Original Research (OR) ~ Level 1-4
Dissemination of Results (DR) ~ Level 1-3
My time at MSU has sparked an interest in English as a Second Language (ESL) teaching strategies and how differentiated instruction for students learning more than the state-required content can affect a classroom. In HONRS 401: Exploring Personal Leadership Through Social Change I was given the opportunity to expand on this interest and investigate how Mankato's New American or immigrant population is affected within the local education system. My first ideas and scopes were too broad to come to any meaningful findings at first, but after reflecting on the why behind my reason for investigation this issue, I was able to focus my search onto what factors hinder New American families's access to education in the Mankato community (OR Level 1). I noticed that Mankato had many programs including the YWCA's Ready 2 Learn Program with which I had volunteered in that sought to prepare these ESL children for school in the US, but our districts still showed a gap between ESL and native English-speaking students. Through interviews of community members and article searches from local news outlets, reports of school district demographics, and lists of available resources, I was able to identify that a major roadblock in New American families' lives includes getting to the resources offered (OR Level 3).
As a teacher, knowing what specific struggles outside of any classroom hinder learning is beyond valuable in teaching to each and every student in the classroom. My investigation of what hinders New American families in their pursuit of education allows me to appropriately differentiate my teaching styles in the classroom (OR Level 2). This research, though specific to the Mankato community, can affect how other teachers view their students who may be struggling in the academic setting. This project emphasizes supporting students in the community in small steps. Steps that I have experienced to be less prominent in educating teachers to lead a successful classroom. Knowing this and sharing my work can allow teachers in similar settings to adapt and better serve their students.
With this in mind, I reached out to a local content learning team (CLT) in a similar setting to Mankato (DR Level 1). After reaching out to the team lead with my work and purpose (DR Level 2), I presented my findings from Mankato to teachers in a school with a similar minority enrollment and strong English Language Learning program (OR Level 4). This was a district where I could see my work being most helpful and useable. The teachers present gave me feedback on how to further my investigation through additional interviews with students and faculty members in similar schools (DR Level 3).
Social Change Essay
New American Education Support Presentation
Dissemination of Results (DR) ~ Level 1-3
My time at MSU has sparked an interest in English as a Second Language (ESL) teaching strategies and how differentiated instruction for students learning more than the state-required content can affect a classroom. In HONRS 401: Exploring Personal Leadership Through Social Change I was given the opportunity to expand on this interest and investigate how Mankato's New American or immigrant population is affected within the local education system. My first ideas and scopes were too broad to come to any meaningful findings at first, but after reflecting on the why behind my reason for investigation this issue, I was able to focus my search onto what factors hinder New American families's access to education in the Mankato community (OR Level 1). I noticed that Mankato had many programs including the YWCA's Ready 2 Learn Program with which I had volunteered in that sought to prepare these ESL children for school in the US, but our districts still showed a gap between ESL and native English-speaking students. Through interviews of community members and article searches from local news outlets, reports of school district demographics, and lists of available resources, I was able to identify that a major roadblock in New American families' lives includes getting to the resources offered (OR Level 3).
As a teacher, knowing what specific struggles outside of any classroom hinder learning is beyond valuable in teaching to each and every student in the classroom. My investigation of what hinders New American families in their pursuit of education allows me to appropriately differentiate my teaching styles in the classroom (OR Level 2). This research, though specific to the Mankato community, can affect how other teachers view their students who may be struggling in the academic setting. This project emphasizes supporting students in the community in small steps. Steps that I have experienced to be less prominent in educating teachers to lead a successful classroom. Knowing this and sharing my work can allow teachers in similar settings to adapt and better serve their students.
With this in mind, I reached out to a local content learning team (CLT) in a similar setting to Mankato (DR Level 1). After reaching out to the team lead with my work and purpose (DR Level 2), I presented my findings from Mankato to teachers in a school with a similar minority enrollment and strong English Language Learning program (OR Level 4). This was a district where I could see my work being most helpful and useable. The teachers present gave me feedback on how to further my investigation through additional interviews with students and faculty members in similar schools (DR Level 3).
Social Change Essay
New American Education Support Presentation