Though many of the University of Notre Dame’s facilities have temporarily closed in response to COVID-19, its Innovation Lab at the IDEA Center remains open to create fully shielded face masks for the area’s local and regional medical facilities.
It all started when the IDEA Center decided they wanted to create a prototype mask for the nearby medical facilities to do their part in fighting COVID-19. Once word of this procedure began to spread, many of the university’s colleagues across different departments and campuses stepped up to help.
Since the outbreak, Notre Dame has produced thousands of face shields to be donated to medical facilities, producing about 250 masks per day. The Innovation Lab is covering the cost of all of the supplies being used to create the masks, while others are donating their printers and time to printing masks, managing the donation front, and gathering supplies. The lab currently uses about 40 printers on loan from their colleagues, and have since produced about 3,000 masks. All of the masks, which can be easily disinfected and reused, are being distributed to medical and health facilities across the area.
Matthew Leevy, the director of the IDEA Center Innovation Lab, has been working to coordinate the printings and procedures happening across campuses, has every intention of continuing to print the masks, and intends to produce more for other healthcare facilities in the following weeks.
Medical facilities in need of these masks may contact Jessica Brookshire—senior program director in the Office of Clinical Partnerships—at email@example.com.
The University of Texas at Arlington, otherwise known as UT Arlington, will be giving its students $10.6 million in grants through the Coronavirus Aid, Relief and Economic Security (CARES) Act.
The CARES Act provided UT Arlington with more than $21 million in April. About half of this amount will be given as financial aid to UT Arlington’s students, while the other half will be used for other university-related needs.
Of the $10.6 million in grants, full-time students are eligible to receive $1000, while part-time students will be eligible to receive $500.
However, not all students will be eligible to receive these funds, such as international, undocumented, and unenrolled students, as well as students in certain online exclusive programs, who do not qualify for financial aid, or do not have a need for the money.
For students who are not qualified for the grant and need financial assistance, UT Arlington’s emergency assistance fund can be applied for here.
In order to remain sustainable, tribal colleges and universities (TCUs) located on or near Indian reservations, must recruit, complete enrollment, retain and graduate Native American students. TCUs provide affordable access to a higher education for Native students, but to build sustainable tribal communities through education, those students must also graduate. The American Indian College Fund selected five tribal colleges and universities to participate in its new 30-month Cultivating Native College Student Success Program to increase TCUs’ capacity to better recruit and work with students while increasing their sustainability as higher education institutions in the process.
Five TCUs were chosen to participate in a program that represent a diverse group of institutions with different sizes, program scopes, and program stages to create a cohort for cross-institutional support and to develop a community of practice around strategic enrollment and staff implementation strategies.
The five TCUs selected include:
• Oglala Lakota College, Kyle, South Dakota
• United Tribes Technical College, Bismarck, North Dakota
• Stone Child College, Box Elder, Montana
• Lac Courte Oreilles Ojibwa Community College, Hayward, Wisconsin
• Salish Kootenai College, Pablo, Montana
The American Indian College Fund hired Kelly LaChance (a citizen of the Confederated Tribes of Siletz and descendant from the Dakubetede of Southern Oregon and the Northern California and Southern Oregon Shasta Nation) to manage the program. Ms. LaChance has devoted her education and career to American Indian/Alaska Native (AIAN) education with a focus on student success. Prior to joining the College Fund, she served as an Education Director and Education Specialist for two federally recognized tribes. She also served on the AIAN Advisory committee to the Oregon Department of Education, concurrently served as a Tribal Advisory Council member at three universities in AIAN student services and programming, and additionally worked as the Assistant Program Director for the AIAN teacher program at the University of Oregon. Ms. LaChance holds a bachelor’s degree from Southern Oregon University and a master’s degree in adult education and training from Colorado State University. She is currently completing a doctor of education degree in educational methodology, policy, and leadership from the University of Oregon.
About the American Indian College Fund – Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for 30 years. The College Fund believes “Education is the answer” and provided $7.72 million in scholarships to 3,900 American Indian students in 2018-19, with nearly 137,000 scholarships and community support totaling over $221.8 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit collegefund.org.
The Andrew W. Mellon Foundation today announced a $4 million grant to the American Indian College Fund to support college students whose educational progress has been most impacted by the COVID-19 pandemic.
While Tribal Colleges and Universities (TCUs) are engines of opportunity—propelled by a cadre of dedicated educators and administrators—many lack the resources needed to deploy information technology tools, student services, and other solutions at the scale needed by their students during the COVID-19 pandemic. TCUs have been disproportionately and devastatingly impacted by the COVID-19 pandemic, due to historical inequities, structural and enrollment-related challenges, and overly burdened institutional financial aid budgets. The Mellon Foundation is dedicated to supporting efforts to allocate resources and ensure that aid is delivered to students most in need.
“Tribal Colleges and Universities are central to our nation’s fabric and critical to its future. The COVID-19 pandemic is compounding the societal and structural challenges that many of these institutions have long confronted, and we are committed to doing all that we can to support them and the students they serve,” said Mellon Foundation President Elizabeth Alexander.
Even in better times, many students at these institutions face impediments to their individual well-being and academic progress. As campuses have closed in efforts to contain the virus’s spread, undergraduate and graduate students struggle to navigate these unprecedented times.
According to the Tribal Colleges and Universities #RealCollege Survey report published this March, 29 percent of TCU student survey respondents were homeless at some point in the prior 12 months, almost 62 percent were food insecure in the prior 30 days, and 69 percent faced housing insecurity in the prior 12 months.
“The College Fund appreciates the ways that the Mellon Foundation has demonstrated leadership in its support of tribal colleges and has shown care for the well-being of our students and their families during this crisis,” said American Indian College Fund President Cheryl Crazy Bull. “Our students are not only the backbone of their families, they are our hope for the future— through their perseverance and creativity, our tribal communities will survive this pandemic and bring prosperity to our society.”
The American Indian College Fund will distribute the emergency funds to its network of tribal colleges so that they can address immediate and pressing needs related to the pandemic and provide persistence resources to support new and returning students in the summer and fall of 2020 and beyond as determined necessary. Founded in 1989, the American Indian College Fund is the nation’s largest charity supporting Native higher education. In addition to providing thousands of scholarships to Native American students, the College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations.
Members of the public may add their support by making individual contributions on the American Indian College Fund’s website.
About The Andrew W. Mellon Foundation Founded in 1969, The Andrew W. Mellon Foundation seeks to strengthen, promote, and defend the centrality of the humanities and the arts to human flourishing and to the well-being of diverse, fair, and democratic societies. To this end, our core programs support exemplary and inspiring institutions of higher education and culture. Additional information is available at mellon.org.
About the American Indian College Fund—Founded in 1989, the American Indian College Fund has been the nation’s largest charity supporting Native higher education for 30 years. The College Fund believes “Education is the answer” and provided $7.72 million in scholarships to 3,900 American Indian students in 2018-19, with nearly 137,000 scholarships and community support totaling over $208 million since its inception. The College Fund also supports a variety of academic and support programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators and is one of the nation’s top 100 charities named to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit www.collegefund.org.
Fable Cottage. These fun audio and video stories in French, German, Spanish, and Italian are usually locked under subscription, but are now freely accessible.
Conjuguemos. This teachers’ mecca of games, activities, and worksheets in seven languages (including Latin and Korean) is perfect for building an awesome curriculum of the nuts and bolts—verbs, grammar, and vocab. Free during the outbreak.
iCulture. Don’t miss Carnegie Learning’s immersion package of videos, articles, and songs in French, Spanish, or German, which are free through June.
Mango. The company provides high-speed learning in 70 languages for companies and schools. Its online language portal is freely accessible.
The L.A. teachers union has elected the first woman of color, Cecily Myart-Cruz, to lead the organization, part of a familiar and experienced team that will include outgoing union President Alex Caputo-Pearl, who was elected as a vice president.
“I’m proud of the way we have worked with members to create a union that is inclusive, that is a fighting union, that cares not only about educators, but about parents, the community and students,” said Myart-Cruz, 46, who as union president assumes a role of influence and power in the Los Angeles Unified School District, the second-largest in the nation.
Myart-Cruz received nearly 69% of the vote to represent some 31,000 Los Angeles teachers, school nurses, counselors and librarians. The next closest was Marisa Crabtree, with nearly 11% of the vote in the five-candidate field. Crabtree had proposed to turn the union more toward classroom and teaching issues, while deemphasizing politics.
But Myart-Cruz said she sees the fight for political influence as essential to improving teaching and classroom learning conditions.
A little over a year ago, United Teachers Los Angeles went on strike for six days, bringing a focus to overcrowded classrooms and staffing shortages. While Caputo-Pearl headed that effort, Myart-Cruz was a key advisor. Caputo-Pearl is barred by term limits from seeking a third three-year term.
“The work is not done. Our educators need the resources and our babies need the resources as well,” Myart-Cruz said.
“By almost any measure, Caputo Pearl has been a strong and effective leader,” said Charles Kerchner, professor emeritus of the Claremont Graduate University School of Educational Studies. “The plan to swap offices with Cecily Myart-Cruz would essentially keep the leadership regime in place. That creates stability in ideas and agenda.”
All the same, Myart-Cruz emphasized that she will be fully in charge when she takes office in July.
The momentum from last year’s strike carried over into the May election of Jackie Goldberg, a union-backed candidate, to the school board. But soon after, L.A. voters defeated Measure EE, a parcel tax that would have increased local resources for schools.
The union is currently engaged in a high-stakes, big-money battle with supporters of charter schools for three contested seats on the seven-member Board of Education. If even one union-endorsed candidate loses, the direction of the board could shift away from some union priorities. These include limiting the expansion and spread of nonunion, privately managed charter schools and pushing for higher pay and increased school staffing.
Myart-Cruz, a district parent and single mother who identifies as biracial, black and Latina, has 25 years of teaching experience in elementary and middle schools. She has long been part of the union’s activist wing and helped lead a campaign to remove principals whom the union felt treated teachers unfairly.
As a regional chair she also helped organize a yearlong boycott against some standardized testing to take on what the union described as the “overtesting” of students. Union leaders argued that students took too many standardized tests and wanted the number reduced because they take away from learning time.
The new president also has been active at the state and national level in teachers unions.
The election turnout was low, but that’s been a consistent recent pattern in union internal elections. Close to 5,300 union members cast ballots out of about 31,000 eligible voters.
Continue on to the LA Times to read the complete article.
A Music Student with Financial Hardship Will Receive a Four-Year Scholarship, Worth up to $200,000 USD Toward a Bachelor’s Degree at Berklee College of Music in Boston
Deadline to Apply is April 10, 2020
MIAMI (DEC. 16, 2019)— The Latin GRAMMY Cultural Foundation® announced today that it is accepting applications for the Julio Iglesias Scholarship from music students admitted to Berklee College of Music who are interested in Latin music. The four-year Prodigy Scholarship, which holds a maximum value of $200,000 USD, was created five years ago in an effort to support music education and Latin music genres, and will be awarded to a student who is exceptionally gifted and needs financial assistance to complete a bachelor’s degree in music starting in the Fall 2020 semester.
Julio Iglesias is considered an enduring star on the world stage and the best-selling Latin artist of all time. Recipient of a GRAMMY®, 2001 Latin Recording Academy Person of the Year™ honor, and the Recording Academy® Lifetime Achievement Award in 2019, the singer/songwriter has recorded in multiple languages and sold more than 300 million records worldwide.
“I’m proud to offer a promising student the opportunity of a formal music education at one of the best schools in the world through the Latin GRAMMY Cultural Foundation,” said Iglesias. “Through this scholarship, I hope to expand my legacy helping to build the next generation of Latin music ambassadors.”
“We are pleased to announce our sixth annual Prodigy Scholarship in association with music legend Julio Iglesias,” said Manolo Díaz, Senior Vice President, Latin GRAMMY Cultural Foundation. “We are grateful for Julio’s support and commitment to inspire future generations of Latin artists to achieve greatness.”
Every year, the Foundation’s Scholarship Committee carefully evaluates applications from a highly competitive pool of aspiring musicians on a variety of skills and under rigorous policies. As of today, the Latin GRAMMY Cultural Foundation has allocated a remarkable $5 million USD in scholarships, grants, musical instrument donations, and educational events worldwide. Previous artists who have co-sponsored Prodigy Scholarships include Enrique Iglesias (2015), Juan Luis Guerra (2016), Miguel Bosé (2017), Carlos Vives (2018), and Emilio and Gloria Estefan (2019).
For application, guidelines, and for the latest news, please visit the official website of the Latin GRAMMY Cultural Foundation at www.latingrammyculturalfoundation.com. As part of the process, students must complete two audition videos, submit two letters of recommendation and answer two essay questions. The materials can be submitted in English, Spanish or Portuguese. The deadline to apply is April 10, 2020, by 11:59 p.m. EDT. After reviewing the guidelines that can be found on our website, submit any questions to LGCF@grammy.com.
ABOUT THE LATIN GRAMMY CULTURAL FOUNDATION:
The Latin GRAMMY Cultural Foundation was established by The Latin Recording Academy® to promote international awareness and appreciation of the significant contributions of Latin music and its makers to the world’s culture, and to protect its rich musical legacy and heritage. The Foundation’s primary charitable focus is to provide scholarships to students interested in Latin music, as well as grants to scholars and organizations worldwide for research and preservation of diverse Latin music genres. Take action in supporting our mission by donating today via our Facebook page. For additional information, please visit us at www.latingrammyculturalfoundation.com. For the latest news and exclusive content, follow us at @latingrammyfdn on Twitter and Instagram, and Latin GRAMMY Cultural Foundation on Facebook.
ABOUT BERKLEE COLLEGE OF MUSIC: Berklee was founded on the revolutionary principle that the best way to prepare students for careers in music is through the study and practice of contemporary music. For 70 years, the college has evolved to reflect the current state of the music industry, leading the way with baccalaureate studies in performance, music business/management, songwriting, music therapy, film scoring, and more. In June 2016, the Boston Conservatory merged with Berklee, creating the world’s most comprehensive and dynamic training ground for music, dance, theater, and related professions. With a focus on global learning, the Berklee campus in Valencia, Spain, offers graduate programs and study abroad opportunity, while Berklee Online serves distance learners worldwide with extension classes and degree-granting programs. The Berklee City Music Network provides after-school programming for underserved teens in more than 40 locations throughout the U.S. and Canada. With a student body representing more than 100 countries, abundant international undergraduate and graduate student populations (33 and 53 percent respectively), and alumni and faculty who have won more than 360 GRAMMY and Latin GRAMMY Awards, Berklee is the world’s premier learning lab for the music of today—and tomorrow. Learn more at berklee.edu.
ABOUT JULIO IGLESIAS:
Julio Iglesias is the most celebrated artist in Spanish and Latin music history. Recipient of a GRAMMY, The Latin Recording Academy Person of the Year in 2001, and the Recording Academy™ Lifetime Achievement Award in 2019, Iglesias is the best-selling Latin artist of all time with more than 300 million records sold in 14 languages. Photo Credit: Jesús Carrero
Kareem Abdul-Jabbar — NBA Hall of Famer, best-selling author, renowned columnist, historian, philanthropist— is laser-focused on underprivileged kids.
The key to empowering them?
Through his Skyhook Foundation and Camp Skyhook, he’s on a mission to give inner city kids a “shot that can’t be blocked” at careers in STEM (science, technology, engineering, and math; many educators have added arts to the concept and use the acronym STEAM).
“The feedback from the kids is always a highlight for me,” he said, in an interview with STEAM Magazine. “They are enthusiastic, grateful, and excited about the experience. Horace Mann once said that ‘a house without books is like a room without windows.’ Before attending Camp Skyhook, many of our students couldn’t see themselves pursuing a STEM-related career. We’re building windows so they can see more possibilities for their future.
“Our students often come from economically disadvantaged neighborhoods,” Abdul-Jabbar continued. “They’re used to running the race of life with weights attached to them. Their shot at equal opportunities — whether in education, jobs, health care, etc. — is blocked by systemic social inequalities. We try to create a path where their shot at life can’t be blocked because of those disadvantages. We’re trying to even the playing field.”
Abdul-Jabbar is so committed to this venture that he’s sold personal memorabilia, such as championship rings and MVP plaques, in order to raise $2.8 million – a portion of which was donated to Camp Skyhook.
“Looking back on what I have done with my life, instead of gazing at the sparkle of jewels or gold plating celebrating something I did a long time ago, I’d rather look into the delighted face of a child holding their first caterpillar and think about what I might be doing for their future,” he said. “That’s a history that has no price.”
So what exactly are the Skyhook Foundation and Camp Skyhook?
The Los Angeles non-profit helps public school students in the city access a free, fun, weeklong STEM education camp in the Angeles National Forest. Every week throughout the year, in cooperation with the Los Angeles Unified School District, groups of fourth and fifth graders attend Camp Skyhook at the Clear Creek Outdoor Education Center. The hands-on science curriculum encourages students to study nature up close. They also get to hike, swim and sing songs around campfires.
Currently, there’s a six-year waiting list for students to get into the camp.
“I’m happy we’re doing what we are, but I’m frustrated because we want to do even more,” said the six-time NBA champion and six-time MVP. “This program gives students STEM-based activities in an environment they rarely experience: the natural world. It also inspires their curiosity and sense of wonder.”
Abdul-Jabbar said it’s paramount to increase opportunities in STEM, especially for minorities.
“African-American men make up only 3 percent of science and engineering occupations versus 49 percent white men,” he said. “Black women have only 2 percent versus 18 percent for white women. Part of the reason is that a STEM education doesn’t seem like a real possibility to many minority children educated in inferior schools. We can turn that around. We have to turn it around.”
A native of Harlem, Abdul-Jabbar was a three-time NCAA champion and three-time Player of the Year at UCLA, where he played under legendary coach John Wooden.
He played 20 seasons in the NBA for the Milwaukee Bucks and the Los Angeles Lakers. During his career as a center, Abdul-Jabbar was a record 19-time NBA All-Star.
For Lakers fans, he is, perhaps, most beloved for his dominating performance in the 1985 finals against the Boston Celtics. The Lakers broke a decades-long losing streak to the Celtics and Abdul-Jabbar was named finals MVP.
He was inducted into the Hall of Fame in 1995 and named one of the 50 greatest players in league history in 1996. A statue showing him wielding the greatest weapon in basketball annals – the skyhook – was unveiled outside of Staples Center in 2012.
Since his stellar professional career, he has gone on to become a celebrated New York Times-bestselling author, a filmmaker, and a columnist for The Guardian and the Hollywood Reporter. He writes insightful and in-depth columns about pop culture and social justice.
His curiosity is nothing less than feral.
Did you know he’s huge fan of Sherlock Holmes, and his latest writing project — co-authored by Anna Waterhouse — is a mystery novel? It’s called Mycroft and Sherlock, The Empty Birdcage.
On top of all that, President Barack Obama awarded him the Medal
of Freedom in 2016.
“I can do more than stuff a ball through a hoop,” he said. “My mind is my greatest asset.”
The same can be said of the children he’s helping, even if they don’t know it yet.
The Skyhook Foundation — the website for information and donations at https://skyhookfoundation.org/ — is demonstrably effective. Did you think for a second Abdul-Jabbar wouldn’t track the results?
“We know it’s effective because our follow-up research shows that students have increased interest in science, engineering and the environment,” he said. “In practical terms, it means they take more science classes and feel more confident in the classroom asking and answering questions. Former participants who are now adults tell us this was their most memorable elementary school experience.”
It’s widely agreed-upon that Abdul-Jabbar’s skyhook was unstoppable—virtually unblockable. He shot thousands upon thousands of them, and tallied 38,387 points in his career. He is the greatest scorer in the history of professional basketball. Nobody’s ever re-created that magnificent hook shot.
Abdul-Jabbar’s message to kids: Develop a shot that can’t be blocked.
The game of life is played on a surface supremely larger than the 94-x-50-foot chunk of wood hoops players play on.
The winning play? Give yourself a shot to be an all-star in science, technology, engineering, arts, and math.
STEAM-based educational tools spark excitement around space exploration.
ShareSpace Education, a key program of the Aldrin Family Foundation (AFF), partnered with Challenger Center, a leading science, technology, engineering, and math (STEM) education organization, to donate three Giant Mars Map™ and one Giant Moon Map™ Interactive education packages promoting STEAM education in four Challenger Learning Centers (Challenger Learning Center at Heartland Community College, IL; Challenger Learning Center of Northern Nevada, NV; Challenger STEM Learning Center; University of Tennessee Chattanooga, TN; and Challenger Learning Center of Lockport, NY).
Each package includes a 15-foot x 15-foot map, four Welcome to Mars/Welcome to the Moon books, the Mars/Moon Map Curriculum package developed in collaboration with Purdue University, and access to in-person and online program training from the ShareSpace Foundation. The value of each Giant Mars Map™ / Giant Mars Map™ package is valued at $5,000.
“We are excited that these four Challenger Learning Centers will have Giant Mars Map™ or Giant Moon Map™ interactive education packages to offer to their students and community,” said Denise Kopecky, Vice President of Education, Challenger Center. “Every day at our Centers, students travel to space when they fly our simulation-based missions. These maps are another way for students and members of these communities to experience the excitement and wonder of space.”
“Giant Mars and Moon Maps are a means for sparking creativity in kids while they sit, stand, walk, play and learn together,” said Dr. Andrew Aldrin, president of AFF. “We are honored to partner with an incredible organization like Challenger Center and share this unique STEAM experience with their next generation across the United States.”
Each year, AFF works with donors to make Giant Mars Map™ packages available for distribution. Individual schools, school districts and informal education organizations submit applications, which are reviewed by an independent team of judges. Map recipients are selected with the goal of reaching people and places where the map can be used as an authentic teaching tool to help children develop an understanding for real-world, STEAM-based concepts using the Red Planet as the focal point.
About the Aldrin Family Foundation
The Aldrin Family Foundation (AFF) strives to cultivate the next generation of space leaders, entrepreneurs and explorers who will extend human habitation beyond the Earth to the Moon and Mars. AFF’s STEAM-based educational tools, curriculum and programs span from a child’s first classroom experience through graduate school and professional programs. This vertical pathway unites explorers at all levels to learn from each other’s vision for space, ultimately creating the first generation of Martians.
About Challenger Center
As a leader in science, technology, engineering, and math (STEM) education, Challenger Center provides more than 250,000 students annually with experiential education programs that engage students in hands-on learning opportunities. These programs, delivered in Challenger Learning Centers and classrooms, strengthen knowledge in STEM subjects and inspire students to pursue careers in these important fields. Challenger Center was created by the Challenger families to honor the crew of shuttle flight STS-51-L. For more information about Challenger Center, please visit challenger.org or connect on Facebook and Twitter.
Be Internet Awesome Teaches Kids the Fundamentals of Internet Safety in an Interactive Way
Just in time for the Holidays, Interland aims to teach kids in a fun way how to stay safe online.
The Interland game is free and accessible to everyone and teaches important lessons like being careful about what kids share online, how to spot scams and protect their privacy and the importance of being respectful with others.
The four lands and their key learning objectives are:
Don’t Fall for Fake. The river that runs through Interland flows with fact and fiction. But things are not always as they seem. To cross the rapids, use your best judgement and don’t fall for the antics of the phisher lurking in these waters. Learning objectives include:
Understand not everything is true online.
Recognize the signs of a scam.
Understand phishing and how to report it.
Share with Care. The mountainous town center of Interland is a place where everyone mingles and crosses paths. But you must be very intentional about what you share and with whom…information travels at the speed of light and there’s an oversharer among the Internauts you know. Learning objectives include:
Be mindful of what is shared and with whom.
Understand consequences of sharing.
Understand some info is extra sensitive.
It’s cool to be kind. Vibes of all kinds are contagious—for better or for worse. In the sunniest corner of town, cyberbullies are running amok, spreading negativity everywhere. Block and report bullies to stop their takeover and be kind to other Internauts to restore the peaceful nature of this land. Learning objectives include:
The web amplifies kindness and negativity.
Not tolerating bullying and speaking up.
Block and report mean spirited behavior.
Tower of Treasure
Secure your secrets. Mayday! The Tower is unlocked, leaving the Internaut’s valuables like personal info and passwords at high risk. Outrun the hacker and build an untouchable password every step of the way…to secure your secrets once and for all. Learning objectives include:
Take responsibility to protect your things.
How to make a strong password.
A good password should be memorable.
Interland is currently available in English, Spanish, and Brazilian Portuguese. To access this free game visit:
Working alongside industry experts provides university interns with a comprehensive and elaborate spectrum of experience, which can help them secure employment in the future.
Oluwaferanmi Ogundana, a junior civil engineering student, and Samuel Coleman, a senior civil engineering student, were both selected as the Advancing Minorities’ Interest in Engineering interns for the U.S. Army Corps of Engineers (USACE), Far East District (FED).
The AMIE program provides the interns with real-world experience in several capacities throughout the district. Ogundana attends Morgan State University. He states he selected this program for his first internship because of his interest in learning new skills and his interest in East Asian culture.
“This is the first time I have been this far away from my parents, and I wanted to experience that feeling,” said Ogundana. “I was interested in Korean culture and the technology here. When they started telling us about 5G being in use here, it was impressive to me.”
The district interns are placed on a learning rotation throughout their stay, where they work within the project management, engineering and construction divisions during the nine-week program. This rotation provides
them a full scope of how daily and long-term operations are executed here.
According to Ogundana, in school, he is shown what he can look forward to within the engineering field, but here, he can see the process, which he describes as eye-opening.
“I actually know what the program managers are doing and what the construction and engineering teams are doing throughout the development process,” said Ogundana. “It actually put everything into perspective and gave me more of a focus of what I can reach toward.
I came here with the idea that I wanted to learn engineering, but definitely my eyes opened up to program management, and the construction division.”
He went on to state that it is fun going to construction sites and observing the facilities actually being developed. “When I was in school, I was looking at a screen and they were trying to describe it [project management] to me,” said Ogundana. “Now that I actually see it, I can actually understand it more, and I feel like it is going to help with my upcoming year in school.”
Ogundana wishes that the district could implement a winter program, however, he is definitely interested in being selected as an intern next summer.
Coleman attends Tennessee State University and states he wanted to experience working outside of the United States. He said he expected to learn the full range of project management and how it all ties together for
“I wanted to learn why the Corps of Engineers was so prevalent in influencing other engineering companies and why it was a great place to work,” said Coleman.
Coleman enjoys the rotation program that FED provides him as an intern at the district. He goes on to explain what he learned from each division within the district.
“In project management, I learned the process of a project and how it’s executed from start to finish and all the different people who are involved,” said Coleman. “I learned how to talk to different clients and different contractors and engineers, and how they’re all tied together to get the project done.”
For Coleman, this is his fourth internship, and as he completes his senior year this fall, he said he feels prepared to apply what he’s learned toward his near-future career.
“This experience will assist me with future employers and describing my experience to them,” said Coleman. “This internship was different because it provided me the full scope of engineering, and I appreciate this