On February 4, 2024, the TRIO programs at UTK ERO proudly represented our university and center at the annual conference of the Southeastern Association of Educational Opportunity Program Personnel (SAEOPP) in Savannah, GA. This significant event brought together over 500 TRIO professionals from across eight states, underlining the importance and impact of TRIO programs in fostering educational opportunities and support. The conference serves as a platform for sharing insights, strategies, and successes among professionals dedicated to expanding educational access and success for underrepresented students. Among the highlights were presentations from ERO Center’s very own staff, who shared their expertise and innovative approaches to addressing the unique challenges faced by their program participants.
Our Educational Opportunity Center (EOC) project director Stephanie Langley and one of our EOC educational specialists Caroline Milne, delivered a compelling presentation titled “Getting Back on Course: Closing the Education Gap for Formerly Incarcerated Adults.” Their talk focused on the critical work being done with system-involved individuals, showcasing the strategies and programs designed to reintegrate formerly incarcerated adults into educational settings. Their presentation not only highlighted the successes but also served as a guide for other TRIO programs looking to implement similar initiatives. In another session, our Academic Enrichment Upward Bound project (AEUB) director Charles White and our AEUB educational specialist Liaren Gladfelter presented “How to Teach Everything Your Students Ever Wanted to Know but Were Afraid to Ask.” This presentation addressed the challenges of teaching difficult but necessary topics to the populations served by TRIO programs. They offered practical advice and techniques for successfully engaging students in these critical conversations, thereby enhancing their educational experience and life skills.
The SAEOPP conference was an opportunity for TRIO professionals to learn from one another, share best practices, and celebrate the achievements of programs that make a significant difference in the lives of students across the Southeastern United States. The participation of the ERO Center’s TRIO programs not only underscored their commitment to educational equity and success but also positioned them as leaders in the field, willing to share their knowledge and experience for the betterment of all TRIO initiatives.
For more information about the SAEOPP and the impactful work being done through TRIO programs, please visit https://www.saeopp.org/about-us. This conference reaffirms the essential role that these programs play in breaking down barriers to higher education and supporting students in their journey toward academic and personal success.
Yes, you read that right…Kiltathon! It is, in fact, the fourth annual event. Let me explain:
In the gray beginnings of 2021, a former participant in the Academic Enrichment Upward Bound program came to me with a problem. She had graduated from high school and was now a graphics design student. That meant she had to have a new computer for her major. Unfortunately, she had zero funds for the computer as she and her family were living hand to mouth. She was working; her mother was working; everyone was doing all that they could. Normally, when one of our kids needs something that is outside of the parameters of the grant, I either reach into my own pocket or I hit up a friend or two that owe me favors. However, over a thousand dollars for the computer she needed was a little bit steep. In talking with my staff, we came up with the most ludicrous of ideas…I’ll wear one of my nine kilts each day in March and get people to sponsor me for $1 per day. “Well, that’ll never work!”
Except, it did work. Each day I posted a picture on Facebook of me in my kilt and people checked in and commented – people were engaged and supportive. We were able to purchase the computer and some peripherals for the student. It was life-changing for her.
And it kept working. In 2022 the Kiltathon grew and so did its support. The goal for that year was $3,000. People gave. For some that meant contributing in ways to promote the Kiltathon. One contributor who has the technical skills that I do not pitched in and now the Kiltathon has a website of its own. (www.greatkiltathon.com) People checked the website to see the daily pictures. We exceeded the goal by about $500 dollars. I say we because the Kiltathon was beginning to have a following of its own. All the funds went to pay for needs that the grant cannot cover for our low-income, first-generation potential and current college students. We assisted with tuition, bought books, paid rent, replaced tires…well, you get the picture. We raised over $3,500, but we gave away over $4,000. The needs always exceed the resources. So, we kept at it.
In 2023 the Kiltathon raised just over $5,000. As of this writing, we have given away about $3,750. This year expenses covered have included all of the usual things – tuition assistance, housing deposits, general student supplies for alumni, and food assistance – as well as some equally important but less commonplace things like assistance with funeral expenses after the sudden death of a participant’s mother and rental assistance to prevent a family from being evicted.
Of course, none of this is related to The University of Tennessee in any way. We do not use the UT name at all. It is all very informal and personal. It is people pooling resources (usually $31 at a time), coordinated by someone they know and trust (that is me, believe it or not), to make a difference in the lives of a group of kids who have needs and nowhere else to turn. This is grassroots philanthropy. It is not tax-deductible. Donors are listed on the website and that is all the “tangible” rewards they get.
The Fourth Annual Great Kiltathon kicks off on March 1, 2024. Do you have $31 you can spare?
Empowering Students for Success: Renda Crowe’s Impact through the ACT Bootcamp Initiative
December 8, 2023
by Karina Beltrán
As an Educational Specialist with Pre-College Upward Bound (PCUB), Renda Crowe has had the unique opportunity to make a tangible difference in the academic journeys of high school students. Her role is centered on unlocking the potential of high school students as they navigate the often challenging path towards college readiness. In this post, I’m excited to share some news and reflections on a recent initiative that has become a cornerstone of PCUB’s program’s success: the ACT Bootcamp. This year, PCUB took a proactive step in preparing our juniors for the ACT. Recognizing the importance of early preparation, PCUB encouraged students to take the ACT in December, a shift from the usual spring timeline. To support this, our Educational Specialist Renda Crowe organized an ACT Bootcamp after school on Tuesdays throughout October and November, specifically tailored for Blount County PCUB students at William Blount High School.
Bootcamp Breakdown: Structure and Success
The ACT Bootcamp is more than just a series of tutoring sessions. It’s a comprehensive, strategic program designed to equip students not only with the knowledge they need to succeed in the ACT but also with the confidence and skills that will serve them well beyond the test. The Bootcamp’s structure was both comprehensive and engaging. The program was divided into sessions, each focusing on a different section of the ACT – English, Math, Reading, and Science. Before diving into practice tests, students explored various tips and tricks for tackling each section. This approach not only equipped students with practical strategies but also helped build their confidence. Renda Crowe shared that one of the most rewarding aspects was seeing the direct impact of their efforts. The idea for the Bootcamp stemmed from a student’s request for help with ACT practice. Recognizing the wider need, Renda extended the invitation to all juniors in our program. The enthusiastic response confirmed the demand for such targeted support.
A Community Effort
In each session, students graded the practice tests and delved into the reasons behind missed questions. This process of review and correction is crucial for growth and understanding. Renda shared that she often recommended that students dedicate 15 to 20 minutes each night to studying through ACT.org or using the ACT study books provided by our PCUB program. Renda recognizes the invaluable role of community collaboration in the success of the program. Special thanks are due to Julie Brown at William Blount Library and Kim Duckett for their significant contributions. Their assistance in managing logistics was instrumental, ensuring the provision of a supportive and effective learning environment every Tuesday from 3:30 to 5pm.
Leveraging Past Experience for Current Impact
Renda credits her previous experience in private ACT tutoring and as a high school English teacher as key factors in the successful implementation of this boot camp. This rich background provided her with the comfort and confidence necessary for effective program delivery, enabling her to utilize her skills to their fullest potential.
Looking Ahead: Responding to Students’ Needs
The PCUB program is dedicated to adapting and responding to the changing needs of our students. With an increasing demand for tutoring services, we are actively seeking new ways to expand our support in the upcoming months. As we conclude this year’s Bootcamp and anticipate the upcoming ACT on Saturday, Renda is actively guiding our students to meticulously review the topics they have studied, emphasizing that their preparation is a reflection of the comprehensive and collaborative journey they have undertaken together.
It is our hope that by sharing the story of the ACT Bootcamp, we can provide valuable insights and inspiration to others in their educational pursuits. Here’s to empowering a greater number of students to achieve their utmost potential!
Thank you for reading! If you have any questions or thoughts, you can always get in touch with us through our Instagram at utk_ero or through email at mailto:utkero@utk.edu.
Renda Crowe is an exceptional Educational Specialist within Pre-College Upward Bound (PCUB). Renda is dedicated to serving Heritage and William Blount County.
As a political scientist, it is common in my field to debate over the efficacy and efficiency of government-funded after-school programs. As someone who has benefited greatly from my time as a participant in an Upward Bound program, I can say with all certainty that politics be damned because TRiO works. I was a participant from 2011-2015 in Pre-College Upward Bound, one of the federal Department of Education grant-funded programs housed at the University of Tennessee. My participation in the program provided a solid basis to persist through challenges I faced during high school and helped to qualify my higher education goals. Though I was fortunate to attend a school with a relatively diverse population, Upward Bound exposed me to other students from across the region who were facing many of the same aspirations and challenges as I was. Bringing students together who are facing similar socioeconomic situations builds community and strengthens resolve through establishing a common sense of belonging. That type of commonality between participants in these programs serves as the baseline for their social and professional development.
In addition to the usual college prep services (ACT testing prep, assistance with college searches and application processes, etc.) that were available to all its participants, Upward Bound was a personal resource for me: providing information related to my academic goals and making the information applicable to my situation. This function of making information applicable to specific student needs is one of the greatest benefits for participants, as the students who are eligible for these services (low-income and potential first-generation) are also the least likely to have a support system in place to encourage and facilitate their progress toward a higher education degree. Along those same lines, these programs work to destigmatize the pursuit of higher education for those families who have yet to successfully embark on such a journey and may be fearful or hesitant to do so. All in all, from a previous student participant’s perspective, I can assert with confidence that Upward Bound is a stable educational home for motivated yet underprivileged students, as it is a community based on shared experiences and always feeling welcomed and valued.
The experiences and community I have described is exactly the reason I have chosen to stay with these programs and have continued to give back. As the directors of these programs often say, I have done it all since beginning to work with the programs in 2015: I have worked as a regional tutor, residential assistant, educational specialist, instructor of summer courses, research mentor and facilitator of research projects, and workshop contributor (a role I inhabit now as I finish my Ph.D. studies). I have persisted in my support for these programs for two reasons: I want to ensure that students that benefit from these programs receive the same level of care and support that I did, and I value being a part of ensuring these students have more than a fighting chance at succeeding academically. The other reason is one I think many of us find we can relate to: the idea that Upward Bound is something I truly believe in. It is rare in our lives to discover a cause, mission, movement, or program that we deeply believe in – usually these are the ones we are willing to fight for and defend. Upward Bound is that for me, as it provides life-changing opportunities as I have described above. As I continue my academic career, I will continue to hold Upward Bound close and will always seek opportunities to promote the mission of its programs and others like it. Whereas I can honestly say that without Upward Bound my life would have taken a different path, I cannot express in words my gratitude for the path forward it has provided me.
#TRiOworks
George T. Fields
George T. Fields is a Ph.D. candidate within the Department of Political Science and holds a Master’s in Public Policy and Administration. George’s primary area of focus lies in Public Administration, complemented by minor concentrations in American Government and Politics, as well as Methodologies. His research within public law delves into intricate topics such as the Supreme Court, issues of judicial deference, judicial policymaking, and the dynamics of judicial activism and restraint. Prior to embarking on his academic doctoral journey, George was an active participant in the Pre-College Upward Bound program from 2011 to 2015 and has since continued to work with Math and Science Upward Bound.
How Will AI Automation Affect Career and Technical Education?
September 14, 2023
I’ve been on ChatGPT a lot lately and—apparently—I’m not the only one. I’m not actually using it (though I intend to); I’m there to gawk over what it can do—and, spoiler, it goes well beyond producing first-year term papers. At a recent social gathering, one of my colleagues demonstrated that—if given a fictional research question—the generative artificial intelligence behind ChatGPT can write nearly flawless computer code for a certain syntax-based statistical package commonly used among policy-researcher types, like myself. It was humbling; I’ve spent years learning to write such code, to middling ability. As you might imagine, this demonstration led to some inevitable—and now ubiquitous—hand-wringing about automation and the implications for society.
After Career and Technical Education (CTE) month in February, my mind naturally returned to an area of inquiry I’ve had for some time now: To what degree can automation affect the career outcomes of graduates of CTE programs? I’ve done some preliminary digging and have an idea, but a quick CTE primer is a useful starting point.
Today’s “career and technical education” is yesterday’s “vocational education,” though not really. Like previous iterations, contemporary CTE focuses on equipping high school and community college students with technical skills that are closely tethered to specific workforce applications—think carpentry or plumbing. By contrast, courses and programs within the “academic” curriculum emphasize subject-matter knowledge and the development of broadly applicable skills—think history, science, language studies, etc.
Modern-day CTE advocates would argue the similarities to former vocational education models end there, however, and would likely (and rightly) assert that making the “academic” versus “vocational” education distinction is a bit anachronistic given the college- and career-readiness movement, and material changes to federal CTE legislation have, over time, successfully blurred the lines between the two. There’s a collective (and bipartisan!) sense that these changes have steered CTE in a positive direction, toward “relevance and rigor,” and away from its “dark history” of tracking disadvantaged students into low-wage, low-opportunity occupations.
My recent ChatGPT experience has me wondering about this consensus opinion, however. Let me explain.
To begin, jobs requiring skills that are difficult to automate with available technologies are at lower risk of automation. These skills include things like two-way communication, critical thinking, creativity, planning, management, and problem-solving. These are transferable skills, not technical skills. Career and technical education courses and programs need to equip students with both. Not only will the combination of technical and transferable skills help CTE students compete for the automation-resilient jobs of today (which tend to require bachelor’s degrees), the combination will give them greater agility when automation threats come knocking tomorrow.
This shouldn’t be a stretch; a key element of contemporary, “rigorous and relevant” CTE is a push to better integrate academic content within technical learning contexts. The concern I have is that “academic integration” is mostly open to interpretation, and there’s not a lot of guidance for how to do it well across the16 different trades-based (e.g., Architecture & Construction, and Manufacturing), service-based (e.g., Education & Training and Human Services) and tech-based (e.g., Information Technology and Science, Technology, Engineering and Mathematics (STEM)) CTE fields of study or “career clusters.” There’s also little accountability for academic integration baked into federal policy. Consequently, states, districts, schools, and teachers take different approaches to academic integration, and some approaches are more successful than others.
The importance of—and challenges to—carving out space in every CTE classroom in every CTE career cluster for the development of transferable, nontechnical skills becomes especially salient when you analyze automation risks across the different CTE career clusters. To do this, I merged Bureau of Labor Statistics (BLS) Occupational Employment and Wage Statistics (OEWS) data with an available automation-risk index that assigns each occupation an individual risk score. This particular index has a base of 100; occupations with a score above this base have higher risks of automation, and occupations below the base have lower risks of automation. I calculated the average automation risk (weighted by total 2019 employment) for each CTE career-cluster area by entry education level (see Figure 1). Several things stand out.
Note: AFNR = Agriculture, Food & Natural Resources, AC = Architecture & Construction, AV = Arts, A/V Technology & Communication, BM = Business Management & Administration, ED = Education & Training, FIN = Finance, GOV = Government & Public Administration, HS = Health Science, HOSP = Hospitality & Tourism, HUM = Human Services, IT = Information Technology, LAW = Law, Public Safety, Corrections & Security, MAN = Manufacturing, MARK = Marketing, STEM = Science, Technology, Engineering & Math, TRAN = Transportation, Distribution & Logistics. Source: Bureau of Labor Statistics Occupational Employment and Wage Statistics.
First, average automation risks decrease as education level goes up, largely because jobs requiring bachelor’s degrees involve a greater number of transferable skills that are less easy to automate. Second, some CTE career-cluster areas have average automation risks that are low: Education & Training, Health Sciences, Information Technology, and Science, Technology, Engineering and Math. Other CTE career-cluster areas have automation risks that are high: Architecture & Construction, Hospitality & Tourism, Manufacturing, and Transportation, Distribution & Logistics. Third, the gap between the lowest and highest levels of education is greatest in clusters with the highest aggregate automation risk, which suggests the academic-integration hurdle is higher in these clusters compared with others.
All this matters because existing research indicates CTE participation can be stratified by race, gender, income, and rurality. Consequently, some student groups may be overrepresented in at-risk clusters. In other words, exposure to automation risk can be correlated with student characteristics. And if our efforts to equip these students with automation-resilient, transferable skills are not successful in these clusters, we risk the possibility of, once again, funneling disadvantaged students into low-wage, low-opportunity occupations. CTE’s “dark history” becomes its future.
Can contemporary CTE shield students against risks posed by automation? Absolutely. In theory, CTE students should be better prepared for automation. The pieces are there; done right, academic integration, work-based learning, the Comprehensive Local Needs Assessment, and apprenticeship models can work to close the gap between the skills students have and the skills employers need, today and tomorrow. And the “special populations” set-aside now within federal CTE legislation that requires providers to allocate funds toward recruiting low-income, disabled, and racially marginalized students into CTE should help diversify cluster pipelines and mitigate tracking. It’s always been important to get these things right, but the arrival of ChatGPT means it’s now more important than ever.
