PA 8081 Capstone Workshop: Education Issues
Mondays, 2:30-5:00 pm BlegH 415 TCWestBank
3 credit course
Joe Nathan, Senior Fellow

An Education Capstone beginning in January, 2008 will deal with two major issues. Humphrey Institute students participating in this capstone will have the opportunity to select among these two projects. For more information, please contact Joe Nathan, This e-mail address is being protected from spam bots, you need JavaScript enabled to view it 1. The impact of a college scholarship program for low income students, in cooperation with the Optimist Club in St. Paul, and 2. Policies and procedure related to educating English language learners, and awarding of course credit for students learning English, in cooperation with a number of high school students and Children/Family Services College Scholarship Project: Preliminary discussions with the Optimist Club have produced these tentative questions for examination via surveys of students who received college scholarships. (These questions will be refined by HHH students) 1)Do you remember receiving a scholarship from the Optimist Club of St Paul's "Youth Appreciation" program? If so can you tell us about what this meant to you? 2) How has your pursuit of education helped you and your family? If so how? 3) If you had not received scholarship awards from groups like the Optimist Club would you have been able to pursue your education? Can you talk about how these awards made a difference? 4) What are you most proud of when you think about your education achievements and where do you hope your education takes you? English Language learning project: Do several area school districts have written plans for the education of English language learners? What are the implications of their plans (or lack of) for students and schools (i.e. segregation, meeting graduation requirements, school success, anddisparities in success when compared to other students)? Are their plans (or lack of) legal? Have other options for educating English language learners been proven successful by other districts/schools? New immigrant students involved in our School Change Action Committee want to receive credit for proficiency in their first language, which may include taking classes or testing for credit. Have any schools developed successful models for this? What are the benefits (or pitfalls if any) to the students when such models are incorporated into their education?

If interested, please contact This e-mail address is being protected from spam bots, you need JavaScript enabled to view it .