nygearup.syr.eduAugust 18- 24, 2010

PRSRT STDUS PO

STAGE PAID

SYRACUSE, NY Perm

it # 1672

MOCK TRIALSummer College

...... 6

The

‘FLY SOCIETY’

...... 4

...... 5

Horse Sense

�/ NY GEARUP, AUGUst 18, �010

The New York State Higher Education Services Corporation (HESC) is the state agency that has been designated by the Governor’s office to administer the NY

GEARUP Program. Funding for NY GEA-RUP is provided by a grant from the U.S.

Department of Education. NY GEARUP at Syracuse University re-

ceives $567,000 in funding that is matched 100 percent by in-kind services for a total

funding of $1,340,000.HESC helps people pay for college by

providing a comprehensive range of finan-cial aid services, including the Tuition Assis-tance Program, guaranteeing student loans, and administering the nationally recognized

New York’s College Savings Plan.New York State is a leader in the national financial aid community, providing more

grant money to college students than any other state.

STAFFMarissa Joy Mims

Director

Marilyn J. Grab Budget Director

Tammy Toellner Lynn Dew

Program Coordinators

Carolyn ClarkWriting Program Coordinator

Mariel FiedlerWriting Program Coordinator,

Radio show Coordinator

Caitlin DonnellyEagle Newspapers Editor

What is NY GEARUP?NY GEARUP is based out of Syracuse University’s School of Education. NY GEARUP works in the Syracuse City School District with the class of 2011 at Corcoran, Fowler, Henninger, ITC and Nottingham high schools.

GEARUP stands for Gaining Early Awareness and Readiness for Undergraduate Programs. It’s a national initiative to create innovative programs with the goal of increasing college awareness for students and their families. GEARUP also helps students develop the skills necessary to pursue education after high school.

To achieve its mission, NY GEARUP organizes college visits, tutoring and mentoring, college awareness and exploration activites, and educational planning and workshops.

Table of contentsMessage from the Director.......................... 2Calendar.............................. 3Personal narratives..............4 Personal narratives............. 5Mock Trial............................ 6Parents: Motivate your student........................ 7College of the week.......... 8

Interested in Writing?For those students in the NY GEA-

RUP program that are graduating in 2011 and are interested in writing for Eagle Newspaper’s NY GEARUP edi-tion, please contact Caitlin Donnelly at cdonnelly@cnylink.com.

NYGEARUP@syr.eduPhone 443.7848

Twitter: NYGEARUPFacebook: NYGEARUP@

Syracuse UniversityRadio: StepIt UP! on

Power106.9

Contact us:

Message from the

Director

ON THE COVER:PHoTo BY CHRIS CoFER

SUMMER CoLLEGE DIRECToR

Kemi Mogaji, from Nottingham High School, is sworn in as a witness during the Summer College law program mock trial at Syracuse University on August 10.

It may be the time of year, the leaves are beginning to change, but the weather still completely says summer. It puts a sense of change in the air, and perhaps a sense of urgency as we try to get more out of summer while looking forward to the upcoming fall. Here at NY GEARUP, our summer writing program and Summer College are coming to an end while I am in full planning mode for the upcoming school year.

It has been a wonderful summer for both the students living here on campus while attending classes and the staff at NY GEARUP to support them through their first college ex-perience. Many of these students will continue taking Syracuse University classes as part of their regular high school schedule. Project Advance offers a variety of college credit courses to students during the school day. We have planned the first of sev-

eral workshops that will be offered to these students to assist them through the college admissions process.

Not every student in our cohort wants to go to college after they graduate. For a variety of reasons, students chose to go into military ser-vices, seek employment or into a job training program. While our primary focus is to prepare students for suc-cess in college and improve gradua-tion rates in the Syracuse City School District; we support students in our cohort who have a different path in mind for themselves. We are plan-ning activities that will focus on the needs of these students in workshops that will include career planning and work place skills.

In this last year of our grant, I look forward most to giving students the opportunity to have a year of new experiences from beginning to end—no senioritis for us! There is too

much work to do in terms of helping students finish up graduation credits and leave high school prepared for work or college. The countdown to graduation begins now!

-MARISSA J. MIMS

NY GEARUP, AUGUst 18, �010 /�

JULY

SEPTEMBER

PAR

EN

TS

CALENDAR

• Take advantage of summer break and visit colleges on your child’s list. Call ahead for the campus tour schedule. Arrange to meet with a financial aid representative. Your child should (if necessary) schedule an on-campus interview with the admissions office.• Your child should finalize his/her list of colleges. Be sure your child’s list includes “safety” schools, as well as good “match” and “reach” schools. Request college applications and informational packets. Organize materials into separate files by college.• Keep a college calendar of all admissions deadlines.• If your child took AP Exams in May, scores will be avalibale in July.• Make sure to register your child early for fall SAT tests.

• Enroll in an SAT prep course.• Talk to your guidance counselor about colleges you might like to attend. He or she may have information available to help you develop a plan to get there.• Investigate financial aid opportunities: scholarships, grants, and loans.• SAT registration deadline for the October 9 test is September 10. Register early.• Collect all the information you can from those colleges you are interested in. Attend college open houses if possible to visit colleges in your area.

• Begin to rank the colleges you think you’d like to attend.• Start to put together your resume. • Organize the information that is likely to be requested on college applications.• Learn about the FAFSA (Free Application for Federal Student Aid).• Choose courses for your senior year that are challenging and that showcase your academic abilities. • Enroll in AP courses in your best subjects if they are available.• Continue to do your best in your classes.

AUGUST• Request college applications from the admissions office. Or, use College Answer’s Online Application Search to see if your school’s form is online.• Arrange campus visits.• Register to take the SAT/ACT, if necessary. • Continue to search for free money (scholarships and grants) and others ways to pay for school.• Run Sallie Mae’s Free Scholarship Search. • Stay organized: File copies of applications and correspondence. Keep your calendar up-to-date tracking important dates and deadlines.

Parents play an instrumental role in helping your student get into college. Here are some helpful tips:

Calendar content has been compiled by the editor from various sources.

SAT Question of

the Week

Courtesy of Collegeboard.com

3(c)

UPCOMING

Look for our fall schedule of activities in our upcoming NY GEARUP publications, including college visits, and a special fall retreat at Syracuse University!

Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

To Judith, traveling was ______; her sister, however, looked upon each trip as an__________ experience.

(A) confusing . . unnerving

(B) joyous . . exciting

(C) exhilarating . . interminable

(D) stupefying . . unhappy

(E) tiring . . exhausting

exhilarating . . interminable

�/ NY GEARUP, AUGUst 18, �010

Horse senseBy Isabelle Crossman

Henninger High School

I’ve loved horses for a long time, and know that my stay at a horse camp inspired this love when I was a little girl.

I was so excited to go to this camp in Aldersgate, NY. My mom and dad drove me up to drop me off, leaving me to this world of horses by myself.

We went to the woods so we could unpack and fix our beds up to sleep. The next morning, we got up early and made breakfast on a stove was made from a can over the campfire.

Then we went off to the stables--that’s when I met her. Penny was the pretty copper-colored horse that I got to ride. She was large and strong and had a little white spot on her head.

I was so nervous the first day. They told us that we were going to ride bare back, and I wasn’t really sure how I was going to handle that. But I got on Penny

and was able to ride her around a bit. Eventually, the camp coun-selors told us it was time for us to dismount. I raised one of my legs over, but the other one came too fast and I fell right on my bottom!

It was a quite a wake-up call, but it didn’t shake my confidence. I was ready the next day when we would ride again.

That next day we rode the horses—I on beautiful, copper Penny—down through the trail until we got to a creek. There we were able to try creek stomping. I was scared, but I wanted to try it, so I did. And you know what? It was fun!

I kept returning to the same horse camp for years to come, not always getting to ride Penny or any white horses (they’re my favorite), but I loved it all the same.

I stopped going to the camp when I got my first job, but I’m still thankful for my experience there. If I hadn’t gone to camp, I would have gotten bored silly during my summers, especially since all my friends would go off to camp and I would have been left with no one to play with.

The first feel of freedomBy: Quintessah R. Acevedo

Henninger High School

I get ready for school – not my normal jeans and t-shirt but something wor-thier of the day’s events. A deep blue top and a black skirt. That’ll do. My hair is up, as usual, and my glasses are clean; I’m ready. I hear the roar of the bus and rush out of the white door of the Pepto-Bismol-colored house, books in hand.

Boarding the bus, I am noticed by no one; most of my peers are sleeping off the hangovers from last night or studying for some test they have today. What teacher would give a test today of all days? Well, it’s not my problem. I sit in the fourth seat from the last where I stare out of the window, not thinking anything, trying to stay calm, cool and collected. I succeed.

When we get to the brick-covered school, I file out of the bus and become part of the herd of sheep furiously fil-ing into the house of education. Once inside, I walk past the orange and green lockers, waving to the few people who notice me then head straight for the au-ditorium. I place my books in the drama room, which is hidden behind the stage; then head for the piano. Bear-like Miles and comedian Justin are already warm-ing up. I ask if I can join the session; Miles smiles at me and says, “sure!” We all warm up.

About thirty minutes later, we are all hiding behind the scratchy green curtain. Justin is wearing tights and playing the Corner game with a few freshmen while Miles is already playing his set. I crack the curtain and see them, my peers. Their eyes wide and eager, a few girls are drooling over Miles and some of the popular guys are cheering

him on and patting each other on the back to congratulate him.

Suddenly I get nervous. My resolve has shaken and I can feel the little quakes run through me. Doubt surges through my veins. What if they don’t like me? What if they boo? I turn away from the curtain while the doubt I was feeling went wild inside me. I begin scratching my wrists in anxiety; I am next.

I can’t do this, I won’t be able to live down the shame and— I stop and breathe slowly. She’s here now with her pixie walk and sunbeam smile. She sees my fading resolve and hugs me. She assures me that everything will be all right; it’s the first time after all. She takes away the quakes just as the announcer calls out, “Please welcome Tessah to the stage.”

I walk out slowly. I’m revealed when Miller calls “Curtain!” in a furious whis-

per. I feel like the dust has come off me and I’m impressive to look at only for a second. Once the second passes I start doing things automatically. I feel the weight of the mic in my hand now, it all seems so unconscious. I take an unno-ticed breath in, expand my diaphragm, and let it all out.

In those moments I forget if I cared about the quality of my voice; I only care about the freedom. I could live in this moment forever, but all good things must come to an end; or so I thought.

When our show ends, we meet our audience. When I see all the people who have never noticed me, all the shadows that had never given me a second glance; I feel it. A respect that could never be taken away: I respected them and they respected me.

Then all the way in the background stands Sara mouthing, “Good job.”

PHoTo BY CAITLIN DoNNELLY

This week during the NY GEARUP Writing Program, the students tried their hand at personal narratives of first time experiences and important influences in their lives.

NY GEARUP, AUGUst 18, �010 /�

By Dwayne Britt

Nottingham HIgh School

When I was 12 years old, I was on the wrong path in my life. My mom was getting tired of me. She didn’t know what to do, so one day she said, “I’m going to put you in this Big Brother Big Sisters program.” I said fine, just to keep myself out of trouble.

It was a Saturday morning. I had to be out on the corner waiting for the bus early, 8:15 a.m., because the bus was coming at 8:30. It came and I got on. There were a lot of kids on the bus. Seeing all them made me think this program would be a good one. We got there, Sienna College, and everybody got off the bus and formed a line. Some random people started coming out to greet us, and this lady, I guess she was the boss be-cause talked too much, said, “these

are your mentors.”I was happy because I saw this

one attractive girl with the other mentors (what I would call a thick-looking mommy). I was making eye contact with her, but found out, to my dismay, that we didn’t even get to pick our mentors!

I was assigned this guy named Todd. He looked like a good dude, but I wasn’t sure about him. I gave him a handshake and asked him, “What set you from?” even though I knew he had no clue that I was asking him about gangs. He seemed too friendly, which freaked me out.

When I started hangout out with Todd, I didn’t like him that much. I didn’t know him, and he didn’t know me. I didn’t want to hang out with someone who seemed so happy. I couldn’t understand how these people thought I could relate to this white guy – he came from a different

society than me. We started hanging out every two weeks, though, and as I got to know him, I realized that he was a cool dude. We would go on all these fun trips, like NASCAR races and jet skiing. But he wasn’t just going to take me there for any old reason – I had to earn these trips by doing well in school.

Before meeting Todd, my life as a 12-year-old was hard, and I was a rough kid. One day, after spending time with Todd, I sat down and started thinking about the stupid stuff I would do – breaking car windows, throwing dog feces at houses, and other just rotten things – and real-ized I wanted to

change. I learned how to change from Todd as he taught me to be more respectful and how important it was to focus on my schoolwork.

Before, I never did well in school, so I would skip classes and disre-spect teachers. But with time, I re-alized what I had to do to become a leader and role model for other kids. Ever since, I’ve been determined to learn more and more every day. I

want to do this to show other kids what they can

do, to show Todd my ap-preciation, and to be the best that I can be for me.

I still talk to Todd about once a month, and he remains an influence

in my life to this day.

The ‘Fly Society’By Seth D. Colton

Nottingham High School

I’m all about my fashion sense. From my shirt to my pants, shoes, socks, and even my undergarments – they all HAVE to coordinate. And the most im-portant part of my outfit would have to be my belt.

To be honest, I don’t wear belts to keep my pants up. They are, to me, what bring the outfit out. It’s weird because the belt isn’t usually sup-posed to be seen when wearing it, but I make sure mine always are. That’s what people know me for: the belt collection.

When I lived in Miami, my friends and I would spend a lot of time at the park. Usually everyone who came to the park would come in a baggy tank top and gym shorts. Not me. When I’d be out there, I would wear a fitted tank top, cargo shorts, moc-casin slippers, and of course, a belt—Hermes, usually.

But because I wouldn’t have on a regular shirt that would

cover my belt, the tank allowed my belt to stand out the most. Perfect. Going to the park en-

abled me to show off my belt collection.

“I don’t know why you

trying to be Mr. Fashion at the park” Simeon, my older brother would say. Well, I’m not quite the athlete and the thought of getting too sweaty and smelly always bothered me. So, I’d be at the park to floss, that is, to strut my stuff to show off.

The “show” starts as soon as I get to the park. My friends laugh.

“Look how he got his pants! He a white boy now,” they say. Nah. I just want to look nice. Nothing more, nothing less.

When I would go to the park, I would sit on the bench by the play-ground and use my phone while my brother and friends played basket-ball. The kids were always on the play sets, and one thing I noticed is that the kids’ pants were sagging. Now, I can care less if you sag your pants or not, but gosh, these were practically babies!

Purposely, I went over near where the few children were playing and sit. I know they noticed my belt because

one of them asked, “Why does he have on a belt?” to the other.

Because children are curious, one child built up the courage to ask. “Excuse me, why are you wearing a belt?”

I laughed. “You didn’t know?” I asked him. He shook his head no. “Well,” I say, “I wear a belt because I’m fly. Only members of the ‘Fly Society’ are able to wear belts at any occasion.” He was young, but he knew what I was talking about.

I thought nothing more of the con-versation I had with the kid. The next time I went to the park, I spotted the kid from the week before from a dis-tance. He saw me and came running.

“Hey, am I in the club now?” he asked. As I look at him, I notice he has on a replica of what I was wearing when I met him, notably his belt.

And without even noticing or try-ing, I had become an influence.

A mentor changed my life

�/ NY GEARUP, AUGUst 18, �010

Summer College

By Carolyn Clark

Writing Program Coordinator

On Tuesday, August 10, stu-dents taking part in SU Summer College’s law program put on a mock trial in the College of Law courtroom on the SU campus. The case dealt with a fake car accident in which a passenger died. The de-fendant, Terry O’Neal (played by NY GEARUP’s Tierra Williams from Nottingham High School), was charged with manslaughter.

Majay Donzo from Fowler High School acted as the prosecution lawyer and took part by prepar-ing statements and questioning witnesses. The prosecution fo-cused on the defendant’s lack of care while driving, particularly focusing on her cell-phone use in the car.

The defense team, made up of three NY GEARUP students, focused on the O’Neal’s prior driving record, the unreliable nature of the car she was driv-ing at the time of the accident, and the natural speed of where the accident took place to argue the defendant’s innocence. While

Williams played the defendant, Casey Mitchem of Henninger High School played the defense attorney, and Kemi Mogaji of Nottingham High School played O’Neal’s friend who had been a witness in the car accident.

Once both sides had presented their cases and evidence, and had questioned witnesses, the stu-dents had to wait as the jury came up with a verdict. While O’Neal was found “not guilty” of man-slaughter, she was found guilty of lesser charges. The defendant, the judge announced, would have to wait until September to hear her sentence.

Program coordinators at Fowl-er and Nottingham high schools Tammy Toellner and Lynn Dew both attended the mock trial and were impressed with the students’ performances. They had only a week and a half to prepare for the mock trial, during which time they had to decide on evidence and witnesses. The stu-dents really seemed to get into the trial, Ms. Dew said, and it was really impressive to see them.

PHoToS BY CHRIS CoFER, SUMMER CoLLEGE DIRECToR

TOP: The defense team, including Tierra Williams (left) from Nottingham High School, and Kemi Mogaji (back) from Nottingham High School, celebrate their not guilty win in the mock trial. ABOVE: Casey Mitchemi, from Henninger High School, is the defense lawyer during the Summer College mock trial onAugust 10.

ABOVE: Majay Donzo, from Fowler High School, is the prosecution lawyer during the Summer College mock trial. BELOW: The defense team, including, Tierra Williams (left), and Casey Mitchemi (far right) from Henninger High School. Williams played the role of defendant Terry O’Neill, and Mitchemi was her lawyer.

MOCK TRIAL

NY GEARUP, AUGUst 18, �010 /�

Motivating the

Is your child completely disinterested in school? Refusing to even consider going to college? Are you at your wit’s end? How can you motivate the unmotivated student? Of course, as a parent, you recognize the value and importance of higher education to your child’s future. Academic apathy can be a complicated issue, however, and generally no amount of lecturing, pleading, or threatening will change a child’s point of view. First and foremost, then, you need to understand the causes behind this lack of motivation. Once you have a better idea of the source of the problem, you can more effectively develop a strategy to help combat your child’s seeming indifference toward education.

Unmotivated Student

How to Motivate Your ChildWhat Causes Lack of Motivation?

In conclusion, unmotivated students do want to succeed, but they are being held back by some sort of obstacle. With patience, understanding, and hard work, you can help your child find a path to academic achievement.

1. Low Self-EsteemKids who have a poor self-image avoid activities that they deem

beyond their capabilities. Even if they can actually complete a given task, these students engage in self-defeating behavior to protect the little self-worth they do possess. For them, it is better to withhold ef-fort or to procrastinate rather than risk trying, failing, and feeling even worse about themselves.2. Lack of Support at Home

The home environment shapes the initial attitudes that children hold toward learning. In a home where curiosity, questions, and explo-ration are encouraged, children are given the message that education is worthwhile and personally satisfying. These kids are more likely to take the risks that are inherent in academically challenging pursuits. On the other hand, in a home where learning is not encouraged, chil-dren are given the message that education is of little value and that they lack the competency and ability to learn.3. Low Expectations in the Classroom

Students mirror their teachers’ attitudes. If teachers believe that their students can learn, their students are more likely to trust in themselves and their abilities. Such teachers assign challenging, meaningful, and achievable tasks that promote motivation and link effort and success. Conversely, if teachers take the stance that they are the source of all knowledge and that their students are incompetent, their students are more apt to tune out, stop trying, and fail.4. Pressure

Many unmotivated students are simply responding negatively to pressure. Whether the tension is perceived or real, these kids rely on defense mechanisms to protect them from the discomfort pressure generates. Through procrastination or avoidance, these students are trying to escape from their fears of failure and inadequacy. In time, they come to accept the consequences of their behavior, so they ap-pear nonchalant and composed, even as the pressure they are trying to dodge mounts.

1. Provide an Encouraging and Secure Home EnvironmentChildren need to feel that their parents value learning. If you show

your kids that academic exploration is worthwhile and education is important, they are likely to develop similar attitudes. Further, let your kids know that failure is often a part of the learning process, and let them fail without penalty. Kids who are not afraid to fail are more willing to accept scholastic challenges and less likely to sabotage their own academic efforts.2. Use Rewards Carefully

Students who possess intrinsic motivation take on activities be-cause of the feelings of enjoyment and accomplishment they evoke. Students who possess extrinsic motivation perform to gain a reward or avoid a punishment. Students with extrinsic motivation will generally put out the minimal amount of effort to complete tasks in the easiest way possible. In addition, external motivation only exists as long as there is external compensation. In other words, extrinsic motivation is likely to result in limited progress that vanishes when the reward disappears. So be discerning when offering rewards for good work.3. Avoid Power Struggles

Realistically, you won’t be able to take on every struggle that comes along, so choose your battles wisely. Make a clear-cut list of unaccept-able behaviors and resulting consequences. For instance, a failing grade in a class might result in the loss of a favorite privilege until the grade is raised. Resist the temptation to ground your child indefi-nitely or to take away all prized possessions. If you act reasonably and calmly, there is hope that your child will follow suit.4. Build on Strengths

Find an area in which your child excels and focus on it. Constant failure is certainly unmotivating, and when the primary focus is on weakness, self-esteem and motivation will undoubtedly be lowered. If your child can find success in a nonacademic setting, you can work together to determine the elements of that accomplishment. Perhaps you and your child will be able to formulate a recipe for success and apply the ingredients to the educational setting.

Courtesy of collegeboard.com

Parents

8/ NY GEARUP, AUGUst 18, �010

Be HeardThe Step It Up! staff has settled into a spectacular week-

end routine with its two-hour talk-based show about teen issues, college readiness and NY GEARUP. It’s entertaining and informative for anyone from students to parents and community members.

We’re always looking for people to interview and high school seniors to try their hand in the radio business. If interested, contact Mariel Fiedler at mfiedler@syr.edu

NY GEARUP @ Syracuse UniversityNYGEARUP

315.443.7848 NYGEARUP@syr.edu

CoNTACT US

COLLEGE OF THE WEEKSUNY Delhi

SUNY Delhi was found-ed in 1913, almost 100 years ago, and now has about 3,100 undergradu-ates enrolled. Students attending SUNY Delhi can go to the school for one of 40 associate’s de-grees or 13 bach-elor’s degrees.

The school is located in the Catskill Moun-tains and has a 625-acre campus, includ-ing six residence halls. When it comes to academ-ics, students can be sure that faculty will be look-ing after them with a 19 student for every faculty member ratio.

SUNY Delhi is known as a technical school and offers majors in areas like

engineering, plumbing and turf management. The campus has its own 18-hole golf course for those who enjoy playing, or those interested in professional golf/ turf

management as a field of study.

The school is mainly known for its veterinary school and culinary pro-gram. The veterinary technology program is the first of its kind in the country and the culinary school has consecutively won the American Culi-

nary Federation’s Junior Hot Food Championship almost every year since 2000.

Delhi is split into four academic divisions. These four divisions are applied

sciences and rec-reation, business and hospitality, liberal arts and sciences, and technology. The school also has

its own student-run news-paper called the Campus Voice. The monthly news-paper is open to all stu-dents at the school and is dispersed throughout the campus. They even have their own radio station WDTU.

CoNTRIBUTED PHoTo

ABOVE: SUNY Delhi student tends to the golf course on cam-pus as part of the golf/tuf management pro-gram. LEFT: SUNY Delhi has the first veterenary technician program of its kind in the country.