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Posts Tagged ‘Leadership’

VFM (Voices from the Middle) is a program that develops the leadership skills of middle schoolers through improving on their individual self-esteem and confidence levels. Our goal this year is to help our students develop these skills through theater-based projects and civic awareness and engagement initiatives. The program branched off from Children’s Theatre in 2002 and has continued to expand its target audience every year since. VFM has expanded throughout the past couple of years to offer afterschool programming for middle school students. This year, volunteers will mentor students, helping them to discuss important social issues and prepare speeches, stories, songs or poems about these issues. They will be working with middle schools, community centers and social services organizations. The focus of these projects will be civic engagement, and volunteers will discuss with middle-schoolers how they can get involved in affecting social change now. Time commitment is 2-3 hours per week. Depending on the site placement, there are both semester-long and year-long commitments. No previous experience in teaching or theatre is required. Volunteers travel as a group and take part in classroom activities.

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Voices From The Middle Program Manager (2012-2013)

VFM (Voices from the Middle) is a program that develops the leadership skills of middle schoolers through improving on their individual self-esteem and confidence levels. Our goal this year is to help our students develop these skills through theater-based projects and civic awareness and engagement initiatives. The program branched off from Children’s Theatre in 2002 and has continued to expand its target audience every year since.

Read the original post:
Voices From The Middle Program Managers (2012-2013)

Society for Vocational Psychology (SVP) Conference at Part 3 of 8 Joan Wills, Institute for Educational Leadership, Washington D.C. – Federal legislation in the United States continues to omit language that provides resources for the provision of quality development and guidance services for youth and adults. As federal dollars continue to shrink, it is incumbent upon researchers and key career development stakeholders to offer strong evidence that links access to quality career development services to critical workforce readiness and economic outcomes. This plenary session will describe how organizations such as the Society for Vocational Psychology and the National Career Development Association can play a stronger role in this career policy discourse by distilling the current knowledge base, translating this knowledge base in ways that target specific national, state and local policy makers, and developing a national research agenda that identifies a common set of metrics to be used and that takes advantage of newly developed state database systems that can track youth and adults with respect to academic and workforce outcomes. Hosted by School of Education on November 4-6, 2011.

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Challenges of Translating Current Research into Career Policy

Emily Harned explains how Annual Fund Leadership Gifts have made her BU Experience possible.

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Emily Harned (CAS’12)

Mariana Ramirez explains how Annual Fund Leadership Gifts have made her BU Experience possible.

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Mariana Ramirez (COM’13)

Sarah Espinosa explains how Annual Fund Leadership Gifts have made her BU Experience possible.

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Sarah Espinosa (COM’13)