Scholarship at Parkland

Steffens, Sara

English

The Role of Prejudice in Political Campaigns

Hijab, Nourelhoda

Parkland College SPARK: Scholarship at Parkland A with Honors Projects Honors Program Spring 2024 Muslim American Society (MAS) Nourelhoda Hijab Follow this and additional works at: https://spark.parkland.edu/ah Open access to this Presentation is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. MuslimAmericanSociety (MAS)By: Nour HijabWhat is MAS• MAS: Muslim American Society• Saturday Arabic and Islamic school• Integrates Muslims into contributing members of American society• Grade levels: pre-K to high school• Located in Urbana• Instruction to Arabic literacy and Islamic studies• Deepens knowledge of Islamic faith• Interactive, engaging, and enjoyable teaching methods are usedo Incorporates various activities and gamesMy RolesAssistant PrinciaplSummercamp instructorOn Arrival•Assist with children's drop-off process•Ensure safe entry into the building•Facilitate formation of lines for morning assembly•Principal delivers brief announcement•Prepare students for engaging and enjoyable day of learningDay in the life• Check on classrooms• Assist teachers if needed (e.g., grabbing students' activities)• Handle behavioral issues to support teachers• Prevent distractions from lesson plans• Offer assistance if principal doesn't need help• Reorganize supply closet for easy accessActivities for the studentsI actively engage students in Arabic language learning activities.Examples include:• Coloring Arabic letters• Organize fun face painting sessions• Keep students entertained and immersed in educational journeyMy Experience• Time at MAS ignited deep passion for fostering enjoyable learning experiences• Educators, administrators, and principals wield power to influence students' lives• Brief interactions can leave lasting positive impact• Embracing my role of assistant principal has enriched my career and transformed my perspective on education and child development• Every moment with students is an opportunity to make a difference

Muslim American Society (MAS)

Kuhlmann, Tayler

The Psychosocial Aspects of Group Therapy

Klein, Leyla

Parkland College SPARK: Scholarship at Parkland A with Honors Projects Honors Program Spring 2024 Language Learning at Parkland College Leyla Klein Follow this and additional works at: https://spark.parkland.edu/ah Open access to this Poster is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. Parkland College provides ample facilities and technological resources along with dedicated faculty to promote Language Learning. Language learning at PC would benefit from more opportunities for language practice in social settings in the target language as well as from correct language level placement and facilitated placement correction when needed (specifically allowing students to change language classes to the appropriate level in cases of poor placement, when spaces are available and with instructor’s approval).   Through my work on Language Learning at Parkland College project I learned about language learning (LL) at Parkland College (PC) by applying anthropological field research methods such as participant observation, interviews and surveys. In the course of this project I:● participated in language classes● interviewed language instructors● conducted student surveys● compared some of my findings with published literature Future research should focus on:● comparison between language learning in ESL classes and foreign language classes at PC● the role and applications of comprehensible input in teaching second languages at Parkland College● ways in which Parkland College language students learning foreign languages (not ESL) could habitually practice their target language in social settingsAccording to literature on language learning:● Language learning happens naturally and effectively in social situations● Students are more motivated to practice in social situations● Appropriate language level placement is an important component of effective language learning PPecican, Anca. “"Is Homework Still Attractive?     Undergraduate Student’s Perception of Out-of-Class Second Language Learning.” Dialogos (27345424), vol. 20, no. 36, Jan. 2019, pp. 236–57. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edb&AN=150903806&site=eds-live&scope=site.Denbaum-Restrepo, Nofiya. “The Benefits of Social Interaction and Proficiency for Foreign Language Acquisition of Spanish Conventional Expressions: Evidence from Foreign Language Spanish Learners.” Spanish in Context, vol. 19, no. 2, May 2022, pp. 337–60. EBSCOhost, https://doi.org/10.1075/sic.18029.den.1. How are languages taught and learned at Parkland College (PC)?2. What are some strengths of Parkland College language education?3. What could be done to strengthen PC language education further?Background ResearchSummary of Language Learning at Parkland CollegeAbstractMain Research QuestionsConclusionsFuture ResearchReferencesLanguage Learning at Parkland CollegeLeyla Klein, lklein1@stu.parkland.eduParkland College Honors Project, Cultural Anthropology (ANT 103)What are we doing well?LanguagesQ: What languages can you study at PC?A:1. English as a Second Language (ESL) in the forms of ● free adult classes● pre-college ESL classes2. French3. SpanishInstructors Q: Who teaches languages at Parkland College?A: Highly trained professionals, most with many years of experience.Resources Q: In terms of technical resources and facilities, how well is language learning supported at PC?A: The teachers feel fully supported in terms of resources PC provides.Q: How does PC currently facilitate language practice in social situations?A: Parkland College offers a variety of study abroad programs and offers some study abroad scholarships. Student SatisfactionQ: How satisfied are the students with the language progress at PC?A: The students range from somewhat satisfied to very satisfied.How can we do even better?Suggestions:What students can do to insure their success in LL at PC:● seek proper level of language placement ● allocating enough time for language practice● consistently completing homework● seeking and taking advantage of opportunities to practice outside of classWhat teachers can do to further help insure students’ success in LL at PC:● continue to provide the students with instruction and language practice in class● continue to motivate the students to practice outside of class● support student initiatives in seeking additional practice● identify improperly placed students and initiate proper level placementWhat PC can do to help further students’ success in LL at PC:● continue to provide facilities and trained staff dedicated to students’ success● continue to provide placement in the appropriate level● facilitate transferring students to the appropriate level in cases of misplacement ● support student initiatives in creating forums for language practice in social situations on campus 

Language Learning at Parkland College

Career Services, Handout Courtesy of

Following Up   parkland.edu/careerservices  ■  Phone: 217/351-2219 Fax: 217/373-3831  ■  Hours: Monday - Friday 8am-5pm  ■  2400 W. Bradley Ave. Champaign, IL 61821 Room U267  1. Always follow up after your interview! It shows your continued interest in a job opportunity and sets you apart from candidates who do not follow up.    2. Send a Thank You Note, either by email or hand-written. The most      important thing is that you send it within 24 hours if possible.     3.  Make a follow up phone call approximately two weeks later if you haven’t heard anything. Ask if they have made a decision or if you can provide additional information. Remind them again that you are still interested.     4. Learn when to move on. Follow up once, and if you receive no re-sponse, follow up once more. It’s good to seem eager, but not  des-perate. If you still don’t hear anything, move on.     Sample Thank You Note  A thank you note reiterates your interest in the position and gives you an             opportunity to say anything you might have forgotten to mention during your             interview!  Dear Mr./Ms. Last Name:   Thank you for interviewing me yesterday for the associate engineer position.  I    enjoyed meeting with you and learning more about your research and design work.  The interview strengthened my enthusiasm for the position and interest in working for Casey.  I believe my education and cooperative education experiences fit nicely with the job requirements, and I’m certain I could make a significant contribution to the firm over time.  I would like to reiterate my strong interest in the position and in working with you and your staff.  You provide the kind of opportunity I seek.  Please feel free to    contact me at (876) 555-1234 or (email@gmail.com) if I can provide you with any additional information.  Again, thank you for the interview and for your consideration.  Sincerely, Your Name    Parkland College ensures equal educational opportunities are offered to all students regardless of race, color, national origin, gender,   gender expression, disability, sexual orientation, veteran/Vietnam veteran era, age, or religion, and is Section 504/ADA compliant. For   additional information or accommodations, call 217/351-2551. Visit Career Services (room U267) for assistance with resumés,             interviewing, career guidance, and occupational information. 

Following Up

Skousen, Adam

LEGO As An Education Tool in Early Childhood

https://spark.parkland.edu/simulation/1013/thumbnail.jp

Cho, Mina

Introduction of Simulation

10 Interview Tips   parkland.edu/careerservices  ■  Phone: 217/351-2219 Fax: 217/373-3831  ■  Hours: Monday - Friday 8am - 5pm  ■  2400 W. Bradley Ave. Champaign, IL 61821 Room U267   1. Do your homework!  Familiarize yourself with the organization's website to see what services or products they provide.  Why do you want to work for them?    2. Review the job description and identify connections between your qualifications and the position.  Focus on your strengths, not your weaknesses.     3. Dress on the conservative side, about one level higher than the job you’re applying for.  Go easy with makeup, cologne, and jewelry.  Iron your clothes, check for loose threads, and polish your shoes!    4. Be polite and courteous to everyone.  Your interview starts the minute you enter the building!    5. Make a trial run, so you know how long it takes to get there, park, and find the room.  Arrive approximately ten minutes early.    6. Don’t be negative about past employers or work experiences.  Employers like a positive attitude.  Enthusiasm separates the     winners from the losers!    7. Do not ask about salary or benefits in your first interview.  This can be negotiated after you’ve been offered the job.    8. Be assertive, but not overbearing.  Try not to interrupt or talk too much.  Take a moment to think before you respond to difficult questions.    9.  Think about your short- and long-term professional goals.  This shows confidence and ambition.  10. Don’t leave the interview without knowing what will happen next.  Ask when they plan to make a decision, ask for the           interviewer’s business card, and follow up with a thank you note! (Sample interview questions on back) Parkland College ensures equal educational opportunities are offered to all students regardless of race, color, national origin, gender,   gender expression, disability, sexual orientation, veteran/Vietnam veteran era, age, or religion, and is Section 504/ADA compliant. For   additional information or accommodations, call 217/351-2551. Visit Career Services (U267) for assistance with resumés,             interviewing, career guidance, and occupational information. Typical Questions Asked During Interviews  Take time to practice how you would answer some of the following questions that are commonly asked  during interviews:    1.  Please take a few minutes and tell us about yourself.  Keep your answer to a few brief statements and don’t get too personal - - mention experience, skills,  education, why you’re applying for this job, etc.   2.  What kind of position are you looking for?   3.  What qualifications do you have? or Why should we hire you?   4.  Why do you want to work for this company?     Almost all companies/organizations now have a website - - research the company before you interview!   5.  Describe your short-term and long-term career goals.   6.  What are your professional strengths?  Weaknesses?     Focus on your work, not your character.  Choose something that can be turned into a positive, keep your          response brief, and say what you are doing to improve.  Avoid personality/character flaws.   7.  Why did you decide to become a…..?   8. What classes have you liked the best?  Least?   9.  How has your education (or work experience) prepared you for this job? 10.   What did you like most about your previous jobs? 11.   What are you most proud of?  (education or work-related) 12.   Why did you leave your last job?  Don’t bad-mouth the job.  Explain that you wanted more responsibility, a change, etc. 13.  What kind of salary are you looking for?    Never mention salary in your first interview, but be prepared to answer with a salary range, in case they ask. 14.   What would your references say about you?  Peers/colleagues? 15.   Describe how you deal with stress. 16.   What are your hobbies and outside interests? 17.   Why should we hire you instead of someone else? 18.  Do you have any questions for us?    It’s best to have a few questions to show that you’ve done your homework and to show interest in the  position.  Again, never discuss salary unless they bring it up! Sample Questions to Ask the Interviewer Towards the end of the interview, employers will usually give you the opportunity to ask questions.  It is always good to do this to show that you’ve done your homework and to show interest in the position.    “Can you tell me a little more about the job duties?”  “What kind of orientation or training is provided?”  “What skills and experience are necessary for someone to succeed in this position?”  “Who would I be interacting with the most?”  “What are the most challenging aspects of this job?” Behavioral Questions Behavioral questions are designed to examine how you have responded to specific situations in the past as an indicator of how you may behave in the future.  Think about how you have dealt with spe-cific problems and how you demonstrated teamwork, integrity, decision-making skills, staying calm under pressure, etc.  Take your time in formulating a response and then describe an overview of the situation, the action you took and the results.  Questions might start with:  “Tell me about a time when…”  “Describe a situation where…”  “Provide an example of…” 

10 Interview Tips

Nelsen, Clayton

Vermillion, Nicole

Parkland College SPARK: Scholarship at Parkland A with Honors Projects Honors Program Spring 2024 How Did High School Affect Students’ Transition to Parkland?: An ethnographic exercise Clayton Nelsen Nicole Vermillion Follow this and additional works at: https://spark.parkland.edu/ah Open access to this Poster is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact spark@parkland.edu. RESEARCH POSTER PRESENTATION DESIGN © 2019www.PosterPresentations.comOur original research question asked in what ways did high school affect students transition into college life at Parkland. With high school being the educational institution before college we wanted to know how well students felt their high schools had prepared them both socially and academically. We also wanted to know how much of an effect differences between high schools, such as size, had on this transition.Introduction Objectives We interviewed students with different high school backgrounds as well as the First Year Experience (FYE) program director, and the coordinator for the Dual Credit program. We also attempted a general survey to ask certain questions on our project with Parkland students, but this method did not end up proving as beneficial because of the lack of responses. When we interviewed students and staff, we used informed consent forms to ask for permission/consent to share their thoughts.We asked staff at the FYE and Dual Credit programs the following questions.• Do you find that students from specific schools are more prepared for college than others?• Do students have problems mentally or academically adjusting.?• What curriculum do FYE classes focus on ?• Does everyone struggle in their own/different ways?• Does a better social life reflect better academic progress?• Did high schools contribute to finding a career path for students?• How has Dual Credit grown  at Parkland?• How successful is the program?• How many students are in the program?• What challenges are faced in teaching a college course to high school students?The following questions are from the interviews with Parkland students.• Do you feel that high school prepared you for college?• Was it socially easy to go from having friends in high school to making friends in college?• What are your social and academic experiences?• How many colleges did you attend including Parkland?• Where did you go to high school/college?• What is it like for international students coming to college in a different country?• Do international students feel like their high school prepared them for college in the US?Methods When speaking with our first interviewee, a professor teaching the First Year Experience (FYE) class at Parkland, we had to redirect and reframe our questions. Originally, we were curious as to how different students from different high schools adjusted to college life. Once we dove into our questions it was determined that all high schools follow the same curriculum standards by the state. It is within those guidelines where the students are truly underprepared. The primary hardship students face are the life changes they have to deal with while in school as they have obligations to their family or work along with many other things. This is an important issue and such a primary factor that the FYE class at Parkland was created, it teaches students how to manage time and life but also helps them figure out their priorities. This is where the high school truly failed the students, not having enough time to teach them to manage how to complete their class work along with their out of school obligations. Teachers in high schools do not have the time to truly help the student excel in their studies and teach them management due to the harsh curriculum requirements.Results ConclusionsWe found that as with most things, there is more to high school experiences and how these prepare students for college than meets the eye. We started out with a direct question, looking to see how the high school students attended before college affected their transition into Parkland College. Our interviews confirmed that high school, particularly in the state of Illinois, does not prepare you well for the transition to college. There are programs set in place by Parkland to help you get a jump start such as the Dual Credit classes offered at some schools and the First Year Experience class offered at Parkland. But even with these classes, these courses only prepare you for the expectations and workload presented at college. Particularly in dual credit, when taking these classes, the student is still on a high school schedule, so they still don’t get a sense for the full college experience. Having said that, a peek is better than none. Credits https://www.fastweb.com/uploads/article_photo/photo/2037653/crop635w_the-12-hour-rush-a-peek-into-college-life.jpghttps://images.saymedia-content.com/.image/t_share/MTczODI5NjM5MzM1NTE5MzY1/common-problems-for-college-students.jpgphotodune-1678194-group-of-graduate-students-xxl-1.jpg147916_hero.jpgSchool work family illustration by Nicole VermillionSuccess rate chart made by Nicole VermillionGraph for number of students enrolled by Alex Kesler. The authors wish to acknowledge Alex Kesler who also contributed with some of data gathering for this project in its original iteration as a classassignment for Introduction of Cultural Anthropology at Parkland in Fallof 2023. Thank you!Parkland has a large freshman population, making up between 40 and 50 percent of the student body each semester. Our objective was to find what these student’s primary or most prevalent struggles.Introduction to Cultural Anthropology, Parkland College, Fall 2023. Presented at the Society for Anthropology in Community Colleges Regional Conference, Chicago, Spring 2024Clayton Nelsen and Nicole VermillionHow Did High School Affect Students’ Transition to Parkland?: An ethnographic exerciseSuccess Rate of Parkland's DC CoursesSuccess in DC ClassIncompleated DC classes*Approximately90%10%The interview with the Dual Credit (DC) Program Manager was more in the direction of how the college is helping to prepare high school students for the next steps. Offering these Dual Credit classes which are ultimately college courses that students can take in high school and transfer those credits to Parkland are allowing students to gain an understanding of what their workload will look like in College. This gives them an insight of what to expect at the next level. Around 1100 students are enrolled in the DC classes at Parkland of which about 300 of them study on campus and the rest are taught in their high schools by a trained instructor or online. With almost 20 schools offering this program. DC was created I the 1990’s and has grown over 300% in the past 15 years. Less than 10% of students withdraw or are unsuccessful in this program and that is why it is still thriving and growing at such high rate.When interviewing other students, we also found that Illinois schools are not the friendliest. We learned that schools in other states and other countries provide more social opportunities for students and students interviewed from out-of-state and who had gone to high school abroad, said they received more help from their schools academically. In Florida, one interviewee said that it was easier to communicate with others and he had more of a connection with his fellow students. Another challenge faced was that the curriculum varies from state to state. Another student interviewed from India completed high school and 1 year of college before he transferred to Parkland. His high school experience was very different in the sense that they lived on campus at the early age of 15. This allowed them to become more independent at a younger age. This early independence helped prepare those students for the next steps in their lives, especially if they decided to continue schooling in another country. The interviewee also said that, in India, If a student decides to come to the States for schooling, they never send anyone without a full financial plan. An important point is that we found that although all students have their own struggles most tend to be very similar no matter where they attended high school.Juggling     -school     -work     -family 

How Did High School Affect Students’ Transition to Parkland?: An ethnographic exercise

Adams, Kayla

Cota, Marissa

Mullis, Victoria

Health Professions Programs - Parkland College

Parkland College

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