Sentences with phrase «experience as a high school student»

I can not but recall my early experiences as a high school student in the Flemish town of Geel.

My personal experience as a high school student was marked by struggling through the core subjects and excelling at non-core topics.

Not exact matches

Sauder, which is currently the highest ranked school in North America for the international mobility of its graduates, according to the Financial Times, emphasizes the importance of global experience through its course content, as well as the support services it provides to students and graduates seeking work outside of Canada.

As head of Students for Life of America, overseeing student - led organizations on around 1,200 high school and college campuses nationwide, I know from experience that social conservatives can not cede the territory of culture and expect to survive.

«What I remember best,» recalls Freedman now, «is that Marty never talked down to me, never made me feel like a high school student, but instead treated me as an adult» as a pro» and the experience resonated: to this day, I have a professional confidence that I never would have obtained without him.»

But these students had made non-Christian friends through service experiences with the diverse Chicagoland community surrounding Wheaton, through mission trips or study abroad programs outside the US, or even just as high school students growing up in a religiously diverse America.

Delta Educational Vineyard Takes Shape Students at Clarksburg's Delta High School and Clarksburg Middle School now have the opportunity to get hands - on experience growing grapes as they learn about viticulture and employment opportunities in the region's leading agricultural industry...

Working closely with another school team has required me to use all of my Challenge Success experience, as a high school student, as a Challenge Success employee, as a member of the Advisory Board, as a teacher, and as the moderator of a Challenge Success student club.

This foundation leads to a rich academic high school experience that supports young men and women in realizing their full potential as students, as people, as members of the human community.

As Steiner puts it, the experience that the world is good and worthy of imitation in the early years, followed by the cultivation of a deep sense of wonder for the beauty to be found in all things, becomes the foundation upon which the High School student learns to discover truth in the world around him / her.

«The network currently consists of 950 speakers who donate their time to go into state schools to share their insights, experiences and more about their area of expertise as leaders in their fields through high - profile assembly talks with students.»

High school students can experience life as a USNA officer - in - training at one of the 6 - day seminars held over summer.

«We had high - school and college - age students with grad students and postdocs in the lab, and they were each sharing experiences, educating each other as to how to go from that specific part of their lives and move on to the challenges of the next phase, both scientifically and personally,» she says.

Authors of the new study include SDSC's Goetz and Walker as well as Matthew A. Clark, who developed part of the software during his internship with Walker and Goetz, as part of SDSC's Research Experience for High School Students (REHS) program and later as an undergraduate research intern in the WMD lab.

These schools included «early college» high schools with a STEM focus (that offered both college and high school credits to students); tech - savvy schools that relied entirely on project - based learning (an instructional practice emphasizing student production of knowledge via projects and research); and career / technical education high schools that prepared students for careers such as agriculture or medicine through early experiences in those fields.

As a child, Zhang moved with his family from China to Des Moines, where he worked in a gene therapy lab as a high school student; the experience taught him to think about biology from an engineering point of vieAs a child, Zhang moved with his family from China to Des Moines, where he worked in a gene therapy lab as a high school student; the experience taught him to think about biology from an engineering point of vieas a high school student; the experience taught him to think about biology from an engineering point of view.

The success of this study may provide the foundation for an improved program for high school students to foster their interest in research and gain invaluable experiences outside of the classroom while providing bacteriophages that can serve as the base chassis of synthetically engineered phages for diagnosis and treatment of MDR pathogens.

In order to provide sustained and intensive experiences for students, prior participants in our high school internship program are selected as candidates.

This summer three San Diego high school students interned for OpenTopography as part of the Research Experience for High School Students (REHS) program at the San Diego Supercomputer Center (SDSC) at Uhigh school students interned for OpenTopography as part of the Research Experience for High School Students (REHS) program at the San Diego Supercomputer Center (SDSC) atschool students interned for OpenTopography as part of the Research Experience for High School Students (REHS) program at the San Diego Supercomputer Center (SDSC) students interned for OpenTopography as part of the Research Experience for High School Students (REHS) program at the San Diego Supercomputer Center (SDSC) at UHigh School Students (REHS) program at the San Diego Supercomputer Center (SDSC) atSchool Students (REHS) program at the San Diego Supercomputer Center (SDSC) Students (REHS) program at the San Diego Supercomputer Center (SDSC) at UCSD.

Staffed by veteran DNALC educators, West facility offers cutting edge laboratory experiences for middle and high school students, as well as a full summer schedule of student camps.

Alexandra Pike, a science teacher at Juanita High School in Kirkland, Washington, loved teaching and working with students, but she missed the in - depth research experiences she used to have as an undergraduate at Grinnell College.

Sixteen students and two high school teachers from 16 different institutions across the United States lived on the university campus and worked in teams with professors on various research projects as a part of NIMBioS» Research Experiences for Undergraduates (REU) and Research Experiences for Veterinary Studentstudents and two high school teachers from 16 different institutions across the United States lived on the university campus and worked in teams with professors on various research projects as a part of NIMBioS» Research Experiences for Undergraduates (REU) and Research Experiences for Veterinary StudentsStudents (REV).

Future Ed School students, whether their programmatic experience is focused squarely or less directly on early education, will now be enrolled in a higher education institution that, in very concrete as well as symbolic ways, is organizing around the notion that the years before formal schooling are crucial.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadschools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadSchools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

Students randomly assigned to receive a school tour of an art museum experience improvements in their knowledge of and ability to think critically about art, display stronger historical empathy, develop higher tolerance, and are more likely to visit such cultural institutions as art museums in the future.

In Making school meaningful for Indigenous learners Ailsa MacFie uses a body of research, plus her own experiences as a teacher in a high Aboriginal population boarding school in the Northern Territory, to provide practical tools for teachers wanting to improve educational outcomes for Indigenous students.

Through years of experience as a high school principal, I have learned to get really nervous whenever I hear someone proclaim what «all» schools and «all» students should do.

We look at level of school (high school, middle school, or elementary school), total enrollment, percentage of the student body that is white, average experience of teachers, and school performance, as measured by the school's academic rank within the state.

Those judgment - strengthening experiences are adaptable for students from elementary through high school, but this discussion will focus on students in their early teens — a critical period when their responsiveness to peer and social influences peaks as they strive to create their individual identities.

This 27 page pack has been designed by a sculptor with 20 years of teaching experience for teachers who want to know more about sculpture and how to teach it as part of a broad Art and Design curriculum for Secondary / High School students.

Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year teachers, the highest percentages of teachers with fewer than five years of teaching experience, the lowest paid teachers, and the lowest percentages of accomplished teachers.

Drawing on drop - out crisis research at the national level, as well as author Robert Balfanz's decade - long experience working with middle and high schools that serve low - income students, this report provides a unique guide to tackling the issue locally.

My experiences as a high - achieving student in an underperforming high school, a struggling African American student in a top - 20 university, and a classroom teacher in a Title I elementary school, profoundly shaped my interest in positively impacting the field of education.

What we found in our initial prototypes — launching an innovation lab space, creating a design thinking professional development experience, and running student - facing design challenges for middle - and high - school classes — was that the design thinking process functioned as a kind of oasis for educators, reconnecting them to their creativity and aspirations for helping students develop as deep thinkers and doers, not just as test takers.

This innovative 21st Century learning experience can be implemented at any high school as long as you have the time and tools to support your students.

As one student told Jack, «The shock I would have experienced [at an elite college], I experienced from eighth grade to high school,... from public to private school.»

Let Students Solve Problems Students should be provided, as part of their regular educational experiences in middle school and high school, with frequent opportunities to identify a problem they have an interest in, study it, think through options to address it, and design solutions.

Students from high schools with the highest concentrations of Hispanic students and those located in rural areas, as well as students whose parents have less formal education, experience the largest increases in four - year bachelor's degree completion (4 to 8 percentage points) and in the likelihood of attending a college with a Barron's ranking of «most competitiveStudents from high schools with the highest concentrations of Hispanic students and those located in rural areas, as well as students whose parents have less formal education, experience the largest increases in four - year bachelor's degree completion (4 to 8 percentage points) and in the likelihood of attending a college with a Barron's ranking of «most competitivestudents and those located in rural areas, as well as students whose parents have less formal education, experience the largest increases in four - year bachelor's degree completion (4 to 8 percentage points) and in the likelihood of attending a college with a Barron's ranking of «most competitivestudents whose parents have less formal education, experience the largest increases in four - year bachelor's degree completion (4 to 8 percentage points) and in the likelihood of attending a college with a Barron's ranking of «most competitive.»

Last year, school leaders in California, including the president of the school board in San Francisco, nominated Lee as part of President Obama's «Champions of Change» program, recognizing leaders offering high - quality summer learning experiences for students.

In this week's Voice of Experience essay, educator Max Fischer draws parallels between his days as a high school football player and his role on a team responsible for creating an IEP that will get to the bottom of — and solve — a student's learning issues.

A voucher student, he had attended Youngstown's Chaney High School as a freshman, but Tucker said it was a «horrible experience.»

As students traverse different courses and grade levels throughout high school, they should experience all aspects of the Student Voice implementation continuum represented in the following table.

At the same time, though, courts have refused to apply the defense of assumption of risk when educators failed to provide adequate supervision such as where a competitor in a track and field meet was struck by an errant discus while standing in a safe zone; a student was injured during an indoor (American) football practice when he slipped on a wet gym floor where coaches failed to provide proper supervision or after another player was injured due to the lack of supervision at a practice; coaches did not warn a student sufficiently about the dangers of diving into a pool; coaches conducted a track practice in a high school hallway that unreasonably increased a student's risk of injury; and a coach lacked enough experience to provide adequate supervision to avoid injury to a cheerleader.

Consider the challenge of deciding what experiences constitute «service learning» for high - school students in jurisdictions where this is now expected as part of a civics class or social studies curriculum.

As high unemployment rates and company downsizing have left many Americans discouraged and unsure of the future, community colleges across the country have experienced a tremendous surge in enrollment over the past few years, with a diverse range of students, from high school graduates to older, displaced workers, all seeking marketable skills to survive in a competitive economy.

STEM at Riverside Girls High School provides experiences for our students to develop creative and collaborative approaches to solve complex problems, critically think, take initiative for their own learning, see and act on opportunities as well as innovate.

«High needs» schools were identified by characteristics such as fewer experienced teachers; more socioeconomically disadvantaged students; a lower neighborhood median income; and fewer students passing state exams.

As one of nine research teams for Students at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered lStudents at the Center, an initiative by Jobs for the Future and the Nellie Mae Foundation for Education, WKCD's Barbara Cervone and Kathleen Cushman spent a year interviewing and observing teachers, students, and administrators in six diverse middle and high schools, experienced in student - centered lstudents, and administrators in six diverse middle and high schools, experienced in student - centered learning.

While higher - income students receive expanded learning opportunities (such as music lessons, museum visits, or hands - on science or social studies experiences) at school, afterschool and in the summers, lower - income students disproportionately lack such opportunities.

An experienced educator, administrator, and curriculum designer, he has taught elementary, middle, and high school students in public and private schools, as well as community college and teacher preparation courses.