UGA College of Veterinary Medicine to host first VetCAMP in summer 2011

Twelve 11th and 12th grade students will be selected from a national applicant pool to participate in the University of Georgia College of Veterinary Medicine’s first VetCAMP, a nine-day program aimed at helping students experience veterinary medicine as a potential career path.

VetCAMP, or Veterinary Career Aptitude and Mentoring Program, will offer participants opportunities for observation and participation in the various services in the UGA Veterinary Teaching Hospital, the Poultry Diagnostic and Research Center, and the college’s Veterinary Diagnostic Laboratories.Camp attendees also will go on field trips to the Atlanta Zoo and Georgia Aquarium for behind-the-scenes tours of each facility.

“We started VetCAMP as a way to expose young people to all of the opportunities available to them in a career in Veterinary Medicine,” said Dr. K. Paige Carmichael, the college’s associate dean for academic affairs. “Through VetCAMP, we hope to broaden the students’ perception of veterinary medicine while increasing their interest in the sciences.”

The students will learn about requirements for admission to the UGA College of Veterinary Medicine, research opportunities, study abroad opportunities, the college’s veterinary curriculum and underserved specialties in the field of veterinary medicine.

VetCAMP will be held Saturday, July 9 through Sunday, July 17.The students will be housed on the UGA campus.The $500 fee includes lodging, meals, instruction and social activities.Scholarships or financial assistance are available to students with demonstrated need.

Students who wish to be considered for the program must complete a registration packet that includes a registration form, a teacher/counselor recommendation form and an essay.The packet may be downloaded from the VetCAMP website at www.vet.uga.edu/GO/camp.

For more information about the program, contact Lakecia Pettway at lpettway@uga.edu or 706/542-8411, or visit the program’s website.

The UGA College of Veterinary Medicine, founded in 1946, is dedicated to training future veterinarians, to conducting research related to animal and human diseases, and to providing veterinary services for animals and their owners.Research efforts are aimed at enhancing the quality of life for animals and people, improving the productivity of poultry and livestock, and preserving a healthy interface between wildlife and people in the environment they share.The college enrolls 102 students each fall out of more than 560 who apply.For more information, see www.vet.uga.edu.

The current UGA College of Veterinary Medicine Teaching Hospital, built in 1979, serves more than 18,000 patients per year in one of the smallest teaching hospitals in the United States.The college is currently working to raise $15 million toward building a new Veterinary Medical Learning Center, which will include a new teaching hospital as well as classrooms and laboratories that will allow for the education of more veterinarians.The goal is to increase enrollment to 150 when the Veterinary Medical Learning Center is built.For more information, see http://www.vet.uga.edu/giving/campaign.php.

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Medtech Launches New 10-School Company

/PRNewswire/ -- Medtech today announced the formation of a new 10-school company that is positioned to become a leading post-secondary healthcare career education provider. The schools include four current Midwestern campuses, along with three Sanz Schools in the Washington, D.C. area and three Javelin Technical Training Centers in greater Atlanta that will adopt the Medtech name.

The schools were brought together under single ownership less than a year ago. Medtech President and CEO John L. Hopkins' mission was to create a powerful, extraordinary education company that will provide a distinctive education experience. To achieve that goal, Medtech is establishing new learning and service standards within the industry while preserving each school's legacy and healthcare career training strengths.

"We've created a totally new company, from our corporate culture and philosophy to the way in which we operate, so we can deliver an extraordinary learning environment, along with personal and memorable services for our students, employers and clinical partners," said Hopkins. "We selected the Medtech name because it speaks directly to our campuses' healthcare expertise and is indicative of technological investments we are making within the schools to provide the most advanced resources and services to facilitate an extraordinary experience for our students."

He added that Medtech is dedicated to creating new futures through a set of core values that enable it to "be extraordinary" and, in the process, prepare students for rewarding careers in the in-demand healthcare industry. Several campuses also will offer accredited nursing training.

The company sets itself apart from industry competitors on the basis of providing an exceptional student experience. Medtech's educational method is distinguished by a unique employee culture that instructors and staff played a significant role in shaping; a focus on operational pre-eminence through reinvestment in campuses and the technology and tools to create environments in which students can become extraordinary; and a commitment to maintaining the highest levels of regulatory excellence.

"We are characterized by our people, culture and operational excellence – an authentic distinction that will allow us to redefine the education environment," Hopkins said. "Medtech is moving forward in its quest to create student experiences that are beyond the predictable through our commitment to be extraordinary in everything we do."

Medtech's name speaks directly to each campus' primary focus: preparing career professionals for medical-related fields in strong learning environments that are technologically oriented. It also communicates that Medtech campuses provide personalized hands-on, practical learning experiences so students are prepared to achieve all that is possible while creating new futures for themselves in healthcare.

While its main focus is on healthcare education, Medtech also recognizes the general need for English language training in many of the communities it serves. With growing numbers of students seeking English as a Second Language (ESL) programs to bolster their career aptitude, Medtech offers English as a supplemental program to its core medical training program for students wishing to enhance their language skills.

Students are encouraged to search out new opportunities, develop inquisitive minds, and gain the skills and professional confidence that enable them to reach their full potential. A Medtech education prepares students to establish professional goals and create new futures in existing and emerging healthcare professions.

"We offer a strong learning platform that enables graduates to realize they have extraordinary potential…and the tools to achieve it," Hopkins noted.

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ACT Scores Show Steady Gains

Report also reveals more Georgia students are College and Career Ready

Georgia’s ACT scores saw a slight increase in 2010 and a higher percentage of students demonstrated college and career readiness, according to the 2010 ACT report. Forty-four (44) percent of Georgia’s 2010 graduating seniors took the ACT and had an average composite score of 20.7, up from 20.6 from last year. The national average composite score was 21.0, down from 21.1 in 2009. Georgia seniors were tied for 34th on the ACT, up from 40th in 2009 and 47th in 2005.

"Georgia continues to see a steady rise in ACT scores, even when the national average score declined," said Governor Sonny Perdue. "I'm especially proud that the curriculum enhancements that Georgia has instituted are resulting in more of our students meeting the ACT standard of college and career readiness."

State School Superintendent Brad Bryant pointed out that when the scores are broken down by race, Georgia students are actually outscoring the nation across the board.

According to the 2010 ACT report:

- Georgia’s African American students had an average composite score of 17.4, higher than the national average of 16.9.

- Georgia’s Hispanic students had an average composite score of 20.1, higher than the national average of 18.6

- Georgia’s Caucasian students had an average composite score of 22.9, higher than the national average of 22.3

“When you take a close look at the numbers, you can see that Georgia students are actually outperforming their peers from across the nation,” Superintendent Bryant said. “However, we will not be completely satisfied until we become the first state to eliminate the achievement gap altogether."

The ACT is a curriculum-based achievement test designed to measure college readiness and preparation. The ACT includes four separate exams in English, reading, mathematics and science. There is also an optional writing portion. The exam is scored on a scale from 0 to 36.

College and Career Readiness

The report provides strong evidence that Georgia is making the right moves in education by setting higher standards and raising expectations.

According to the ACT, 21 percent of Georgia seniors demonstrated college-readiness in all four areas of the test, up from 19 percent last year. Nationally, 24 percent of ACT test-takers demonstrated college-readiness, up from 23 percent last year.

The percent of ACT-tested Georgia graduates who are ready for college coursework is also higher compared to five years ago in mathematics, reading, and science.

"These findings are very encouraging," said Superintendent Bryant. "They suggest more Georgia students are graduating from high school with the academic skills they will need to succeed in college and their chosen career."

The ACT College Readiness Benchmarks, which are based on the actual grades earned by students in college, define college and career readiness and report student performance results relative to that goal.

Common Core Standards

The ACT results come at a time when much national focus is being placed on adopting and implementing new college and career readiness standards in high school. The State Board of Education adopted the Common Core State Standards in July.

"Georgia has been ahead of the curve in the development of rigorous standards," said Superintendent Bryant. "The Common Core standards enhance the Georgia Performance Standards and will ensure that all of our students are taught a world-class curriculum that will prepare them for college or a career."

This fall, ACT will be issuing a report that examines the current status of college and career readiness in the U.S. based on the Common Core State Standards.

- Georgia's ACT Report:
http://www.act.org/news/data/10/pdf/readiness/CCCR_Georgia.pdf?utm_campaign=cccr10&utm_source=reporters_menu&utm_medium=web

- National ACT Report: http://www.act.org/news/data/10/pdf/readiness/CCCR.pdf?utm_campaign=cccr10&utm_source=reporters_menu&utm_medium=web
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Registration begins Aug. 11 for UGA's 'Vet School for a Day'

Registration opens Aug. 11 for the University of Georgia College of Veterinary Medicine’s sixth annual Vet School for a Day.The program will be held Sept. 29.It brings high school students from throughout Georgia to the university’s Athens campus to learn more about careers in veterinary medicine.

The program is held from 10 a.m. to 3 p.m., and includes a tour of the teaching hospital, a panel discussion by faculty veterinarians in a variety of specialties, and the opportunity for the high school students to meet veterinary student leaders. Students also will learn about the high standards for admission to the college, and what they need to study to be prepared for veterinary school.

“Through this program, we hope to encourage students interested in science to pursue one of the variety of careers available in veterinary medicine, especially in underserved areas such as food animal medicine,” said Paige Carmichael, associate dean for academic affairs.

All students must be accompanied by an adult chaperone (parent, counselor or teacher).Students attend for free, but to help offset the cost for food there is a $15 per person fee for each chaperone; the fee is payable on the day of the event.School guidance counselors will be notified by email once registration opens.

“Vet School for a Day” is sponsored by the David Forehand Foundation, created in memory of alumnus Dr. David Forehand (DVM, class of 1976).More information about the event can be found at http://www.vet.uga.edu/academic/events/vs4ad.php.

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Georgia a Leader in College - and Career - Readiness

Georgia is one of just three states in the nation to have adopted four or more college- and career-ready policies necessary to adequately prepare students for college and 21st century jobs, according to a national report released earlier this week. Achieve, Inc., a bipartisan, nonprofit organization created by governors and business leaders, released the fifth annual “Closing the Expectations Gap” report that shows Georgia is in a select group of states having almost all of the recommended college- and career-ready policies.

"Since 2003 we have said that all Georgia students should receive a quality education that prepares them to succeed in postsecondary education and 21st century careers," said State Superintendent of Schools Kathy Cox. "Our students are competing with students from all over the world so we must continue to have rigorous requirements that give them the best chance of being successful when they leave high school."

“It is imperative that Georgia students are prepared to compete not only nationally, but internationally,” said Governor Sonny Perdue. “The work we have done in raising standards and improving data and accountability is helping us deliver a world-class education to our students.”

The “Closing the Expectations Gap” report has been conducted annually by Achieve since 2005 when it launched the American Diploma Project (ADP) Network to challenge states to work together on a college- and career-readiness agenda. Georgia has been an ADP member since 2005. The 50-state survey measures the same five areas of reform each year, as listed below, and reveals the current status of each state:

• Standards: Align high school standards with the expectations of college and careers. Georgia is one of 31 states that have developed and adopted high school academic standards in English and mathematics that are aligned with college- and career-ready expectations.
• Graduation Requirements: Align high school graduation requirements with college- and career-ready expectations. Georgia is one of 20 states and the District of Columbia that require all students to complete a college- and career-ready curriculum to earn a high school diploma.
• P–20 Data Systems: Develop P–20 longitudinal data systems that link states’ student-level K–12 data with similar data from their postsecondary systems. Georgia is one of 16 states matching data annually.
• Assessments: Develop college- and career-ready high school assessments. Georgia is one of 14 states to have these kind of exams.
• Accountability: Develop a comprehensive reporting and accountability system that promotes college and career readiness. Georgia is one of 22 states that have now incorporated at least one of four accountability indicators that Achieve has identified as critical to promoting college and career readiness.

Through the Alliance of Education Agency Heads, all seven of the state's education agencies, the Governor's Office, Governor's Office of Workforce Development, Georgia Partnership for Excellence in Education, Georgia Chamber of Commerce and the Metro Atlanta Chamber of Commerce have been working collaboratively on aligning policies and initiatives that prepare all students in Georgia for 21st century careers and college. The number one goal of the Alliance is to increase the high school graduation rate, decrease high school drop-out rate, and increase post-secondary enrollment rate.

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Georgia Tech to Transform Unemployed Technology Workers into High School Computing Teachers

(BUSINESS WIRE)--In today’s economy, unemployment rates have spiked and out-of-work professionals are forced to either join the thousands looking for jobs or seek new career paths. Through a recent $2.5 million grant from the National Science Foundation, the Georgia Tech College of Computing will mitigate the stress of joblessness for unemployed information technology (IT) professionals over the next three years. Operation Reboot, as the project is aptly titled, will transform an initial set of 30 IT workers in Georgia into high school computing teachers. The initiative began September 1.

Operation Reboot will combine Georgia Tech's innovative high school computing teacher training program and the successful Georgia Teacher Alternative Preparation Program (GaTAPP) to pair an IT worker with an existing computing teacher. They will co-teach at least two computing classes for one year, allowing the IT professional to learn the ins and outs of a classroom and the teacher to get an education in IT. Simultaneously, the IT worker will receive an initial teaching certificate and a computer science endorsement, a special area of expertise for teachers to add on to their certification.

“A teacher's motivation, self efficacy, job satisfaction and commitment to teaching are closely linked with their professional identity,” Barbara Ericson, Director of Computing Outreach at the College of Computing and principal investigator for Operation Reboot, said. “Through the teacher workshops at Georgia Tech, courses needed for certification, co-teaching and mentoring we will transform these IT worker's identity into that of a computing teacher.”

Operation Reboot ultimately aims to improve the computing education of 4,600 students over the next three years by increasing the number of well trained computing teachers and the number of computing classes being offered. By creating highly engaging curricular materials, improving the content and educational knowledge of computing teachers, Georgia Tech expects the number of students receiving a computing education to increase by at least 30 percent. This is especially important for the economy and students interested in computing careers, as jobs in the field are expected to be some of the fastest growing through 2016.

With computing a critical component of every American business, the need for innovative, skilled IT professionals is more vital than ever. The demand for IT professionals, as predicted by the U.S. Bureau of Labor Statistics, is not currently being met by computer science enrollments in American universities and the United States still faces a tough challenge in remaining competitive in overall science and technology education.

Georgia Tech will publish results of the project and share materials with other states to serve as a model on how to successfully transform unemployed IT workers into high school computing teachers.

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Emory Launches Mentoring for Careers in Health

Emory has launched a PreHealth Mentoring Office this fall, designed to provide support and guidance to undergraduates planning to go on to medical school or other advanced studies in the field of health.

“This office will play a strategic advisory role — helping students identify their strengths and interests and to develop their passions,” says Preetha Ram, assistant dean of science in the Office of Undergraduate Education. “By providing mentorship as early as possible in their college careers, we can help students achieve better than expected results.”

For 2009-10, the primary focus will be on second-year students. In addition to advising students, the goals include creating community among prehealth students and expanding their opportunities to do internships, research and study abroad programs, and to shadow physicians and other health professionals.

A new Web site, www.emory.edu/ prehealth, provides links to events and other information.

Ram is serving as director of the PreHealth Mentoring Office, with the support of Paul Fowler, executive director of the Career Center, and Peter Sederberg, special assistant to the Office of the Provost.

“This is a pure partnership between the College, the Career Center and the Provost’s office,” says Fowler. “There has been growing interest in how to serve the prehealth population of students, because there are so many students interested, and it’s getting increasingly competitive.”

More than 500 students in the class of 2013 have declared themselves as prehealth majors, including a range of medical fields. About 200 students within every Emory class plan to apply to medical school. In November of 2008, Emory College Dean Bobby Paul assigned a task force to find ways to help support the efforts of these students to get accepted into top-tier medical schools.

The first goal of the task force was to launch a composite letter of recommendation process. The composite letter provides a cover letter for multiple letters of recommendation, summing up the accomplishments of a student in a format geared specifically for medical school applications.

After the composite letter process got up and rolling last spring, the task force began focusing on development of a PreHealth Mentoring Office. A series of undergraduate dialogues organized by Senior Vice Provost Santa Ono “were instrumental in raising awareness of the need for advising for pre-med students,” Ram says, adding that the dialogues “convinced those present, including Provost Earl Lewis, Dean Paul and Vice President for Campus Life John Ford of the need for immediate action.”

President Jim Wagner also supported the drive to create the office, and plans moved forward, guided by the input of students, faculty and administrators, from the college and the medical school.

“I think the PreHealth Mentoring Office is a fantastic idea that will help a lot of students,” says Lauren Spiegel, a senior pre-med major in the Neuroscience and Behavioral Biology program. As a freshman, Spiegel became involved in a mentoring program known as INSPIRE (Interdisciplinary Science Program for Integrating Research into Education), and she was among the students who helped make the composite letter program and the PreHealth Mentoring Office a reality.

“I’m really pleased that our research and efforts are paying off and it’s getting under way,” Spiegel says. “I think it’s really important for students to vouch for what we want, and to get involved in making positive changes happen. It’s exciting to have these opportunities to make an impact at Emory.”

By Carol Clark

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Recession Blues? Six Certifications You Can Earn in Six Months

/PRNewswire/ -- For those facing unemployment, the idea of retraining for a new career can seem daunting--especially for adults who don't have the luxury of attending a two- or four-year college. America's career-training institutions can offer hope, though. Here are six careers you can become certified for in six months or less:

Computer Technician: The U.S. Bureau of Labor Statistics projects that careers in the IT field will increase by 27-53% by 2016. In fourteen states, ComputerTraining.com offers accelerated, classroom-based courses to prepare students for Microsoft Certification (MCP, MCTS and MCSA) in six months.

Medical Careers: According to the Department of Labor, Medical Assistant is one of the fastest-growing fields in America. Training programs to become a Medical Assistant, Dental Assistant, Medical Billing Technician or Phlebotomist vary in length depending on certifications, starting at eight weeks.

Culinary Arts: Schools now offer training in classic culinary techniques and pastry arts in as little as six months.

Cosmetology: Courses have evolved beyond one-year courses in hairstyling and now include shorter, specialized courses beyond hairstyling, including accelerated courses for manicures, facials, or makeup application.

Massage Therapist: A massage therapy education is typically based on hours, rather than weeks or months, of experience. Most students are ready for the exam in as little as 300 hours and certified after 1,000 hours--about the equivalent of six months of full-time work.

Pharmacy Technician: Pharmacy Technicians can receive on-the-job training, but employers favor candidates who have completed a formal education and certification process.

Jerry Collins, Vice President and Chief Operating Officer of ComputerTraining.com says he's already seeing an increase in inquiries. "As the recession has spread, we've seen more and more people looking for new career choices, rather than simply waiting for an old job that might never return," he said. "Even people who have earned college degrees for their former jobs are retraining for opportunities created by changing technology."

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