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Graduate and Postgraduate Teachers, High School Students, Undergraduate Teachers December 16, 2019

Early research experiences: becoming a research mentor to high school students

Part two of our series on student research experiences focuses on the mentors. If you have not read our first article make sure to check it out to see student testimonials on how participating in a research mentoring program affected their lives.

This year, as part of the CUNY College Now STEM Research Academy, we had 154 students from 50 high schools across New York City participate in a science-focused pre-college course. Of that initial cohort, 78 students opted to engage in research with faculty over the summer. Over 30 research faculty, across nine City University of New York (CUNY) campuses, mentored Academy students this year. This article is a result of our experiences and as well as our research mentors.

Junior high students and teachers using computers in computer lab

High School Students, Pre K - 12 Teachers, Undergraduate Students, Undergraduate Teachers October 28, 2019

Early Research Experiences: Why Students Should Seek Out Opportunities As Early As High School

In this first post of a two-part series, we explore the challenging yet rewarding student research experience. Having been involved in research firsthand, and in managing research preparatory programs, we’ve seen how beneficial research experiences are for students. The following are our perspectives and that of students who recently completed the Baruch College Now STEM Research Academy, an intensive two-semester research preparatory program for NYC public high school students.

Hand arranging wood block stacking as step stair with arrow up. Ladder career path concept for business growth success process

High School Students, Pre K - 12 Teachers May 6, 2019

Advanced Placement and Dual Enrollment: What’s a student to choose?

Advanced Placement and Dual Enrollment: What’s a student to choose?

Properly preparing students for college is of the utmost importance for parents and high schools, especially when reports indicate that many students are not “college-ready”. Making students college-ready varies, but more often than not exposure to more rigorous coursework is the determining factor. Two well-known programs that prepare students for college-level work are Advanced Placement and dual enrollment. There are numerous reports highlighting the positive outcomes of each individual program, but which program best prepares students for college rigor?

Business team on a morning briefing; business meeting and presentation in a modern office

Undergraduate Students, Undergraduate Teachers April 8, 2019

Why I-O Psychology should be included in Introductory Psychology

Industrial-Organizational Psychology has become the fastest growing field in psychology. Yet, chances are your Introductory Psychology course doesn’t cover it. While there are a multitude of reasons I-O isn’t typically covered in Introductory Psychology courses (not in textbook/curriculum, lack of time, etc.), one big reason is that instructors don’t necessarily consider it a “foundational component” of general psychology.

Undergraduate Teachers February 18, 2019

Faculty’s role in preparing undergraduate psychology majors for the world of work

For many students graduation is a few months away. Unfortunately, chances are many of them haven’t taken the necessary steps to prepare for life after college. Of course, some of them will be on their way to graduate school. But what about the roughly 72 percent of students (National Association of Colleges and Employers, 2018) who will be directly entering the workforce?

Undergraduate Students, Undergraduate Teachers November 13, 2018

Incorporating I-O Psychology into Introductory Psychology

Interest in Industrial-Organizational (I-O) Psychology, the psychology of the workplace, has gained a lot of traction in recent years. Unfortunately, even with increasing interest many Intro to Psychology students, especially non-psychology majors, rarely get exposed to this dynamic field. Why is this exposure important? First and foremost it broadens a student’s knowledge and understanding of psychology’s application in various contexts. This was the main reason I was drawn to I-O as an undergraduate. I attended a predominately business-oriented college and initially planned to major in economics and finance. That changed when I was introduced to I-O — the perfect marriage of my desire to major in business and my new-found interest in psychology. Secondly, understanding I-O can be extremely beneficial in navigating the world of work, an important skill for students who are starting their careers.

Pre K - 12 Teachers October 1, 2018

Filling the Mental Health Training Gap Educators Face

In the December 2017/January 2018 edition of Educational Leadership, Sandy Merz highlighted the mental health training gap educators face. Sandy’s key argument is that “To support students, today’s teachers need better training in mental health issues”. I couldn’t agree more with this statement! With the high percentages of students struggling with a mental health issues, educators will sooner or later be faced with a student in distress and the ripple effect it can have in the classroom.

Pre K - 12 Teachers August 20, 2018

The Truth about Teacher Burnout: It’s Work Induced Depression

In the past couple of months I’ve come across many articles as well as entire magazines dedicated to educator burnout, and rightfully so. Burnout, extreme work-related stress categorized by emotional, psychological, and physical exhaustion, is a modern-day epidemic in the teaching profession (as well as other professions). According to the American Federation of Teachers’ 2017 Educator Quality of Work Life Survey, 61 percent of teachers indicated that their jobs were always or often stressful. Just as alarming, if not more so, 58 percent of respondents cited poor mental health as a result of that stress. Although articles on educator burnout vary in their approach, they tend to focus on the causes of burnout, how to assess the signs of burnout, strategies to prevent burnout, and/or next steps for administrators and teachers. The one key element most, if not all, articles have missed is the true nature of what it means to be burned-out.