Million $ Prize for America’s Metropolitan Communities!

February 14, 2011

Bobbie

On January 31st, one of my favorite think-tanks, CEOs for Cities, kicked-off the $1 Million Talent Dividend Competition.  The Talent Dividend is a nation-wide initiative driven by CEOs for Cities with the very basic premise that if you increase college attainment by 1% in your community the financial return or dividend is HUGE!

The four key strategies for attaining the Talent Dividend are:

  1. Re-engage adults with some college, no 4-year degree
  2. Increase transfer rate of students in 2-year institutions to 4-year institutions
  3. Retain current students for timely completion
  4. Encourage college-going behavior in high school students

“Research shows that 58 percent of any city’s success, as measured by per capita income, can be explained by the percentage of college graduates in its population,” explained Carol Coletta, president and CEO of CEOs for Cities.  “There are huge financial gains to a city that can be achieved through small improvements in educational attainment alone.”

How will the competition work?
The winning city will be announced in September of 2014.  The criteria to win is pretty simple—the winning city will have exhibited the greatest increase in the number of post secondary degrees granted per one thousand population over a four-year period and achieved its Talent Dividend.

What’s next?
To be eligible for the prize your metro area must have a population of at least 500,000, based off of the 2009 American Community Survey data from the U.S. Census Bureau. As you’d guess our metropolitan community identified as “Baltimore/Towson” is among the eligible cities! Registration is now open for eligible cities; the deadline for registration is May 1st.

As of today, Baltimore has not registered but, when we do I know TU will be an active partner!  The Baltimore Business journal published an article on the Baltimore Talent Dividend that was held in November of 2009.

As I’ve mentioned in previous blog posts, I serve as the Executive Director of the Coalition of Urban and Metropolitan Universities (CUMU) which is partnering with CEOs for Cities to spread the word about this fantastic competition.  With over 80 member universities residing in eligible urban/metropolitan communities, we hope our members will be partnering with their city government, industry leaders, and education institutions to get involved in the competition!


Don’t know much about peccaries… or discussing “What Matters” to geographers

November 11, 2010
Steven

Steve

In some of the remotest  areas of  North and South America the elusive peccary (known as  javelinas here in the US), a pig-like mammal about the size of a of a large dog, lives in closely knit social groups. Peccaries once roamed most of the Americas in a nearly unbroken band from north to south. What is the situation today?

Am I peaking your interest? It does mine. Perhaps you are more interested in human geography, literature, sociology, anthropology, biology, or history. All of these topics and more have been covered bi-weekly in the basement of Linthicum Hall as part of the “What Matters” speaker series hosted by the  Department of Geography and Environmental Planning (G&EP).

Photo Credit: Getty Images

The series is the genesis of Dr. Jeremy Tasch, G&EP. Dr. Tasch started the series last year as way to engage G&EP students and department faculty and spur interest in geography research projects. Initially, the series was a means for G&EP faculty to share their research interests among themselves and their students. This year the focus has shifted to the convergence of geography and other academic disciplines. Professors from outside of G&EP have been asked to share their cross-discipline interests with geography enthusiasts and others at Towson University. Ultimately, the hope is to find common ground among the various disciplines and encourage new explorations and research.

Topics this year have covered seemingly disparate disciplines and have traversed the globe. The peccary discussion was given by Dr. Harald Beck, Department of Biology, in mid September and covered his research in the remote Cocha Cashu Biological Station in Manu National Park, Peru . Two weeks ago Dr. Dana Phillips, Department of English, gave a talk focusing on eco-criticism and discussed topics exploring individuals’ relations to nature and place within the context of contemporary literature. The talk focused on a piece of “found” literature, a haiku poem stumbled upon while fishing in the region’s Gunpowder River.

This week’s talk is scheduled for Friday November 12 at 3:30pm in room 014 Linthicum Hall. Dr. Matthew Durington, Department of Sociology, will present “Walking the new Media City of Baltimore,” which explores the dilemmas of community historic designation.

About those peccaries. Today, over-hunting and habitat destruction has led to their absence in a growing number of locations. The  loss of this one species has profound impacts on the biodiversity and health of local environments. Peccaries  have been found to consume over 200 different plant seeds, affecting the distribution and success of various plant species. In some areas of  they create mud wallows which provide better habitat then naturally occurring vernal ponds for various amphibians.

Please join me and others at upcoming talks.


Video: Latest “Education Meets the Workforce” features my students!!!

May 4, 2010

Bobbie

Towson University really does have the best and brightest students and I have the awesome opportunity to work with a few of our fabulous students each year.  The latest issue of our “Education Meets the Workforce” video series features two of my graduating student collaborators, Nicole Schiraldi and Lindsey Meyer.

Nicole, has been working with me for over two years and will graduate in just a few short weeks with a degree in Mass Communications.  Nicole is the student coordinator for the Coalition of Urban and Metropolitan Universities (CUMU) which is a non-profit organization headquartered at Towson University.  Nicole is essential to the day-to-day operations and handles everything from processing expenses to researching topics for an upcoming seminar of University Presidents.

Lindsey, has served this past year as the Graduate Assistant for TU in the Community.  She came on board just as the website was being launched and has taken the website to a whole new level–this year she presented to over 450 faculty and staff members at TU on how the website can help their research and service activities.  Lindsey will graduate with a Masters Degree with a concentration in Human Resources Development and Non-profit Leadership.


TU in the Community Wants to see that ‘A’!

December 7, 2009
Lindsey

Lindsey

When I was in grade school, I took part in standardized tests that, at the time, I didn’t fully get the point of. I distantly remember planting a lima bean and watching it grow as a part of one test. To this day, I can’t say that I have utilized the lima bean planting experience to my advantage.

In exploring TU in the Community, however, it is inspiring to see an effective method of measuring and improving student achievement exists in four initials: CFIP. The CFIP (Classroom-Focused Improvement Process) is a six-step process which enhances student achievement. The steps are implemented by a group of teachers who meet as teams as a part of their lesson planning cycle. According to the project page, the model was designed to respond to the question, “What do we know from available data about current levels of student performance and how will we respond to these data?” It is through the model that teachers can identify:  class-wide strengths and weaknesses in the state content standards, students in need of intervention and the focus of these interventions, students ready for enrichment and the ways to keep them engaged and motivated, and instructional improvements that will make the next unit more effective than the last one.

The six steps are:

Step 1: Relevant assessments and the terms used in the assessment reports

Step 2: Questions to answer in the data dialogue

Step 3: Major patterns of students’ strengths and needs at the class level (if possible, by using more than one data source)

Step 4: Instructional factors that might have contributed to the patterns of student weaknesses and the steps that team members will take to address these patterns

Step 5: Students who excelled and those who still need assistance and the in-class enrichments and interventions that will be put in place for these students

Step 6: One or two improvements in future instruction that they will implement

View a presentation

For more information on CFIP, contact Ronald Thomas at rathomas@towson.edu or 410-704-5770 or visit http://www.mdk12.org/process/cfip/.


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