Wednesday, December 9, 2009
A Changed Perspective
I think this class has definitely changed my perspective on both journalism and writing for the media. When I first signed up for this class I was expecting something completely different. I was expecting free-hand writing and a laid back writing style. But I learned very quickly that journalism requires a lot more than most types of writing and is very structural. I learned a lot about journalism from this class and I have to say that I feel pretty confident in the knowledge I have attained from it. This class turned out to be a little more of a "cultural experience" for me, but I'm glad that I was able to learn the things I did.
PSEO/Non-Traditional Students-Enterprise Story
On today’s campus of Anoka-Ramsey Community College (ARCC) it is not unusual for students to find themselves seated in class with a 50-year-old on their left and a 17-year-old on their right.
There are currently three types of students attending ARCC as well as many other community colleges across the country. The first is the “traditional” student defined by two-year colleges as students under the age of 25. The second is the “non-traditional” student defined as anyone age 25 or older. A final classification of non-traditional student is the Post-Secondary Enrollment Option (PSEO) students who are usually ages 16-18. They are simultaneously attending a two-year college while continuing to meet their high school requirements.
The traditional undergraduate students of today share the college campus with both PSEO and non-traditional students who either haven’t yet graduated from high school or may even be parents of school-aged children themselves. Kate Vaccari from the ARCC institutional research office reported that, in the fall of 2009, 68% of the student body is made up of traditional students and 32% are non-traditional.
Nearly 10% of the total college headcount at ARCC are PSEO students. In a recent survey of all three types of students at ARCC as well as staff members, a variety of opinions were expressed regarding the mixed group of students on campus and in the classrooms.
Jaime Boretski, an advisor at the Cambridge Campus of ARCC, said, “Having students of various age groups adds to the diversity of our campuses and speaks to what a community college is all about. It also gives students the opportunity to learn from one another’s experiences.”
Hannah Serbus, 17, a full-time PSEO student at ARCC, said she feels blessed to have the chance to be part of the PSEO program and thinks the diversity of the students adds to the positive learning environment on campus. Serbus said she enjoys having non-traditional people in her classes and also stated that, “It is fun to have older ladies and guys around while still having the young environment as well.”
Sarah deRosier is currently a traditional, part-time student at ARCC and stated, “Everyone deserves a good education, whether you are starting early or late.” DeRosier said she is happy for the non-traditional students and encourages those who are either pursuing their college educations early or attempting to further their college education at an older age. DeRoiser said, “PSEO students are getting a glimpse of what college is like and it really will prepare them for when they get into their studies.”
True Grimes, 56, is a part-time student at ARCC and has returned to further her education after a 21-22 year absence from the education system. Concerning the different types of students, Grimes said, “I think it’s a good thing because diversity in the classroom really adds to each class, whether that diversity relates to age, religion, heritage, etc.”
Grimes said that her fellow students have always been very nice and welcoming towards her even though she is an older non-traditional student. “I usually do feel comfortable, especially after a couple days when the students realize that I’m not the instructor!” joked Grimes.
The interviews conducted show that, although students at ARCC are fully aware of the diversity in their classrooms, most of the students find it to be more of a positive aspect instead of a negative one. Many of the traditional students even expressed their regrets of not being a part of the PSEO program when they were younger.
Amber Hanson, 18, is a full-time traditional student at ARCC and said concerning the PSEO program, “It’s a good thing for students to be able to earn college credits earlier; if I could go back and do it again I would start the PSEO program.”
Traditional student, Carissa Parker, 20, described her excitement about the PSEO program, “I loved it while I was in it, I just wish I would have done it my junior year too.”
Kevin Alger, 39, is a non-traditional student at ARCC and said in reference to the PSEO program, “I feel it is the best use of tax dollars to challenge our younger generation educationally.”
Not only did the students interviewed believe that PSEO students should be welcomed and that the PSEO program is a positive experience, many also expressed their admiration for the non-traditional students who have returned to college to further their educations.
PSEO student Cory Lundeen expressed that he thought having older, non-traditional students in the classroom is a positive thing and that they have a right to be there. “I think that it is great because I feel everyone should have the opportunity to go to college to further their education no matter their age,” said Lundeen in response to non-traditional students attending ARCC.
Traditional student Carissa Parker described the difference she encounters in the classroom with non-traditional students from older generations. Parker believes that, “they tend to think that just because we’re young, we’re dumber. People around my parents’ age are always correcting me.”
True Grimes, a non-traditional student who is also a parent of four college-aged children, admits that sometimes, “I have to work hard not to talk too much, as non-traditional students can do.”
The reality is that college classrooms in the 21st century are populated with a growing diversity of ages and different life experiences. As ARCC instructor Melissa Bergstrom pointed out, this variation “always allows for a wider perspective that enriches all of us participating.”
There are currently three types of students attending ARCC as well as many other community colleges across the country. The first is the “traditional” student defined by two-year colleges as students under the age of 25. The second is the “non-traditional” student defined as anyone age 25 or older. A final classification of non-traditional student is the Post-Secondary Enrollment Option (PSEO) students who are usually ages 16-18. They are simultaneously attending a two-year college while continuing to meet their high school requirements.
The traditional undergraduate students of today share the college campus with both PSEO and non-traditional students who either haven’t yet graduated from high school or may even be parents of school-aged children themselves. Kate Vaccari from the ARCC institutional research office reported that, in the fall of 2009, 68% of the student body is made up of traditional students and 32% are non-traditional.
Nearly 10% of the total college headcount at ARCC are PSEO students. In a recent survey of all three types of students at ARCC as well as staff members, a variety of opinions were expressed regarding the mixed group of students on campus and in the classrooms.
Jaime Boretski, an advisor at the Cambridge Campus of ARCC, said, “Having students of various age groups adds to the diversity of our campuses and speaks to what a community college is all about. It also gives students the opportunity to learn from one another’s experiences.”
Hannah Serbus, 17, a full-time PSEO student at ARCC, said she feels blessed to have the chance to be part of the PSEO program and thinks the diversity of the students adds to the positive learning environment on campus. Serbus said she enjoys having non-traditional people in her classes and also stated that, “It is fun to have older ladies and guys around while still having the young environment as well.”
Sarah deRosier is currently a traditional, part-time student at ARCC and stated, “Everyone deserves a good education, whether you are starting early or late.” DeRosier said she is happy for the non-traditional students and encourages those who are either pursuing their college educations early or attempting to further their college education at an older age. DeRoiser said, “PSEO students are getting a glimpse of what college is like and it really will prepare them for when they get into their studies.”
True Grimes, 56, is a part-time student at ARCC and has returned to further her education after a 21-22 year absence from the education system. Concerning the different types of students, Grimes said, “I think it’s a good thing because diversity in the classroom really adds to each class, whether that diversity relates to age, religion, heritage, etc.”
Grimes said that her fellow students have always been very nice and welcoming towards her even though she is an older non-traditional student. “I usually do feel comfortable, especially after a couple days when the students realize that I’m not the instructor!” joked Grimes.
The interviews conducted show that, although students at ARCC are fully aware of the diversity in their classrooms, most of the students find it to be more of a positive aspect instead of a negative one. Many of the traditional students even expressed their regrets of not being a part of the PSEO program when they were younger.
Amber Hanson, 18, is a full-time traditional student at ARCC and said concerning the PSEO program, “It’s a good thing for students to be able to earn college credits earlier; if I could go back and do it again I would start the PSEO program.”
Traditional student, Carissa Parker, 20, described her excitement about the PSEO program, “I loved it while I was in it, I just wish I would have done it my junior year too.”
Kevin Alger, 39, is a non-traditional student at ARCC and said in reference to the PSEO program, “I feel it is the best use of tax dollars to challenge our younger generation educationally.”
Not only did the students interviewed believe that PSEO students should be welcomed and that the PSEO program is a positive experience, many also expressed their admiration for the non-traditional students who have returned to college to further their educations.
PSEO student Cory Lundeen expressed that he thought having older, non-traditional students in the classroom is a positive thing and that they have a right to be there. “I think that it is great because I feel everyone should have the opportunity to go to college to further their education no matter their age,” said Lundeen in response to non-traditional students attending ARCC.
Traditional student Carissa Parker described the difference she encounters in the classroom with non-traditional students from older generations. Parker believes that, “they tend to think that just because we’re young, we’re dumber. People around my parents’ age are always correcting me.”
True Grimes, a non-traditional student who is also a parent of four college-aged children, admits that sometimes, “I have to work hard not to talk too much, as non-traditional students can do.”
The reality is that college classrooms in the 21st century are populated with a growing diversity of ages and different life experiences. As ARCC instructor Melissa Bergstrom pointed out, this variation “always allows for a wider perspective that enriches all of us participating.”
Monday, December 7, 2009
Winter has come and it's brought it's dangerous roads with it
The severe winter storm that hit California Monday afternoon was expected to also strongly affect weather across the entire country through Wednesday. Due to the wintry weather there has been three weather-related traffic accidents that occurred on Sunday and Monday which killed a total of three people. -CNN
Wednesday, December 2, 2009
A special teacher of special students
Lisa Dietrich, 31, says she has had something inside her ever since she was a little girl telling her what she was supposed to be when she got older. Lisa Ann Dietrich is fulfilling those childhood ambitions as a full-time special education teacher.
“When it comes to teaching special education it is just something I have always felt like that was the position I was supposed to be in,” said Dietrich.
As a kid, Dietrich had diverse interests in various professions as nearly all kids do. Somewhere in the back of her mind she always knew she was meant to be a teacher, but not just a regular teacher, a special education teacher.
“I always wanted to be a teacher when I was younger, but I didn’t think I would be as good with normal kids as I would be with special ed kids. I wanted to help people; I wanted to have a helping profession. But I didn’t want to just do regular education, I wanted to do special education,” said Dietrich.
Dietrich said that a memory which has stuck with her from her childhood is that of her friendship with a Down’s Syndrome boy named Joe who attended her elementary school. Dietrich explained that every week the teacher at her school would choose someone to be Joe’s “special buddy” to play with Joe at recess and eat lunch with him.
Dietrich said she remembers that Joe always wanted to play out in the playground for a really long time, but often his “buddy” would leave him when it was time for lunch and a lunch room aide would have to go out to bring him in.
Dietrich says that whenever it was her turn to be Joe’s buddy, she always stayed with him when it was time for lunch instead of leaving him like the other kids did. “I really liked him and he really liked me, so I would always stay with him on the playground and not go in when everybody else would go in, even when we were supposed to go in,” said Dietrich.
Dietrich had a compassion for Joe and thought of him as a friend instead of a kid with special needs. “I would always wonder why, when other people would be his buddy, they would leave him on the playground. It really bugged me that people would do that and I just didn’t understand why they did,” stated Dietrich.
Dietrich says that she made her final decision to major in special education shortly after her graduation from high school. While attending a local community college for two years, she began to work as a home health aide for a family with two special needs children. One of the children, a 4-year-old named Katie with cerebral palsy, had a particular impact on Dietrich’s decision to continue working toward her special education teaching license.
“Working with Katie and taking her to therapy gave me the exposure that helped affirm the direction I had chosen concerning working in special ed,” said Dietrich.
Dietrich then went on to transfer to St. Cloud State University and received her degree in Special Education. Following graduation, she took a position as a special education teacher at White Bear Lake High School where she teaches 11th and 12th graders.
“As a 11th and 12th grade special ed teacher, I spend the majority of my class time trying to prepare the kids for when they have to go out into their communities to get jobs and help them prepare for those types of life skills,” said Dietrich.
Dietrich said that teaching practical life skills to her kids is one of her favorite things to teach because she knows that it is likely to be the most beneficial to their futures. Dietrich regularly takes her classes out into the community to teach them social skills that other high schoolers have gradually learned over their lifetimes. For example, Dietrich described an upcoming field trip where she will be taking one of her classes to the local movie theater to see “Old Dog.”
“I like to bring my kids into the community so they can practice things such as paying for a movie and learning how to wait in line for the popcorn,” explained Dietrich.
To Dietrich, teaching special education students is not just a job, but a personal learning experience as well. “You really realize when you’re a special ed teacher what you take for granted, especially when you see how hard it is for these special education kids to learn and remember things,” stated Dietrich.
Seven years as a full-time special education teacher has not diminished her enthusiasm for her chosen profession.“Teaching is exciting for me and it has made me a better person,” said Dietrich.
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