Tag: University of Texas

There’s Always Something to Do in Brownsville

Posted on by robbie

“There’s nothing to do in Brownsville.” It was a constant refrain when Eva Garcia was growing up in the midsize Texas city, situated just across the border from Mexico. After college, most of her friends moved away to Austin or other cities perceived as more dynamic and interesting. But Garcia stayed, got a job in city government, and is now part of an initiative to transform her community and neighboring cities. “I want to make Brownsville a place where people want to stay,” she says.
As an employee of the city’s department of planning and development, Garcia is taking an active role in doing just that, helping to organize programs and funding for a network of 17 miles of new multiuse trails in and around Brownsville. She’s also been lobbying to attract new businesses to open alongside these new biking, hiking and paddling trails. She recently attended the Kauffman Foundation’s inaugural ESHIP Summit to connect with other people working to build thriving small business communities and get new ideas for how to improve her own.
The goals of Brownsville’s recent outdoorsy development are nothing less than ambitious: Boost the local economy, improve health outcomes, rescue precious natural resources and encourage the growth of a robust entrepreneurial ecosystem. Those are big problems to solve, and Brownsville is trying to tackle them all at once. But the city is aiming to prove that all at once is the best way to take on big issues.
“There’s never enough money to do what you want,” Garcia says. “We’re leveraging resources to attack multiple problems.” For Garcia, the ESHIP Summit was a chance to better understand and imagine the end goal of the development happening in Brownsville. “What I’ve learned is the characteristics of highly functioning systems,” she says, “and how collaboration is essential.”
Turning around an entire community’s idea of itself isn’t exactly easy. Brownsville is behind the curve in developing as a tourist destination, Garcia says. “Right now the challenge seems to be changing the perception of what’s successful, or what could be successful.” Some people believe that in a relatively poor community, building nature trails is a waste of taxpayer money that could be better spent improving public transportation or other services.
But Garcia sees the potential to make her community much stronger — and healthier too. The progress happening today is a steep departure from her experience growing up in Brownsville, which as recently as 2012 was the poorest city in America, with a median income of less than $30,000 a year. The majority of residents are Hispanic, and a CDC study found that the rates of obesity and diabetes were among the highest in the country. Almost 40 percent of residents lack health insurance, according to the most recent census data available. Growing up, Garcia says she had no idea that the health disparities and poverty levels were so severe.
After graduating from the University of Texas at Brownsville (now the University of Texas Rio Grande) with a degree in environmental science, Garcia got an internship with the city and started to learn more about her own community. “I felt like my eyes were opened,” she says. “I started becoming aware of what the issues really were here, and why there were challenges to development.” The city had already started to work on some initiatives to reduce poverty and improve health outcomes, and Garcia decided she wanted to be involved.
Today, Garcia’s department is partnering with Rails to Trails Conservancy to connect 10 local communities with new pathways. The UT School of Public Health in Brownsville has provided grant funding to help promote the new trails and healthy living in general. And the city is taking advantage of a local utility program to dredge and restore tributaries of the Rio Grande that have filled with sediment, organizing new trails around these resacas. The university’s architecture program is designing birding blinds (small shelters that help observers watch birds without startling them) to line the new trails. “Everyone has a role to play,” Garcia says.
That includes entrepreneurs, who are key to making the “active tourism” initiative a success. The city is looking for ways to incentivize small businesses to take advantage of the new walking and biking pathways. “You cannot be active without the [proper] gear,” Garcia says. “Even to go fishing, you need poles and lines, and people to take you out on boats to show you where things are.”
More businesses are needed, she says, to showcase the city’s assets — new companies like outdoor tour operators or kayak and paddleboard rental shops will help market the community as a fun, dynamic place.
“There are constantly things to do now,” Garcia says.

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This content was produced in partnership with the Ewing Marion Kauffman Foundation, which works in entrepreneurship and education to create opportunities and connect people to the tools they need to achieve success, change their futures and give back to their communities. In June 2017, the foundation hosted its inaugural ESHIP Sumit, convening 435 leaders fighting to help break down barriers for entrepreneurs across the country.
 

Investing in Future Innovation: This Visionary Program Gets Students Hooked on STEM

Posted on by robbie

In calculus class, you’d never use the phrase “star student” to describe Chris Deyo. He was slow to complete assignments about strange-sounding concepts like solids of revolution and related rates, staying behind to get extra help as his classmates jeered that the subject just “sucks.” To them, all they needed to know was enough to pass the test. After several after-school sessions, Deyo learned upper-level math well enough to tutor his peers. But instead of teaching straight out of the thick textbook like many teachers do, he showed how the lessons related other subjects. “The same kids who were saying they hate math could do it and were good at it when taught in a method that they identified with,” he noticed, causing him to wonder, “Is it really math or the way we’re teaching?”
Feeling accomplished, Deyo headed to the University of Texas at Austin with the thought, “I love [teaching and math] so much, I should try to make a living out of it.” There, he signed up for UTeach, a national program training math and science majors to become high school instructors. After graduating from UTeach last spring, Deyo began teaching math at a charter school in Austin. Frequently seen wearing a bowtie, the 23-year-old Deyo doesn’t look much older than the seniors in his calculus class. But he hopes to get them interested by teaching in ways that suit them, rather than just lecturing to teens that have tuned him out already. “From a young age, I realized those are the teachers that are making a difference,” he says.
Bored and intimidated by math and science, American teenagers are disengaged from the classes that prepare them for today’s tech-driven labor force — making UTeach needed now more than ever. The United States ranks a disappointing 35th in math and 27th in science out of 65 countries. Recruiting STEM (science, technology, engineering and math) majors who often arrive at college with no intention of teaching, these undergraduates “represent the most promising pool from which to draw future teachers,” says Kimberly Hughes, director of UTeach Institute, who expanded the UTeach model from eight Texas colleges to 35 more partner universities nationwide.
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No high schooler is eager to do math problems without end, which is why UTeach trains its teachers to create hands-on, collaborative, real-world projects (a teaching method dubbed “project-based learning”) that are exciting to both educators and pupils. Recently, instead of solving systems of equations on the whiteboard, Deyo divided his class into groups and asked them to develop the problems themselves. Groups came up with equations that involved splitting pizza, controlling the amount of money spent on clothes and even comparing Spotify, TIDAL and other music-streaming services. “We try to be a student-led program, where students are taking initiative for their own learning,” Deyo says, speaking with a fast cadence, the enthusiasm about his students emanating in quick sentences. “They are coming up with the questions they want to answer.”
In response to the shortage of STEM professionals in our country, UTeach has already certified 2,676 instructors and is certifying 6,280 more in the next four years — just one of many ways it’s placing valuable 21st-century skills at the center of today’s education.
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Case in point: Manor New Technology High School, a secondary magnet public school in Manor, Texas that employs only UTeach educators for math and science classes, is using project-based learning to instill a love of STEM in an unlikely student body. Unlike most STEM-focused magnet schools, Manor New Tech opened in 2007 to provide 21st-century-learning skills to economically disadvantaged minority students. These teenagers are statistically expected to be behind their white peers in biology (26 points for blacks, 16 for Hispanics), as well as in algebra (13 points for blacks, four for Hispanics). Yet, Manor New Tech eradicates the achievement gap to match state test scores in math and far exceed them in science, despite comparatively lower scores in the surrounding district.
Impressive? Yes. But for schools nationwide to replicate those results, a huge influx of passionate STEM educators is desperately needed. UTeach-trained instructors staff at least 1,120 schools in 34 states, but 43 states and the District of Columbia are short math or science teachers. Filling that gap will only happen as UTeach expands, Hughes believes. “Leveraging the universities in our country as places from which to prepare excellent math and science teachers is key to addressing the shortage of teachers nationwide,” she explains.
Statistics tell the numerical story of UTeach’s impact. But Deyo’s ability to convince math- and science-loving young people to be teachers is how the program truly creates a lasting impression. Problem solving ignites a passion inside Deyo, but more than that, he loves “seeing other people appreciate and fall in love with math and see the value in it. That’s what makes me want to teach.”
“Math, as a whole, to me is one big puzzle,” Deyo says. There may be one final right answer most of the time, but there are so many ways to arrive at it. UTeach may not be the only way to improve STEM education in America, but it’s clearly one of those vital pieces.
This article is part of the What’s Possible series produced by NationSwell and Comcast NBCUniversal, which shines a light on changemakers who are creating opportunities to help people and communities thrive in a 21st century world. These social entrepreneurs and their future forward ideas represent what’s possible when people come together to create solutions that connect, educate and empower others and move America forward.