Other News

Now is the time to register high school students for summer programs, including traditional summer camp, academic support programs, prep for college opportunities and much more. Read below for information about specific programs.

To register for high school programs, Victor Montanez at [email protected] or 401-400-0049.

Ahora es el momento de inscribirse en los programas de verano para estudiantes de preparatoria, que incluyen campamentos de verano tradicionales, programas de apoyo académico, preparación para oportunidades universitarias y mucho más. Lea a continuación para obtener información sobre programas específicos.

Para registrarse para las oportunidades de escuela secundaria (grados 9-12), comuníquese con Victor Montanez enviándole un correo electrónico a [email protected] o llamando al 401-400-0049.

Grades/grados 9-12

Mystic Aquarium – Marine Bio 101
In this hybrid course students will have the opportunity to explore both the vast variety of species at Mystic Aquarium as well as careers in aquarium science including water quality, life support, exhibit design, marine animal rescue, fish and invertebrate care, and research. Students will interact with aquarium professionals, investigate the animals in their care and engage in work behind the scenes to gain a unique perspective on the careers essential to the success of a world class aquarium. This one-of-a-kind program is the perfect opportunity to test the waters of a career in marine biology. During the weeklong program, students will travel by bus to Mystic Aquarium on Monday, Wednesday and Friday.  Tuesdays and Thursdays will include shorter virtual experiences with Mystic staff from students’ homes.

Dates:
July 12-16
July 19-23
July 26-30

Mystic Aquarium – Marine Bio 101 (Acuario místico-biología marina)
En este curso híbrido, los estudiantes tendrán la oportunidad de explorar tanto la gran variedad de especies en Mystic Aquarium como carreras en ciencia oceánicas que incluyen calidad del agua, soporte vital, diseño de exhibiciones, rescate de animales marinos, cuidado e investigación de peces e invertebrados. Los estudiantes interactuarán con profesionales de acuarios, investigarán a los animales en su cuidado y trabajarán entre bastidores para obtener una perspectiva única sobre las carreras esenciales para el éxito de un acuario de clase mundial. Este programa, especial en su tipo, es la oportunidad perfecta para una carrera en biología marina. Durante este programa de una semana, los estudiantes viajarán en autobús al Mystic Aquarium los lunes, miércoles y viernes. Los martes y jueves incluirán experiencias virtuales más breves con el personal de Mystic desde los hogares de los estudiantes.

Fechas:
12 al 16 de julio
19 al 23 de julio
26 al 30 de julio

RISD Project Open Door
In this virtual experience, Crusaders explore connections between science, art and photography through image-based assignments and visual explorations inside and outside of the studio environment at the Rhode Island School of Design.

Dates:
July 5-9
July 12-16

RISD Project Open Door (RISD proyecto puertas abiertas)
En esta experiencia virtual, los Crusaders exploran las conexiones entre la ciencia, el arte y la fotografía a través de asignaciones basadas en imágenes y exploraciones visuales dentro y fuera del ambiente del estudio en la universidad Rhode Island School of Design.

Fechas:
5 al 9 de julio
12 al 16 de julio

Grades/grados 10-12

Crusade Get into College Bootcamp
Join this in-person week-long intensive college prep training designed for students in grades 10, 11 and 12 to learn about the college application process. With assistance from college access mentors, each student will gain an understanding of the college admissions process and timeline; navigate the financial aid process; learn how to research colleges and gauge chances of admission; and brainstorm, write and edit college application essays. Students entering their senior year will have a chance to complete the Common App and get advice on teacher recommendations. Students will end the week with a sense of confidence about how to navigate the milestones associated with the college admissions process.

Dates:
July 26-30
Aug. 2-6

Crusade Get into College Bootcamp (Crusade Entra en el campo de entrenamiento de la universidad)
Únase a este entrenamiento intensivo de una semana de preparación universitaria en persona diseñada para estudiantes en los grados 10, 11 y 12 para aprender sobre el proceso de solicitud de ingreso a la universidad. Con la ayuda de los mentores de acceso a la universidad, cada estudiante comprenderá el proceso y el cronograma de admisión a la universidad; navegar la ayuda financiera; aprender a investigar universidades y evaluar las posibilidades de admisión; e escribir y editar ensayos de solicitud de ingreso a la universidad. Los estudiantes que ingresen a su último año en la secundaria tendrán la oportunidad de completar el Common APP (la aplicación común para la universidad) y recibir consejos para las cartas de recomendaciones que les otorgaran sus maestros. Los estudiantes terminarán la semana con un sentido de confianza sobre cómo navegar las etapas principales asociadas con el proceso de admisión a la universidad.

Fechas:
26 al 30 de julio
2 al 6 de agosto

Grades/grados 8-12

PSAT/SAT Prep
In this in-person three-week course in PSAT/SAT preparation and practice tests, high school students will receive a refresher course ahead of the fall SAT and middle school students will learn how to navigate and maximize the free, interactive Khan Academy PSAT/SAT test preparation website.

Dates: July 6-23

PSAT/SAT Prep (Preparación PSAT/SAT)
En este curso en persona de tres semanas, los Crusaders recibirán preparación y exámenes de práctica de PSAT / SAT. Estos son los exámenes que muchas universidades requieren para admisiones. Los estudiantes de secundaria recibirán un curso de actualización antes del SAT, que será administrado en el otoño y los estudiantes de intermedia aprenderán cómo navegar y maximizar el sitio web interactivo gratuito de preparación para el examen Khan Academy PSAT/SAT.

Fechas: 6 de julio al 23 de julio

Grades/grados 9-10

Passageways/Transition
The Passageways in-person program is designed to prepare Crusaders as they transition from middle to high school. The program will teach you how to survive and thrive in high school. These activities will give students the opportunity to get to know and develop positive relationships with their high school advisor and other ninth-grade incoming Crusaders.

Dates:
Aug. 9-13
Aug. 16-20

Passageways/Transition (Pasillos/Transición)
El programa en persona Passageways (pasillos) está diseñado para preparar a los Crusaders en su transición de la escuela intermedia a la secundaria. El programa le enseñará cómo sobrevivir y prosperar en la escuela secundaria. Estas actividades les darán a los estudiantes la oportunidad de conocer y desarrollar relaciones positivas con su consejero de la escuela secundaria y otros Crusaders que también ingresarán al noveno grado.

Fechas:
9 al 13 de agosto
16 al 20 de agosto

Rising ninth and 12th graders/Estudiantes que están ingresando al grado 9 y 12

RIDE and the College Crusade Academic Readiness Partnership through the All Course Network (ACN)
We are offering three virtual academic readiness courses (in partnership with RIDE and listed on the ACN) that provide rising ninth and 12th graders additional academic support to strengthen foundations of math and ELA. Beyond strengthening academic skills, indicating that the student took such courses in the college application senior year will show admissions counselors the student’s commitment to learning.

Contact Victor Montanez for more details on courses, dates and registration.

Asociación de preparación académica entre RIDE y el College Crusade a través del All Course Network (ACN)
Estamos ofreciendo tres cursos virtuales de preparación académica (en asociación con RIDE y listados en la ACN) que brindan apoyo académico adicional a los estudiantes de noveno (9) y duodécimo (12) grado para fortalecer los fundamentos de las matemáticas y ELA (artes del lenguaje inglés). Más allá de fortalecer habilidades académicas, indicar que el estudiante tomo dichos cursos en su solicitud de ingreso a la universidad, mostrará a los consejeros de admisiones el compromiso que el estudiante tiene con la enseñanza y el aprendizaje.

Comuníquese con Victor Montanez para obtener más detalles sobre los cursos, fechas y registr

Grade/grado 12

Creative College Essay Writing
Colleges and universities see writing as the single most important skill that students need. This virtual program helps Crusaders produce a quality college essay and equips them with writing skills that increase their confidence in their expressive abilities.

Dates: July 19-23

Creative College Essay Writing (Creación de Ensayos Universitarios Creativos)
Las universidades ven la escritura como la habilidad más importante que los estudiantes necesitan para ingresar y ser exitosos en la universidad. Este programa virtual ayuda a los Crusaders a producir un ensayo universitario de calidad y los capacita con habilidades de escritura que aumentan suconfianza en sus aptitudes expresivas.

Fechas: 19 al 23 de julio

Now is the time to register middle school students for summer programs, including traditional summer camp, academic support programs, prep for college opportunities and much more. Read below for information about specific programs.

To register for middle school programs, contact Sarah Lessard at [email protected] or 401-519-0306.

Ahora es el momento de inscribirse en los programas de verano para estudiantes de intermedia, que incluyen campamentos de verano tradicionales, programas de apoyo académico, preparación para oportunidades universitarias y mucho más. Lea a continuación para obtener información sobre programas específicos.

Para registrarse para las oportunidades de escuela intermedia (grados 6-8), comuníquese con Sarah Lessard enviándole un correo electrónico a [email protected] o llamando al 401-519-0306

Grades/grados 6-8

Crusade Adventure and Academic Program
This popular and long-running in-person program will challenge middle-school aged learners to explore, solve problems, develop critical thinking skills and have FUN. Participants embark on a variety of (occasionally ridiculous) investigations, activities, tasks and stunts that require them to collaborate, set goals and get creative – then, connect what they’re learning to their homes, schools and communities. Participants also work directly with college-student mentors, explore justice-based leadership and build skills with online technology.

Dates:
July 6-16
July 19-30
Aug. 2-13 (no program Aug. 9)

Crusade Adventure and Academic Program (Crusade Aventura y Programa Académico)
Este programa que es en persona, prolongado y muy popular desafiará a los estudiantes de secundaria a explorar, resolver problemas, desarrollar habilidades de pensamiento crítico y divertirse. Los participantes embarcan en una variedad de investigaciones, actividades, tareas y acrobacias (en ocasiones ridículas) que les exigen colaborar, establecer metas y ser creativos; luego, conectan lo que están aprendiendo con sus hogares, escuelas y comunidades. Los participantes también trabajan directamente con los mentores de estudiantes universitarios, exploran el liderazgo basado en la justicia y desarrollan habilidades con la tecnología en línea.

Fechas:
6 al 16 de julio
19 al 30 de julio
2 al 13 de agosto (sin programa el 9 de agosto)

Mystic Aquarium – Marine Bio 101
In this hybrid course students will have the opportunity to explore both the vast variety of species at Mystic Aquarium as well as careers in aquarium science including water quality, life support, exhibit design, marine animal rescue, fish and invertebrate care, and research. Students will interact with aquarium professionals, investigate the animals in their care and engage in work behind the scenes to gain a unique perspective on the careers essential to the success of a world class aquarium. This one-of-a-kind program is the perfect opportunity to test the waters of a career in marine biology.  During the weeklong program, students will travel by bus to Mystic Aquarium on Monday, Wednesday and Friday.  Tuesdays and Thursdays will include shorter virtual experiences with Mystic staff from students’ homes.

Dates:
July 12-16
July 19-23
July 26-30

Mystic Aquarium Marine Bio 101 – (Acuario místico-biología marina)
En este curso híbrido, los estudiantes tendrán la oportunidad de explorar tanto la gran variedad de especies en Mystic Aquarium como carreras en ciencia oceánicas que incluyen calidad del agua, soporte vital, diseño de exhibiciones, rescate de animales marinos, cuidado e investigación de peces e invertebrados. Los estudiantes interactuarán con profesionales de acuarios, investigarán a los animales en su cuidado y trabajarán entre bastidores para obtener una perspectiva única sobre las carreras esenciales para el éxito de un acuario de clase mundial. Este programa, especial en su tipo, es la oportunidad perfecta para una carrera en biología marina. Durante este programa de una semana, los estudiantes viajarán en autobús al Mystic Aquarium los lunes, miércoles y viernes. Los martes y jueves incluirán experiencias virtuales más breves con el personal de Mystic desde los hogares de los estudiantes.

Fechas:
12 al 16 de julio
9 al 23 de julio
26 al 30 de julio

Wheeler Camp
Wheeler Camp is an in-person, all-hands-on experience where Crusaders will be able to participate in an array of activities and programs such as sports and games, nature exploration, music, performing arts, outdoor adventure, archery, ropes course, and much more! The camp has soccer fields, hiking trails, a track, a pool, and a ropes course. The camp will be held the at the Wheeler Farm (it’s not really a farm but that’s what they call it) located in Seekonk, Massachusetts.

Dates:
June 28-July 9
July 12-23
July 26-Aug. 6

Wheeler Camp – Campamento Wheeler
Wheeler Camp es una experiencia en persona y práctica donde los Crusaders podrán participar en una variedad de actividades y programas como deportes y juegos, exploración de la naturaleza, música, artes escénicas, aventuras al aire libre, tiro con arco, cursos de cuerdas, ¡y mucho más! El campamento cuenta con canchas de fútbol, ​​senderos para caminatas, una pista, alberca y cancha de cuerdas. El campamento se llevará a cabo en Wheeler Farm (no es realmente una granja, pero así es como la llaman) ubicada en Seekonk, Massachusetts.

Fechas:
28 de junio al 9 de julio
12 al 23 de julio
26 de julio al 6 de agosto

Grades/grados 5-6

Launch
This in-person program is designed to welcome all new Crusaders to the College Crusade.

Dates: Aug. 2-13 (no program Aug. 9)

Launch (Lanzamiento)
Este programa en persona está diseñado para dar la bienvenida a todos los nuevos Crusaders al College Crusade.

Fechas: 2-13 de agosto (sin programa 9 de agosto)

Grades/grados 6-7

Write on Sports
Crusaders become sportswriters during this virtual program.

Dates: July 6-16

Write on Sports (Escribir sobre deportes)
Los Crasaders se convierten en periodistas deportivos durante este programa virtual.

Fechas: 6 al 16 de julio

The Accelerate program offers Providence high school students an enhanced senior year experience that allows students to jump-start their postsecondary career while completing their high school requirements. Students who successfully complete the program can earn up to 24 college credits at no cost of enrollment for the student or family. The College Crusade Postsecondary Team sat down with the prominent staff members of the Accelerate Program in a passionate discussion about the launch of the program in fall 2020 and the impact it has made on the students, themselves and the future of the program. Their answers have been edited and condensed for clarity. The key support team members are: 

• Patrice Mettauer, Director of Academic Initiatives, Rhode Island College 
• Madeleine Burke, Interim Director of Special Projects, CCRI 
• Jetzabel Mills, Counselor, Student Development, CCRI 
• Heckerly Flores, Accelerate Coach, College Crusade 

To start off, what did you think when you first heard of the Accelerate Program when it started last summer? 

Patrice Mettauer: We were really excited … because it felt like it would be a door opening — if the program really went well and we saw success with our students, then we would be able to continue the program going forward. So, the initial reaction was: “OK, let’s figure out how to ramp this up, because this is an opportunity that probably won’t come along [again] and it would be a terrific way for us to connect with students in Providence high schools.” 

Madeleine Burke: I was really excited because it’s an opportunity to serve a demographic of student that I think we underserve in our traditional dual enrollment programs like Running Start and High School Enrichment. The opportunity to develop a program that was really robust, that was really centered on equity and giving these students in the Providence district the opportunity to accelerate their college experience was really exciting. 

Jetzabel Mills: I was really excited about the opportunity to work with high school students. I come from a background where I work with people from a lot of different populations, and coming to CCRI, I wasn’t really sure what I was getting myself into. So when I had the opportunity to work with these students, I was like: Wow, this is awesome, these kids are getting a step up.  

The Accelerate Program started (and finished) its first year. Can you talk about how it was for you going through the Accelerate process, from beginning, middle, and end? 

MB: The beginning was a lot of hard work on the part of all the different parties involved: the [Providence School] District, RIC, CCRI, RIDE — just coming together and putting all our muscle behind getting something like this running in such a short time. And then once we settled into the semester, for me, that middle part was the most rewarding: getting to know the students, getting to hear their stories. It was a challenging year for all of us, living through a pandemic, so to hear from the students about the different hardships they were facing and the different exciting things that were happening for them — applying to college, getting accepted to college, taking their SATs. Going through that journey with them was so exciting. It made me more invested in why we need to be doing this work and why we need to be partnering more closely with the Providence district. 

PM: It was a whirlwind, with lots of working 12-hour days, seven days a week, right in the beginning. But it was so gratifying to see it all come together. I think that in the back of our minds, the thinking always was: How do we best serve students in this really bizarre environment right now? I loved getting to know the students and learning about their concerns and their world, seeing their development from the beginning of the year to the end of the year; they’re delightful students! I just loved getting to know them. At the end I was celebrating how many of them were incredibly successful!  

JM: Definitely whirlwind, definitely challenging, but 100 percent rewarding. I think maybe as an advisor, I had a little more of the benefit and the privilege of creating those relationships and meeting with the students. When I think about this year, there was a lot of growth and development, for the college, for the program, for myself, for the students. Figuring out all those little nooks and crannies that definitely challenged us but being able to overcome them — growth and development though what was already set up to be a very difficult year was very successful. 

Can you describe a positive experience you’ve had working with your students or a group of students in the program? And how do you see your role contributing to that experience? 

JM: I think the best thing was that we started to create nicknames for each other. My name’s not very easy but [the students] got to the point where they were like: “Ms. M!” I have a student that calls me “Mills.” I got into the habit of calling them “friends,” so: “Hey friend, what’s going on? How’s it going? Do you need this? Do you need that?” One time I didn’t call a student a friend, and they were like: “Wait, are you OK? What’s wrong?” Being able to create those positive relationships was really exciting for me. 

MB: I really enjoyed helping them problem-solve. We had a couple of students throughout the year who had some really tough situations and so being able to pick up the phone and call them and walk them through where they are, what they need, what resources we can provide, and ways they can take back control of their situation. Seeing the growth and maturity in them, in the way they were managing those financial and academic challenges, was really great.  

PM: One of the goals I had made for myself and for the program was that we would give students the opportunity to explore a course that would head them in the direction they thought they would want to major in college. It was really wonderful hearing their stories and then connecting them into a class or two that would really move them in the direction they wanted to go so they could see whether it was a good fit.  

JM: It was also really satisfying to see them get so close to their goals and their dreams. We have a few students who are graduating in December with their associate degrees. We have a student who is applying to the nursing program in August because she’s met the requirements. To see those success stories and to be a part of that is really rewarding. 

How was the experience working with us, the College Crusade, as an organization, and how has it been working with Heckerly? 

JM: I call us the dream team. We work so well together. I honestly would not have been able to do half of anything — being able to bounce off of somebody, being able to have that additional support, being able to have that contact person, being able to have somebody who understands what I’m going through. Honestly, if it wasn’t for us working together and having that great partnership, I don’t think these students would have been able to succeed, and I don’t think that this program would have succeeded. Without this dream team, it wouldn’t have happened. 

MB: I agree. Having the College Crusade and the connection to the district and the way that Heckerly was able to develop relationships with the counselors in the school and get information flowing back and forth on a consistent basis — it really was a game-changer, because it gave the students full wrap-around support and the fact that we were able to get all of the students who completed the program through to 100 percent graduation is a pretty big deal. I think it’s a credit to the deep connections the College Crusade has in the district and the great work that Hecklerly was doing. 

PM: I suppose in some ways, as Jetzabel and Maddie said, it was the teamwork, really, that pushed us to success with all of the students. Having worked with Heckerly at RIC prior to being part of the Crusade, I knew how much I could count on her to do good work with students. That dedication and support is invaluable to the students more than anything, and hopefully they recognize how much she was part of their success at the institutions. 

Heckerly Maria-Flores: Thank you all for the kind words! I’d say it would go both ways. I appreciated the determination we all had to push these students forward, because we all know it was a tough year. Sometimes I think back and wonder: What would we have done if this wasn’t virtual? If it was in person, it would have been even better. The fact that we were able to work so well virtually is incredible. 

Naglaa Gafaar:. One thing that made this partnership work so well is that we’re aligned at heart with the student at the center. So every single person on the team had every single student as the most important person in the room every single time. For that, a very, very big thanks. 

Thinking of year two, and reflecting on finishing the first year of the Accelerate Program, how do you feel about the overall outcome of the program? 

MB: I feel really good about it! When you look at the success rate of the [Accelerate] students, the average credits they earned in comparison to the rest of the students at our college, and even their peers, that this was a virtual program, that we lifted in four weeks during a pandemic, it’s actually extraordinary. The more important part [is] that students are going on the do what they really want to do, whether it’s continuing at CCRI, RIC or URI, there are so many success stories of students who were able to use this program as a stepping stone to that next step. So I think Accelerate was a huge success. 

PM: I have competing thoughts here: being excited about the success of the students and a little sad about the students who really struggled right at the end. The ones I’ve just registered for classes for the fall at RIC — just hearing about their experience and how excited they are about actually being in person and having a real college experience and knowing that we were able to get them this far along the road is great.  

JM: I am really excited about year two. We’ve learned a lot, and I am excited to implement what we’ve learned, to get even more success. I’m excited to see what’s coming! 

MB: [The students] are going to be on campus, so I’m so excited to be actually able to see them and meet with them and see them interacting with other college students and taking advantage of our resources on campus. I think it will be a real game-changer. 

NG: I think you all got really up close and personal to every single one of them, in a way that I haven’t really seen on a college campus or even with our day-to-day work with students at the Crusade. It was really, really close and I think it will give a lot of deep insight into making the program a lot stronger. 

JM: And I think strengthening that relationship that we had with PPSD through Heckerly is another reason why she’s an important asset of this team. Having those weekly check-ins, reach-outs, and direct communication with each of the public schools. It’s nice to know that’s going to continue. 

Heckerly, I want to hear from you, too! How do you feel about the outcome of the program after year one? 

HM: It was a whirlwind, so everyone was always on their toes. We were fighting for these students and making sure we got them the proper accommodations. It’s really bittersweet to have it all come to an end, but I’m really excited. It’s all learning lessons. It’s always going to be difficult, especially when you’re working with two different kinds of entities — higher ed and public high schools. That on top of the fact that we’re virtual and the fact that all of us were able to form connections on Zoom and not being able to see our students — it’s almost unbelievable! It’s all really bittersweet but I’m also excited to take everything we learned and try to do better. 

The program is going into its second year, and you’ve seen the students go through a lot of different things — different obstacles, different things you can expect on their journey in the program. Speaking to the new cohort of Accelerate students: what is some advice you’d give? 

JM: I would say stick to a schedule, stick to a plan, and schedule out your courses and make sure that you keep that mentality that you’re still in school. Even though it is college, and your schedule is going to be a little more flexible, that does not mean it does not involve more work. I would definitely encourage them not to be overwhelmed, in the sense that if you need help, reach out. It’s better to ask for help before you start to drown.  

NG: Know the difference between being a high school student and a college student and the different expectations and the different schedule and what that would mean for your success. Be very clear on your goal, why you’re in the program. Keep your eye on the target and reach out. You have to prioritize, and sometimes we have to look at the long-term effects rather than the short-term gains and plan accordingly. Also, take advantage of all the resources that would allow you to broaden your horizon, because that’s a big aspect of the program that is different from dual enrollment. You have access to so many people that are invested in showing you what lies beyond high school.  

PM: People’s circumstances changed a lot over the course of the year, and sometimes they didn’t reach out to let us know that they needed something else to be successful. When we can, we will move obstacles and work the system to help them be successful. 

HM: If you’re having a hard time and you know that you’re not going to be turning in your best work, or that you’re not going to make it to a class, send an email! Go to an office hour! Virtual office hours are a thing. They’re there and they’re not lying. Sometimes they sit in their office hours by themselves, and no one comes! I tell my students sometimes: You just need to reach out. Ask for help, because most of the time, you will get the help that you need. 

Does anybody have anything they’d like to add you want to highlight about Accelerate? 

NG: I want to really celebrate the two people who were on the ground this past year, Jetzabel and Heckerly. The number of hours, energy, and screen time that you had with the students, the amount of heart that went out to these students, the concern, the quick reaction and response to every single issue that they had — I just can’t say thank you enough. And Patrice, being the one-woman-show at Rhode Island College to troubleshoot everything, has been amazing. I don’t want anybody to ever underestimate the amount of energy and time and work that made this year work. Even though the number of students was not so large, the amount of energy that went into serving the students was pretty much equal to serving a thousand students at a time — with just a few people on the team. I really want to celebrate that. 

PM: Well, we couldn’t have done it without you! There’s no way I would have been successful if it wasn’t for Heckerly and Naglaa, I’ll tell you that much! It was a team effort, and thank you, Naglaa, it’s true that the work Heckerly did was really amazing, and I’m very grateful. 

JM: Thank you, Naglaa, for those kind words. I want to say that this program has been successful because we all have put a lot of heart, body, and soul into it. Working together has been great. Just as much as we have provided support to these students, we have been able to provide support for each other. Because of that, I feel like we were able to be even better for our students. Through all the work, through all the frustrations, through all the challenges, through all the ups and downs, and all the joys, we’ve been able to do it together, and I think that’s what’s really made it successful, has really made it worthwhile, and I’m just really excited to see what happens next. Forty students this year — let’s double it, triple it, quadruple it, let’s see what we can do. 

Daniela Monge, our advisor at Hope High School and E-Cubed Academy, is a graduate of Wheaton College and just completed her master’s in education from Providence College. Prior to coming to the Crusade, she worked closely with at-risk individuals for four years at the Rhode Island Department of Corrections

1. Before coming to the College Crusade, you worked with inmates at the ACI. What kind of work did you do and how did your perception of incarcerated people change during that time? 

I worked on research studies focused on mental health management for the inmate population in Rhode Island. I primarily worked on suicide prevention, bipolar disorder and anger management studies. I essentially recruited new participants and interviewed them for a year. I spent A LOT of time inside all the facilities – intake, minimum, medium, max and women’s – meeting with inmates as well as navigating through a jail system. I used to have a “black or white” perspective on why people end up in jail, but I learned it is so much more complex than that. I got to see the whole picture and really understand why someone was serving time to begin with. Most times their crime was a product of mismanaged mental health, huge lack of resources in their community and systemic inequality. Working with this population for so long helped me look at people as a whole and take a more holistic perspective on things.

2. You started at the College Crusade in the midst of the pandemic. What techniques or strategies have you used to connect with your students virtually, especially your graduating seniors?

Building connections with students virtual is hard! I don’t have the face value portion to help students trust me. It was a lot of trial and error as well as not taking things personal. What has helped me build connections with students especially with the seniors is to make sure the first time we talk is via Zoom so they see my face and to give them the space to ask me any question they would like. I also encourage them to text me. This has helped a lot with working around their work schedule and extracurricular activities.

3. Now that you’ve completed your master’s degree and have all kinds of free time on your hands (haha), what do you look forward to pursuing?

I am so excited to finally have free time! I really want to start reading more fiction books now that I don’t have schoolwork to worry about. I am also working on starting a food blog, which I am very excited about.

4. From your work with high school students, what is one thing you want older generations to know about teenagers today?

These kids are so resilient! They have handled their school work, applying to college, work, family life all during the pandemic. I want older generations to know how much these students have been through and came out of it so successfully.

5. Summer is almost here! What is your favorite summertime activity or pastime here in the Ocean State?

If you know me, you know I am obsessed with Rhode Island! I am existed for beach days, Del’s, Brickley’s Ice Cream and PVD Fest! Especially getting ice cream; my family and I go once a week during the summer. We try to go to a different local spot

6. If you could go back to high school and give yourself a piece of advice, what would it be?

I would tell myself to be braver and take chances. I was so shy in high school that I never tried new things or was scared to.

7. What have you binge-watched lately?

I binge-watch “Grey’s Anatomy” and “New Girl” on rotation. I’ve watched Grey’s seven times since I first started watching back in college. I did take a break from Grey’s and watched “Who Killed Sara?” on Netflix.

8. What is on your travel bucket list?

I really want to visit all seven continents. I have Antarctica, Asia and Australia left. Getting to Antarctica is going to be interesting.

9. What is your phone lock screen photo? Is there a story behind it?

It’s a quote “good things are coming.” I wanted a constant reminder to stay positive whenever I feel things aren’t going well. It used to be a picture of my dog Winston but I couldn’t be that dog lady anymore.

10. What reality show would you want to be on?

My guilty pleasure is “Keeping Up with the Kardashians.” I really want to be on the show to see what it’s like to live like a Kardashian. I am just so intrigued by their lifestyle and chaos.

BONUS!
What was your first job before college?

I was a waitress/hostess at Mi Guatemala the summer before college. It was really fun; I got a lot of free food. My dad is friends with the owner so he kind of made up the hostess role to give me a summer job.

Jose Rodriguez is the assistant director of recruitment at College Unbound (CU) and an alumnus of the college. College Unbound is a unique college experience; its mission is to reinvent the higher education experience for underserved adult learners, using a student-driven model of rigorous and engaged scholarship. Students of CU graduate with their Bachelor of Arts degree in organizational leadership and change. The Postsecondary Team at the College Crusade sat down with Rodriguez to discuss CU and its impact on students and the community. 

Can you describe College Unbound? What makes your institution unique? 

CU is for those individuals who have dropped out of school reason for one reason or another to help them fulfill their educational journey as well as helping them with their educational gaps. By doing so, we will also make the community thrive.  Sometimes education is not something that might be talked about in some people’s households. Getting into education was not a priority from where I come from. Growing up in my house, if you are working and you are making enough money to pay the rent, you are doing OK. I know a lot of people come from the community that I come from. A lot of folks at CU end up being first-generation graduates, setting the precedent for others as well as setting a role model for their community. They will actually see someone who looks like them become successful in getting an education. 

How would you describe the students who attend College Unbound?  

CU enrolls students who are just fed up with their educational experiences and just want something different. You don’t want to be another number in a system. You want to be part of something bigger. Not all our students made it to high school. Some of our students come in and are not sure of what they want to do with their life. By the time they are done with the program, they are walking out with confidence and with a real plan of what they want to do with their life. 

CU is student focused, so you get the attention you need to be successful. The amount of support that they need varies from person to person, but just the thought of knowing that those supports are available really does make the difference. We offer community meals. If you are a working adult and class starts at 5:30 to 6 p.m., you are most likely coming back from work. You no longer need to stop to grab something to eat. Secondly, most of our students are parents. We partnered with a local daycare so that when you are in class, daycare is provided. Additionally, we provide technological help. We provide free computers to anyone who needs it. So, if you need a computer, we will drop it off. All these extra things are always part of the tuition. Even if you took one class or five classes, you would still get the same service. 

What are some outstanding things students have accomplished while being a student at College Unbound? 

The cool part about being a project-based school is just that – you get to see students pursue their passions. One of the biggest movements that I have seen is one of our students works in the city of Providence and encouraged the mayor to start a group for the BIPOC community, the African American Ambassadors Group (AAAG), which I am proudly a part of. AAAG are tackling things across the city that are not just helping Providence, but also helping move the state in a different direction. AAAG spearheaded the removal of “Plantations” from city and state documents with the support from the mayor of Providence. Additionally, there are subgroups who tackling everything from housing and food insecurity. They really try to balance all the needs to the community and give those who are typically voiceless a voice. 

Could you walk us through the process of people making their own Personal Learning Plan? How do you ensure that these steps are reached throughout the student’s process? 

That naturally happens through working with your lab faculty and your cohort. You identify your learning network. You need a field expert; you identify who that is. If your project is around criminal justice, you’d want to be connected to a lawyer, but you don’t necessarily have access to a lawyer. Your lab faculty will work for you to identify a lawyer who is willing to work with you and mentor you to help you develop your project in that term. A major part into making it into the world that we live in is networking and utilizing that as capital. Networking in some circumstances is more valuable than money. So, it is about who you know.  

What are alumni of College Unbound doing after they graduate? 

A good percentage of folks continue to get their master’s degrees. School was not interesting; it was not feeding your passions. Now you come to the school that wakes up your desire to do more. You become lifelong learners. Alumni are able to follow their passion, and these have led to people creating nonprofits that are successful throughout the society. Those projects have led to small business starting, and some folks have been promoted in their organization and have taken a leadership roles. 

What would you say to a perspective student who is considering applying to College Unbound? 

The very first thing that I’d say is forget what you know about education. We are taking a very untraditional approach. We work with folks who will teach you about the differences between a traditional school and CU. I use traditional very loosely as I think that a traditional school should look like what we look like. In the admission process there is a series of conversations. Each conversation giving you more and more information. We allow you to space out the process, ask questions and really make it a conversation so that you can figure out whether CU is a good fit for you. At the end of the day, it’s up to the student.  

Do you have any final thoughts to share? 

Even going through College Unbound, there were many personal experiences that got in the way that in a traditional school it would have prevented me from being successful. However, I was having difficulties at work. I was not making enough to provide for my family. The thought I must get another job and attend school – that would not have happened. The reason that it worked because everything was designed around my schedule. The faculty helped me to fit things around my schedule to help me get to where I needed to go. Life is going to continue to get in your way, but if you want to go to an institution that is going to support you when life is getting in the way, then College Unbound Is the way to go. I put a strong emphasis on support. 

My name is Wila Matos. I am a College Crusader and will be graduating this May from the University of Rhode Island with a bachelor’s degree in Africana studies. 

I grew up in an Afro-Latinx household in Providence, Rhode Island. My parents migrated to the U.S. for a better chance at life; however, like many, they faced many obstacles in their path to achieve the American dream. From an early age, I was able to observe how the power of language and access to opportunities influences the success of individuals in this country. Despite that, it never occurred to me that these life lessons would direct me on the path that I’m on now. 

When I reflect on the start of my career journey three places come to mind: The Met High School, the College Crusade, and Youth in Action (YIA). I graduated from the Met in 2015 and participated in the College Crusade and YIA throughout my high school career. Each place supported me with amazing mentors, encouraged me to step out of my comfort zone and provided me with different opportunities to be on college campuses and speak with college students. It really gave me the confidence to pursue higher education and discover what else the world had to offer. I remember the College Crusade had an opportunity to spend the night at the University of Rhode Island and this was the selling point for me to attend. The College Crusade didn’t just give me opportunities to attend college but allowed me to dream endlessly and envision myself actually being there.  

My college experience was not a straight path. Being the first in your family to go to college can be an exciting and terrifying experience because you are figuring everything out on your own. I had a hard time adjusting to college the first couple of years and made many mistakes along the way. Eventually, I made the hard decision to take a year off from school. During this time, I worked for The Met and the College Crusade CAAP program, which was an opportunity to continue developing my deep passion for education and helping my community. Taking a year off from school gave me the chance to reflect on what I really wanted.  

When I returned, I was determined to participate in a study abroad program in Cabo Verde. I had an incredible time and learned so much about Cape Verdean culture, history, and politics. The connection between Rhode Island and Cabo Verde allowed me to understand members of my community a lot better. I wanted to find more opportunities to explore different countries and learn languages. I applied to Fulbright for these reasons but discovered that I had similar interests and values to the program. I applied for an English Teaching Assistantship position in Brazil to work with college students who would later become English teachers. I am very proud and excited to have won because I want to learn from others around the world and bring it back to the U.S. to show others what I have learned.   

Currently, I live abroad in Cabo Verde teaching English in Praia to continue learning Portuguese and Creole. It has been an incredible journey. I never thought I’d graduate with a Fulbright to teach English in Brazil.  

Erik Rossi is our mobile middle school advisor. He graduated from Central High School in 2011 and earned a Bachelor of Science degree in human development and family studies from the University of Rhode Island in 2015. Prior to joining our advisory staff, he served as a peer advisor at URI and as a case worker for children and teens with developmental and physical disabilities.

1. What are the most challenging and most rewarding parts of being a mobile advisor?

One of the most challenging things about being a mobile advisor is maintaining student relationships. Some of our students are scattered all throughout Rhode Island and are not around other Crusaders. Every student has their own unique situation and as an advisor, I have to be understanding and meet students at their level. One of the most rewarding things about being a mobile advisor is being able to carry out our mission and allowing it to flourish through students who do not belong to our regular schools.

2. Before the pandemic, your mom opened a restaurant. What’s your favorite dish of hers?    

One of my favorite things that my mom makes is pupusas. It is a cheese-filled tortilla and sometimes it is mixed with meats or vegetables. My favorite kind is one that is filled with cheese and a special kind of edible flower called loroco!

3. What kind of music is your usual soundtrack?

I like to listen to a lot of old school rap such as Tupac and Biggie. Sometimes the occasional Linkin Park is needed for the soul. I also like to listen to a lot of electric dance music when I am working out. When I am trying to be productive with something, I like to listen to a lot of lo-fi music.

4. When you were 10 years old, what did you want to be when you grew up?

When I was 10 years old, I wanted to be a video game developer and help create and test new games.

5. Name one thing you knocked off your bucket list and one thing that’s still on it.

One thing that I knocked off of my bucket list was visiting the ancient ruins of Tikal in Guatemala. I always have wanted to visit the pyramids and I finally had a chance to go see them! It was a great experience and I would love to go back because there is still so much more there that I did not get to completely explore. One thing that is still on my bucket list is scuba diving in the Great Barrier Reef!

6. What’s your dream travel destination once it’s safe again?

One place that I would like to travel to is Laos, the country where my wife’s family is from! I love the food from there and I would love to try all the authentic dishes.

7. What is one thing most people might not know about you? Any unusual skills or talents?

One of my favorite hobbies is going fishing. I love going to new fishing spots and I think that it is very relaxing and therapeutic, especially being by the water.

8. Is your favorite time of day sunrise, daytime, sunset or nighttime and why?

I like seeing the sunrise! There is nothing like it. During some fishing trips, I would always try to plan to go before the sun rises. I think that it is a great way to start your day.

9. Pick a superpower: invisibility or flight and why?

I would pick flight. I would have the ability to travel anywhere and go at any time.

10. What’s your life motto or favorite saying?

One of my life mottos is to live your life through shared experiences, meaning to create or find unique opportunities to share with friends, family and peers. Life is more enjoyable and meaningful if you’re able to experience it with people who are important to you!