2— Friday, March 9, 2018
The Michigan Daily — michigandaily.com
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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
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