The Commissioner's Corner

Panamania

By Robert B. Stein

On Thursday, Nov. 19, the Missouri Department of Higher Education entered into a Memorandum of Understanding with an agency of the government of Panama to encourage the educational and cultural exchange between our students and institutions of higher learning. The agreement enriches all our citizens and formalizes an association with Panama that has existed for almost 100 years.

The occasion was the Panama International College Fair this week in Panama City, where I was fortunate enough to be invited to give the keynote address (see attachment C). Missouri was well represented at the fair, with delegations from 10 state institutions

For a small country, Panama has big potential and plans. In 2008-09, Panama sent 1,133 students to the U.S. to study, and more than 100 are here in Missouri, spread out among public and private, 2-year and 4-year institutions. Several colleges and universities in Missouri have individual agreements with Panama to pave the way for their students to take advantage of our state’s excellent academic programs.

In the early part of the last century, Missouri and Panama were engaged in major construction projects. Missouri was digging the Headwaters Diversion Channel that drained the swamps in the southeastern part of the state, and Panama was constructing their famous canal. Missourians called on experts in Panama for advice on the drainage district, and it began a long and productive relationship between Southeast Missouri State University and the Central American country.

Students from Panama’s Santiago Normal School were welcomed at what was then the Southeast Missouri Teachers College, and the relationship has continued over decades. Lindenwood, Truman, MU, the Missouri Academy of Math and Science, and other Missouri institutions have similar educational exchange programs with Panama

We spoke with three students from Panama who are studying in Missouri: Digna Garcia, Yuritza Oliver and Florencio Castillo

Digna Garcia enrolled in St. Charles Community College to be near her sister, a graduate of Lindenwood University. Digna is studying early childhood education because she “really, really loves working with young children.” She hopes to go on to obtain a bachelor’s degree from Lindenwood.

Yuritza Oliver is studying industrial engineering at MU because of a colleague, Dr. Humberto Alvarez, who graduated from MU and encouraged her to explore its engineering program. She hopes to put her degree to use improving industrial efficiency in Panama.

Florencio Castillo is studying chemical engineering at the Missouri Academy of Math and Science, a program of Northwest Missouri State University that allows high school age students to do college-level work. Florencio, age 17, says, “It may seem kind of nerdy, but for me chemical engineering is the perfect combination of math and applied science."

The route between Missouri and Panama runs both ways, and many Missouri students have traveled to Panama to study tropical ecology and improve Spanish language skills. The exchanges illustrate how knowledge has become an international commodity in today’s global economy.

FAFSA -- Fast, Fair, Efficient

By Robert B. Stein

Last month the Government Accounting Office (GAO) released a report on simplifying the Free Application for Federal Student Aid, or FAFSA. The report was based on the conclusions of a study group of financial aid experts convened by the GAO to consider ways to simplify the FAFSA.

Anyone who fills out a FAFSA knows it can be a cumbersome process. The 2009-2010 FAFSA consists of more than 100 questions, ranging from basic contact information to the current value of financial assets. Although students who use the electronic version of the FAFSA (FAFSA on the Web) are seldom required to complete all questions, the type of information that must be provided remains complex. The financial questions require information from tax returns, bank statements and business records.

One approach to simplification calls for providing an option to electronically transfer IRS data into the online FAFSA. Starting in January, the U.S. Department of Education will begin a pilot program to do this for applicants who plan to complete the FAFSA and enroll in college between Jan. 1 and June 30, 2010.

Electronically transferring data from tax returns poses some timing issues. For example, in Missouri in order to qualify for state financial assistance programs students must file a FAFSA by April 1. However, the necessary IRS information doesn’t become available electronically until July. Relying on older tax information could provide an alternative, but such data may not accurately reflect the current financial situation for someone who has recently lost a job, for example. Fortunately, the process allows financial aid professionals at colleges and universities to use professional judgment under special circumstances, but this slows the process considerably.

The GAO study group also considered basing financial aid solely on adjusted gross income and the number of tax exemptions, instead of the additional financial information that is currently collected. This, too, would streamline the FAFSA, but has the potential to shift financial aid to those who have large assets but low income. The study group also recognized that the removal of some questions from the FAFSA may require states and institutions to collect additional financial information to administer their financial assistance programs.

The Missouri Department of Higher Education welcomes changes that will make applying for aid easier for students and their families. Twenty-five years ago, students had to complete separate applications for financial aid from their institutions, state and federal governments. In Missouri, we have successfully combined these into one, the FAFSA. Now, technological advances and concerted efforts to streamline the information required promise a FAFSA that is more user-friendly and will help deliver financial aid fairly and efficiently.

A Missouri Success Story

By Robert B. Stein

What would an M & M dispenser for astronauts look like? That was the question posed to a group of third graders in an eMINTS classroom as they began their study of gravity. eMINTS is an inquiry-based education model begun by Missouri educators that is being replicated throughout the state and around the world.

In 1997, technology in all its manifestations – personal computers, the internet and e-mail – were fast becoming common tools. A group of educators at the University of Missouri-Columbia wanted to explore ways to improve K-12 education using new technologies. A grant funded by what was then Southwestern Bell enabled collaboration with the Department of Elementary and Secondary Education that resulted in 13 trial classrooms in St. Louis schools.

The concept, called eMINTS for “enhancing Missouri’s Instructional Networked Teaching Strategies,” did more than provide high-tech tools to students and teachers: it launched a new approach to engage students in learning.

Monica Beglau began working with eMINTS in 1999. She says the eMINTS approach results in students gaining a more thorough understanding of the content they study and students’ ability to apply new knowledge in real-life situations.

eMINTS uses an inquiry-based, student-centered approach to instruction in contrast to traditional teacher-centered classes by building on what a student already knows and is interested in knowing.

“Instead of saying, ‘Boys and girls, we want you to memorize the definition of gravity,’ we show students that they already know about gravity from everyday occurrences, such as dropping a pencil or a baby learning to walk. That allows them to grasp the concept, which makes remembering facts about gravity easier and lays the foundation for more advanced work. They go on to apply what they learn about gravity to a creative problem-solving activity, such as developing an M & M dispenser that works in space,” Beglau explained.

Test scores show that students in eMINTS classrooms consistently outperform peers in non-eMINTS classes. Enrollment in eMINTS reduces the gaps in learning experienced by low-income and special education students by 45 percent and 53 percent respectively. The most recent research findings suggest that the closer a school or district implements eMINTS as intended by its founders, the better results will be in terms of student achievement.

“Both students and teachers love the approach,” Beglau said. “Students are engaged in learning and, as a result, discipline problems are rare.”

Now, more than 50,000 students in 11 states and Australia benefit from eMINTS, whose national headquarters is in Columbia at the University of Missouri. Beglau attributes the growth to one reason: “It works!”

Participating schools pay fees which help eMINTS support itself financially. Each eMINTS classroom costs about $15,000 for equipment and around $8,000 for the professional development needed by teachers. When teachers and administrators see eMINTS results, though, they enthusiastically embrace this new approach to teaching and learning. Centralia, a small mid-Missouri community, made eMINTS one of the centerpieces of a recent successful bond issue and funded a whole school of eMINTS classrooms.

eMINTS will be showcased at the upcoming National School Boards Association Technology + Learning Conference in Denver, and has garnered attention in national publications. You can also see teachers’ sharing their digital success stories about eMINTS.

eMINTS is a success story Missouri should be proud to tell, and it started with a partnership we continue to promote: higher education, government and private industry all working together to improve our state.

Bob Priddy interviews Commissioner Stein on student loan defaults

Bob Priddy interviews Dr. Stein

Empowering Democracy

By Robert B. Stein

The boy stepped tentatively to the microphone. His curly red hair topped a round face, intent with concentration. When he faced the five adults and began speaking about bullying, he clearly expressed his heart and mind. The adults who listened were struck not only by his words but by his focus and determination.

EmPowerU, sponsored by the Heartland Foundation of St. Joseph, convenes mock councils to listen to students grades six through eight present their research and opinions on a variety of timely topics. In the process, they learn to analyze data, collaborate with others, and present persuasive reasons to support their views. During their presentations, the mock council asks questions and challenges assumptions.

This type of “experiential learning” has an impact that goes far beyond the classroom and prepares students for the rigors of higher education and beyond.

Eighty-eight percent of the first 7,500 students who attended emPowerU Immersion say they now feel they have the knowledge of how to bring about change in schools and community. One student said it most succinctly: “It felt good to be listened to. I can stand in front of people and do something that makes a difference.”

EmPowerU, based in a retrofitted warehouse in an old brownfield site in downtown St. Joseph, serves as an anchor for the revitalization of a deteriorating district. The Heartland Foundation is dedicated to empowering children and adults to build healthier, more livable communities. Giving new life to the former environmentally and structurally challenged building is another way the foundation puts its principles into practice.

The foundation invites students from a four-state region to participate in their programs. Once students arrive at emPowerU, they are assigned to “collaboratories” where each group is given a topic such as enacting a smoking ban, passing a “fat tax,” requiring school uniforms or other controversial subjects.

They spend several hours researching, discussing, reaching a conclusion and planning their presentations before standing in front of the microphone to make their points. The more resourceful and creative their presentations, the more impact they have on the mock council.

This innovative program goes beyond building the skills of individual students, though it does that superbly. It illustrates for students the power of collaboration, persuasion and civil discourse on topics that are too important to leave to “experts” to decide. The red-haired boy may not grow up to lead a nation, but he will definitely be an engaged member of his community, which is the root of our democracy.