What were your best years in school and why? Did you have a great circle of friends, wonderful teachers, curriculum that interested you, involvement in clubs, or teams?
I had a great time in junior high and high school. I know so many people HATED junior high., but I really had a great time there. And high school was a lot of fun too.
I feel like I made several friends, but only a small group of close friends. The majority if those friends were friends from church. These are the ones that we did things together after school hours. These were the ones that threw and attended parties, and had activities around town and throughout the stake.
I feel lucky that I enjoyed most all my teachers. Again, I had a small group of truly influential and mentoring teachers, both in junior high and high school. I especially felt close to Mr. Maya the HS drama teacher, Mr. Robb, the choir teacher, and Mrs. Goodrich, my US History teacher and Mrs. Serigstad, our economics teacher. I was grateful for so many with a wide variety of backgrounds and outlooks on the world. I learned a great deal from them all. And enjoyed an association with some wonderful characters.
Showing posts with label education. Show all posts
Showing posts with label education. Show all posts
Sunday, September 30, 2018
Sunday, September 23, 2018
#52 Stories--Story # 48
How many of your elementary school teachers can you remember? Can you put them in order? Did you have a favorite? A least favorite?
I remember Mrs. Owzarzak was my first grade teacher. I recall that she had some sons that were a few years older than me and also went to El Roble school.
I can't remember my second grade teacher's name, at least not right now.
In third grade I had Mrs. Bach and Mr. Miller for math. Mrs Bach was short and round and seemingly the meanest teacher ever. But it was the summer after her class that I was able to visit Washington DC --with the meanest teacher ever--and another 50 or so kids. Crazy. She must not have been too bad after all.
Mrs. Midtgaard was my fourth grade teacher and I liked her immensely. She spelled her last name with two As, just like we did too. Her kids participated in 4H also--though in the Rucker 4H club instead of our own Sunset 4H. I knew they had animals and lived in the country. And she used a really COOL green felt tip pen to grade our papers.
In fifth and sixth grade I moved to Brownell Fundamental school. It was similar to charter schools today, but I left the kids I rode the bus with for the years prior and had known all the time I lived in Gilroy. I don't recall the teacher's names that I had there, but I remember the school itself was not a good fit for me socially. I tried, but didn't ever feel like I fit in. I felt the kids felt and truly believed they were better than any other school. I knew too many people at my old school that were good people to believe that could possibly be true.
Instead of staying at Brownell for 7th and 8th grade, I remember begging my mom to let me go to South Valley Junior High. Once I knew that would be the case, I was told by the Brownell kids that I'd get beat up by the Mexican kids every day. I knew that wasn't going to be the case, as many many friends from my old school--and now many kids I knew from across town now--would be attending SVJH. I really enjoyed my two years there and it made me feel VERY confident as I started at GHS when it was time for 9th grade.
I remember Mrs. Owzarzak was my first grade teacher. I recall that she had some sons that were a few years older than me and also went to El Roble school.
I can't remember my second grade teacher's name, at least not right now.
In third grade I had Mrs. Bach and Mr. Miller for math. Mrs Bach was short and round and seemingly the meanest teacher ever. But it was the summer after her class that I was able to visit Washington DC --with the meanest teacher ever--and another 50 or so kids. Crazy. She must not have been too bad after all.
Mrs. Midtgaard was my fourth grade teacher and I liked her immensely. She spelled her last name with two As, just like we did too. Her kids participated in 4H also--though in the Rucker 4H club instead of our own Sunset 4H. I knew they had animals and lived in the country. And she used a really COOL green felt tip pen to grade our papers.
In fifth and sixth grade I moved to Brownell Fundamental school. It was similar to charter schools today, but I left the kids I rode the bus with for the years prior and had known all the time I lived in Gilroy. I don't recall the teacher's names that I had there, but I remember the school itself was not a good fit for me socially. I tried, but didn't ever feel like I fit in. I felt the kids felt and truly believed they were better than any other school. I knew too many people at my old school that were good people to believe that could possibly be true.
Instead of staying at Brownell for 7th and 8th grade, I remember begging my mom to let me go to South Valley Junior High. Once I knew that would be the case, I was told by the Brownell kids that I'd get beat up by the Mexican kids every day. I knew that wasn't going to be the case, as many many friends from my old school--and now many kids I knew from across town now--would be attending SVJH. I really enjoyed my two years there and it made me feel VERY confident as I started at GHS when it was time for 9th grade.
Sunday, September 16, 2018
#52 Stories--Story #47
What was your first introduction to formal education--preschool, kindergarten, homeschooling? What do you remember about those first few years?
I believe I participated in a preschool when we lived in Sunnyvale. I don't remember much of it. But I believe I attended at a local community park area. It seems to me that much must have happened that I do not recall.
I must have had a kindergarten year as well in Sunnyvale. The only think I remember about hat experience is a day when we got to learn about grocery stores and "pretend" to be shoppers. The strongest memory in that episode was the choice I had to pick a box of Lucky Charms cereal--which was not allowed in our home. I felt so empowered to choose that otherwise contraband breakfast food. Who knows what other lessons sank in quite so deep!
We moved to Gilroy when I was in 1st grade and I began elementary school at El Roble school, with Mrs. Owzarzak as my teacher. I remember having a turn to bring the classroom guinea pigs home for a weekend--and they DIED! That was the worst to me as a kid. The cage had been placed on the front porch, just in front of the kitchen window and the sunshine in the late afternoon or evening that weekend was too hot and too strong for their little bodies. They overheated and died. I was sure I'd never be allowed to have another class-pet come home with me again.
I believe I participated in a preschool when we lived in Sunnyvale. I don't remember much of it. But I believe I attended at a local community park area. It seems to me that much must have happened that I do not recall.
I must have had a kindergarten year as well in Sunnyvale. The only think I remember about hat experience is a day when we got to learn about grocery stores and "pretend" to be shoppers. The strongest memory in that episode was the choice I had to pick a box of Lucky Charms cereal--which was not allowed in our home. I felt so empowered to choose that otherwise contraband breakfast food. Who knows what other lessons sank in quite so deep!
We moved to Gilroy when I was in 1st grade and I began elementary school at El Roble school, with Mrs. Owzarzak as my teacher. I remember having a turn to bring the classroom guinea pigs home for a weekend--and they DIED! That was the worst to me as a kid. The cage had been placed on the front porch, just in front of the kitchen window and the sunshine in the late afternoon or evening that weekend was too hot and too strong for their little bodies. They overheated and died. I was sure I'd never be allowed to have another class-pet come home with me again.
Sunday, September 9, 2018
#52 Stories--Story #46
Describe your family legacy regarding education. Do you come from a long line of scholars? Were you the first to earn a degree? Are your forging a new legacy with your own children?
My family growing up intimated that education was very important. But neither of my parents were college graduates. I don't remember a time growing up that I was not expected to attend somewhere for further education after high school. That was just something that they expected of us. They supported my sister and me in achieving this goal financially and as much emotionally as they could as well.
I was the first to graduate from college in my own family, but certainly not the last. My sister was quick behind me--after having earned a certificate of completion from a therapeutic massage school about the time she graduated from high school too. She then went on to earn a graduate degree as we were adults. I contemplated a masters degree, and go back to thinking of that goal every once in a while, but so far it has only been thinking.
As for my own children, I expected them both to attend college--there was never an "if" in the statements of their academic goals as they grew up. However, I know that not everyone is cut out for formal university education. Any continuing education--trade school, military, or college of any kind--would have been acceptable. I certainly am grateful that they each chose their fields of study--which both need four years degrees or more.
My family growing up intimated that education was very important. But neither of my parents were college graduates. I don't remember a time growing up that I was not expected to attend somewhere for further education after high school. That was just something that they expected of us. They supported my sister and me in achieving this goal financially and as much emotionally as they could as well.
I was the first to graduate from college in my own family, but certainly not the last. My sister was quick behind me--after having earned a certificate of completion from a therapeutic massage school about the time she graduated from high school too. She then went on to earn a graduate degree as we were adults. I contemplated a masters degree, and go back to thinking of that goal every once in a while, but so far it has only been thinking.
As for my own children, I expected them both to attend college--there was never an "if" in the statements of their academic goals as they grew up. However, I know that not everyone is cut out for formal university education. Any continuing education--trade school, military, or college of any kind--would have been acceptable. I certainly am grateful that they each chose their fields of study--which both need four years degrees or more.
Sunday, September 24, 2017
#52 Stories--Story # 2
What subjects did you excel at in school? Which were hardest for you?
I was pretty lucky as most subjects in school came fairly easily to me. I was a good student and I liked doing well in school. I kept out of trouble with teachers and had friends in every grade. My favorite subjects were history and English--most of the time.
As a junior in American Lit, we had to read Billy Budd by Herman Melville. I hated that book. I don't even recall the storyline now. But that was the first class I remember NOT liking English. But even with that class, I did like some of the other books we were assigned. The older I got the more I enjoyed the literature and writing that was required.
I ended up finishing a bachelor's degree in History and I did love most of all the classes I got to take within the major. I loved American history the most, with a special fascination with 19th century American History. Even now, when I read for fun, I seem to always ended up back with British literature that is either written in or set in the 19th century--think, Jane Austen and Charles Dickens. And I still love the civil war period of time in the US. I read quite a few biographies and even those end up being about people from that time period--post Revolutionary War to the 20th century.
The classes and subjects that I had a harder time with in school tended to be classes that were more subjective--art, especially. I loved drama, however, as it is closely related to English and literature. But I never was very artistic and struggled to draw, paint, sculpt or anything else that I had to create for myself. I enjoyed photography, though and saw that as a creative outlet. And as a senior in high school I sang in two periods of choir--but more because I can follow a leader and had room in my schedule than for my prodigious talent.
I did fairly well in math until my junior year of HS when I had trigonometry. Mr. Duke was my teacher then and I remember one assignment asked us to use the angles and whatever to figure out the height of the light poles that held the lights that illuminated the football field. I saw no reason to "do the math" but instead questions Mr. Duke why someone hadn't thought to measure the poles before they were installed on the football field. He was NOT amused. When he couldn't given me a reasonable answer, I quit thinking math was that important.
In college my major required either a single semester of statistics OR 4 semesters of a foreign language. I signed up for the stats class and made it through the first day when I immediately went and dropped the stats class and enrolled in the first of several Spanish classes I would eventually.
I was pretty lucky as most subjects in school came fairly easily to me. I was a good student and I liked doing well in school. I kept out of trouble with teachers and had friends in every grade. My favorite subjects were history and English--most of the time.
As a junior in American Lit, we had to read Billy Budd by Herman Melville. I hated that book. I don't even recall the storyline now. But that was the first class I remember NOT liking English. But even with that class, I did like some of the other books we were assigned. The older I got the more I enjoyed the literature and writing that was required.
I ended up finishing a bachelor's degree in History and I did love most of all the classes I got to take within the major. I loved American history the most, with a special fascination with 19th century American History. Even now, when I read for fun, I seem to always ended up back with British literature that is either written in or set in the 19th century--think, Jane Austen and Charles Dickens. And I still love the civil war period of time in the US. I read quite a few biographies and even those end up being about people from that time period--post Revolutionary War to the 20th century.
The classes and subjects that I had a harder time with in school tended to be classes that were more subjective--art, especially. I loved drama, however, as it is closely related to English and literature. But I never was very artistic and struggled to draw, paint, sculpt or anything else that I had to create for myself. I enjoyed photography, though and saw that as a creative outlet. And as a senior in high school I sang in two periods of choir--but more because I can follow a leader and had room in my schedule than for my prodigious talent.
I did fairly well in math until my junior year of HS when I had trigonometry. Mr. Duke was my teacher then and I remember one assignment asked us to use the angles and whatever to figure out the height of the light poles that held the lights that illuminated the football field. I saw no reason to "do the math" but instead questions Mr. Duke why someone hadn't thought to measure the poles before they were installed on the football field. He was NOT amused. When he couldn't given me a reasonable answer, I quit thinking math was that important.
In college my major required either a single semester of statistics OR 4 semesters of a foreign language. I signed up for the stats class and made it through the first day when I immediately went and dropped the stats class and enrolled in the first of several Spanish classes I would eventually.
Wednesday, May 28, 2014
I'm Done
It is the last week of school for the year, and I have only one more year of public school to worry about with my own children. I've spent a lot of years--a decade and a half, in fact--worrying about my own kids as well as any others that went to the local public school with mine. I spent a few years worrying and working for all the children that went to school anywhere in our town and another couple working and worrying for all children in our district.
But I'm done.
Last night at Costco I ran across a book by Glenn Beck that feeds the conspiracy theorists' rhetoric against the Common Core. I'm done fighting that fight.
In a purely selfish move, I'm going to say that I'm thrilled that my younger child, The Boy, is the final grade level that has nothing to do with the CC "roll out" in our district. He avoided it by being a year ahead in math and his English grade level stuff, while some elements have been integrated in but none of the required pieces are demanded until the year after his. And I'm not sorry about that at all.
I have volunteered in my kids' school for 15 years now. I have sat on committees of concerned parents every time I've been asked. I have worked with wonderful teachers--who aren't paid NEARLY what they deserve to do what is asked of them by society at large, much less the district they work for--and still they see the positive in the most recent changes that have taken the conservative right to grab their pitchfork and torches and demand change. I've seen administrators try to jump through the needs legal and district mandated hoops to help their teachers do what they do best--TEACH.
You see, the change happens every 4-8 years. Very similar to certain presidential administration changes. That is not a coincidence. Every national leader KNOWS the system is broken, but not a single one will put the money where his/her mouth is to make things right enough for the best to happen for our kids. But that is another topic completely. Educational theories come and go. Good teachers are coming less often, and the bad ones hang on for too long. But changes to the system/curriculum/methodology change on a regular basis. and good teachers take what works, fit it to their subject matter, try to breathe life into their topic with more energy and enthusiasm than a three ring circus ringmaster for the attention deficit, virtual world believing, entitlement driven students of today.
Today, I'm ranting about the anti-Common Core fanatics. I was sorry to see Glenn Beck is now their poster boy. I don't listen to his show but I admired him for not backing down on his religious beliefs in light of national attention and criticism--especially during the Prop 8 debacle in California some years ago. But now, the Tea Partiers must keep buying his books so he has found a new sublect to appease they and take their money.
For me, I'm just done. I'm done trying to explain what I have seen and heard and done in my local schools. I'm done trying to help others understand the reasoning for the changes. And I'm definitely done making head-banging-against-the-bricks attempts to persuade the conspiracy theorists to see the situation as I do. That opposition is too strong. And I'm just one person. And I'm tired of fighting.
Like Chief Joseph, Nez Pierce leader in the late 1800s, said "on this spot I'll fight no more forever". It is just too exhausting.
But I'm done.
Last night at Costco I ran across a book by Glenn Beck that feeds the conspiracy theorists' rhetoric against the Common Core. I'm done fighting that fight.
In a purely selfish move, I'm going to say that I'm thrilled that my younger child, The Boy, is the final grade level that has nothing to do with the CC "roll out" in our district. He avoided it by being a year ahead in math and his English grade level stuff, while some elements have been integrated in but none of the required pieces are demanded until the year after his. And I'm not sorry about that at all.
I have volunteered in my kids' school for 15 years now. I have sat on committees of concerned parents every time I've been asked. I have worked with wonderful teachers--who aren't paid NEARLY what they deserve to do what is asked of them by society at large, much less the district they work for--and still they see the positive in the most recent changes that have taken the conservative right to grab their pitchfork and torches and demand change. I've seen administrators try to jump through the needs legal and district mandated hoops to help their teachers do what they do best--TEACH.
You see, the change happens every 4-8 years. Very similar to certain presidential administration changes. That is not a coincidence. Every national leader KNOWS the system is broken, but not a single one will put the money where his/her mouth is to make things right enough for the best to happen for our kids. But that is another topic completely. Educational theories come and go. Good teachers are coming less often, and the bad ones hang on for too long. But changes to the system/curriculum/methodology change on a regular basis. and good teachers take what works, fit it to their subject matter, try to breathe life into their topic with more energy and enthusiasm than a three ring circus ringmaster for the attention deficit, virtual world believing, entitlement driven students of today.
Today, I'm ranting about the anti-Common Core fanatics. I was sorry to see Glenn Beck is now their poster boy. I don't listen to his show but I admired him for not backing down on his religious beliefs in light of national attention and criticism--especially during the Prop 8 debacle in California some years ago. But now, the Tea Partiers must keep buying his books so he has found a new sublect to appease they and take their money.
For me, I'm just done. I'm done trying to explain what I have seen and heard and done in my local schools. I'm done trying to help others understand the reasoning for the changes. And I'm definitely done making head-banging-against-the-bricks attempts to persuade the conspiracy theorists to see the situation as I do. That opposition is too strong. And I'm just one person. And I'm tired of fighting.
Like Chief Joseph, Nez Pierce leader in the late 1800s, said "on this spot I'll fight no more forever". It is just too exhausting.
Friday, June 7, 2013
Upon Further Reflection....
After posting the response to my letter to the editor, I feel like my blood had a momentary boiling. But now, I feel a slow, cool stream pulsing in my veins.
To be honest. I am grateful that my kids are nearing the end of their public educations. I am so tired of fighting to get what teachers need in their classroom, volunteers to run cooperative programs, and arguing with "haters" who, like a bull dog, can't let an agrument go.
Maybe I'm just tired because I'm finally ending a 13 year association with my local schools are a local PTA leader. I'm tired from years of pleading and begging other concerned parents to get involved and work together with us as we do what we can to fix the issues we have some limited control over. Maybe I'm still tired from the all night senior party we hosted from which I have yet to catch up my sleep.
I am tired. That, I know.
But just because MY kids are done and nearly done, doesn't mean I don't care. I just can't argue and fight and discuss and resort to name calling and mud slinging and the conspiracy theories that seem to plague those who disagree with how our schools are running.
I'm just tired.
Check with me in September and see if anything is different. I hope it is, but I'm too tired to do it right now.
To be honest. I am grateful that my kids are nearing the end of their public educations. I am so tired of fighting to get what teachers need in their classroom, volunteers to run cooperative programs, and arguing with "haters" who, like a bull dog, can't let an agrument go.
Maybe I'm just tired because I'm finally ending a 13 year association with my local schools are a local PTA leader. I'm tired from years of pleading and begging other concerned parents to get involved and work together with us as we do what we can to fix the issues we have some limited control over. Maybe I'm still tired from the all night senior party we hosted from which I have yet to catch up my sleep.
I am tired. That, I know.
But just because MY kids are done and nearly done, doesn't mean I don't care. I just can't argue and fight and discuss and resort to name calling and mud slinging and the conspiracy theories that seem to plague those who disagree with how our schools are running.
I'm just tired.
Check with me in September and see if anything is different. I hope it is, but I'm too tired to do it right now.
Thursday, June 6, 2013
An Editorial Response
I posted my letter to the editor of our local paper about the Common Core Standards Initiative a week or so ago. Well, I finally got around to reading the last week's worth of papers and low, and behold, there was a response to my letter written by one of the most anti-public school and local district-hating men I have ever heard from. In fact, he wrote the essay opposing Common Core stands that I reference in my letter.
Here is what he had to say Sunday:
Here is what he had to say Sunday:
Common Core solutions
In an
opinion published on May 26 in the Daily Herald titled "Keep discussing
the issue", several points were raised by Shauna DeBuck which should be
addressed regarding Utahns Against Common Core. The primary question
Shauna raised is to ask if we are complainers or have actually offered
solutions. Yes, all the time.
Our math standards prior to adopting Common Core were actually more highly rated than Common Core, and they were created here in Utah. Why did we leave them if they were better standards? Because the federal government offered states a chance at $4.35 billion if they would agree to sign onto Common Core. We applied and agreed to, but got no money. We should return to those Utah standards or adopt another highly rated set.
For ELA standards, Dr. Sandra Stotsky has offered to come to Utah and work with Utah teachers to create the best standards in the nation. She has credibility because she did this for Massachusetts several years ago and those standards helped take Massachusetts to the top of the nation in standardized test scores. (In fact, they were at the top for math as well and scoring on par with countries like Singapore and Japan.) Stotsky has recently released a set of free public domain ELA standards we could also choose to adopt which are based on the Massachusetts ELA standards but with a few revisions to strengthen them.
A question you should be asking, is why, if the USOE really cares about strong standards, are they adopting what have been determined to be mediocre standards? There is hardly a soul in Utah county that doesn't detest Investigations math, and yet how many people know that the USOE adopted the integrated version of Common Core math instead of discrete years, just so they could roll out investigations style math statewide?
Here's another solution. The federal data tracking model that Herald reporter Caleb Warnock recently wrote about is a big deal. It's intrusive and set up to share personally identifiable information on our students. Utah should terminate our P20w database right now and keep all our children's information at the local level.
You said if people aren't happy with educational options, they can always homeschool and "There isn't even an argument about costs with this choice." Really? Homeschool families pay property taxes like everyone else, but in order to homeschool, they have to pay for materials that would otherwise be provided at a local school. It's a lot more expensive and time consuming to homeschool. Yes it's an option for some, but not for single parent families who are struggling to stay afloat. What we are trying to do is make sure even the poor and needy get the best education possible in our public school system. Common Core is not that.
You state, "Why should the opponents of the CCSI remove the choice I have to send my kids to the local public school and the standards it now espouses from me just because they don't agree with this new shift?" Indeed, the question could easily be reversed upon you for forcing mediocrity upon other children. The solution? Individualize education by restoring true local control. Under Common Core, standards merely standardize children on the same content at the same pace. Standards should be a pathway which all children have the ability to progress down as fast as they are able. Unfortunately, Common Core's path doesn't lead to college and career readiness, it barely leads to a high school diploma and will likely continue to cause high remediation rates in college. Under Utah's Common Core, fewer children will complete algebra by 8th grade, and fewer will complete calculus by 12th. It doesn't have to be this way. Utah can and should lead the way with the best standards.
• Oak Norton, Highland
Our math standards prior to adopting Common Core were actually more highly rated than Common Core, and they were created here in Utah. Why did we leave them if they were better standards? Because the federal government offered states a chance at $4.35 billion if they would agree to sign onto Common Core. We applied and agreed to, but got no money. We should return to those Utah standards or adopt another highly rated set.
For ELA standards, Dr. Sandra Stotsky has offered to come to Utah and work with Utah teachers to create the best standards in the nation. She has credibility because she did this for Massachusetts several years ago and those standards helped take Massachusetts to the top of the nation in standardized test scores. (In fact, they were at the top for math as well and scoring on par with countries like Singapore and Japan.) Stotsky has recently released a set of free public domain ELA standards we could also choose to adopt which are based on the Massachusetts ELA standards but with a few revisions to strengthen them.
A question you should be asking, is why, if the USOE really cares about strong standards, are they adopting what have been determined to be mediocre standards? There is hardly a soul in Utah county that doesn't detest Investigations math, and yet how many people know that the USOE adopted the integrated version of Common Core math instead of discrete years, just so they could roll out investigations style math statewide?
Here's another solution. The federal data tracking model that Herald reporter Caleb Warnock recently wrote about is a big deal. It's intrusive and set up to share personally identifiable information on our students. Utah should terminate our P20w database right now and keep all our children's information at the local level.
You said if people aren't happy with educational options, they can always homeschool and "There isn't even an argument about costs with this choice." Really? Homeschool families pay property taxes like everyone else, but in order to homeschool, they have to pay for materials that would otherwise be provided at a local school. It's a lot more expensive and time consuming to homeschool. Yes it's an option for some, but not for single parent families who are struggling to stay afloat. What we are trying to do is make sure even the poor and needy get the best education possible in our public school system. Common Core is not that.
You state, "Why should the opponents of the CCSI remove the choice I have to send my kids to the local public school and the standards it now espouses from me just because they don't agree with this new shift?" Indeed, the question could easily be reversed upon you for forcing mediocrity upon other children. The solution? Individualize education by restoring true local control. Under Common Core, standards merely standardize children on the same content at the same pace. Standards should be a pathway which all children have the ability to progress down as fast as they are able. Unfortunately, Common Core's path doesn't lead to college and career readiness, it barely leads to a high school diploma and will likely continue to cause high remediation rates in college. Under Utah's Common Core, fewer children will complete algebra by 8th grade, and fewer will complete calculus by 12th. It doesn't have to be this way. Utah can and should lead the way with the best standards.
• Oak Norton, Highland
Monday, October 20, 2008
Oh, I Just Didn't Think of That
Well, I just returned from my appointment with the Academic Advisor. Enlightening, this visit was. Also, it included a reminder of just how long ago I attended college.
On the plus side, my Freshman English and Communications 101 classes may easily transfer to fulfill a portion of the prerequisites for this radiology program I am looking into taking. The down side is that as the waiting list for the program is today, the first openings they would have for it is 2014. That means I would be starting the program the same year The Girl would be starting college. That was a hitch that hadn't ever entered my thinking.
I would still have about 18 credits hours of prerequisites to do before beginning the four consecutive semesters and one summer term of full time clinicals that is the full program. And when that is over, I end up with an Associate of Applied Science degree and a license to work as a radiographer.
Time, it would appear, is not on my side here. It looks like I need to go back to the drawing board and come up with Plan B. In the back of my head, I knew I needed a contingency plan, but I was hoping I would be wrong.
I am grateful for other options that I have been offered and the possibilities that those offers may afford me. I'll continue to look into that and keep you posted. But in the meantime, don't look for me if you go to have your annual mammograms. Come to find out, I won't be there.
On the plus side, my Freshman English and Communications 101 classes may easily transfer to fulfill a portion of the prerequisites for this radiology program I am looking into taking. The down side is that as the waiting list for the program is today, the first openings they would have for it is 2014. That means I would be starting the program the same year The Girl would be starting college. That was a hitch that hadn't ever entered my thinking.
I would still have about 18 credits hours of prerequisites to do before beginning the four consecutive semesters and one summer term of full time clinicals that is the full program. And when that is over, I end up with an Associate of Applied Science degree and a license to work as a radiographer.
Time, it would appear, is not on my side here. It looks like I need to go back to the drawing board and come up with Plan B. In the back of my head, I knew I needed a contingency plan, but I was hoping I would be wrong.
I am grateful for other options that I have been offered and the possibilities that those offers may afford me. I'll continue to look into that and keep you posted. But in the meantime, don't look for me if you go to have your annual mammograms. Come to find out, I won't be there.
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