Hough Student Services: Empowering Students and Communities

Introduction

The Hough student services encompass a range of programs and resources designed to support students' academic, personal, and professional growth. These services aim to create a positive school climate, address the needs of diverse student populations, and empower students to become engaged members of their communities. Among these initiatives is the Corinthia and Orsamus D. Hough award, which provides funding for students to directly engage with marginalized communities through various projects.

The Corinthia and Orsamus D. Hough Award: Fostering Community Engagement

The Corinthia and Orsamus D. Hough award is a testament to the commitment of Corinthia and Orsamus D. Hough to social responsibility and community engagement. This award is granted to one or more students who will use the award to directly engage with marginalized communities. Students can propose projects for internship experiences, student research, service learning opportunities, certain conferences, and related applied projects as long as the student project engages them with marginalized groups.

Proposal Requirements

Students seeking the Hough award must submit a comprehensive proposal outlining their project and its intended impact. The proposal should include the following key elements:

Statement of Learning Objectives or Research Question: A clearly described statement of learning objectives or a research question. Articulate what you are asking for in clear and concise terms. What do you want to accomplish and in brief terms what will you do to accomplish it?
Context: Why is this issue important? How is this related to social inequality and cultural patterns? Which courses or course concepts have informed your understanding of the issue? What other background work have you done in this area of inquiry?
Goals, Immediate Learning Goals, and Long-Term Impact: How will this project advance your career trajectory as a social scientist? How do you hope to develop your skills and experiences?
Methods: What will you actually do? How will you accomplish your goals? This will look very different depending on what you are requesting the funds for. Perhaps you will present a paper at a conference. Perhaps you will work in an intern position for an aid organization in Cambodia. Perhaps you will conduct a research project with women at risk for maternal death in Cleveland. What will you do, in concrete terms, to accomplish your goals? If you are going to speak to scholars and activists: how will you meet them; will you make appointments ahead of time? How will you record what you learn? Will you take field notes to make sense of what you learn (why not be an ethnographer about this? Keep a field notebook?). Will you meet with or attend any related organizations? How do you know that you will have access?
Products: What do you intend to produce as a result of the use of these funds? Will you write a paper to present at a conference? Will you write an honors thesis based on this experience? You do need to write a completion report for the department, but what other products will come of this project?
Dissemination of Results: How will you communicate what you learned? This is beyond the report of completion and presentation to the department.
Supporting Documents: Submit any documents that help develop the context for your proposed activities.
Budget: How much money are you requesting? What are you requesting the money for? What is the break-down of those expenses? These are all questions that you must answer in detail. It will take a great deal of research in order to complete this table. Historically, awards are normally in the $1,000-2,000 range. Each year, we have approximately $5,000 that we can distribute. Proposals that are approved are usually funded fully, but there may be cases where a partial award is offered. Are the budgeted items an accurate and reasonable cost?
Resume/CV: A resume/CV.

This award is competitive, and is normally given to pay expenses for work completed during the following summer.

Supporting Diverse Student Populations

Hough student services are committed to supporting diverse student populations, including students with disabilities, foster youth, and homeless children.

Section 504 of the Rehabilitation Act of 1973

Section 504 of the Rehabilitation Act of 1973 ensures that qualified individuals with disabilities are protected from discrimination based on their disability. Section 504 forbids organizations from excluding or denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in and have access to program benefits and services.

Foster Youth Program

The purpose of our Foster Youth Program is to provide educational support for children and youth in the foster care system by promoting their academic and personal success. Dixon USD provides services as part of a statewide system of programs designed to meet the unique educational needs of foster children and youth. California Assembly Bill (AB) 167 allows a school district to exempt student in foster care from district graduation requirements when the pupil meets the following: (1) he or she is in 11th or 12th grade, (2) transfers to a school within the school district or to another school district, and (3) the district makes a finding that the student is unreasonably able to complete district requirements by the end of the student’s fourth year of high school.

McKinney-Vento Act

Homeless children are entitled to the protections of the McKinney Vento Act. Credit Reduction (California Ed. California Assembly Bill (AB) 1806 allows a school district to exempt a student who is a homeless child or youth, as define by Section 11434a(2) of Title 42 of the United States Code who transfers between schools any time after the completion of the student second year of high school from school district and statewide coursework requirements as specified in section 51225.3. Unless the district finds that the student is reasonably able to complete the school district graduation requirements in order to graduate by the end of the student’s fourth year of high school.

Supporting Student Well-being

Hough student services recognize the importance of supporting the whole child, which includes addressing their physical, mental, and emotional well-being.

Health Services

Illness plays a significant role in early childhood absences. As parents and guardians, it is important to understand when to send a child to school or keep them home. This infographic is a good indicator of when a child is too sick for school versus when they are healthy enough to attend school.

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Mental Health Services

Dixon Unified School District is committed to supporting the whole child, which includes providing social-emotional supports to all students in need. The Mental Health Team consists of licensed Mental Health Clinicians, School Psychologists, Behaviorists and Supervised Interns assigned to each site. Care Solace takes the stress off of families and district staff by breaking down the barriers to mental healthcare.

Tobacco Prevention Education

The Dixon Unified School District requires its campuses to be tobacco and electronic vaping products-free. DUSD prohibits the use of tobacco and electronic vaping products, at any time, in district-owned or leased buildings, on district property and in district vehicles. DUSD provides Tobacco Prevention Education and Intervention through a state funded TUPE grant for all students. The TUPE program provides funding for programs in grades six through twelve through a competitive application process for tobacco-specific student instruction, reinforcement activities, special events, and intervention and cessation programs for students. Brief Intervention, which consists of three to four 20-minute sessions that combine motivational interviewing (MI) and cognitive behavioral therapy by trained staff will be offered at the discretion of the administrative designee in lieu of a class suspension for drug and alcohol-related discipline offenses. Parent/guardian must consent to the intervention and the student must agree to participate in the intervention. Drug- and alcohol-involved middle and high school students markedly reduced their substance use following three to four 20-minute sessions that combined motivational interviewing (MI) and cognitive behavioral therapy. The students also reported significantly fewer substance-related symptoms of substance use disorders during the 6 months after the intervention compared with the 6 months before it. Contact the Helpline for support, resources and treatment options for yourself or a loved one. Helpline volunteers are trained to help you find the information and support you are looking for.

Parent and Community Engagement

Hough student services recognize the importance of parent and community involvement in supporting student success.

Parent Liaisons

A Parent Liaison is a person employed by the Dixon Unified School District and assigned to each school site. Although this person is not a counselor, they work to bridge the communication between school and home by helping parents get the information, support, and help they need to ensure their child’s academic and social success in school. Parent Liaisons want to empower parents and make sure that they understand what they can do to get involved, keep informed, and share information to ensure that their child does his or her best.

Positive Behavioral Interventions and Supports (PBIS)

All Dixon Unified schools are committed to implement a positive school climate through PBIS. The goal of PBIS is to create schools in which students learn and grow. School climate has bearing on attendance rates, academic achievement, and graduation rates. Regardless of socioeconomic status, students in a positive school climate are more likely to have higher test scores and greater academic success. Dixon Unified School District uses a variety of data to measure school climate, including suspension and expulsion data, attendance data, and the California Healthy Kids Survey (CHKS). The California Healthy Kids Survey is an anonymous assessment recommended for students age 10 (grade 5) and above. The purpose of this survey is to obtain information from the students about their knowledge, attitudes, and behavior about things that affect learning. Dixon Unified School strives to create safe and welcome learning environments where students attend and are connected to their schools.

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School Attendance Review Board (SARB)

School Attendance Review Board (SARB) is a community and school partnership to meet the needs of youth with attendance and behavior problems. Depending on the success of the local school interventions, a student with attendance or behavior problems in school is referred through the counselor, nurse, teacher, or principal to the Coordinator of Student Services for attention. The District SARB attempts to resolve the student attendance or behavior problems with community support.

Supporting Students with Disabilities

Hough student services are dedicated to providing comprehensive support for students with disabilities.

Special Education Services

More than 725,000 of California’s K-12 students qualified for special education services in 2018-19, but they entered a system that is often ill-equipped to serve them. This brief summarizes the findings from the PACE Policy Research Panel on Special Education: Organizing Schools to Serve Students with Disabilities in California. We find opportunities for improvement in early screening, identification, and intervention; transitions into and out of special education services; educator preparation and ongoing support; and availability of mental and physical health services. Comprehensive implementation of the Multi-Tiered System of Supports (MTSS) framework in schools would address the needs of all students, including students with disabilities (SWDs). However, doing so successfully will require additional resources to assist teachers with student progress monitoring and instructional assistance. Suggested citationMyung, J., & Hough, H. J. (2020, February). Organizing schools to serve students with disabilities: A summary of the PACE Policy Research Panel [Policy brief]. Policy Analysis for California Education.

The University of Florida’s Hough Graduate School of Business Online MBA Program

The University of Florida’s Hough Graduate School of Business online MBA program is “the best overall combination of rankings, student feedback, faculty level, and course structure.” It offers a “high-caliber program with flexibility for a chaotic work environment,” “great value for the cost,” and an “accelerated pace.” Students rave about the “challenging, yet very beneficial” program, which includes “real-life business cases,” a “great online platform to deliver materials,” and “quality instructors.” One student marvels about “the program’s ability to take an online education and foster an environment where in two years time I feel like I know all fifty students in my cohort personally and professionally.” That isn’t an easy task, but one of the ways this is accomplished is by “keeping the same groups for half of the program.” Another is by providing the opportunity “to meet every few months on campus, to connect with cohorts and lecturers.” Students voice the general opinion that “the program allows a good balance” between schoolwork and personal life, although “certain terms are more hectic than others.” One student says, “For most classes, professors are very understanding of life situations and are willing to make accommodations.” Students are dazzled by the “professionalism” and “organization” of the faculty and the overall “execution of the program.” One student states, “Despite being in an online program, the infrastructure and systems operate seamlessly, such that it doesn’t feel like an online experience, rather an in-person one.” The professors are “dynamic” and reinforce the program by contributing “considerable time supporting the classes and the program.” “They have every detail planned to the smallest detail, ensuring all we have to worry about is our classwork. They are outstanding,” claims one student.

Program Features and Benefits

Richard J. The University of Florida’s favorable reputation, “strong alumni network,” and “online hybrid program” make the MBA program very attractive to prospective students. “The online portal,” “career services,” and “well-organized onsite weekends” add to the appeal. As one student states, “The program’s scheduling makes completing an MBA attainable for out-of-state students who wish to become part of the University of Florida community.” It offers a “good balance of on-campus networking” without having to leave a full-time job. The career center offers outstanding services and a “well-designed program with its campus weekends.” Each group cohort has the feel of a true classroom experience. The required research in the program has a positive impact on students’ current jobs, “specifically in the area of organizational behavior.” One student says, “The program gives me valuable information daily that enhances my ability to serve my clients and provide real value to their enterprises as a trusted adviser.” Another student explains, “Pretty much anyone can earn an MBA, and employers are smart enough to know that. Employers are impressed to see a reputable school in a resumé. The UF MBA Program has a dedicated Career Coach to work with our Online MBA Students. This team member works with our Online MBA students on a mostly virtual basis, utilizing Skype and conference calls to conduct career coaching activities. This team member offers a full range of career planning and job search support services and maintains valuable employer relationships to enhance employment prospects. James D.

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