Community Service Part Of Education For CU-Boulder MBA Students

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Published: Oct. 1, 2002 The education of CU-Boulder MBA students entails more than finance and marketing classes. At the Leeds School of Business, giving back to the community is part of the MBA student experience. On the morning of Oct. 4, about 40 MBA students will hold their fall semester community service event and help five organizations in Boulder. The organizations include the Collage Children’s Museum, Community Food Share, the city of Boulder’s Adopt-A-Park program, Flatirons Climbing Council and ReSource 2000. CU-Boulder MBA students will help with the morning toddler craft session at the Collage Children’s Museum, an organization that educates children on art and sciences, diverse cultures and technology. Students also will help Community Food Share organize its warehouse before the busy holiday season. In addition, the MBA program adopted Eben G. Fine Park, between Canyon and Arapahoe at 6th Street, along Boulder Creek. Students will clean the area and help with maintenance work. On Flagstaff Mountain from 9:30 a.m. to 12:30 p.m., students will work on trails and a revegetation project for hiking and climbing trails. At ReSource 2000, an organization created by the Boulder Energy Conservation Center, students will organize building materials. ReSource 2000 salvages used building materials from construction sites and recycles the materials, which reduces waste and keeps materials out of landfills. For information on these activities contact Sally Keefe at [email protected]last_img read more

Job 'Offshoring' Topic Of CU Symposium March 25

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Editors: Reporters and photographers are welcome to attend the symposium free of charge. Job “offshoring” and its potential positive and negative effects on the Colorado and national economy will be the topic of a March 25 symposium in Denver co-sponsored by the University of Colorado at Boulder’s Leeds School of Business and the Mountain States Council of AeA, the nation’s largest high-tech trade association. “Offshoring: Crisis or Opportunity” also will address ethical issues presented by the movement of jobs from the United States to other countries. The symposium will be held from 8 a.m. to noon at the Denver Metro Chamber of Commerce, 1445 Market St. in Denver. Cost of the event is $149 per person. CU alumni and AeA members will receive a 20 percent discount. Speakers will include Lou Dobbs of CNN via videotape, Rep. Keith King, R-Colorado Springs, Sen. Joan Fitzgerald, D-Jefferson County, Thomas Tierney, director of UCS Globalization and Network Solutions at Avaya Inc. and several others. CU-Boulder faculty members Wayne Kirschling of engineering and Lyla Hamilton of business also will speak. “So many programs on offshoring have been one-sided, only focusing on the economic benefits,” said Jill Terry, director of the Leeds School of Business Executive Development Programs, which is co-sponsoring the symposium. “While some companies continue to reap an economic benefit from their offshoring, others have seen their operations become less profitable than originally thought. Therefore, we saw the need to present all sides of this argument as thoroughly as we could.” Speakers at the symposium will provide business perspectives, legislative reform perspectives and will discuss the ethical questions of the trend. Offshoring began with the movement of manufacturing jobs to other countries and now includes many other business functions like customer service, financial analysis, regulatory reporting, accounting, graphic design and human resources. For more information call (303) 735-0541 or visit the Web site at http://leeds.colorado.edu/offshoring. Published: March 14, 2004 last_img read more

Strong Job Recruiting At CU-Boulder In Line With National Trend For New Grads

first_imgRecruiting is up for graduating students at the University of Colorado at Boulder, who can expect more job options than in recent years due to growth in almost every kind of industry, according to campus experts. The technical, financial, retail and service industries are leading the way for new hires in 2006 at CU-Boulder, according to Lisa Severy, director of CU-Boulder’s Career Services office. Nationally, students graduating from college in 2006 should see the best job market in four years, according to a job outlook report issued by the National Association of Colleges and Employers. Recent college graduates are generally high on companies’ want lists, especially when they are rebuilding their workforces after downsizing or growing due to a rebounding economy, according to Severy. “When organizations make the decision to rehire, they go for people with the latest skills, the most up-to-date training and the lowest price point, which perfectly describes a new college graduate,” Severy said. This year’s positive job news cuts across majors. Many employers are looking for a particular skill set rather than people with a certain major, she said. Instead, they are seeking people who can articulate plans and solve problems. “There are a lot of students here who have a great diverse resume because they have a lot of skills, they’ve done a variety of different things while here on campus and then they also have knowledge in their majors,” Severy said. “All those things together make them marketable in all kinds of different areas.” When it comes to interviewing for jobs, Severy said students must prepare just like they would for a college exam. This includes figuring out what kind of job they are looking for and then networking with everybody they can. “Usually by the time you get to an interview they’ve already established that your credentials are right, they are just looking at that point for a fit,” Severy said. “In general, practice is the only thing that can help you prepare. That’s why we have a mock interview program here where students can come in and videotape an interview with a counselor and get feedback to learn what they do well and the things they need to work on.” Mary Banks, director of career development for CU-Boulder’s Leeds School of Business, said she is “cautiously optimistic” about the job market for students graduating with business degrees. Finance majors are faring well, and companies with sales and marketing positions are actively seeking entry-level workers, she said. “Our students are very entrepreneurial, they don’t need to work in a box,” said Banks. “This is a great skill to have because companies are looking for students who can work on their own and think out of the box.” For those students who will graduate in the winter or next spring, it’s never too early to start thinking about the job-search process, Severy said. Sitting down with a counselor to help hone their interviewing skills, prepare a resume and become knowledgeable about the job-seeking process can really pay off when it’s time to find a job, she said. For more information about CU-Boulder Career Services call (303) 492-6541 or visit www.colorado.edu/careerservices/. A radio story featuring Lisa Severy and the job outlook for this year’s graduating students is available to download on the CU-Boulder Office of News Service’s Web site at www.colorado.edu/news/broadcast/. Published: April 30, 2006 Share Share via TwitterShare via FacebookShare via LinkedInShare via E-maillast_img read more

New Mexico's Chaco Canyon: A Place Of Kings And Palaces?

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Kings living in palaces may have ruled New Mexico’s Chaco Canyon a thousand years ago, causing Pueblo people to reject the brawny, top-down politics in the centuries that followed, according to a University of Colorado at Boulder archaeologist. University of Colorado Museum anthropology Curator Steve Lekson, who has studied Chaco Canyon for several decades, said one argument for royalty comes from the rich, crypt-style burials of two men discovered deep in a Chaco Canyon “great house” known as Pueblo Bonito several decades ago. They were interred about A.D. 1050 with a wealth of burial goods in Pueblo Bonito, a 600-room, four-story structure that was considered to be the center of the Chaco world, he said. Archaeologists have long been in awe of the manpower required to build Chaco’s elaborate structures and road systems, which required laborious masonry work, extended excavation and the transport of staggering amounts of lumber from forests 50 miles distant, he said. The scale of the architecture and backbreaking work undertaken for several centuries suggests a powerful centralized authority, said Lekson, curator of anthropology at the University of Colorado Museum. “I don’t think Chaco was a big happy barn-raising,” said Lekson, chief editor of “The Archaeology of Chaco Canyon: An Eleventh Century Pueblo Regional Center,” published in April 2006 by the School of American Research Press in Santa Fe, N.M. “Things were probably quite a bit grimmer than some have imagined.” “Kingship” developed in Mesoamerica about 2,000 years before Chaco, Lekson said, and kings quickly became a constant on the political landscape. “It’s not remarkable that there were small-scale kings and states at Chaco in A.D. 1100,” he said. “What is remarkable is that it took the Southwest so long to get around to it.” Located in northern New Mexico, Chaco Canyon was the hub of the Pueblo culture from about A.D. 850 to 1150 and is believed to have held political sway over an area twice the size of present-day Ohio. A center of ceremony and trade, the canyon is marked by 11 great houses oriented in solar, lunar and cardinal directions with roads that appear to have connected Chaco to outlying Pueblo communities. Researchers have long pondered how Chaco rulers wielded control over outlying Pueblo communities in present day Utah, Arizona and Colorado, he said. Such “outliers,” located up to 150 miles away, would have required that visitors from Chaco walk up to eight days straight in order to reach them, said Lekson, who is also a CU-Boulder anthropology professor. The answer may lie in the clarity of the Southwestern skies, the open landscape and the broad vistas that created an efficient “line-of-site” system, he said. “Chaco people could see Farview House at Mesa Verde, for example, and Farview could see Chaco,” he said. “I think similar linkages will be found between Chaco and the most distant outliers in all directions in the coming years.”‘ The roads, some as wide as four-lane highways, may have been used for ceremonial pilgrimages by priests and their followers, Lekson said. “They also could have been used by troops, tax collectors and inquisitors,” he said. Funded by the National Park Service and CU-Boulder, the new book is a collaboration of more than 30 years of fieldwork by hundreds of researchers and students, many of whom participated in a massive NPS Chaco excavation from 1971 to 1982. Scores of academics met around the Southwest during the past several years, discussing the most recent research and latest theories regarding Chaco for the book. The Archaeology of Chaco Canyon explores the natural environment and architecture, as well as Chaco’s economy, politics, history and regional influences. The authors also look at outside cultural influences from all directions, including ties to Mesoamerica, said Lekson. Twenty authors contributed to the book, including Lekson, CU Museum Director Linda Cordell, CU-Boulder anthropology doctoral student Derek Hamilton and Richard Wilshusen, who received his doctorate from CU-Boulder. Lekson estimates that 95 percent of the Chaco people lived in small pueblos, while an elite 5 percent lived in the great houses. Pueblo Bonito and the other Chaco great houses were “tall, empty monuments” that could have been used for a variety of activities, from ceremonies and storage to inns and even slave cells, he said. The culture’s architecture and settlement patterns changed dramatically in the region about 1300, when sites begin to look more like modern Pueblos. “Chaco has been characterized in oral histories as a wonderful, awful place where people got power over other people,” Lekson said. “Later Pueblo cultures in the region did not develop from Chaco, but rather represent a reaction against it, with people distancing themselves from a bad experience.” Published: June 4, 2006 last_img read more

CU-Boulder Hosts 'Battle Of The Brains' Computer Programming Contest

first_imgSome of the best and brightest computer science students in the Rocky Mountain region will face off Saturday, Oct. 28, in an all-out “battle of the brains” contest of logic, strategy and mental endurance at the University of Colorado at Boulder. The Association for Computing Machinery’s International Collegiate Programming Contest, sponsored by IBM, is the oldest, largest and most prestigious programming contest in the world, with more than 6,000 teams competing in 84 countries this fall. More than 150 students will participate on 52 teams in the Rocky Mountain Regional competition, which will be held simultaneously in Colorado, Utah, New Mexico and Canada. Eleven teams, including three from CU-Boulder, will compete on the Boulder campus. The contest will be held in the Engineering Center’s computer science education labs, room ECCR 128 and adjoining rooms, from 10 a.m. to 3 p.m. A practice contest will precede the competition on Friday, starting at 7:30 p.m., to allow the participating teams to become familiar with the contest environment at CU. The winning team from the Rocky Mountain Regional will be one of 85 regional winners advancing to the World Finals in Tokyo to be held March 12-16, 2007. CU-Boulder Associate Professor Ken Anderson, site director for the Rocky Mountain Regional contest, said the competition fosters creativity, teamwork and innovation. Contest rules call for students to work in teams of three to solve up to eight complex, real-world problems within a five-hour period, which is equivalent to completing a semester’s worth of computer programming in one afternoon. Students collaborate with their teammates to write a software program, and test and debug it for each problem. The team that solves the most problems in the least amount of time wins. A 20-minute penalty is assessed for each incorrect answer. Share Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Published: Oct. 23, 2006 last_img read more

Graduating senior proposes using technology to reduce paper waste in ENVD program

first_imgEvery semester at CU-Boulder’s Program in Environmental Design, as well as in architecture programs around the country, students are using computers to design their projects and then printing them out, sometimes at poster size, to have them critiqued and redlined by their instructors.  The print out is then discarded and the student goes back to the computer to edit his/her project and the process starts over again.ENVD student Matthew Greenwald decided this tradition needed to be changed. So he created a proposal that aims to replace paper intensive desk critiques, or pin-ups, with technological solutions to greatly reduce reliance on printing. At the end of the Fall 2012 Semester, Matthew presented his “Paperless Pilot” to ENVD faculty in which he outlined his research and explained how he was proposing to use iPads, purchased by ENVD Student Government, and computer apps, such as Bluebeam Revu, to do desk critiques digitally instead of having each student print out their projects. “The iPad is an excellent first candidate for this pilot project because of their high resolution screens,” he said.  “It can be used for one-on-one desk critiques when appropriate, for studio pin-up critiques via a monitor or projector, or for full on presentation to an audience via monitor or projector. There are also styluses for the iPad that allow a greater degree of precision than a finger.”ENVD Instructor, Marianne Bellino, liked what she heard and volunteered her Spring studio for the “Paperless Pilot”. “For years I would download student files from D2L to my computer, print out the files, redline the documents and return them to the students in paper form,” she said.  “Now the students upload the digital files to folders on the server, I open them in the cloud, add comments and return them to their folders with notes and modifications.”As for using an iPad for teaching purposes, “It required a paradigm shift and workflow modification,” she said.  “There is a steep learning curve in order to get used to new apps and programs such as Bluebeam Revu for the iPad. Eventually they become second nature.  While it did not make the studio paperless, it significantly reduced paper for redlining and student feedback and made me more aware of my own paper use.”“The intention is not to eliminate hand drawing, modeling, or unique mediums like block printing or water color,” Matthew said.  “The main objective is to reduce the amount of printing that occurs during the course of a typical semester.”Even though Matthew will be graduating, the “Paperless Pilot” project will continue thanks to ENVD Student Government President Jacqui Painter, who has pledged to keep funding the project as well as recruit faculty for the fall 2013 semester. “I believe that the iPad and future technologies like LeapMotion and large format touch screens can enable more possibilities than paper and pen critiques,” he said.  “Animation, video, and mixed media can become more common and students who would otherwise have difficulty articulating their ideas would now be able to express them.” Published: May 7, 2013 Share Share via TwitterShare via FacebookShare via LinkedInShare via E-mailcenter_img Categories:AcademicsArts & HumanitiesCampus CommunityNews Headlineslast_img read more

Finkelstein named CU’s first Timmerhaus Teaching Ambassador

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail CU System news releaseInspired by the past and building toward the future, a new outreach program at the University of Colorado is tapping educators to promote discussion of teaching and learning in schools and communities across the state.Receiving the honor of being named the inaugural Timmerhaus Teaching Ambassador is Noah Finkelstein, Ph.D., President’s Teaching Scholar and professor of physics at the University of Colorado Boulder.The Timmerhaus Teaching Ambassador award honors the memory of professor Klaus Timmerhaus, a member of the faculty of chemical and biological engineering at CU-Boulder from 1953 until his retirement in 1995. Timmerhaus received many honors, including being named to the National Academy of Engineering and being selected to the first group of President’s Teaching Scholars at the university. An active and enthusiastic advocate of teaching, Timmerhaus provided a bequest to support designated faculty members in promoting discussion of education throughout Colorado.After a lengthy selection process, Finkelstein was chosen because of his enthusiasm and accomplishments in teaching and learning, his leadership in his field of study, his success at advising and encouraging students, and his willingness to represent the enterprise of teaching and learning at CU.“I’m profoundly honored by this award, and the explicit recognition and attention to education as a core enterprise of the University of Colorado,” Finkelstein said. “I seek to carry on Klaus Timmerhaus’ remarkable commitment to and legacy of engaging all Coloradans in education.”This year, the Timmerhaus awardee was selected from the Boulder campus, but in subsequent years, faculty across the four-campus system will be eligible to be honored with the ambassadorship, which includes a $25,000 award. During each two-year appointment, ambassadors will present talks about education and learning throughout Colorado at a variety of venues; audiences will include state lawmakers, the CU Board of Regents, educators, the media and the general public.In consultation with the Timmerhaus Award Committee – which consists of teaching scholars from the College of Engineering and Applied Science at CU-Boulder; Klaus’ daughter, Carol Getty; and Klaus’ granddaughter, Kristina Getty – Finkelstein’s first order of business is to coordinate plans for travel around the state speaking about the essential role of education.“Never has education mattered more for the lives of individuals or the collective welfare of society,” Finkelstein said. “Engaging through the state of Colorado, I seek to celebrate our tremendous successes, advance our educational capacities and support those efforts and communities that are committed to advancing education for our citizens and state.”Finkelstein has published more than 100 peer-reviewed articles since coming to CU in 2003. His accolades include being named a systemwide Presidential Teaching Scholar (2012), the Outstanding Faculty Graduate Faculty Advising Award (2010), the Boulder Faculty Assembly Excellence in Teaching Award (2007), first place in the National Science Foundation (NSF)/Science Magazine’s International Science and Engineering Visualization Challenge (2007), an NSF CAREER Award (2005), and many other national awards from the NSF including one to build a Center for STEM (Science, Technology, Engineering, Mathematics) Learning at CU.His leadership extends to national policy, having testified before Congress regarding the state of STEM education and now serving on the Board of Trustees for the Higher Learning Commission, which accredits more than 1,000 institutions of higher education across the country.Contact: Jay Dedrick, (303) [email protected] Noah Finkelstein Categories:Science & TechnologyNews Headlines Published: March 4, 2015 last_img read more

From the Provost: A campus discussion of social dynamics inside and outside of the classroom

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Categories:Leadership CornerCampus Community Published: March 7, 2016 center_img Earlier this semester we released the results the undergraduate and graduate student social climate surveys and the campus sexual misconduct survey. The results of these surveys revealed that we as a campus community still have work to do to ensure that all of our students, faculty, and staff can safely and meaningfully work together to make CU-Boulder the kind of welcoming environment where everyone can thrive both academically and socially.That work begins with open and candid discussions of what our issues are and how we can work together to address them. Toward this end, the CU Student Government (CUSG), the Boulder Faculty Assembly (BFA), and the Office of Faculty Affairs are co-sponsoring a two-part series of campus discussions focusing on Social dynamics inside and outside of the classroom. This topic was chosen in direct response to some of the social climate issues that were revealed in our student social climate surveys. Part 1 of the two-part series of discussions will be held on March 9 from 3 to 4:30 p.m. in the UMC Ballroom. A panel of students, faculty, and selected campus experts will lead an open discussion how social dynamics in various settings on our campus can positively and negatively impact the ability of students, faculty and staff to most productively engage in the learning, research, and service missions of the university.Part 2 in the series will be held on April 15 from 2 to 4 p.m. in UMC 235. This panel-led discussion will be more focused on how social dynamics in the classroom and other learning spaces can influence the effectiveness of student-student and student-faculty interactions, both of which are critical to promoting student success. This is an opportunity for our campus community to come together to share their perspectives on our campus climate issues, and to share ideas on how we can best address them to make CU Boulder a better place for all of us to work and learn. Please accept my invitation to attend and participate in these important campus discussions!Sincerely,Russell L. MooreProvost and Executive Vice Chancellor for Academic Affairslast_img read more

CU Night at Zoo Lights

first_img Published: Nov. 10, 2016 Join the Alumni Association for one of the year’s most-anticipated events: CU Night at Zoo Lights. On Sunday, Nov. 27, you and your family will get a special CU-themed sneak peek at the Denver Zoo’s brilliantly-lit animal sculptures and displays.Tickets include:Admission to the Denver ZooA $10 food voucher for dinnerPhotos with Santa and ChipHot cocoa, cider and snacksThe cost for this event is $18 for adults, $15 for members of The Herd and $13 for children. Children 2 and under are free. The event is open to students, faculty and staff.Register for this holiday kickoff event today.Categories:GeneralEvents & Exhibits Share Share via TwitterShare via FacebookShare via LinkedInShare via E-maillast_img read more

$5 million in grants make master’s degrees possible for 90 teachers of diverse learners

first_imgShare Share via TwitterShare via FacebookShare via LinkedInShare via E-mail Published: Feb. 9, 2017 Ninety Colorado educators will earn free or sharply discounted master’s degrees and specialized state endorsements through CU Boulder thanks to two $2.5 million grants. The support, comprising two unique-in-the-nation programs, is designed to better prepare teachers to work with students from diverse backgrounds, including those with disabilities.Associate research professor John Hoover works with a group of Eagle County educators.The programs, funded by the U.S. Department of Education Office of Language Acquisition and offered by the BUENO Center for Multicultural Education at CU Boulder’s School of Education, launched in January in the Poudre School District in Fort Collins, Colorado, and in Eagle County Schools on the Western Slope of the state. They come at a time when demand is high for teachers trained to work with English learners and students with disabilities.The number of English learners has doubled over the past decade in the Poudre district. In Eagle County schools nearly 35 percent of its 7,000 students are English learners. And nationwide, only 30 percent of teachers of English learners are adequately prepared to work with them, research has shown.“Teachers misunderstand language acquisition as a disability, or cultural diversity as an indicator of a problem because these students may behave differently than what is typically expected in classrooms,” Hoover said. Special needs assessments are often done only in English, which frequently biases the results, he noted. “Often, in reality, there is nothing wrong.”BUENO Summer Institute July 19-20For: K-12 teachers and administratorsWhat: Experts will lead an inspiring and thought-provoking two-day institute covering topics related to culturally and linguistically diverse educationDate: July 19-20, 2017Cost: $295 by March 31; $350 April 1 and afterMore information: www.buenocenter.org”Teachers are eager to increase their knowledge about how to better serve all the students in their classrooms, yet they often cannot afford to pay for master’s degrees,” said the BUENO Center’s Tammy Molinar-LeBlanc, director for the Poudre Masters/Endorsement Program. “Programs like this make it possible.”Associate research professor John Hoover, principal investigator for the Eagle County program, notes that when teachers lack preparation to work with students from culturally and linguistically diverse backgrounds, they often misinterpret learning differences as learning disabilities.About 13 percent of students in special education programs nationally are English learners, and in some regions the number is as high as 25 percent. Yet, only 9 percent of students nationally are English learners, indicating they are overrepresented in special education.“Teachers misunderstand language acquisition as a disability, or cultural diversity as an indicator of a problem because these students may behave differently than what is typically expected in classrooms,” Hoover said. Special needs assessments are often done only in English, which frequently biases the results, he noted. “Often, in reality, there is nothing wrong.”Through one of the CU Boulder programs, 30 participants teaching K-6 in mountain schools will earn master’s degrees in education equity and cultural diversity. They’ll also receive two endorsements from the state: special education and culturally and linguistically diverse. The grant also will fund approximately 70 teachers of pre-K through 12TH grade who already have master’s degrees to get additional training in serving English learners, including those with disabilities.Tammy Molinar-LeBlancThrough the other program, though there’s no special education endorsement, 60 pre-K-12 teachers will earn the same master’s degree and the culturally and linguistically diverse endorsement. They’ll learn not only how to help students for whom Spanish is their primary language, but also students who – like many along the Front Range – came here from Somalia, Sudan, or other distant countries, according to Molinar-LeBlanc.“Imagine going into the library and the classroom and finding no books in your native language, and having a teacher who doesn’t look like you and doesn’t speak your language,” she said. “That can feel really alienating and scary for these kids.”For both programs, CU Boulder delivers the coursework through a hybrid online and on-site format. Some students pay a small fee of $100 per class to cover instructor travel expenses.Noelle Cimino, a program participant and substitute teacher in Eagle County, said the vast majority of her students are Spanish speakers and some are being analyzed for special education.“Through this program, I hope to learn new techniques that will allow all these students to flourish in the classroom,” she said. “Without this grant I either wouldn’t be able to pursue a master’s or I’d be buried under piles of debt.”Categories:Education & OutreachNews Headlineslast_img read more