We Know It Hasn't Been Easy - and the New York Times Has Confirmed It
A recent article from the New York Times highlights an important issue we all need to understand as we promote student success in our new normal. While this article focuses on math (and I'd like to thank Mathematical & Statistical Science’s Julien Langou for bringing it to my attention) it covers many aspects of the liberal arts and sciences experience post pandemic:
I encourage all of you to read or listen to this piece, but if you don't have time the thesis is this: college is going to be harder for students who missed out on comprehensive learning during the pandemic's period of at-home instruction. I’ve heard from many faculty that first-year students in all of our majors (perhaps most especially in math) now lack the foundational skills and serious study habits they need to succeed at a college level. Worse, according to this article, "the trend seems to be exaggerated for many low-income students and students of color.”
The thing I found most troubling in this article is that it's possible our students are now more reticent than ever to seek out support when they need it. Learning-from-home might have taken away opportunities in their high schools for tutoring or other support services, and now they might think those services don't exist or can't bridge the gap. Universities across the country are seeing higher levels of depression and anxiety resulting in students feeling like they aren't cut out for college. What could be a minor gap in understanding can get exaggerated in an unsupported student's mind into a catastrophic failure that may lead to thinking about dropping out and leaving their education entirely.
Ultimately, we need to continue to strengthen our culture within CLAS that celebrates asking for help when needed. That goes for our students and for all of us.
Geography and Environmental Sciences Instructor Kris Christensen said “we do need to densify our city” to address the housing shortage. But it can come at a cost, she added. the new, tall apartment buildings on Welton and Brighton might give newcomers a place to live, but they may not create the right conditions communities need to grow and find a long-term stake in the area. Christensen said “place attachment” is the technical term for the love and care that makes a neighborhood last.
The Jean Dreyfus Lectureship for Undergraduate Institutions program recently announced seven new grantees, and the CU Denver Chemistry Department was among the winners. The awards provide an $18,500 grant to bring a leading researcher to a primarily undergraduate institution to give at least two lectures and to substantively interact with undergraduate students and a broad range of faculty. Additionally, a portion of the award is to support two undergraduates in summer research working with mentors in contemporary chemistry.
The purpose of the Camille and Henry Dreyfus Foundation is to advance the science of chemistry, chemical engineering, and related sciences as a means of improving human relations and circumstances throughout the world.
Ivan J. Ramírez, Clinical Assistant Professor of Health and Behavioral Sciences (HBS), and Carolina Jaime, HBS PhD student, recently traveled to Perú to reconnect and establish research collaborations with universities (Universidad del Pacifíco) and governmental institutions, such as the Ministry of Health (CDC Perú) and Geophysics Institute of Perú (IGP). The collaborations will support a study focused on understanding how quasi-periodic changes in the tropical Pacific Ocean (El Niño-Southern Oscillation) affect the geography of ecosyndemics. Unlike an epidemic defined by one disease, an ecosyndemic is two or more diseases clustered in a population, sustained by social inequities, and compounded by environmental drivers. More broadly, the research will yield new insights about the multifactorial context of climate change and its impacts on population health as well as health adaptive capacities. The research is funded by the Office of Research Services’ New Faculty Grant.
Assistant Professor in English Kari Campeau recently published a new article reporting on findings from a study supported by her New Faculty Grant from the Office of Research Services. This article, “Vaccination double bind: A study of pregnancy and COVID-19 vaccine decision-making.” (in Rhetoric Society Quarterly), comes from the larger study about social experiences with Covid vaccination and reports on Covid vaccine decision-making processes and communication practices of pregnant and breastfeeding people. Interviews and data analysis for this study were conducted in Jan 2021 - May 2021, a time when medical research about Covid vaccination during pregnancy was forthcoming and public health and clinical guidance was changing and, sometimes, conflicting. For these reasons, this study was a chance to delve into how people deliberated about vaccines with a relative lack of clinical data and with changing public health and medical guidance. As well, this study ended up offering insights into how logics of...
9:00 am-12:30 pm Terrace Room, 2nd Floor Lawrence Street Center
The Grand Challenge Research Symposium cycle will relaunch to identify research and creative work initiatives that address societal need and leverage our strengths and expertise. CU Denver faculty will present 3-minute pitches, detailing the initiatives they think CU Denver should take on next. The event will be structured to provide for additional, real-time feedback from a panel of academic and research experts. Register to present or attend. In addition, the grand challenges 2022 request for proposals document can be downloaded here: GC02_Request for Proposals 2022
Reception at 6:15 pm
Performance at 7:30 pm
Denver Center for the Performing Arts
Celebrate the holiday season by joining fellow CU Denver alumni, faculty, staff and families for a hot chocolate reception and interactive art exhibition, followed by a performance of The Nutcracker by Colorado Ballet. Tickets are limited.