.” if his F-1 visa was subsequently nullified.

    On Sunday Taal filed a lawsuit against the Trump administration challenging two executive orders that empower immigration officials to deport noncitizens whom they determine to be national security threats. He said that threat amounts to unconstitutional repression of free speech.

    “The First Amendment is explicit and clear and extremely lucid in that it’s not protection for citizens alone; it is protection for persons within this country,” Taal told Inside Higher Ed.

    Taal successfully avoided deportation last year, but since his name has been well publicized, he’s been anticipating a knock on his door from ICE for weeks. He said that’s partly why he chose to pursue a legal challenge: to use his own vulnerability to try to protect other international students.

    “I know a lot of people are afraid … and I have had that fear, certainly, that something will happen to me. But I fundamentally reject the idea of sitting and laying in that fear and doing nothing,” Taal said. “This level of oppression is meant to stop people from talking about Palestine. When free speech is attacked, that is not the time to retreat, but rather double down.”

    Taal’s lawsuit joins another challenge to the administration’s deportation strategy. Last week legal advocacy groups filed a petition against Khalil’s arrest, and a federal judge ordered that Khalil be kept in the country while he reviews the case.

    ‘Much Higher Anxiety’

    Even before immigration officials raided dorm rooms, international students, recruiters and the institutions that serve them were anxious about President Trump’s second term.

    Last fall, colleges urged international students who had left for winter break to return to the U.S. before Trump’s inauguration on Jan. 20, fearing a possible travel ban or student visa suspension. Professionals in international student recruiting tell Inside Higher Ed that the crackdown on foreign students has been gradual but is ramping up fast.

    William Brustein, former vice president for global strategy and international affairs at West Virginia University, spent decades in international student recruiting and support. He said that international students in the U.S. have grown increasingly worried in recent years about their freedom to express public opinions, what kind of research they can work on, even their physical safety. Khalil’s arrest, he said, validated and escalated those concerns.

    “It just reinforces the sense of caution they have about what they can say in class, what they can post online, even what they can say in the cafeteria or around campus if someone is listening,” Brustein said.

    Brustein added that colleges have slashed spending on their international support offices, hampering their ability to respond to students’ needs at moments of crisis.

    “Colleges have limited resources, and there’s only so much they can do to help,” he said.

    Free speech restrictions and ICE raids aren’t the only challenges facing international students in the U.S. The Trump administration has promised to clamp down on approvals for new student visas, and Congress recently passed the Laken Riley Act, significantly lowering the threshold for visa revocation.

    Yale-Loehr said that such policies are beginning to manifest at the border. He’s heard stories of students with clearly marked visas in their passports being pulled aside and held for further inspection in airports across the country, some of them turned away by ICE and forced to challenge the decision from abroad.

    “In the past, these students would never have been put into secondary inspection,” Yale-Loehr said.

    Mukherjee said that while international students faced some of the same issues with visa crackdowns and travel restrictions under the first Trump administration, there is no comparison to the repressive tactics currently on display.

    “I’ve never seen a moment where international students are so worried about what may happen to them if they speak out about injustices in our country and across the world,” she said. “It’s an unprecedented time.”

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  • Technology’s Role in Helping Educators Navigate the Future of Learning

    Technology’s Role in Helping Educators Navigate the Future of Learning

    Our panel of experts discusses the biggest challenges facing educators today and how educational technology can help — if used properly.

    Melinda French Gates

    Philanthropist, Businesswoman, Author

    What is the biggest challenge you see educators facing today, especially women educators?

    The worst thing you can do is put a lot of pressure on yourself to fit in. I know because I’ve been there. What I learned is that I was much happier — and much more effective as a professional — when I found my own leadership style. My advice to anyone in that position today is this: You will succeed because of who you are, not in spite of it. In the meantime, surround yourself with people who believe in you and will bring out the best in you.

    What would you tell today’s educators to help them ignite a passion for STEM subjects in the next generation of female innovators?

    The best educators understand that many girls are interested in STEM subjects — and many girls are really good at STEM subjects — but they get interested in them at different times and for different reasons. For example, because girls don’t always get the same early exposure to STEM that boys do, their interest tends to develop later. While boys often get into tech through video games, girls are more likely to develop an interest in the subject when they see it as a way to solve real-world problems. Educators can help by introducing STEM to girls early, bringing these subjects to life, and telling the girls in their classes, “Hey, I think you’d be good at this.” 

    Sean Ryan

    President, McGraw Hill School

    What is the biggest challenge you see educators face today?

    The social context in which teachers operate poses immense challenges. Educating a child — though all are natural learners — has become more complex in recent years; more complex than I’ve seen in my entire education-related career. Poverty, social media, gun violence, ideology, belief systems, and the unrelenting advance of technology mean that what worked yesterday might be less relevant today, and what we might need tomorrow is harder to discern. That’s why as a curriculum and technology provider, we must stay in close contact with educators to ensure that we remain a worthy, agile, and, most importantly, trusted partner.

    Where do you see the adoption of education technology headed in the next year?

    Education technology has been deployed in a piecemeal fashion to serve a variety of specialized needs. Together, the promise is immense. Separately, confusion and frustration can ensue. The key, in my view, is systems integration to create an increasingly coherent digital learning environment that complements the physical classroom. However, this takes time. I’m less interested in new features and functionality and more enthusiastic about what happens to the teacher’s workload when core, intervention, and supplemental solutions work in harmony to ease the teacher’s burden. There will be progress next year, but it will be of an evolutionary nature, not revolutionary. You might not even notice it.

    With the increased use of education technology, how can we help keep teachers from burning out and ensure that technology enhances, rather than complicates, their instructional practices?

    Teachers have a near-impossible task of educating a class of students with a wide variety of demonstrated performance levels across subjects. The year of a child’s birth is a poor organizing principle. Given that principle is not likely to change any time soon, technology must be deployed thoughtfully to handle the administrative, logistic, and computational work that supports personalization at scale. Automation should absorb time-consuming tasks that teachers are taking home or missing lunch to complete. Let’s empower teachers to get to know their students, to create a vibrant learning environment that goes beyond a universal and rigid scope and sequence with a single subject.

    What advice would you give to educators, administrators, and policymakers as they navigate the increasingly complex landscape of educational technology solutions?

    Despite daily pressures, try to think long-term. Despite political difference, try to think universally. What is in the best interest of the students today? What is in the best interest of all of us outside of the classroom tomorrow? An educated polity is vital to improving the human experience. We are constantly planting and replanting democracy and the precursors of prosperity in the minds of the next generation. For it to take root, flourish, and grow, there must be constancy of purpose. It’s through the lens of that purpose that we can evaluate new technologies to determine if they serve or, perversely, demand servitude. Technology in isolation is neutral. Only in the context of human wants and needs can we determine if a technology is useful or harmful.

    How can K-12 schools address concerns of the digital divide, especially when it comes to equitable access to devices, internet connectivity, and high-quality content?

    It begins with measurement. Don’t assume national headlines reflect your local reality. Take time to understand the computing environment across buildings and between the homes of your students. We should neither assume a problem nor that there isn’t one. Once you know the state of things, administrators can go to work with trusted technology partners to close known gaps. Today, with the near ubiquity of devices and high-speed connectivity, there’s no reason to leave anyone out. This requires communication and cooperation between home and school. With respect to high-quality content, take the time to understand the differences between solutions. The lower the quality, the more grandiose the promises.  

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  • Time Is Running Out: Help Your Employees Navigate the Special PSLF Waiver – CUPA-HR

    Time Is Running Out: Help Your Employees Navigate the Special PSLF Waiver – CUPA-HR

    by CUPA-HR | August 24, 2022

    On Oct. 6, 2021, the U.S. Department of Education announced a change to the Public Service Loan Forgiveness (PSLF) program rules for a limited time as a result of the COVID-19 national emergency. Millions of non-profit and government employees have federal student loans and may now be eligible for loan forgiveness or additional credit through the limited PSLF waiver. But they need to act fast. The special waiver expires October 31, 2022.

    Here are several resources for HR professionals who want to get the word out to employees before the opportunity passes.

    Learn More and Get Tips for Educating Employees

    In June, CUPA-HR hosted the webinar, Helping Employees Understand and Navigate the Public Service Loan Forgiveness (PSLF) Program, where Department of Education representative Ashley Harrington shared details about the program and how HR can help guide employees through the necessary processes to achieve loan forgiveness. The recorded webinar is available for viewing any time.

    Explore the Department of Education’s Employer Toolkit

    The Department of Education’s PSLF waiver toolkit is a comprehensive resource that features a PSLF fact sheet, sample social media posts and email templates HR can use to spread the word to campus employees.

    Direct Employees to the Borrower Site

    For a clear explanation of the program and a simple step-by-step process to determine who is eligible for the program, direct employees to the Federal Student Aid website.

     



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