Wagonhammer Education Center Groundbreaking

Last year when I had the opportunity to speak at the 2002 Gudmundsen Sandhills Laboratory Open House I noted the tremendous gift Pete and Abbie Gudmundsen gave the university, the people who live throughout their beloved Sandhills, and, indeed, the entire state of Nebraska when they donated their almost 13,000 acre ranch, the Rafter C, to the University of Nebraska Foundation back in 1978.

Gudmundsen Sandhills Laboratory Open House: Wagonhammer Education Center

Today at this terrific Gudmundsen Sandhills Laboratory open house I want to begin with three thank you’s. First, thank you for attending. It is a treat to see all of you here, and we thank you for your presence and your interest in this key university program.

North Central Risk Management Education Center

The North Central Risk Management Education Center has been providing program coordination for extension risk management education in the North Central Region since 2001. During this time, nearly five million dollars has been awarded to public, private and non-profit entities to carry out producer-focused, results-based risk management education programs. The North Central Region includes Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, Ohio, North Dakota, South Dakota and Wisconsin.

Wagonhammer Dedication

What a tremendous pleasure it is to be here today to dedicate our new Wagonhammer Education Center and the Ray (Boo-ee) Bohy Conference. Room it contains. I look at this building and I think of all the ways it can and will enhance education, learning, and research conducted here at the Gudmundsen Sandhills Laboratory. That thought delights me, both on behalf of the Institute of Agriculture and Natural Resources and the work we do here, and on behalf of the Nebraskans and others who come here to learn, and to grow their knowledge and skills for the future.

Ribbon Cutting at Kimmel Education and Research Center

It is marvelously fitting that we gather here in Nebraska City on this lovely fall afternoon to officially celebrate this wonderful new center. Fall is a traditional-time of harvest in Nebraska, and for many of us there is a deep and abiding satisfaction in bringing a good crop to fruition. Apple harvests at Nebraska City orchards long have brought visitors here each year for fresh fruit and cider.

Showing that Early Childhood Education Works: Lessons from Italy, China, and the USA

Lessons from around the world; What does it matter about early childhood education? Why the controversy about public support for early childhood education? What process or system should be used to determine what works in early education? Can the same process be used to improve services? What is the role of government? Alternatives: 1. Consumers should determine… (What happens when private choices drive the market for early childhood services?) Observed quality of care in four Midwestern states; Parent data: “All things considered, how would you grade the quality of the care your child is receiving from his/her current caregiver?” Role of government What is a Quality Rating System? Ten states have implemented statewide systems (e.g. Colorado, Kentucky, Oklahoma, North Carolina) Findings 2. Objective science should determine… Firm findings from empirical research 3. Something else is needed: Some differences between Italian and American models. Teacher action research (and documentation) from a Reggio-inspired preschool in South Korea by Misuk Kim. Teacher Action Research at the Ruth Staples CDL. Can we now answer our opening questions? What process or system should be used to determine what is best for young children? Can the same process be used to improve the quality of services? Conclusions: The free market does not work well to determine quality in early education and care; Licensing, accreditation, and quality rating systems can help improve the market; Empirical research is useful for measuring what works; Teacher action research (reflective practice) is necessary for fostering continuous quality improvement. The tower of quality.

Promoting Higher Education: The Latino Achievement Mentoring Program (LAMP)

Statistics suggest that Latino youths are at risk for academic underachievement and withdrawal. Culturally sensitive approaches to supporting school achievement based on the needs of Latino youth and their families must be developed. In response to these needs, the Latino Research Initiative (LRI), a collaborative group with members from the University of Nebraska-Lincoln (UNL) and the Hispanic Community Center (HCC) created the Latino Achievement Mentoring Program (LAMP). LAMP is a culturally appropriate mentoring program designed to promote school success and post-secondary opportunities for Latino youths. This program provides Latino youths with positive role models and information and guidance about academic life and future school success. Finally, because of the cultural significance of family members among many Latinos, LAMP activities are developed and implemented such that the mentees' family members are involved. This presentation will report the first-year activities of the initial mentor and men tee pairs, with particular emphasis on educational outreach and academic development of the program. Evaluation data will be presented for the first cohort of mentees, including academic information, teacher reports and self-measure findings. LAMP activities aimed at promoting academic success will also be presented. Finally, the experiences of the mentors will briefly be reported.