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ELL Strategies for K-12 Educators Working with Hispanic/Latinx Students
By: James Daniels
Junior, Middle Grades Education
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Hispanic Heritage Month is celebrated from September 15-October 15
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“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”- Albert Einstein
In support of Latinx Heritage Month, the Multicultural Young Educators Network (MYEN) seized yet another opportunity to connect with another culture to educate students on how to be more effective in and outside of the classroom. MYEN held the English Language Learner (ELL) Strategies for K-12 Educators Working with Hispanic/Latinx Students program to encourage our next generation of teachers to force themselves outside of their comfort zones by learning to teach those who are not native English speakers, as they enter into their most critical years of education. With the help of guest speakers Susan Zárate, an ESL high school teacher, Catherine Garner, an ELL high school teacher, and Oswaldo Salas, a product of ESL education, students were able to see a new “vision,” for the future of English as a Second Language (ESL)/ELL education.
The program included rigorous yet enjoyable activities to put CED students in the mindset of an ELL student. Once these activities were completed, CED students had the chance to discuss the importance or application of each activity. For example, one activity that was completed gave CED students seemingly simple instructions to complete a task at an assigned station. However, CED students soon realized that each station had the same instructions asked in a more confusing way, to simulate what an ELL/ESL student may feel when attempting to follow instructions teachers may assume are clear. An essential question that arose from the program was: How do we ensure that no child feels lost or disengaged in the classroom?
Zárate and Garner provided CED students with skills and ideas to efficiently teach ELL/ESL students, specifically those of Hispanic/Latinx descent. Salas discussed that the teachers he found most effective were the educators that acknowledged his intelligence beyond the language barrier and capitalized on this intelligence to aid him in his love for learning.
One significant piece of information to be taken away from this experience, was quoted by Garner herself: “You never dumb down material, you simply make it more accessible.
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Education Council: Dinner with the Deans
By: Fumi Agboola
Junior, Elementary Education
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On October 26th, the Education Council hosted its annual Dinner with the Deans. The Education Council is the umbrella organization of the College of Education. This means that we unite clubs and organizations within the college. Our goal is to not only have an impact in the College of Education, but to also serve in the local community. The purpose of Dinner with the Deans is to give students the opportunity to get to know the Deans of the College of Education and for Deans to get to know student-leaders across the College of Education. Guests for the evening were Dr. Mary Ann Danowitz, Dean, Dr. Anona Smith Williams, Associate Dean for Student Success and Strategic Community Engagement, Dr. Paola Sztajn, Associate Dean for Research and Innovation, and Dr. Michael Maher, Assistant Dean for Professional Education and Accreditation.
The highlight of Dinner with the Deans was the Q & A session. Questions are collected from student-leaders within Education Council. This is an essential aspect of Dinner with the Deans because it allows the voices of the students within the College of Education to be heard. Question topics included diversity within the college, teaching in rural communities, creating a legacy in the College of Education, and graduate school. This was an opportunity for the Deans to learn about what students are passionate about. In addition, student-leaders within Education Council were able to build connections with the Deans.
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Native American Heritage Month: "Native Voices"
By: Mackenzie Hunt
Sophomore, Science Education
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On November 6th, 2017, the College of Education partnered with the College of Natural Resources to host “Native Voices.” “Native Voices” was created to spread awareness of Native American culture at NC State and acknowledge the presence of Native students. “Native Voices” was divided into two parts: a panel and a quiz bowl. The panel consisted of three Native American students from NC State who talked about their personal experiences as a Native American in college and society. Some of the topics discussed included culture, food, prejudices, cultural appropriation through costumes, and how to best serve the Native American population in the classroom. Following the panel, a quiz bowl took place, which allowed students to answer questions about Native American culture and statistics, to win prizes.
As a Native American student, it was very exciting to see a lot of people show up to learn about something that is very passionate to me. “Native Voices” was thought-provoking because attendees were able to put faces to an often overlooked culture. The panelists shared first-hand accounts from their personal experiences to educate others in a positive, inviting, and informative setting. “Native Voices” provided the space for conversation and helped to shed light on topics that people may not have been able to learn about before.
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iScholar Campus Visit
By: Briana Greene
Master's Student, Educational Psychology (TELS)
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Students from various Durham middle schools await the beginning of their campus visit
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On Thursday, November 9th, 160 Durham middle schoolers arrived to campus for their iScholar* campus visit. The day was jammed packed with educational and informal activities such as a Scavenger Hunt on Main Campus, tours of D.H. Hill and James B. Hunt libraries, a sneak peak inside the Bell Tower, painting the Free Expression Tunnel, and various campus organizations displayed their campus involvement through dance and the sharing of the Sankofa Story.
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Stephen Gibson, Graduate Student in Educational Psychology, leads a small group session
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Undergraduate and graduate student volunteers led campus and residence hall tours. NC State students also participated in a roundtable discussion with middle school students to chat about the academic and social aspects of college life. Some courageous middle school students also took the stage to share their experiences with the STEM activities of the iScholar project to their peers and NC State students.
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Briana Green, Graduate Student in Educational Psychology, leads a group session in Witherspoon Student Center
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We are excited to host the students participating in iScholar again in the Spring. Look out for ways you can volunteer to make the next visit even better than the first!
Special thanks to our campus partners:
- African American Cultural Center & AYA Ambassadors
- Undergraduate Admissions Office
- Office for Institutional Equity & Diversity (OIED)
- The Black Graduate Student Association
- And the many student volunteers!
*iScholar is a National Science Foundation funded university-school partnership project between NC State and Durham Public Schools.
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African Americans in Education: Past, Present, and Future
By: James Daniels
Junior, Middle Grades Education
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“Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.” -Malcolm X
As an undergraduate student of color pursuing a college degree, I can attest to this being one of the most stressful experiences to even think about, let alone to accomplish. Due to this view of higher education, African-American students often do not think about pursuing a Master’s or Ph.D because they may feel that they do not measure up to their peers that do not have the additional pressure of being African-American. Realizing the need for support, MYEN, the Black Graduate Student Association, the CED Office of Graduate Student Support Services, and the College of Humanities and Social Sciences hosted a Rotating Roundtable Discussion for students considering higher education.
During this roundtable discussion, students had the unique opportunity to discuss their questions, doubts, and uncertainties about higher education with African-American graduate students. Although these panelists did discuss their experiences as students of color, navigating through higher education, they also made sure to share advice and ideas to support those who were in higher education. Each panelist gave their personal experience in regards to time management. Each panelist agreed that the coursework was rigorous and that a graduate degree would require a deeper level of thought that would push any student. They also agreed that a part of managing time and energy efficiently meant including times to destress.
Along with this advice, the panelists also offered wisdom in regards to other factors of pursuing a graduate degree. One thing that stood out was mentioned by Arielle Johnson, a graduate student pursuing a Master’s in School Counseling. She discussed that anyone pursuing this kind of degree needed to do it in order to make their passion a part of their education. Johnson encouraged students to research the various degree options available and how they fit into what interested them the most. The motivation to complete such rigorous coursework could only stem from a passion for making a difference in the world.
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Caldwell Fellows Reflection
By: Lexi DeFalco
Sophomore, Elementary Education
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The Caldwell Fellows program was created as the legacy of John T. Caldwell, a chancellor of NC State from 1959-1975. It is a unique program that is based on the philosophy that leadership development goes hand-in-hand with self-development, both of which are accelerated through a sense of community. While there is a scholarship and experiential stipend involved, we are more than just a scholarship program. In fact,the financial aspect is hardly touted. Instead, the program focuses on the fact that students have the opportunity to step out of their comfort zone and think big in a way they never have before.
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The Caldwell Fellows Program develops the next generation of self-aware, globally-minded humans that engage in creative, conscientious leadership
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Students have the opportunity to apply during their first year, and continue to grow through their duration in the program. This program does not choose people based on their accomplishments, or what their resume looks like, but instead focuses on who individuals are and the potential that they have inside of them. There are requirements, such as being a First Year student and having a 3.25 GPA, but mostly, the program is looking for genuine, driven, and enthusiastic individuals. The only thing the community wants you to be is: YOU. If you are interested in applying for this program check out the website at caldwellfellows.ncsu.edu, and be sure you are applying for the right reasons. Be clear about your expectations of the program, but most importantly let your authentic self shine through. We hope to see you at selection day!
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Pushout: The Criminalization of Black Girls in Schools
By: Whitney N. McCoy
Doctoral Student, Educational Psychology (TELS)
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The book, Pushout:The Criminalization of Black Girls in Schools, was the focal point of an American Education Week event led in partnership with the NCSU Women's Center and the NCSU GLBT Center
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On Friday, November 17, 2017, the Women's Center in partnership with the College of Education and the LGBTQ Center hosted “Pushout: The Criminalization of Black Girls in Schools.” Based on Monique W. Morris's book, a packed room engaged in a conversation and call to action around the inequalities of Black girls within K-12 education. From a Critical Race Theory perspective (i.e. permanence of racism, whiteness as property, interest convergence, the critique of liberalism, intersectionality, and counter storytelling), the stories of Black girls being mislabeled and misunderstood were shared.
Many participants stated that they were "shocked" to see the video clips or hear the counterstories, but as discussed, these are everyday occurrences that must be changed in our society for Black girls to be successful. Specifically, anecdotal examples of a transgender girl, Paris, allowed the audience to discuss how this population is often overlooked in schools, the Black community, and in educational policy. Within schools, Black girls are exposed to high-risk situations which affect their life trajectory after being pushed out of school; setting them on a path to incarceration as well as physical and economic insecurity. Students, faculty, and staff members discussed what we can do as educators, counselors, professionals, and advocates to stop the Pushout of Black girls in education.
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