I can’t believe 2011 is almost over…between graduating from college, beginning my Project 55 fellowship and making my home in a new city, I’ve barely had time to sit back and reflect on what the year has meant for my life and for society as a whole. This year has been pretty tumultuous for everyone. The tough job market and overall economic instability has caused many to question the value of a degree and the ease of establishing a career. While graduating during a recession is certainly less than ideal, I’m happy that my generation is thinking more critically about what we should value and what our obligations are to society. I’m really thankful for the inspiration that Project 55 – and the other outlets that connect Princetonians with civic engagement opportunities – brings to recent grads who are confused about the directions that their lives should take.
“Princeton in the nation’s service, and in the service of all nations.” It’s a cute motto, but what does it mean once you leave Fitz-Randolph Gate? It means that there isn’t necessarily a conflict between making a living and making a difference in one’s community. It means that receiving a Princeton education is a privilege that goes hand in hand with certain social responsibilities. At this point last year, I was searching for a career that resonated with my personal interests and my ethical convictions. Now, several months into my fellowship, I have a much better idea of my professional strengths and a great deal of faith in the potential of positive social change. I’m sure I’m not the only one who has been similarly inspired by the challenging but rewarding work that we’ve all been doing since graduation, and it’s great to see so many other recent Princeton grads that are doing great work in the world. I’m excited to see what changes 2012 will bring for the Alumnicorps and the future of civic engagement!
PP55 fellows share their experience working in the public interest and being a part of the Princeton AlumniCorps community.
Wednesday, December 28, 2011
Monday, December 26, 2011
Looking beyond my fellowship
I'll be home with my family for the next week, and one of my main goals during this time is to start a job search for post-fellowship employment. I'm considering a LOT of options and I have questions about each of them.
I know that I'd like to try something different than what I did this year during my Project 55 fellowship; still, I do know that the fellowship year has helped me take steps in the right direction. Working at CEP has given me a really solid idea of what it's like to work at a small non-profit, and I've been really lucky to develop relationships with my coworkers to learn from them. We've also had/will have some useful Project 55 fellow seminars about working environments and jobs. Just talking with other fellows, my mentor, and the extensive network of AlumniCorps Princeton alumni about what it's like to work in their field--whether that's at a clinic or a school--has also given me insight into other working environments. I have a lot to think about, but I know that this fellowship has really been valuable as a first-year-out-of-college learning experience.
- I could go to grad school. Hey, I've already taken the GRE, so I'm set. But do I go for a master's or a doctorate? What should I study--Environmental studies/sustainability? Anthropology? Food studies? And when is the best time to go back to school?
- I could look for another job. I would like to get another year of experience in another field/focus area before making any big decisions. But, what kind of job do I want most? Should I stay in the non-profit world, or would I like government work or the commercial sector better? Where is the best place to find a job? When's the best time to start the job search?
- I could take a risk. Maybe I should pursue my dream of starting my own vegan bakery by moving out of office work altogether. But, do I have all of the skills and tools necessary to start my own business? Is this the right time to do so? What would I do if I failed...or succeeded?
I know that I'd like to try something different than what I did this year during my Project 55 fellowship; still, I do know that the fellowship year has helped me take steps in the right direction. Working at CEP has given me a really solid idea of what it's like to work at a small non-profit, and I've been really lucky to develop relationships with my coworkers to learn from them. We've also had/will have some useful Project 55 fellow seminars about working environments and jobs. Just talking with other fellows, my mentor, and the extensive network of AlumniCorps Princeton alumni about what it's like to work in their field--whether that's at a clinic or a school--has also given me insight into other working environments. I have a lot to think about, but I know that this fellowship has really been valuable as a first-year-out-of-college learning experience.
Philadelphia’s Students Explore Careers in Law
The District Attorney wanted to afford aspiring lawyers and paralegals the chance to learn about careers in law and to gain exposure to how the criminal justice system functions – so in 2010 he established an Explorer Post here at the Philadelphia District Attorney’s Office.
For those of you who may not be familiar with “Exploring,” an Explorer Post is a work site based program that allows young people ages 14 to 20 an opportunity to experience their career choices first hand. The legal profession ranked number four out of the top 20 career choices of Philadelphia students. As part of the program, students complete a public service project with a message that they take back to their schools. Last year’s student projects were a huge success. One of the highlights was this anti-bullying video created by Central High School students.
Students also attend lectures on the criminal justice system and gain mock trial experience. Our most recent session taught students about preliminary hearings and how prosecutors deal with uncooperative witnesses. This is my first year helping out with the program and I am excited to be working with such an impressive and ambitious group of students.
Sunday, December 25, 2011
At times it seemed like this time would never come, but at long last, Christmas and my first real vacation since starting work at the Character Education Partnership are finally here! It has been so wonderful to spend some extended time with my family at home. I know I will appreciate this vacation, short though it may be, more than any I had during college--I forgot how nice having a flexible schedule and sleeping in multiple days in a row can be!
Now that I have a little bit more down time to reflect on my time at CEP, I wanted to write briefly about what exactly character education is. When I tell friends from home or people I meet in DC that I work for an organization that advocates for character education in K-12 schools, I oftentimes get confused, skeptical looks. I completely understand this reaction. It's a reflection of the very limited, narrow approach to character education that represents many individuals' (myself included) only experience with the field. It’s characterized by inspirational posters on the wall, times set aside throughout the school year to didactically teach students about a particular character trait, and outdated videos that oversimplify the nuances and challenges facing young people developing a personal code of ethics. Yes, the core values highlighted on the posters and in the designated “character times” are concepts we can all agree upon—surely, no parent would not object to his or her child learning about respect, responsibility, integrity, and perseverance. Yet this rather half-hearted attempt to promote the values essential to a student’s (and society’s) optimal development is not particularly effective, and it has created a widespread misconception of character education as the “soft” part of education that is difficult to dispel. As a national advocate for character education, CEP fights an uphill battle against this stereotype on a daily basis.
However, as I have learned over the past few months, the case for character education is certainly there, and it is strong. Numerous studies I have come across in my quest to understand that case (Angela Duckworth’s grit scale and Joseph Durlak’s meta-analysis of SEL programs come to mind) have shown that particular character traits—such as being able to persevere in the face of failure, make responsible decisions and goals, recognize and manage emotions, establish positive relationships, and constructively handle interpersonal situations, among others—predict success above and beyond IQ. Given that schools were created to equip young people with the skills necessary to succeed in and eventually lead our society, it seems irrefutable that they should not only help their students to attain certain test scores, but also intentionally work to develop these personal qualities in students that enable them to succeed beyond the classroom as well.
The framework for developing a comprehensive, successful character education program is also in place. A growing number of schools across the country have used the Eleven Principles of Effective Character Education—the core tenets upon which everything we do here at CEP is based—in order to bring staff, parents, and, most importantly, students, together to create a more caring and productive learning environment. Those schools we have worked with that received the highest marks according to the 11 Principles assessment tool saw numerous concrete indicators of whole school improvement. For example, students were treating others with more respect. Violence and bullying decreased. Substance abused declined. Teacher morale and retention improved. Parental involvement increased. And, of course, that linchpin of all good schools, academic achievement, also significantly improved.
The question remains, then, how to take these success stories to the masses and publicize what effective character education really looks like. If teachers knew that effective character education is the cultivation of a nurturing classroom culture rather than an additional item to fit into the busy school day, they wouldn’t feel as though their agenda were too jam-packed for character. If parents knew that their children would be encouraged to reach their fullest potential in a more respectful environment, they wouldn’t view character education as an attempt to undermine their role as primary moral educators. And if students were involved in creating their own character development initiatives, they wouldn’t dismiss them as an outdated waste of time.
During my brief time at CEP, I have come to the realization that this question is central to all that we do here. It’s not just a matter of how to improve schools, or how to graduate students who are both caring and successful. We have seen that character education can be the agent of these changes. Instead, it is a matter of educating others that effective character education is in fact this transforming agent. It’s a matter of communicating what effective character education is and what it is not. As the primary author of many of the grants proposals we write, I have taken a number of different approaches to making the case for character education, and I know that my approach will continue to develop, and hopefully improve, as I continue to do so in 2012.
Now that I have a little bit more down time to reflect on my time at CEP, I wanted to write briefly about what exactly character education is. When I tell friends from home or people I meet in DC that I work for an organization that advocates for character education in K-12 schools, I oftentimes get confused, skeptical looks. I completely understand this reaction. It's a reflection of the very limited, narrow approach to character education that represents many individuals' (myself included) only experience with the field. It’s characterized by inspirational posters on the wall, times set aside throughout the school year to didactically teach students about a particular character trait, and outdated videos that oversimplify the nuances and challenges facing young people developing a personal code of ethics. Yes, the core values highlighted on the posters and in the designated “character times” are concepts we can all agree upon—surely, no parent would not object to his or her child learning about respect, responsibility, integrity, and perseverance. Yet this rather half-hearted attempt to promote the values essential to a student’s (and society’s) optimal development is not particularly effective, and it has created a widespread misconception of character education as the “soft” part of education that is difficult to dispel. As a national advocate for character education, CEP fights an uphill battle against this stereotype on a daily basis.
However, as I have learned over the past few months, the case for character education is certainly there, and it is strong. Numerous studies I have come across in my quest to understand that case (Angela Duckworth’s grit scale and Joseph Durlak’s meta-analysis of SEL programs come to mind) have shown that particular character traits—such as being able to persevere in the face of failure, make responsible decisions and goals, recognize and manage emotions, establish positive relationships, and constructively handle interpersonal situations, among others—predict success above and beyond IQ. Given that schools were created to equip young people with the skills necessary to succeed in and eventually lead our society, it seems irrefutable that they should not only help their students to attain certain test scores, but also intentionally work to develop these personal qualities in students that enable them to succeed beyond the classroom as well.
The framework for developing a comprehensive, successful character education program is also in place. A growing number of schools across the country have used the Eleven Principles of Effective Character Education—the core tenets upon which everything we do here at CEP is based—in order to bring staff, parents, and, most importantly, students, together to create a more caring and productive learning environment. Those schools we have worked with that received the highest marks according to the 11 Principles assessment tool saw numerous concrete indicators of whole school improvement. For example, students were treating others with more respect. Violence and bullying decreased. Substance abused declined. Teacher morale and retention improved. Parental involvement increased. And, of course, that linchpin of all good schools, academic achievement, also significantly improved.
The question remains, then, how to take these success stories to the masses and publicize what effective character education really looks like. If teachers knew that effective character education is the cultivation of a nurturing classroom culture rather than an additional item to fit into the busy school day, they wouldn’t feel as though their agenda were too jam-packed for character. If parents knew that their children would be encouraged to reach their fullest potential in a more respectful environment, they wouldn’t view character education as an attempt to undermine their role as primary moral educators. And if students were involved in creating their own character development initiatives, they wouldn’t dismiss them as an outdated waste of time.
During my brief time at CEP, I have come to the realization that this question is central to all that we do here. It’s not just a matter of how to improve schools, or how to graduate students who are both caring and successful. We have seen that character education can be the agent of these changes. Instead, it is a matter of educating others that effective character education is in fact this transforming agent. It’s a matter of communicating what effective character education is and what it is not. As the primary author of many of the grants proposals we write, I have taken a number of different approaches to making the case for character education, and I know that my approach will continue to develop, and hopefully improve, as I continue to do so in 2012.
Thursday, December 22, 2011
The Holidays Are Everywhere!
Well the holiday season has irrefutably arrived at the Association to Benefit Children. The hallways and classrooms are decorated with Christmas trees, menorahs, Diwali candles (we are learning about all holidays even if they are out of season), gingerbread men, snowmen and snowflakes. To top it all off, when I entered my office yesterday morning it was filled to the brim with presents for the children! I could barely make it to my seat and once I got there I saw that a giant stuffed horse was occupying my desk. As it turns out all of ABC was in the same condition-presents filled every bit of spare space. We actually almost ran out of places to put them, but that's not a problem you worry about too much when you work at a school for needy children.
What makes the outrageous number of gifts currently crowding our school even more amazing is that they are all the products of the generosity that arises during the holiday season. Every gift was donated by a generous organization or individual. Keeping track of the myriad of donors and wish lists reminded me of my own experiences on the donation side of holiday gift drives. I'm sure that most of us have donated gifts to the needy during the holidays. In many ways it's as much a part of the season as the lights and the music. At Princeton all of the varsity sports teams would sponsor needy children through Teams for Toys. We would buy presents and then have a big wrapping party in the basement of Frist. It was tons of fun and really got you in the holiday spirit. One strange thing though is that we never got to meet the children for whom we bought gifts. In fact I never really thought in too much detail about "who" was getting the gift.
Now that I work for ABC, however, I have had the opportunity to see a child's reaction when they receive a donated gift. To the children these donated gifts really are from Santa and they almost have a magical quality in their eyes. I also know just how much the children and families on the receiving end of these donations are in need. We have to practically beg donor groups to get the most basic things on the families' wish lists. The donors naturally want to get the kids fun toys, which is great, but we have to explain that these kids also really want things like socks, blankets, and winter coats too. These families are the ones that struggle to provide their children with some of the most basic things. When the children receive their gifts, they are so happy and grateful that it just about breaks your heart. It's a beautiful thing.
Tuesday, December 20, 2011
Great times in SF at the Breast Care Center—where has the time gone?
It’s been an interesting few months at the Breast Care Center! My fellow “interns” and I have all been busy with our respective projects, and learning tons about both breast cancer care and the world of medicine at the same time.
My work centers on the information technology aspects of I-SPY 2, an innovative national clinical trial (spearheaded here at UCSF) that aims to speed the rate at which we develop new therapeutic agents for breast cancer. (It’s been recently featured, albeit somewhat inaccurately, on NBC Nightly News.) Being introduced to the world of clinical research has been an experience in itself—something very different altogether from my basic research endeavors as an undergrad. Clinical research is saddled with plenty of regulatory red tape and approvals upon approvals—necessary measures, no doubt, when your fellow humans are also your test subjects. But this regulatory burden is uplifted by a true sense of urgency, the unmatched experience of being on the front lines in the battle against our most pressing medical problems. I’ve found myself attracted to clinical research in a way that I never truly was to basic science, and this has made my time at the Breast Care Center all the more rewarding thus far.
So, what do I actually do here at the BCC? One of I-SPY 2’s many innovations is its novel informatics system, TRANSCEND. TRANSCEND not only was custom-designed for the trial, but is also envisioned as a proof-of-concept for how clinical trial systems can integrate with medical record systems to greatly facilitate medical research in the future. That’s a mouthful, but essentially I help to design and specify new features for TRANSCEND as it undergoes a major update/revision, with the collaboration of the National Cancer Institute and other organizations. In contrast to my previous experiences—viewing software from a programmer’s perspective, as a computer science major—this job has placed me in a high-level, “project development”-type role, where I get to see how projects such as these are negotiated, orchestrated, and eventually implemented. Especially in the context of national healthcare reform, the HITECH Act, and the current rollout of electronic medical records right here at UCSF, this is a fascinating time to be involved in health information technology.
The Decision Services component of our jobs (described in detail by Alyse in a previous post) arguably ties the whole experience together for all of us. Meeting with a patient each week to discuss her concerns and summarize her appointment provides a refreshing context to what we all do on a daily basis. It’s also wonderful to see how such simple interventions and changes in the care process can make such a meaningful difference to the nervous, confused, frustrated, and often afraid patient. Attending appointments with a wide variety of patients, who are in turn seeing a variety of different medical and surgical oncologists, has also allowed us to witness the spectrum of treatment approaches for all types and stages of breast cancer. It’s more medical exposure than I’ve ever had before, and I’ve valued every minute of it.
There’s been some room for fun in our jobs, of course: We recently all participated in a local event called Taste for the Cure (organized by one of our fellow interns), featuring tons of great food, where we got to showcase each of our respective projects at the BCC to interested attendees. As a group, we easily beat out the competition in our hospital Halloween costume contest. And, per BCC intern tradition, we just recently performed our humorous holiday skit—where we poke fun at the doctors and administrators that we work with every day—to resounding applause!
Admittedly, at times, things have been crazy, hectic, unclear, and uncoordinated—but so is the world of medicine at large, and true satisfaction comes from breaking through those obstacles to make and see meaningful change happen every day in our clinic, on our trials, and in the initiatives that our center supports. I’m certainly looking forward to what I’ll be doing in the next six months—and I’ll be sure to provide more updates during that time!
My work centers on the information technology aspects of I-SPY 2, an innovative national clinical trial (spearheaded here at UCSF) that aims to speed the rate at which we develop new therapeutic agents for breast cancer. (It’s been recently featured, albeit somewhat inaccurately, on NBC Nightly News.) Being introduced to the world of clinical research has been an experience in itself—something very different altogether from my basic research endeavors as an undergrad. Clinical research is saddled with plenty of regulatory red tape and approvals upon approvals—necessary measures, no doubt, when your fellow humans are also your test subjects. But this regulatory burden is uplifted by a true sense of urgency, the unmatched experience of being on the front lines in the battle against our most pressing medical problems. I’ve found myself attracted to clinical research in a way that I never truly was to basic science, and this has made my time at the Breast Care Center all the more rewarding thus far.
So, what do I actually do here at the BCC? One of I-SPY 2’s many innovations is its novel informatics system, TRANSCEND. TRANSCEND not only was custom-designed for the trial, but is also envisioned as a proof-of-concept for how clinical trial systems can integrate with medical record systems to greatly facilitate medical research in the future. That’s a mouthful, but essentially I help to design and specify new features for TRANSCEND as it undergoes a major update/revision, with the collaboration of the National Cancer Institute and other organizations. In contrast to my previous experiences—viewing software from a programmer’s perspective, as a computer science major—this job has placed me in a high-level, “project development”-type role, where I get to see how projects such as these are negotiated, orchestrated, and eventually implemented. Especially in the context of national healthcare reform, the HITECH Act, and the current rollout of electronic medical records right here at UCSF, this is a fascinating time to be involved in health information technology.
The Decision Services component of our jobs (described in detail by Alyse in a previous post) arguably ties the whole experience together for all of us. Meeting with a patient each week to discuss her concerns and summarize her appointment provides a refreshing context to what we all do on a daily basis. It’s also wonderful to see how such simple interventions and changes in the care process can make such a meaningful difference to the nervous, confused, frustrated, and often afraid patient. Attending appointments with a wide variety of patients, who are in turn seeing a variety of different medical and surgical oncologists, has also allowed us to witness the spectrum of treatment approaches for all types and stages of breast cancer. It’s more medical exposure than I’ve ever had before, and I’ve valued every minute of it.
There’s been some room for fun in our jobs, of course: We recently all participated in a local event called Taste for the Cure (organized by one of our fellow interns), featuring tons of great food, where we got to showcase each of our respective projects at the BCC to interested attendees. As a group, we easily beat out the competition in our hospital Halloween costume contest. And, per BCC intern tradition, we just recently performed our humorous holiday skit—where we poke fun at the doctors and administrators that we work with every day—to resounding applause!
Admittedly, at times, things have been crazy, hectic, unclear, and uncoordinated—but so is the world of medicine at large, and true satisfaction comes from breaking through those obstacles to make and see meaningful change happen every day in our clinic, on our trials, and in the initiatives that our center supports. I’m certainly looking forward to what I’ll be doing in the next six months—and I’ll be sure to provide more updates during that time!
Monday, December 19, 2011
Preparing for the New Year at Heads Up
Since my last post, a lot has happened at the Heads Up! office. Because of this year's accelerated grant schedule, I had to order 60,000+ books before December 1st. It was hectic designing and submitting all of the orders and following up on checks and invoices. Now that the book ordering is complete, I am excited to find new responsibilities and ways to improve the program. I am also already thinking about preparing for the next fellow. Although I have spoken to some interested applicants, I want to take this opportunity to make a pitch to others who might be considering Heads Up!.
I have grown a tremendous amount in just the last six months in this position. As the program coordinator, I have had complete responsibility for the entire literacy program. This has provided an incredible opportunity to develop my leadership and interpersonal skills. I have worked with a wide range of stakeholders, from kids in the clinics to volunteer retirees . There is a great deal of autonomy in position and this means I largely get to choose how to spend my time. Lately I have been focusing on expanding the volunteer program at one of our hospitals in the Bronx. I also intend to start shadowing an adult primary care physician to add some diversity to my experience in pediatric clinics.
In reflecting on my time at Heads Up!, I have begun to realize how important this sense of responsibility and autonomy is to having an enjoyable work experience. Tack on to this the chance to interact with patients and providers while doing a valuable public service, and you have the ingredients for a wonderful fellowship year. I have truly enjoyed my time at Heads Up! and look forward to meeting this year's applicants.
I have grown a tremendous amount in just the last six months in this position. As the program coordinator, I have had complete responsibility for the entire literacy program. This has provided an incredible opportunity to develop my leadership and interpersonal skills. I have worked with a wide range of stakeholders, from kids in the clinics to volunteer retirees . There is a great deal of autonomy in position and this means I largely get to choose how to spend my time. Lately I have been focusing on expanding the volunteer program at one of our hospitals in the Bronx. I also intend to start shadowing an adult primary care physician to add some diversity to my experience in pediatric clinics.
In reflecting on my time at Heads Up!, I have begun to realize how important this sense of responsibility and autonomy is to having an enjoyable work experience. Tack on to this the chance to interact with patients and providers while doing a valuable public service, and you have the ingredients for a wonderful fellowship year. I have truly enjoyed my time at Heads Up! and look forward to meeting this year's applicants.
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