Pembroke Pines-Florida State University Charter Elementary School named 2015 National Blue Ribbon School
U.S. Secretary of Education Arne Duncan recognized Pembroke Pines-Florida State University Charter Elementary School as a 2015 National Blue Ribbon School.
Pembroke Pines was one of 335 schools recognized with this distinction based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. The 679-student charter school was nominated in the Exemplary High Performing Schools category and is one of Florida’s highest performing schools as measured by state assessments or nationally normed tests.
“This honor recognizes your students’ accomplishments and the hard work and dedication that went into their success,” Duncan said in a video message to the awardees. “Your journey has taught you collaboration, intentional instruction, and strong relationships in school and with your community. You represent excellence—in vision, in implementation, and in results—and we want to learn as much as we can from you.”
The Department will honor all 285 public and 50 private schools at a recognition ceremony on Nov. 9-10 in Washington, D.C., where they will receive an award plaque and a flag as symbols of their accomplishments.
Danielle Morgan Acosta, Student Government Association (SGA) director and doctoral student in higher education, was selected as convention chair for the 2017 American College Personnel Association (ACPA) Convention in Columbus, Ohio.
“It is an absolute honor to be able to serve my professional home, ACPA, in this new manner while representing the Florida State University College of Education and Division of Student Affairs,” said Acosta.
ACPA is the leading comprehensive student affairs association that advances student affairs and engages students for a lifetime of learning and discovery. Approximately 4,000 members and guests attend the annual convention each year.
“Danielle’s dynamic leadership will take the ACPA 2017 Convention to new heights,” said Dr. Kathy Guthrie, associate professor of higher education. “She is a passionate, dedicated student affairs professional and doctoral student, who we can all learn from.”
In her role as convention chair, Acosta will help with planning efforts in collaboration with the ACPA International Office staff. “ACPA continues to be an engaging, educational, and inclusive community of educators and I’m looking forward to Convention 2017 in Columbus!” remarked Acosta.
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CONTACT: Kelli Gemmer, College of Education
(850) 645-4637; firstname.lastname@example.org
CHORE OR STRESS RELIEVER: STUDY SUGGESTS
THAT WASHING DISHES DECREASES STRESS
TALLAHASSEE, Fla. — Washing those dreadful dishes after a long day seems like the furthest thing from relaxation. Or is it?
Student and faculty researchers at Florida State University have found that mindfully washing dishes calms the mind and decreases stress.
Published in the journal Mindfulness, the study looked at whether washing dishes could be used as an informal contemplative practice that promotes a positive state of mindfulness — a meditative method of focusing attention on the emotions and thoughts of the present moment.
“I’ve had an interest in mindfulness for many years, both as a contemplative practitioner and a researcher,” said Adam Hanley, a doctoral candidate in FSU College of Education’s Counseling/School Psychology program and one of the study’s authors. “I was particularly interested in how the mundane activities in life could be used to promote a mindful state and, thus, increase overall sense of well-being.”
After conducting a study with 51 students, the researchers found that mindful dishwashers — those who focused on the smell of the soap, the warmth of the water, the feel of the dishes — reported a decrease in nervousness by 27 percent and an increase in mental inspiration by 25 percent. The control group, on the other hand, didn’t experience any benefits.
The research team also included Alia Warner and Vincent Delhili, doctoral candidates at Florida State; Angela Canto, assistant professor at Florida State; and Eric Garland, associate professor at University of Utah.
Alumnus Damon Andrew was named an active fellow in the National Academy of Kinesiology, an organization that honors persons who have directly or indirectly contributed significantly to the study of and/or application of the art and science of human movement and physical activity.
“I am most flattered and humbled to be welcomed into this group, and I look forward to working with the many thought-leaders in NAK to continue to advance the field of kinesiology as a whole,” Andrew said.
Andrew graduated from the FSU College of Education in 2004 with his Ph.D. in sports administration (currently sport management) and also served as coordinator of academic support services for the division of undergraduate studies during his time at FSU. He now serves as dean and E.B. “Ted” Robert Endowed Professor of the LSU College of Human Sciences and Education.
Prior to LSU, he was dean and professor of the College of Health and Human Services at Troy University. He has taught at the University of South Alabama, University of Florida, and Florida State University. His research productivity includes a textbook, 27 funded grants and contracts, and over 120 peer-reviewed articles, reviews, proceedings, and book chapters. Last year, Andrew was awarded the 2014 FSU College of Education Distinguished Alumni Award for Postsecondary Systems: University.
Read the press release by LSU to learn more about Andrew’s accomplishment.
A Florida State University project is seeking to enhance existing campus suicide prevention interventions by providing more accessible resources to academic departments across campus.
The Noles CARE in Academics project will provide training to faculty, staff and students within the university’s academic departments to localize sources of support in the learning environment of students and to encourage early detection of student distress and referrals for professional help.
The project emerged as a collaborative effort from the FSU Healthy Campus 2020 Mental Health Team and the need to improve the suicide prevention resources within FSU academic departments. The goal is to increase the percentage of faculty, staff and students who feel competent identifying and intervening with individuals in distress.
“Through this project, we hope to expand our suicide prevention training and make suicide prevention resources more available to our campus community of faculty, staff and more than 40,000 students,” said Marty Swanbrow Becker, an assistant professor in the College of Education’s Department of Educational Psychology and Learning Systems, whose research focuses on campus suicide prevention training.
The U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration (SAMHSA) is providing $306,000 over three years to fund the project.
The project will incorporate specific components into the training that address high-risk groups, such as members of the LGBTQ community, those identifying as racial or ethnic minority students, and student veterans. To facilitate the suicide prevention efforts across academic departments, the team will assess training needs across campus, build a sustainable infrastructure of easily accessible mental health resources and help shift the campus culture to encourage members of the FSU community who are considering suicide to seek help.
Swanbrow Becker is the principal investigator and is joined by members of the FSU Healthy Campus 2020 Mental Health Team on the project. They are: Amy Magnuson, health promotion director; Randi Mackintosh, director of outreach, University Counseling Center; Hillary Singer, coordinator of FSU Noles CARE Suicide Prevention Program, University Counseling Center; Thomas Joiner, Department of Psychology, and Philip Osteen, College of Social Work, who are FSU faculty members and national experts on understanding and treating suicidal behaviors; Ludmila De Faria, psychiatrist and FSU faculty member; Melissa Bolen, clinical coordinator of the Employee Assistance Program; and Darren MacFarlane, assistant dean of students and director of case management services.
For information on Florida State’s suicide prevention efforts, visit http://counseling.fsu.edu/for-students/nolescare/.
You can also listen to Swanbrow Becker’s interview about the program with WFSU here.
Six FSU-Teach students were named Robert Noyce Scholars for 2015-2016.
The Robert E. Noyce Scholarship Program was awarded to Florida State University as a Phase II grant by the National Science Foundation (NSF). The grant entitled: Preparing and Supporting Equitable Teaching in Mathematics and Science Classrooms: The FSU-Teach Noyce Program, is a collaboration between the College of Education (Dr. Sherry Southerland, Dr. Christy Andrews-Larson), the College of Arts and Sciences (Dr. Joseph Travis. Dr. Alex Kercheval), and the College of Engineering (Dr. Chiang Shih). This collaborative effort aims to bring highly qualified STEM students into high needs classrooms through scholarships to students with strong content background who are committed to learning to teach effectively in high needs settings.
Congratulations to the following students on becoming 2015-2016 Robert Noyce Scholars:
Nancy Narvaez-Garcia: FSU-Teach- Geosciences
Natalie Concepcion: FSU-Teach- Chemical Science
Ray Jackson: FSU-Teach- Chemical Science
Jazmine Sanjuan: FSU-Teach- Chemical Science
Vandie Joseph: FSU-Teach- Biology
Jenise Russell: FSU-Teach- Mathematics
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CONTACT: Lara Perez-Felkner, FSU College of Education
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RESEARCHER: SOCIAL SUPPORT IN SCHOOLS IS KEY TO STUDENT SUCCESS
TALLAHASSEE, Fla. — A new Florida State University study of underrepresented high school students suggests that schools can increase student success by facilitating social support structures that enhance students’ perceptions of value and esteem for their potential.
Lara Perez-Felkner, an assistant professor of higher education and sociology and a senior research associate at Florida State’s Center for Postsecondary Success (CPS), published the study in the journal Teachers College Record. The three-year study analyzed the variation in students’ educational pathways to college by specifically asking “How can the social context of schools keep underrepresented minority students on track to transition to college?”
Perez-Felkner, using a case study of a predominantly Latino and low-income urban charter school, found that students observe and value support from teachers and peers, embedded within the school’s social context. Collectively, highly structured support networks appear to have a positive effect on student’s college transition outcomes.
“These kids work hard to get ready for college, and the stress on them and their families can take a toll,” Perez-Felkner said. “Some students seemed more likely to persist through these challenging years if they perceive support from their teachers and peers.”
The study responds to the myriad school reform efforts that are attempting to address stratification in black and Latino students’ access to higher education through extensive reform initiatives. Crucially, these efforts have not sufficiently focused on how students experience these reforms, which is essential to improving the effectiveness of support mechanisms and understanding why they have been insufficient.
“Even today, the schools most often attended by underrepresented students tend to offer fewer resources and support,” Perez-Felkner said. “While local, state and national reform efforts have targeted academic and structural dimensions of schooling, measures of their success rarely take the student perspective into account.”
The study employed traditional metrics such as college placement and academic preparation, while leveraging detailed analysis of the social fabric of the school as a potential support network to paint a detailed picture of the nuanced and at times fraught pursuit of what is increasingly a universal aspiration: college.
Nearly all students in the study encountered hurdles threatening to derail their college ambitions. Five primary and at times interrelated stressors emerged: academic grades, predicted stereotype threat, family responsibilities, family estrangement and burnout.
Among other things, the researcher measured school regard — the feeling students had that adults at school as well as their peers believed in them during stressful times, and specifically, how they regarded their capacity for educational success.
“School regard was associated with students’ persistence through the transition to college — and to stronger colleges — even in the face of academic, socioeconomic, and personal challenges,” Perez-Felkner said.
As recommendations for school and policy leaders, the study underscores that while enhancing rigor and pedagogy are effective for well-resourced students, the non-academic challenges often encountered by underrepresented students can get in the way of their ability to respond to these reforms. Therefore, interventions to help students achieve a more positive school-life balance and manage non-academic stress may enhance underrepresented students’ successful transitions to college.
“Having school-based allies who think they are intelligent, capable, and worthy of pursuing and realizing their college ambition can be a crucial factor in keeping underrepresented students on-track to successfully transition to college,” Perez-Felkner said. “Schools should be organized in a way that students have the opportunity to develop close relationships at school, which can enhance and reinforce their aspirations to go to and graduate from college.”
Finally, the study notes that attempts to evaluate school effectiveness may problematically underemphasize students’ interpretation of these reform efforts. Rather, students’ perceptions of their school context may be more accurate measure of their success.
The research was funded by the Spencer Foundation Dissertation Fellowship for Research Related to Education, with additional support from National Science Foundation, the American Educational Research Association and the Pathways to Adulthood Programme.