On Monday, July 17, Hartford Magnet Trinity College Academy (HMTCA) science teacher Jared Lewis noticed an injured red-tailed hawk near McCook Hall at Trinity College. Lewis was on Trinity’s campus for the HMTCA summer science program. He called Campus Safety and Robert Cotto, Jr., the Director of Urban Educational Initiatives, at Trinity College. And that led to a team of people working together to help the injured raptor.
The young hawk was hopping around on the ground near McCook and trying to avoid people. Upon further inspection, it appeared the hawk had an injured left wing.
Unsure of who to contact, Cotto and security officers Jeff LeBreque of Trinity College and Edwin Santiago of Hartford Public Schools made several calls to local bird rescue centers. The State of Connecticut’s Department of Energy and Environmental Protection website offered these contacts as suggestions of people trained to handle distressed birds.
Finally, Grace Krick from “A Place Called Hope” raptor center answered Cotto’s call. Being in Deep River, CT, which is almost an hour away from Trinity College, she asked for pictures of the injured hawk. Within minutes, Grace had a volunteer, Nick D’Onofrio, in the Hartford area at Trinity College to collect the bird. Nick safely collected the young male hawk and without too much distress.
If the hawk can be quickly rehabilitated, then it will be released back near Trinity College. But it is likely that the hawk will be released to another location so it does not directly compete with its adult kin for food and space. Red-tailed hawks are territorial by nature.
A decade ago, there were very few urban red-tailed hawks. Now they are all around Hartford, including around Trinity College. Being in such close proximity to people, the red-tailed hawks can face a variety of dangers. But that also means they can sometimes get a helping hand, or wing.
A Place Called Hope: A 501(c)(3) non-profit organization run entirely by volunteers along with donations of time, supplies and money from our supporters. One of the goals at A Place Called Hope, Inc. is to teach the public how to protect and respect wildlife, in particular Raptors. You can learn more about the organization here:http://www.aplacecalledhoperaptors.com/
The National Science Foundation – Teaching Experiences for Undergraduates kicked off last Monday, June 6, 2016 at Trinity College. The program brings together 12 undergraduate students (middle) from across the country in order to develop their knowledge and skill in teaching high school science.
A major goal of the program is support undergraduate science majors at small liberal arts college towards a career in teaching science. In order to accomplish this goal, the NSF-TEU interns, who are all majoring in one science discipline, take a science pedagogy course with Dr. Kurt Love and will participate in a summer teaching practicum under the supervision of experienced local teachers from the Hartford Magnet Trinity College Academy (HMTCA) in Hartford, Connecticut.
Here are some of the NSF-TEU interns.
Jacob is a rising senior at Columbia University majoring in Earth science, with a concentration in urban teaching. Jacob is passionate about issues of equity and access in education, and about science education as a context for examining morality and social responsibility. He hopes to be a middle school science teacher, working on citizen science initiatives with students and using the classroom as a space for boundless scientific exploration. As a prospective educator, Jacob’s goals revolve largely around promoting critical inquiry, developing meaningful and lasting networks of support for students, encouraging students to recognize their efficacy in their communities, and helping students see science as a tool for social change.
I am Mariel Becker and I am a Junior at Wesleyan University. My major is Biology and I am also earning a Certificate in Jewish and Israel Studies. At Wesleyan I am part of the Ski Team, teach a fitness class, and TA for Introductory Biology and Elementary Statistics. This next semester I will be studying abroad at the University of Glasgow in Scotland (I am most looking forward to hiking the Highlands)! Although I am not sure if teaching is what I want to pursue, participating in the TEU program has been a valuable experience.
I am a senior physic major at Bryn Mawr College, a women’s college outside of Philly but I was born and raised in Boston. I have always had a passion for teaching. In fact, when I was little that’s what I wanted to be when I grew up and although that has changed slightly over the years, I am happy to once again be pursuing that career. Outside of teaching I am passionate about sustainability and environmental work. I also write spoken word poetry and recently competed in a national poetry slam as part of a team from my college.
Hello, my name is Charlotte Gbomina (the G is silent). I am a rising senior at Grinnell College with a declared Biology, Spanish and Education major. I’ve been interested in education since the day my family moved to the U.S in 2003 when I noticed how fun learning could be. I was that one student that was always interested in concepts that almost everyone disliked and as I went further in my schooling, I encountered teachers who were passionate about teaching which inspired me to aspire to become a teacher. After graduation from college, I plan on going into the teaching profession to implement the philosophies I’ve learned.
Hi! My name is Jess Voight and I am a senior Biomedical Engineering major and Models and Data minor at Trinity College. On campus at Trinity I am involved with the Outdoors Club, Engineers Without Borders, and the Society of Women Engineers. I enjoy getting outdoors, gardening, and puzzles. Unlike most others in this program, I am not set on becoming a teacher in the future. Rather, I see this program as a way to expand my abilities as a leader and make a meaningful difference in the local community. Additionally, I see the need for students to develop a passion and interest in the sciences and hope I can help with that.
Hi, my name is Emma Micinski and I will be graduating from Lawrence University in Appleton, WI this upcoming winter following student teaching. I will be earning a physics degree as well as a secondary physics teaching degree, a secondary broad-field science teaching degree, and a k-12 TESOL degree. I am really motivated to teach in a large part because I want to show young women that science is an achievable goal and I hope to encourage and inspire an appreciation for science in those otherwise inclined. I am very interested in pedagogy and want to be a science teacher who breaks from the typical high school physics classroom setup and operations. I find that a lot of high school physics classrooms are designed against the students, and I want to see education make the switch to a more fun, ACCESSIBLE, and interesting classroom environment in science classrooms.
Hello, my name is Stanley Walker and I’m a senior Astronomy Physics combined major at Whitman College. I am the sixth of seven children and I grew up Olympia Washington. I love getting outdoors, going on runs, and climbing on things. I am also a nerd in every sense of the word, I love comic books, video games, D&D, Harry Potter, etc. I chose an Astronomy Physics combined major because space is awesome and studying the origins and evolution of the universe is incredibly satisfying. I was homeschooled for the majority of my formal eduction. This has instilled in me a love for learning and a unique viewpoint on education that I would like to bring with me into a career as a teacher.
Today the Hartford Magnet Trinity College Academy (HMTCA) 9th grade summer writing and 10th grade science academies began at Trinity College. Although the two programs take place on Trinity’s campus, this is technically the first day of high school for the rising 9th grade students in the writing academy. Summer Academy administrator and HMTCA teacher Theresa Kemp (top right) explained this fact and other key info at the Fuller Arch before the start of classes.
These academies are part of the Trinity-HMTCA partnership and a key part of the students’ high school experience. The writing and science academies are taught by a mix of Trinity and HMTCA faculty, as well as undergraduate interns. HMTCA students earn high school credit for both the writing and science programs. Trinity College has hosted the writing and science academies since 2011.
Trinity College slows down during the summer. But there are a number of programs and events that still happen to make the campus vibrant.
Are you on campus or planning to be on campus this summer? Trying to find out what’s going on at Trinity and around the City of Hartford? Here is a listing of various programs, places to eat around campus, events in Hartford, and more.
A note from Megan O’Brien, Program Coordinator, Office of Spiritual and Religious Life, Chapel:
We do not have services throughout the summer on campus unfortunately but depending on what the faith background/interest is for the undergraduates on campus, here are some suggestions for places in the area that offer religious services:
On April 21, the Connecticut Fair Housing Center hosted a panel in Hartford’s downtown on housing integration that included Trinity College Professor Jack Dougherty (middle left), author Lisa Belkin (middle right), and Hartford City Councilwoman Wildaliz Bermudez (far right). Pinch hitting for Professor Jelani Cobb, Trinity Director of Urban Educational Initiatives, Robert Cotto (far left) moderated the panel. The panel served as a public, community conversation on housing integration before the Center’s annual awards dinner.
Before the panel, Professor Dougherty presented an 15-minute introduction to housing and school segregation in the Hartford, CT area based on his research and book-in-progress, On the Line: How Schooling, Housing, and Civil Rights Shaped Hartford and its Suburbs. He offered slides that showed the close connection between housing restrictions that segregated neighborhoods by race and class, which resulted in school segregation.
After the presentation, the panel weaved together Dougherty’s work on housing and schools, Belkin’s account of a housing desegregation case in Yonkers, NY, and Bermudez’s community activism and involvement as an early plaintiff in the Sheff v. O’Neill school desegregation case.
As the CT Fair Housing Center 2016 Loving Civil Rights Award recipient, Lisa Belkin drew on her research and writing of “Show Me A Hero”. The book chronicled the contentious housing desegregation case in Yonkers, NY in the 1980s. An adaptation of the book also recently appeared as a mini-series on the HBO channel.
Throughout the afternoon, the audience of roughly 75 people had opportunities to ask the panelists questions. This generated a great deal of discussion. In the end, comparing efforts in Hartford, CT (school desegregation) with Yonkers, NY (housing desegregation) helped the audience understand each case better, along with the history and persisting challenges towards racial integration of housing and schools.
Additional photographs can be found at the CT Fair Housing Center Facebook page here.
For our project, we created a guide for parents to help them navigate the SBAC test. The purpose of this site is to provide parents with suggestions and answers to frequently asked questions about the exam so that they can be informed and make educated decisions about their child’s education. Use the link below to view the website.
Explaining the Test Optional Policy & What it Means for Students:
In 2015, Trinity College developed a test-optional policy that allows application readers to get to know the applicant well beyond just their grades and test scores.This change in policy stemmed from growing research in the area of non-cognitive skills, which leads us to believe that there are alternative factors, besides just standardized test scores, class rank, grades, and essays, that are essential to understanding potential student success in college and later in life.
The policy allows the admissions committee to truly look at and understand transcripts, recommendation letters, leadership positions, work history, involvement in school and community activities, and other appropriate predictors of success at Trinity College.
This test optional policy may, at first, seem confusing for students who are trying to understand what exactly the admissions committee is looking for. However, the policy enforces that the admissions committee will look at the student as a whole and not just as a test score. Students are presented the opportunity to present information about themselves that more accurately illustrates their diverse academic talents and potential.
What We Look At To Understand Academic Achievement:
High School Grades – based on students’ transcripts
Academic Coursework & Rigor
Recommendation Letters from Teachers
*Students are encouraged to submit their SAT or ACT score only ifthe student feels that those scores best represent their academic ability and potential. The admissions committee does not make any assumptions as to why some students choose not to submit scores. Students will not be penalized for not submitting test scores. All students are given equal consideration in the admission process.
What We Look At To Understand The Student Beyond Academics:
Students’ Personal Essays
Involvement in School and Community Activities
Counselor Surveys – Counselors are asked to highlight characteristics they see in their students that could help us make more informed decisions
Trinity College’s admissions is excited to be able to better understand and get to know applicants by placing a stronger emphasis on these factors and pieces of students’ applications. Our admissions committee looks for students that will not only be successful in Trinity’s academic environment, but who also possess attributes such as, but not limited to, curiosity, optimism, persistence, grit, and creativity. Research demonstrates that these attributes along with grades and academic rigor are strong indicators of success in college.
Research: The following section is a collection of scholarly and secondary sources that has informed the college’s decision to go test-optional and implement a holistic application evaluation process for all students.
Grit and Overcoming Adversity
Lead scholar, Angela Duckworth, a psychologist at The University of Pennsylvania and 2013 winner of the MacArthur “genius” grant from Harvard, studies concepts such as self-control and grit and how they predict future success later in life. Her new book Grit: The power of Passion and Perseverance explains her research on grit, which she defines as the ability to develop and sustain passion and commitment to achieve long-term goals, and goes in depth on stories and philosophies of people she calls “paragons of grit” including the Seattle Seahawks, West Point Cadets, and successful business leaders. She uses these stories to prove the importance of developing grit in students at a young age. Her Ted Talk below and subsequent research describe her work in detail. For your convince, we have outlined key points in both her research and new book, as well as common misconceptions that we hope will are clarified.
The Key to Success? Grit- Angela Lee Duckworth
Main Takeaways from Duckworth’s Research (also described in her above Ted Talk)
IQ is not the only difference between the best and worst students
In fact, some of the strongest performers have lower IQ scores, meaning that the smartest kids are not the ones necessarily performing the best on standardized tests
We must have a better understanding of students and learning form a motivational and psychological perspective
Characteristics of grit:
Passion and perseverance
Sticking with something for the future
Working hard to make future happen
In a study of students in the Chicago Public School District grittier kids are more likely to graduate even when matched on family income, standardized tests, and feeling safe at school compared to other kids
Grit is unrelated to talent
Part of having grit is having a growth mindset, a concept developed by Carol Dweck at Stanford, which is the practice that when students learn to persist through challenges and eventually succeed, they will begin to define themselves by that persistence and not by momentary failures or challenges. This mentality is widely used at KIPP charter schools and Dweck says that when studying KIPP graduates, those that can persist and graduate college will not only have a Bachelor’s Degree, but also something more valuable: the knowledge that they climbed a mountain to get it.
Grit: The Power of Passion and Perseverance- Angela Duckworth (May 2016)
Grit is not unfamiliar to educators and has recently become a buzzword in the world of education
Many have embraced this concept in recent years along with a new wave of research centered on non-cognitive traits and social-emotional skills like growth mindset, self control, empathy, and healthy relationship skills
This book asserts that grit can be developed both by individuals themselves and by outside forces who help them feel challenged and supported
For schools, this means giving students opportunities for deliberate practice so they can learn what it’s like to face a challenge and persist through it, developing the skill like a muscle, Duckworth says.
Schools can also create supportive cultures and climates where students feel inspired to incorporate effort and persistence into their identity.
For example, both the Seattle Seahawks and KIPP network of charter schools have promoted common language, behaviors, and norms that encourage effort and persistence in an effort to create a gritty culture
Norm setting is important-
“If you’re a Seattle Seahawk, you’re a competitor. You have what it takes to succeed. You don’t let setbacks hold you back. Grit is who you are.”
Clearing Up Common Misconceptions About Grit
A curriculum has not yet been developed that schools can use to develop these character traits in students
Grit is not something that can be tested on a standardized test
In fact, Angela Duckworth recently resigned from the board of the group overseeing the California project, which has recently started requiring testing of social-emotional skills of students and including them in judging school performance
Teaching social-emotional skills is often seen as a way to move away from a narrow focus on test scores in order to consider the whole child, so it would be contradictory to test students on a standardized test to determine which students possess these skills and which don’t.
The education adage of “what’s measured gets treasured” doesn’t work for these skills since there is not a clear way to determine which students have these traits
The biggest concern about testing for these skills is that the tests typically rely on surveys asking students to evaluate recent behaviors on mid-sets, like how many days they remembered their homework or if they consider themselves to be hard workers.
This makes these tests highly susceptible to fakery and subjectivity.
Lead researcher Susan Cain is an American writer, lecturer and author of the 2012 non-fiction book Quiet: The Power of Introverts in a World That Can’t Stop Talking. This book and Cain’s research has become well-known for arguing that “modern Western culture misunderstands and undervalues the traits and capabilities of introverted people.”
The Power of Introverts-Susan Cain
Main Takeaways from Susan Cain’s Research (also described in the Ted Talk above)
It is widely perceived that being quiet and introverted is wrong
In actuality, ⅓-½ of the population can be classified as introverted
Introversion is more about about how you respond to stimulation including social stimulation
Extroverts crave a large amount of stimulation
Introverts feel most alive in quieter or lower-key environments
Problem: schools and workplaces, the most important institutions in our society are designed for extroverts
In reality, introverts get better grades and are more knowledgeable, yet are seen as outsiders when they would rather work alone
Introverts are much more passed over for leadership positions
Even though, many times they are much more careful and cautious they are also less likely to take risks
Adam Grant from the Wharton School of Business says that introverted leaders often deliver better outcomes than extroverts because when they are managing proactive employees they are more likely to allow them to run with their own ideas
Extroverts more often than not want to put their own stamp on things that they risk losing other people’s good ideas along the way and allowing workers to lapse into passivity
Everyone falls somewhere along the introvert/extrovert spectrum and Susan Cain argues that it is important to recognize the strengths of not only extroverts, but introverts as well
Creativity and productivity is one of the biggest ways that introverts and extroverts differ
People who are good at creating/advancing their ideas need some solitude to cultivate their ideas
This is one of the biggest instances of introverts craving solitude
What are we missing in this group of people who are often passed over? This is the question that the admissions office wants to explore by placing value on student’s character traits
It is becoming more apparent that something might be wrong with a leadership style that values quick and assertive answers over quiet, slow decision making
We perceive talkers as smarter than quiet types even though GPA, SAT, IQ test scores reveal this to be inaccurate
Extroverts get better grades in elementary schools but introverts do better in high school and college
In college, introversion predicts academic success better than cognitive ability
One study which tested 141 college students knowledge on 20 different subjects ranging from art to astronomy to statistics found that introverts knew more than extroverts in every single subject
Introverts receive disproportionate number of graduate degrees, national merit scholarship finalist positions, and phi beta kappa keys
They outperform extroverts on the Watson-Glaser Critical Thinking Appraisal test which is often used by businesses for hiring and promotion
They are shown to excel at “insightful problem solving,” a skill that is valued in the business world
Introverts overwhelmingly think before they act, digest information, stay on task longer, give up less easily, and work more accurately
Emotional Intelligence and Non-cognitive factor
William Sedlacek, Professor Emeritus at the University of Maryland, College Park, is a researcher who has authored numerous articles and books on a wide range of topics including racism, sexism, college admissions, advising, and employee selection. He is the recipient of numerous awards for his work. His work is widely used in influencing those who wish to use other factors other than test scores in the college admissions process.
Main Takeaways of Sedlacek’s Research
Sedlacek has studied predicting academic success of student athletes using SAT and non-cognitive variable
He uses Robert Sternberg’s three types of intelligence to explain his ideas
Componential Intelligence: the ability to interpret information in a hierarchical and taxonomic fashion in a well-defined and unchanging context
SAT Type→ people who score high on the SAT are this kind of thinker
Experiential Intelligence: the ability to interpret information in a changing context-to be creative
Standardized tests don’t measure this
Conceptual Intelligence- has to do with the ability to adapt to a changing environment: the ability to handle and negotiate the system
Standardized tests were never intended and do not measure experiential and contextual intelligence
Sedlacek has studied non-traditional students and how their status impacts their admissions into higher education
Traditionality may be useful to consider in making admissions or post matriculation decisions about students
Non-traditional students have not had the experience of typical middle or upper middle class white students in the education system
Non-cognitive variables have been shown to predict the success of non-traditional students in higher education including freshman grades, upper class grades, retention and graduation
Non-traditional students have included US minority and international students at many levels in higher education
Athletes and non-traditional students
Athletes have a unique culture and set of experiences in life that differentiate them from others
Spend a great deal of time together and often have common goals and values generated by their experiences as athletes
James Heckman, an American economist and Nobel Laureate has done extensive research on the limits of standardized testing. The main takeaways of his research and how they relate to the prior research mentioned above are listed below.
Heckman notes that there has been a longtime neglect of important non-cognitive factors in college admissions
Character skills rival IQ in predicting educational attainment, labor market success, health, and criminality
There is extensive research available that reinforces Heckman’s conclusions:
The experience of KIPP charter schools indicates students with a stronger academic profile (including higher SAT scores), but lacking in specific character traits, were more likely to drop out
There are several studies that have focused on the differential effects of GPA and SAT scores on educational success
Specifically researchers have found that college grades are correlated more strongly with GPA in high school than with standardized test scores
Studies by Angela Duckworth (mentioned above) and others have found that GPA and college persistence are correlated strongly with character traits such as self control and perseverance
Students with higher composite grit scores get better grades and are more likely to enroll in college and stay in college, proving that these traits are interconnected to each other and extremely valuable for assessing students’ potential to excel academically in college and professionally in their future word endeavors.
Coming Soon: Future interviews with students who went through the test optional process
Blad, Evie. “Angela Duckworth: To Grow Students’ Grit, Balance Challenges With Support.” Education Week. http://blogs.edweek.org/edweek/rulesforengagement/2016/05/angela_duckworth_to_grow_students_grit_balance_challenges_with_support.html?cmp=eml-enl-eu-news2-RM.
Heckman, J. J. (2008). Schools, skills, and synapses. Economic inquiry, 46(3), 289-324.
Sedlacek, W. E., & Adams-Gaston, J. A.V.A.U.N.E. (1992). Predicting the Academic Success of Student‐Athletes Using SAT and Noncognitive Variables. Journal of Counseling & Development.
Zernike, Katie. “Testing for Joy and Grit? Schools Nationwide Push to Measure Students’ Emotional Skills.” New York Times (New York, NY), February 29, 2016. Accessed May 8, 2016. http://www.nytimes.com/2016/03/01/us/testing-for-joy-and-grit-schools-nationwide-push-to-measure-students-emotional-skills.html?smid=tw-share&_r=0.
Recently the CT State Department of Education set penalties for school districts where large percentages of students and families “opt out” of testing. The CT Mirror reported on this strategy by the CT State Department of Education a few weeks ago. Note that there is also a bill in the CT Legislature to prohibit the CT SDE from issuing penalties to district rankings when families and students “opt out”.
Based on your understanding of the issue, what is your reaction to this proposal? (Respond before class on April 20, 2016!)
Here is the web link to the video, extra readings, and links related to our “Challenging the Test” panel last month.