2— Friday, March 9, 2018
The Michigan Daily — michigandaily.com
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This Week in History

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Looking at the Numbers

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The Michigan Daily (ISSN 0745-967) is published Monday through Friday during the 
fall and winter terms by students at the University OF Michigan. One copy is available 
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Editorial Staff

Every Friday, one Daily news staffer will give a behind the scenes 
look at one of this week’s stories. This week, LSA senior Ethan 
Levin wrote about faculty members’ research on replacing 
Confederate monuments.

“I tried to get a sense of the discussion by asking students around me 
what they expected, making sure that I had the chance to interview 
the panelists after the story was done. I was kind of surprised by the 
amount of disagreement there was on the panel of professors. Some of 
them thought that vandalism and defacing the statues was a good way 
of expressing disagreement with the Confederate statues. I thought 
the event was interesting because very often students get a sense of 
what other students think about social i ssues and what’s going on 
on campus, but you don’t get to hear as much about professors. To 
get different professors from different points of view and different 
backgrounds, applying their knowledge to contemporary issues and 
having open conversations with each other was kind of a new thing. I’m 
glad that I was able to see that firsthand.”

LSA senior Ethan Levin, “University scholars interrogate 
replacement of Confederate monuments”

BE HIND THE STORY

ALEXIS RANKIN/DAILY

QUOTE OF THE WE E K 

“
When I’m in class or walking through campus, I 

kind of live in a bubble where I can almost forget about 
things. This bubble, it’s false, because at any point you 
can get deported. When you create a distance between 
your at-home community and this community, at least for 
me, you almost feel this false sense of safety.“

Public Policy junior Yvonne Navarrete, former director of the Latinx Alliance for Community Action, Support, and Advocay

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FLOWER POWER puzzle by sudokusyndication.com

people doing outreach work to 
work together and collaborate 
and gain some efficiency, and 
to offer programs of its own — 
which we did initially as well.”

Additional focuses of the 

CEO include reaching out to 
individuals with an interest in 
increasing college accessibility 
and promoting success in their 
K-12 education.

“Our purpose has been to 

partner with schools, community 
organizations, 
parents, 

principals, counselors, teachers, 
anyone who has an interest in 
college access, to encourage 
excellence in schools,” he said. 
“That is, we wanted students to 
perform their best, to do well, to 
expect that going to a selective 
university like the University 
of Michigan was a reasonable 

aspiration for themselves, and to 
develop a college-ready within 
communities 
that 
perhaps 

originally did not have a culture 
of 
sending 
students 
on 
to 

college.”

Student Involvement
In order to connect CEO’s 

resources in K-12 schools across 
Michigan back to the students 
already at the University, CEO 
offers to consult services to 
various groups on campus when 
organizations want to reach out 
to K-12 students. Sheri Samaha is 
one of the program managers at 
the CEO, and she explained how 
the center worked with MUSIC 
Matters, a student organization 
that builds community through 
large-scale events on campus.

“Students 
like 
MUSIC 

Matters would come to us and ... 
they were interested in bringing 
a summer program together — 
and they actually did a summer 
camp called Move — and we were 

significant in helping them build 
that as far as consulting with 
the curriculum, transportation, 
etc.,” Samaha said.

LSA 
sophomore 
Matthew 

Szuromi, 
MUSIC 
Matters 

member, praised the center 
for helping the organization 
not only with large-scale tasks 
such as further establishing 
relationships 
with 
other 

organizations, but also with 
smaller details like the right 
mannerisms to use with younger 
kids. 

“They open a lot of doors 

for us,” Szuromi said in an 
email interview. “They have so 
much experience in the field of 
educational outreach. It is such a 
benefit to be able to learn about 
the strategies behind reaching 
out to children ... We have made 
great relationships with other 
departments and organizations 
facilitated 
by 
CEO. 
Just 

yesterday, we were invited to the 

University Outreach Council, 
where we got the chance to 
interact with a great group of 
professionals who specialize 
in outreach. In that meeting 
alone, we got a ton of interest 
and people offering to help out 
our cause.”

Another 
CEO 
supported 

project, Research Education 
and Activities for Classroom 
Teachers, was started by a 
group of graduate students in 
the College of Engineering and 
organizes a one-day workshop 
where University faculty and 
students present their research 
to K-12 teachers in order to 
educate teachers on how to 
facilitate 
discussions 
about 

higher education in their own 
classrooms.

In 
an 
email 
interview, 

Rackham 
student 
Rose 

Cersonsky 
explained 
she, 

along with Rackham student 
Leanna Foster, started REACT 
with the help of CEO as a way 
to expand outreach efforts to 
educators at the K-12 level and 
encourage more pre-college 

students to engage with the 
University. 
In 
April 
2017, 

Cersonsky and Foster brought 
the idea forward to CEO, and 
the first workshop was held in 
June.

“Leanna and I wanted to 

push our outreach efforts 
beyond their previous scope, 
as she and I noted the difficulty 
in getting graduate student 
volunteers to more than 5-10 
schools a semester and the 
general limitations of distance 
and availability,” Cersonsky 
wrote. “Together, she and I 
came up with the idea to equip 
and train teachers to conduct 
our 
outreach 
activities 
in 

their classrooms. With the 
support from CEO, it grew into 
a much larger idea of giving 
the teachers a touch point to 
the university, where they can 
spend a day immersed in the 
research conducted here.”

Following the workshop, 

two feedback opportunities 
were given, one immediately 
after the workshop and another 
six months later, Cersonsky 
explained. While suggestions 
from the first round offered 
ideas to include more “grade 
level-specific 
content,” 
the 

second round focused on the 
usability of workshop points 
in classrooms. Cersonsky said 
out of the 55 percent response 
rate, many teachers said while 
they did use their experiences 
from REACT more frequently 
than 
other 
methods 
that 

might inform their teaching, 
they hope to see more ways to 
involve students in University 
research. 
Without 
direct 

involvement 
in 
University 

efforts, students seeing the 
outcome of REACT training 
won’t 
see 
the 
University 

as an academic institution 
that’s within reach for lower-
socioeconomic status schools.

DEI
From Page 1

Read more at 
MichiganDaily.com

