Kent District Library and the KDL Board of Trustees are proud to offer a $5,000 KDL Community Impact Scholarship.
This scholarship will recognize high school seniors and adults returning to school who have worked hard to improve their communities and show potential to make long term impact. Both trade-bound and college-bound students are eligible to apply. All candidates must live within the KDL service area.
Making a difference
Strong candidates will be students who are passionate about making a difference, champions for inclusivity, innovators at heart and lifelong learners with a love for the library. These guidelines were shaped by those of the Library Journal Jerry Kline Award, an award KDL received in 2023 that afforded KDL the opportunity to begin this scholarship fund.
“Our mission at Kent District Library has always been to empower and uplift our community through education and opportunity,” said Andrew Erlewein, Chair of the Kent District Library Board of Trustees.
“By launching this Community Impact Scholarship, we’re thrilled to provide direct support to individuals in our area who are ready to pursue their dreams through college or trade school. We believe this scholarship can make a meaningful difference in the lives of recipients and in the community as a whole.”
Scholarship timeline
Applications will be accepted online at kdl.org/scholarship from Dec. 1, 2024 – March 1, 2025. Applications will include a form, two letters of recommendation, accepted enrollment letter, a library card number and optional supporting materials. Up to three scholarships will be given this year.
The scholarship recipient(s) will be chosen by the KDL Board of Trustees based on their overall impact on the community and alignment with the scholarship criteria as displayed in their responses.
Winner(s) will be announced May 1, 2025. The scholarship award in the amount of $5,000 will be disbursed directly to the recipient’s chosen college, university or trade school to be used for tuition, fees, books or other educational expenses.
Joshua Molyneux’s interest in the military formed at a young age, thanks to time spent with his dad bonding over a cherished pastime.
Molyneux fondly recalls attending the Wings Over Muskegon air show every summer with his dad to watch military aircraft maneuvers. Over the years, his interest in the military and a career serving his country grew until he finally answered the call, enlisting in 2005 at age 18.
“I joined the Michigan Army National Guard to serve, to gain valuable experience and to help pay for college,” said Molyneux. “I had no idea that decision would open a door to a very rewarding full-time military career and that I’d be in it for the long haul.”
Meeting the future
When Molyneux returned home after his first deployment in 2009, he attended a military family event.While there, he spoke with a Davenport University admissions representative and began pursuit of a college degree.
Molyneux began taking classes full-time at the W.A. Lettinga Grand Rapids Campus in 2009, switching to online classes part-time to better balance his professional and personal life. In spring 2022, he earned a BBA in Human Resource Management.
The Sergeant First Class is currently employed as a full-time active duty soldier for the Michigan Army National Guard (MIARNG) and is stationed at the Belmont Armory with the 63rd Troop Command.
Active duty education
While he is thankful to be stationed close to home, Molyneux has spent plenty of time thousands of miles away in foreign lands.
“I served in a Cavalry Regiment in direct combat operations in both Iraq (Operation Iraqi Freedom) and Afghanistan (Operation Enduring Freedom) in a variety of leadership positions as a Cavalry Scout by MOS (19D3O),” he said.
Molyneux currently utilizes his Davenport degree as senior Army Human Resource Specialist for the 63rd Troop. He also serves as the brigade operations non-commissioned officer, assistant security manager and defense travel system reviewing official.
“I am heavily involved in the planning and execution of major operations and training events for Michigan’s combat Brigade, including COVID-19 response missions, the Operation Northern Strike annual combined arms joint exercise at the Camp Grayling Joint Maneuver Training Center,” said Molyneux.
Preparing to excel
Molyneux loves the Army and the challenges his positions bring. “I find challenging myself and making a real difference to be extremely rewarding,” he said. “I have also been able to see and do things that most people will never experience, and I’m thankful for that opportunity.”
Molyneux said his Davenport education and his Army experience have complemented each other well.
“The operational, strategic and leadership training and experience I have gained working in the Army have given me unique insight into the corporate portion of my studies,” said Molyneux.
“And the knowledge I’ve gained from my Davenport classes helped prepare me to excel in my current positions with the Army.”
It comes as no surprise to Molyneux that Davenport is recognized as a Veteran-Friendly School by the Michigan Veterans Affairs Agency (MVAA) at the Gold level, the highest level of recognition.
Molyneux said he felt supported by Davenport from the very start. “Davenport did a great job at vetting my military credit equivalency, processing my benefits and taking care of funding. Everything was a breeze. Davenport is awesome to its vets.”
Veteran support
Davenport offers tuition discounts, fully participates in the G.I. Bill and gives generous credit for experience and education gained in the military. It also has a Student Veterans of America (SVA) group on campus, with which Molyneux is heavily involved.
The SVA is the premier organization leading service, research, programs and advocacy for veterans in higher education. Its mission is to act as a catalyst for student veteran success by providing resources, network support and advocacy to, through, and beyond higher education.
Davenport’s SVA chapter dissolved during the pandemic, but Molyneux worked to bring it back to life, even stepping up as president this past April.
“I wanted to give back to Davenport and its veteran population by helping to bridge the gap between benefits and the veterans who use them,” said Molyneux.
The group meets in person the first Wednesday of each month at 10 a.m. in the Student Veteran’s Room, located on the second floor of the Academic Building. Veterans can also join remotely by using the “Discord” app.
“We discuss ways they can improve the lives of Davenport’s student and staff veterans on and off campus by harnessing our combined experience and connections,” said Molyneux.
Molyneux encourages all Davenport veterans to join the SVA.
“We are a group of like-minded individuals who harness our connections and network to help each other to improve our quality of life,” said Molyneux. “Many of us have navigated different things, and we are all willing to share our knowledge and experiences and lend a hand to our fellow student vets.
“But most importantly, we give each other a feeling of having a group where we belong and can connect with.”
Molyneux plans to graduate with an MBA in leadership strategies in 2025. “I will use my new degree to help elevate my military career. After I retire, I’d like to utilize my degree in the civilian sector in some capacity.”
Learn more!
Click here to learn more about how Davenport supports its veterans.
Wyoming Public Schools Superintendent Craig Hoekstra delivers an important message to the community on the eve of national, state and local elections.
Read Hoekstra’s letter to the community below:
Dear Wyoming Public Schools Families and Community,
As we approach the upcoming national, state, and local elections, I want to highlight two important messages for our school community.
First and foremost, I encourage everyone to exercise their right to vote. This fundamental right is one of the most impactful ways we can shape our community, our state, and our nation. Voting not only allows us to have a voice in the decisions that affect us, but it also demonstrates to our children the value of civic engagement.
Secondly, as the election draws near and results unfold, it is vital that we, as a community, stay focused on our role as positive role models for our students. Regardless of the election’s outcome, our ongoing commitment must be to remain civil, respectful, and supportive of one another. Our actions and words will serve as powerful examples to our children on how to engage thoughtfully and constructively, even during challenging times.
Wyoming Public Schools is built on the strength of a supportive partnership between home and school. I am grateful for each of you and your dedication to fostering a positive environment for our students. Together, we can model the importance of kindness, empathy, and healthy discourse in all that we do.
Thank you for your continued partnership and support in helping us create a positive and respectful atmosphere within our schools and community.
Located in Holland, LAUP was formed in 1964 with the mission to empower Latinos to participate in creating a better community for all through advocacy, celebration and education. Davenport’s newly created Casa Latina online degrees program complements that mission.
A powerful catalyst for change
The partnership, which includes scholarships and other benefits, covers LAUP’s youth programs called ¡Adelante! and ¡Más Adelante!, and the LAUP workforce development program Educate, Elevate!.
“Everyone at Davenport University is excited about partnering with LAUP,” said Casa Latina Executive Director Carlos Sanchez.
“Casa Latina supports LAUP’s mission by offering dual language undergraduate and graduate degrees, as well as a bilingual student support system for high school graduates and adult learners alike. We look forward to working together for the benefit of the West Michigan community.”
Graduates of the LAUP programs who meet Davenport’s requirements will receive up to $9,200 toward tuition for Casa Latina undergraduate programs, and up to $7,000 toward tuition for general Davenport undergraduate programs. There is a special early admission category for graduates of the ¡Adelante! program at the completion of 8th grade.
“This partnership, driven by LAUP’s transformative efforts, is a powerful catalyst for change,” said Maria Morales, Director of Workforce Development & Strategic Impact. “It fosters equitable access and opportunities for youth and adults, empowers skilled immigrants to upskill and integrate into the workforce, and unlocks career pathways—harnessing the untapped potential within our community.”
Learn more!
Click here for a full description of the Davenport University/LAUP partnership: English, Spanish.
The rivalry game, supported by the Grand Rapids Sports Hall of Fame, spotlights the success of the two programs, while developing a marquee rivalry for two West Michigan institutions in the Grand Rapids area.
The series will begin this fall with the teams squaring off in the regular-season finale on Nov. 16 in Big Rapids at Ferris State’s Top Taggart Field as part of the GLIAC schedule. The two teams will play for the Calder City Classic trophy.
The rivalry will then return to Davenport’s home field in 2025. Plans call for the third matchup in 2026 to take place at a neutral site in the Grand Rapids area. Every third game in the series will potentially be played somewhere near Grand Rapids, with neither team having a home-field advantage.
Additional details about the Calder City Classic will be announced before the Nov. 16 game, including the rivalry logo and trophy design.
A new tradition
Representatives from the two universities gathered in Grand Rapids’ Calder Plaza Sept. 26 to announce the annual tradition against the backdrop of “La Grande Vitesse.” The bright red sculpture by Alexander Calder has been a symbol of the city since it was installed on Calder Plaza in 1969.
Davenport University President Richard J. Pappas and Ferris State University President Bill Pink were on hand to support the creation of the Calder City Classic.
“Ferris State University has a rich athletic tradition,” Pink said. “This game will give us a chance to establish a new tradition. West Michigan sports fans will have the opportunity to see two outstanding football programs go head-to-head, and also learn more about the excellent educational programs each of our great universities have to offer.”
Pappas noted that both institutions have long histories featuring strong academic and athletic programs.
“We are looking forward to this named rivalry between our institutions,” Pappas said. “We expect the Calder City Classic to be an example of fierce competition for our student-athletes who will show teamwork, discipline, compete well and win graciously.”
Artistic spirit and civic pride
The athletic directors at Ferris and Davenport recognize the future possibilities of the partnership.
“This is an awesome way to showcase these two outstanding football programs and highlight the value of each institution right here in the Grand Rapids area,” Ferris State Athletic Director Steve Brockelbank said. “We appreciate the great partnership with Davenport University and the support of the Grand Rapids Sports Hall of Fame to help develop this rivalry series and look forward to watching this grow.”
Davenport Athletic Director Paul Lowden agrees: “‘The Calder’ is a symbol of Grand Rapids artistic spirit and civic pride. It is only fitting that two historical West Michigan universities battle on the gridiron to win the Calder City Classic trophy.
“Davenport University is excited to be part of this new football tradition with Ferris State University while honoring an iconic piece of Grand Rapids history.”
More than just football
The programs have close ties in addition to their West Michigan location. Davenport head coach Sparky McEwen played at Ferris State and served as its assistant coach under Bulldogs head coach Tony Annese.
McEwen said the Calder City Classic is an opportunity to show more than football.
“The Calder City Classic exemplifies sportsmanship, along with great competition,” McEwen said. “I appreciate the partnership with the Grand Rapids Sports Hall of Fame.
“This recognition of the immense football talent and fierce competition here is a testament to the passion of our student-athletes, fans and communities. We look forward to competing for the Calder City Classic trophy each year.”
Journey to the top
Last fall’s regular-season matchup at Davenport’s home field in Caledonia marked the eighth meeting between the universities. It also represented the first time in which both schools were ranked in the top 10 teams in the country in the American Football Coaches Association national poll at kickoff time, with Ferris State seventh and Davenport ninth.
Both schools made the NCAA Division II Playoffs in 2022, with Ferris State defeating Davenport in Big Rapids en route to the Bulldogs’ second-consecutive NCAA Division II national championship. The Panthers’ appearance in the DII playoffs in 2022 was the school’s first in program history.
Both teams have also finished among the top three squads in the GLIAC each of the past two seasons.
This high school level robotics competition will showcase 18 Michigan teams battling in complex two-minute matches against highly skilled competitors in last season’s game, Crescendo.
Highlighting women in tech
The GRGRC is a FIRST Robotics off-season event. Michigan boasts the most FIRST Robotics teams in action, and the competition will be energized.
During this unique event female team members will be the primary drivers, operators and pit crew members of their team’s robot.
“I’ve really looked forward to the Girls Tournament every year since I’ve known about it,” said Emma Bustraan, #4967 That ONE Team – Our Next Engineers. “It’s kind of a neat experience, because there’s something special about being responsible for how you end up placing.
“It’s a cool feeling to have the joystick in your hands and knowing that, if you break the robot, you have to fix it.”
The GRGRC will begin with a Ladies in Tech panel at 8 a.m. on Saturday, Oct. 12.
This panel is a great opportunity to connect and learn from female STEM leaders in our community.
The robotics competition begins with opening ceremonies at 8:45 a.m., concluding with the awards ceremony at 4:30 p.m.
Family-friendly and FREE
Mark your calendars for this family-friendly event and to learn more about STEM and FIRST Robotics. All events are FREE, open to the public and will be held at Wyoming High School, 1350 Prairie Parkway SW.
GRGRC is hosted by Demons Robotics #858 from Wyoming High School, Red Storm Robotics #3875 from East Kentwood High School, Red Storm Rookies #9566 from East Kentwood Freshman Campus, and community team That ONE Team #4967.
Stay up-to-date on competition details on the GRGRC Facebook page.
“I see you, I hear you. You are valued, and I know things you have to say right now are things that need to be heard by all of us.”
This is the value Affinity Mentoring provides youth in our local schools, says Lauren Enos, Affinity Mentoring Program and DEI Director.
Lee Middle School in Wyoming has rekindled their partnership with nonprofit Affinity Mentoring after a two-year hold due to necessary school roof renovations.
Focusing on schools facing disadvantages, Affinity supports students in K-8th grade by matching them with a caring adult role model and striving to create a safe space for local youth to utilize their voice.
Small commitment = big impact
Affinity mentors journey alongside students for one hour each week.
“All of our mentors have said it’s the smallest commitment they’ve ever made for the biggest impact on their life,” says Enos. “We have a 90% retention rate. Mentors come back year after year to work with the same student because they become friends. It’s a true relationship.”
Holly Kroeze, mentor and Mars Hill Bible Church staff member, is entering her seventh year mentoring Lee Middle School student, Eternity. During that time, Eternity was adopted by her foster mother – and Kroeze has built a relationship with Eternity’s entire family.
“I have found that developing a relationship with [her] mom has been helpful because she gives me insight into things that are going on in Eternity’s life,” says Kroeze.
Kroeze went on to say that she has enjoyed partnering with other adults in Eternity’s life to give more extensive care and support.
“It’s fun to see kids like Eternity get care from multiple adults,” says Kroeze, adding that kids need support from five adults in order to thrive. “I’m grateful I get to be one of those people for her because she has grown a lot. It’s been so fun to watch her journey.”
“We’re really excited to be back in Lee Middle School,” says Enos. “We’re now able to follow the kiddos from early childhood into middle school.”
Lee MS Principal Adrianne Rose echoes Enos’ enthusiasm.
“We wanted to rekindle that partnership because this is an incredibly important piece to the whole child in our academics,” says Rose. “Our 6th graders, they’re excited to see their mentors. They ask about them, they want them to be here, and that to me tells me the mentors are doing what they’re here to do.”
A safe and inclusive space
While Affinity’s mentoring program has seen positive results such as increased school attendance and class engagement from students and a decrease in truancy, bullying and behavioral concerns – there are also personal benefits.
“We really hone in on our mentor centers to be a safe, inclusive space for our mentees to be able to share their difficulties,” says Rocio Moreno, Executive Director at Affinity Mentoring. “Some of it might be home-related or life-related, and we can tailor our program to that.
“Behavioral concerns tend to decrease because they’re able to engage in those hard topic conversations with their mentor as to why they might have made a particular choice throughout that time.”
An overall improvement in self-esteem comes from knowing that one-on-one support is available.
“[Students] feel more confident,” says Enos. “They’re willing to take risks and make mistakes because there’s someone there to say, ‘I was in that same place, and I made those mistakes too,’ normalizing all the everyday things they go through.”
That support can often go both ways.
Since beginning her journey as a mentor, Kroeze and her husband became foster parents.
“Eternity was the first person to give me the best advice about what to do and what things she liked,” says Kroeze.
“Our relationship has been mutually beneficial because I’ve learned a lot from her. Learned how to be a good parent, and learned how to relate to foster kids. For Eternity, she’s [gained] some stability and accountability in her life.”
100+ students are waiting…
Affinity Mentoring is always in need of new community volunteers who are willing to donate an hour of their time once a week.
“One hour a week eating your lunch, hanging out and making slime will go by so fast,” said Moreno with a smile. “But the need for volunteers is high as we currently have over 100 students on our waitlist that desire a mentor.”
Kroeze recommends joining the mentoring program with a spouse or partner.
“My husband and I do it together, and we’ve done it together since Day One,” says Kroeze. “It’s fun to put faces to names when you talk about what your day was like with your mentee.
“Mentoring together makes things a little bit crazier – but a lot of fun.”
Eventually, Moreno would love to expand Affinity’s mentoring program to Lee High School as well. “Because this is a middle school-high school, it would be an easy transition to continue for the students we currently work with.”
For more information about Affinity Mentoring services, click here.
Artificial Intelligence (AI) raises several ethical and controversial questions regarding topics such as privacy and surveillance, human autonomy, job displacement, the role of human judgment – and many more.
Kent District Library (KDL) is hosting the Next Nexus Summit: AI for Business to provide community members with an opportunity to hear unbiased information presented by local AI leaders. Participants will have the opportunity to ask questions during the Summit ethics panel.
“Even though the focus is on how AI impacts your business, this is a good way for everyone to get a somewhat unbiased approach of what AI really means,” said Hannah Lewis, KDL Community Engagement Librarian.
“AI just kind of came out of nowhere, and you can’t escape it. That’s scary, and it’s okay to feel that.”
Lewis went on to say that the Summit evolved due patron feedback and AI impact on education.
“A lot of patrons have been coming in to ask questions about AI,” Lewis said. “AI is impacting libraries too; they’re impacting the educational fields a lot.”
Bright local minds in artificial intelligence, technology, innovation, and legal considerations will come together to explore the future of artificial intelligence and its impact on our world and business.
Those minds include:
Joe Chrysler With a deep background in machine learning and AI ethics, accelerator manager and software consultant at Atomic Object Joe Chrysler will discuss how you can leverage AI in marketing and business development using AI tools that are available today.
Amy Baddley A leading data privacy attorney, Amy Baddley will address the legal implications of using AI as part of your business model and the concerns of AI, intellectual property, and privacy.
Jessica Bratt An advocate for inclusive technology, Jessica Bratt, an instructional designer from Casual Simulation, will provide a visionary outlook on where AI is headed and how you can stay ahead of the curve.
Morgan Hanks Kent District Library’s User Experience Manager and a pioneer in bringing AI to the library to support staff and patron needs, Morgan Hanks will introduce each speaker and moderate the closing panel discussion on the ethical concerns related to the use of AI.
“This is a group of people that are not Google, they’re not Microsoft, they’re just telling you the pros and the cons without mega corporation baggage behind it,” said Lewis.
A safe place for conversation
There will also be an ethics panel where these experts will answer honest questions people have been asking, Lewis continued. Questions such as: how can we avoid issues and build trust? How do we determine what’s true and what’s not true? Will this take over the world?
“We’re totally experienced in handling any questions, especially those tough ones,” said Lewis. “Part of what [the event] is about is being able to ask those questions.
“I do think that, for the most part, this is going to be a very positive and optimistic experience. We know this is something that’s on a lot of people’s minds.”
Through the Next Nexus Summit, KDL is providing avenues for community members to gain information and clear takeaways while in a safe environment.
Registration details
Each event can accommodate 100 patrons, and both event programs feature identical content.
Interested participants can register themselves and one other person using a KDL account. Registration can also be completed using an email address.
Those unable to attend but who have questions for the presenters about AI can submit questions on the event website.
Business owner attendees are invited to bring business cards and/or other promotional items to give away.
The magazine states on its website, “The list is a celebration of the incredible contributions that Latinos have made to our state, and it serves as a reminder of the many ways in which we are shaping the future of Michigan. The individuals included on this list are role models who have made a significant impact in their communities and beyond, and they serve as an inspiration to us all.”
About Gilda Gely
Gely is a proven leader in higher education. Prior to joining Davenport, she held leadership positions at Cambridge College in Massachusetts, Aquinas College and Grand Rapids Community College. Prior to that, she held academic roles at universities in her native Puerto Rico.
“I am honored to be part of this group of 25 esteemed leaders in the Latino community across Michigan,” Gely said. “The attention is on us for a moment because the work we do as a group will last into our collective future. I am grateful that Vive Michigan is committed to helping our community provide access to education and opportunities, so more Latinos are able to assume leadership positions across our state.”
Gely earned her Ph.D. in Spanish from the University of Illinois from Urbana-Champaign, her Master of Arts in Spanish from Middlebury College and her Bachelor of Arts in Broadcasting and Spanish from Kansas State University.
She has been in her current role at Davenport for more than five years. She spearheaded the creation of Casa Latina at Davenport, a new online bilingual initiative that enrolled its first students this fall.
Sanchez came on board to lead the unique degrees program.
About Carlos Sanchez
“This has been such an exciting year launching Casa Latina, and now this special honor,” Sanchez said. “I admire my colleagues on the list and look forward to continuing our good work to improve the lives of Latinos in our community. Thank you to Vive Michigan for this recognition.”
Sanchez earned a Master of Arts in Design from Kendall College and a Bachelor of Science in International Business from Davenport University.
“I am proud that two of Davenport’s leaders have been named among the most influential Latinos in our community,” said Pres. Richard J. Pappas, Ed.D. “Gilda and Carlos are tremendous leaders at the university and in the larger community. Provost Gely brings her talent and energy to the university every day and has been instrumental in our strategic planning and the design and development of new degrees, including Casa Latina.
“Carlos, as the leader of this new innovative program, continues to work diligently as our first students in Casa Latina have just started classes. They both deserve this honor given by Vive Michigan for their work in education that will pay dividends for years to come.”
Before joining Davenport, Sanchez led initiatives at Ferris State University and spent time as the executive director of the West Michigan Hispanic Chamber of Commerce. He serves on numerous boards, including those of the Grand Rapids Economic Club and Trinity Health.
Gely has also served on numerous boards, including the Grand Rapids Public Museum and the World Affairs Council. She was honored in 2011 with the Distinguished Woman in Higher Education Leadership Award by the Michigan ACE Network.
Camp Blodgett has been providing youth with educational, recreational and fun experiences for over 100 years. On Saturday, Sept. 14, they are offering adults the chance to join in the fun with their annual For the Kids Soiree!
What started as a traditional sit-down dinner fundraising event has morphed into an activity-driven adventure that gives donors a chance to experience camp life firsthand.
“Our donors say their favorite parts are the experience and the camp activities,” said Lucy Dyer Joswick, Camp Blodgett Executive Director. “We’re giving people what they’ve requested, which is the opportunity to really immerse themselves in what Camp Blodgett does for kids by actually doing it.”
The soiree provides that adult summer camp experience by the shores of Lake Michigan with popular camp activities such as archery, arts and crafts…and playing with robots.
Attendees will also have the opportunity to connect with camp alumni who have been impacted by Camp Blodgett.
Camp board member and founder of Experience Granted, Carlos Kulas-Dominguez, has been a driving force behind the Soiree’s reimagining.
Kulas-Dominguez says his focus has been on developing and growing community by amplifying the experience for attendees so they feel empowered to be ambassadors.
Camp Blodgett’s camper population is extremely diverse in representation, which is part of what drew Kulas-Dominguez to the organization.
As a retired teacher, Kulas-Dominguez has always had a passion for helping inner city youth.
“I am a product of inner city Detroit public schools, so I can relate to a lot of the youth at Camp Blodgett, and not ever having that camp experience,” said Kulas-Dominguez.
“The way the youth, and even the staff, are able to show up very authentically is something really unique and really special – specifically to West Michigan. That’s been really fun to watch and be a part of.”
Dress casually…and have fun!
The soiree will be held Saturday, Sept. 14 from 5:30 – 9 p.m. at Camp Blodgett in West Olive.
A traditional happy hour begins at 5:30 p.m. with the main event starting with an opening ceremony similar to that of summer camp at 6:30 p.m.
Attendees will be divided into groups and then go through three activity rotations.
Tie-dye and friendship bracelet crafts will be available, as well as archery. With the assistance of Camp Blodgett STEM teachers, 40 robot orbs will be available for event attendees to try their hand at programming an orb to simulate a day in the life of a camper.
If an activity doesn’t sound exciting, participants can buy a Fast Pass, skip a rotation, and try the giant swing or climb the rock wall.
“Attendees definitely want to dress casually,” said Joswick. “Come likeyou wouldplay at camp.”
A “first date”
Donations are the driving force behind Camp Blodgett’s ability to operate.
The annual For the Kids Soiree is the most impactful event for sustaining camp supporters and recruiting new supporters.
“[The soiree] is where we meet all of our donors that sustain us through the year,” said Joswick. “This is really where a good 20% of our camperships come from.”
Joswick went on to say that the Soiree is often like a “first date” for many because supporters will bring friends to introduce to the organization.
“We are the one and only,” said Joswick. “We are blessed to be Michigan’s only public summer camp that focuses on serving kids who could not otherwise afford to go. A lot of people don’t know that we’re so unique.”
The upside-down model of Camp Blodgett
Since 1921, Camp Blodgett has worked to provide a fun, enriching summer camp experience accessible to all kids in Kent and Ottawa counties.
Founded by the Babies’ Welfare Guild, a group of women associated with D.A. Blodgett Home, the camp has since expanded to be a year-round youth development organization that provides recreational and educational experiences to children who could otherwise not afford them.
Camp Blodgett’s Summer Camp serves over 500 campers annually, of which 40 are STEM Academy campers. During the school year, the camp serves approximately 200 youth in free school year programs.
When there is a charge for programs, such as the summer camp program, a sliding scale based on family size and income is used.
“80% of our campers pay $40 or less when the cost far exceeds $750,” said Joswick. “[The soiree] raises that gap.”
This camp model was created purposefully so all youth, regardless of income, can have access to camp opportunities.
The magic in saying “Yes”
“Come with an open mind, open heart, and the willingness to connect and be out of your comfort zone,” said Kulas-Dominguez, adding that some planned soiree activities are definitely out of his comfort zone – but he will still participate.
“I think that, as adults, you forget that there’s a lot of magic that happens when we just show up and say yes.”
Find more information and registration details here.
This exciting exhibit provides new insights into biology and technology with eight robotic animals of considerable size. Visitors will discover how chameleons change color, giant squids propel themselves, flies walk on the ceiling and more.
Over a dozen hands-on activities illustrate fascinating real-life animal characteristics. Cutaways expose the mechanical animals’ insides as a host of easily recognizable machine parts and gadgets that demonstrate what makes them work.
“By comparing the anatomy, environments, and size of the actual creatures to the mechanic counterparts, The Robot Zoo provides fantastic new insights into biology and engineering, and hands-on fun for all ages,” the website states. “This exhibit reveals the magic of nature as a master engineer.”
Plan a field trip!
Educators are invited to bring students to experience The Robot Zoo. GRPM’s Educator’s Guide can enhance your group’s visit with a fun collection of multidisciplinary activities.
Insect investigations, sensory experiences of the rhinoceros and additional crafts and experiments can be utilized before or after the exhibit experience.
Dive deeper with books!
The GRPM and Kent District Library have collaborated to expand learning opportunities about biology, robotics and biomechanics with a variety of English and Spanish book titles for all ages.
Explore the fascinating worlds of animals and machines with these books!
Many students feel anxiety as a new school year approaches, no matter their age.
Board certified behavior analyst Katrina Newman of Wedgwood Christian Services (WCS) has developed a 10-point tip sheet to help parents and children prepare for the upcoming school year.
Due to her prior experience as a teacher and currently part of the after school program of the WCS Autism Center for Child Development (ACCD), Newman recognizes that children with autism often struggle with change more than most.
The carefully crafted tip sheet aims to ensure that parents and children – with and without autism – start the year off in comfortable fashion.
Alleviating back-to-school jitters
“Most kids on the spectrum, or even not on the spectrum, feel anxious about going from summer to school,” said Newman. “It’s a big change.
“Anytime there’s a change in routine, it’s really important to have a plan and to practice. That really makes your child more comfortable and helps them to know what to expect.”
Much of the anxiety that comes with starting a new school year can come from not knowing what to expect when they walk in the school doors for the first time.
Some common questions youth have are: Where do we enter the school? Where do we line up? What’s the routine? Did anything change over the summer? Other questions may revolve around getting on the bus for the first time, carpooling for the first time, or having to walk down to the lunchroom.
Having the answers to those questions before the first day of school, Newman says, is really important.
Practice makes perfect
Many schools offer open houses the week before school to help alleviate some of that anxiety. However, there are several other options for parents with anxious children.
“It’s really important to stress that walking through the parking lot and walking through the hallways can be really intimidating, so you want to make sure you practice for safety and that kids know where they’re supposed to go,” says Newman.
Setting up a station at home for notes and permission slips that parents can check regularly also helps. “Have a folder so everybody knows where to put them and parents can check that folder,” Newman says.
Having kids practice their school sleep schedule in advance is also beneficial because it takes 2-3 weeks for our bodies to get used to the change. Even practicing that change a few days in advance can be worthwhile.
“Being consistent, that’s really important,” says Newman. “Whenever you do start it, just keep it going so that their body and their rhythms can get used to getting up a little earlier and going to bed a little earlier then in the summer.”
For children who struggle more with social anxiety, role-playing can be beneficial.
“It’s important to practice introducing yourself and role-play making friends,” Newman says, adding that it can be as simple as telling someone your name, asking for that person’s name, and trying to find something in common with them.
“You might point out something like, ‘You have a Minecraft shirt on – I love Minecraft. What’s your favorite way to play?’” says Newman. “Just looking at those visual cues and trying to connect with people, that’s an important skill.”
Gaining perspective through books
There is also value in reading books to younger children that focus on back-to-school jitters.
Kids might relate to the main character who also feels anxiety or is unsure what to expect. They may also simply feel excitement.
“As they read, they’ll have a pretty good idea of what the first day will look like,” says Newman. “[The book] has a lot of details that they might not bring up, but then after reading the book you can discuss that. It’s really good to open up that conversation.”
How to start a conversation with your child
For parents who are unsure how to approach their child about whether or not they feel anxious, Newman says to keep it simple.
“Just have a simple conversation where you ask them, ‘What do you think about going back to school? We’re going back next Tuesday, what are you thinking about?’” Newman says. “That way it’s more that they can tell you if they’re excited, they can tell you if they’re worried. They get to tell you how they feel instead of you saying: ‘Are you worried?’”
Is routine necessary?
Humans, regardless of age, lifestyle, or background, thrive on routine and benefit from having an established schedule.
According to the Blue Sprig website, routines are key to helping us thrive because routine comes naturally, provides stress relief and brings order to an otherwise chaotic world.
Routines are particularly helpful for children with autism due to the repetitive patterns of behavior, activities, and hobbies. The adherence to an established routine can be a powerful tool in bringing stability and comfort to any child’s life.
Foster a genuine sense of ownership over their day
Create an environment of security and comfort
Removing any routine in a child’s life can be stressful. Newman says the most important thing is to talk about all changes in routine with kids, emphasizing what they can expect during that season of change.
For some children heading back to school this fall, their biggest challenge may not be reading or math but, rather, something else that’s critical to their academic success: eating meals at school.
Children can experience all types of difficulties with eating, from limited diets (“picky eating”) to feeding and swallowing disorders, according to the American Speech-Language-Hearing Association (ASHA). Feeding challenges may occur due to a medical problem or in conjunction with other developmental differences or disorders.
Regardless of the reason, all children need appropriate nutrition and hydration to learn and participate in the school day.
Cafeteria Struggles
The cafeteria can present numerous challenges for children who have difficulty eating. These include:
Overwhelming sensory environment. The cafeteria can be loud, crowded, and hot. The sights and smells may bother some kids. The tables may be sticky, and the cafeteria benches may be uncomfortable. None of these factors makes eating easy or fun. Some students may require a distraction-free environment to safely eat.
Time constraints. Students often have a small amount of time to eat—usually, much shorter than they are used to having at home. Students receiving feeding and/or swallowing treatment may need more time to eat. This accommodation may be included in a child’s individualized education program (IEP).
School-based food restrictions. Some schools have rules about foods that children can or cannot bring, such as no peanut products. For kids who have limited diets, it’s not always easy to find alternatives to a preferred food. Also, some children may not have options if they are provided free or reduced-price meals at school. If a student has a documented feeding or swallowing disorder and requires a modified diet, then the school district’s food services program must offer the meal accommodations recommended in the student’s feeding and swallowing plan.
Twelve Tips for Success
ASHA offers these tips to parents and caregivers to help their child eat successfully in the school setting:
Make their lunch gear fun. Let kids pick out a lunchbox with their favorite character or theme, or a Thermos® or bento box of their choice. Alternatively, have them decorate or personalize a basic lunchbox or other items that they already have.
Help them prepare. Have kids practice eating in the time they’ll be given at school. Try this for a few days before school starts. If you’re sending in containers or prepackaged food or drinks, make sure that they can open them first before packing such items in their lunchbox.
Go grocery shopping together. Look for new items that they may want to bring—or meal ideas to try. Be sure to try them at home first.
Brainstorm ideas. Write out a menu of options that are reasonable for you to prepare. Make sure that these foods can also be eaten at school easily (e.g., foods that don’t need to be cut up or kept at a very specific temperature). Have them choose their lunch from that menu each day.
Let them pack their meal. Kids love to take ownership and show some independence. They’ll be much more likely to eat what they choose to pack. If you don’t feel comfortable giving them total control, offer choices—let them pick one “main course,” one “side dish,” and one “dessert” out of items that you have pre-selected. Do this the night before, so you aren’t stressed or in a rush the next morning.
Troubleshoot together. Ask your child what makes eating in the cafeteria difficult. For example, maybe they don’t have enough time to eat when they buy lunch. Talk it through with them and see if you can solve the issue together.
Send foods that your child is comfortable eating. You may desperately want to expand your child’s diet, but you also want to maximize the likelihood that they’ll eat at school so they’re nourished properly during the day. Save the experimentation for home.
Aim for foods that will keep them full, but don’t stress over perfect meals. Ideal foods are ones that are protein-rich and/or high in fiber because they’ll keep kids full for longer. But remember, the best foods are the ones that your child will actually eat.
Don’t obsess over what they didn’t eat. It’s frustrating when you spend time carefully packing a lunch—only to notice that it comes home lukewarm and untouched. Ask your child why they didn’t eat their meal: Did they not like it? Or did they just not have time to eat it? Try not to scold them about the uneaten food.
Arrange for your child to have a lunch buddy. Eating with a friend is always more fun. A lunch buddy can be a support—and even a role model—for trying new foods. Talk to the school staff about finding a willing peer for this role.
Talk to the cafeteria manager or other school staff. If your child is provided meals at school and isn’t eating what is served, check with the school about alternative options. If a child is regularly not eating the food provided, then this lack of needed nutrition likely will impact their learning and/or behavior.
Help your child to advocate for themselves. If your child has an IEP with feeding and swallowing goals and accommodations, help them understand what their goals are and what they can safely eat.
Getting Help for Feeding Problems
Speech-language pathologists (SLPs) help children who have difficulties with their feeding and swallowing. Feeding and swallowing disorders can lead to health, learning, and social problems, so it’s important not to minimize these challenges.
SLPs can help children try new foods or textures, can help parents feel more confident feeding their child, and can provide feeding therapy (e.g., using certain exercises to strengthen the muscles in their mouth, moving their tongue around more while eating or drinking).
Children with a diagnosed feeding or swallowing disorder may need additional support eating in school, including modified food and drink consistencies. These students should have an IEP or 504 plan to guide school-based treatment and accommodations.
They also may have a swallowing and feeding program (which is typically designed by an SLP) and/or an individual health plan (which is typically designed by a school nurse).
If you have concerns about your child’s eating, talk to your pediatrician and seek an evaluation from the school-based SLP or from a private SLP who specializes in feeding and swallowing. You can find one at www.asha.org/profind.
Many parents are already considering what they need to do to prepare their children for the new school year. While what they will wear and do after school is essential, ensuring they know what to do about back-to-school bullies should be at the top of every parent’s priority list.
Bullies will head back to school as well, and they will be ready to start picking on kids from day one.
“Summer is a great time to get kids ready for the new school year, including with how to win against bullies,” says Kirk Smalley, co-founder of Stand for the Silent. “Addressing it now will ensure the school year will be smooth and bully-free.”
It is important to raise awareness now
Smalley and his wife, Laura, started Stand for the Silent following their 11-year-old son ending his own life due to bullying. They turned their pain and loss into a mission of helping others.
Smalley travels the country giving presentations at schools about bullying, providing bullying prevention, giving out scholarships, offering intervention strategies and more.
Over the summer, parents can do a lot to raise awareness about bullying in their home and community. Making it a priority may help reduce the incidents of bullying in school and in the community. Proactive communities can make people more aware of the issue, which can help reduce incidents.
According to the National Institutes of Health, a few risk factors may make people more vulnerable to being bullied. These include a kid being seen as different from their peers, being seen as weak or unable to defend themselves, having low self-esteem, being less popular, not socializing well with others, and suffering from disabilities.
Tips for preparing kids now for back-to-school bullies:
Discuss bullying now. Discuss bullying, including what it is and what to do about it. Talk about the different types of bullying, how to address it, and what to do if they see someone else being bullied.
Role-play. Act out some bullying scenes with the kids so they can practice responding to them. This will help put them more at ease if the real situation ever comes up.
Get others involved. Parents can start anti-bullying groups now, which will get more kids involved in helping to keep bullying out of the school. Kids can get together to discuss the issue and ways to respond.
Contact the school. Most schools have staff working over the summer. Contact the child’s school to inquire about having an anti-bullying campaign kick off when school starts. Help them bring in a speaker, such as Stand for the Silent, and get together a group of kids for the anti-bullying task force.
Teach self-defense. It’s never a good idea to encourage your child to fight, but there are some self-defense moves that they can learn to protect themselves should it get physical. Bullies tend to pick on those they feel won’t stand up for themselves. Teach kids self-defense over the summer, such as enrolling them in karate. When kids are confident, they are more likely to stand up to a bully, and then the bully loses interest in that person.
Launching Student Stand Out
“This school year, we are going to be rewarding students who help with anti-bullying at their school,” added Smalley. “We want to encourage students to set the example and help create a kinder, more accepting school atmosphere.”
Stand for the Silent is launching a program called Student Stand Out. Teachers can nominate students who they feel stand out by being kind, addressing bullying, being a positive role model, having good leadership, having respect and integrity, and demonstrating actions that show initiative to end bullying at the school.
Each week through the school year, one nominee will be chosen to receive a $50 Visa gift card. At the end of each semester, one person will be selected to win a $100 gift card. The nomination period runs from Aug. 1 to Dec. 1 and Jan. 1 to April 1.
For more information about the program, click here.
How you can help prevent bullying
Stand for the Silent travels the country, providing seminars and talks for communities and schools. They also offer materials online to help people with bullying issues. Each year, they give scholarships to students who help address bullying at their schools.
Kent County residents will have the opportunity to vote on several party nominations and millages in the Aug. 6 primary election.
On the ballot will be the renewal of the Ready by Five Early Childhood Millage, which is funded by a 0.25 mill property tax increase. For example, the owner of a home valued at $300,000 will pay approximately $37.50 annually, or $3.13 per month.
If passed, the millage will run through 2030.
Think long-term investment
The Ready by Five millage is facilitated by First Steps Kent (FSK), an independent nonprofit organization dedicated to giving children access to the necessary policies, programs, and support systems to thrive and be developmentally on track when they start kindergarten, according to their website.
The economic impact of an early childhood millage can yield some results in the short-term, but long-term results are the true goal of the millage, according to Jennifer Headley-Nordman, President of First Steps Kent.
“Some of the research that we share is from economist James Heckman looking at longitudinal data,” said Headley-Nordman.
“If you make investments in early childhood later on when they are 18 and beyond, you begin to see improved graduation rates, lower incarceration, seeing individuals having better attainment in continued education or in the workforce.”
Ready by Five funds a wide range of early childhood programs, including services for expectant parents, play-and-learn groups, and intensive therapy for children grappling with behavioral health issues.
“For individual programs, returns can be anywhere from $3 to $7 for every $1 spent. You are getting more than double in return. If a child has additional needs and layers, services can return $12-$15,” said Headley-Nordman.
Pennies today can save thousands in the future
A child who receives help for early childhood delays at a young age can often overcome those delays more effectively than if they are addressed later in the school system.
“If you can remediate speech and language delays and improve fine motor skills when kids are young and eager to learn, they are less likely to need robust special education services that can be extremely expensive,” said Headley-Nordman.
How the millage works
In order to receive funding through the Ready by Five millage, community programs are required to first submit data and receipts to FSK for review and approval.
“Our process is a reimbursement model,” Headley-Nordman said. “When organizations request funds, they spend their own money first, and then provide us receipts and evidence that they have spent money in accordance with how they said they would as part of the contract.”
2018 millage produces change
The Ready by Five millage was approved by Kent County voters in 2018, and its first class of kindergarteners have excelled due to that funding.
“We finally had a group of kids reach kindergarten, so we had a group of kids that received Ready by Five funds, and we are able to see there is positive momentum with the kids that did benefit from funding,” Headley-Nordman said.
Supporting the community
Some in Kent County may be hesitant to add more to their taxes, but Headley-Nordman urges them to think about the long-term benefits to the community when it comes to the Ready by Five millage.
“Being able to share the cost of supporting programs and services that individuals in the community need for their children makes a lot of sense,” said Headley-Nordman. “If you look at this from an economic standpoint it allows those services to be low cost or free to everyone, not just for particular individuals that are benefiting from it.
“We all need help at one time or another. It’s who we are in Kent County. Kent County has a history that we all help each other out.”
First Steps Kent resources
FSK offers various resources and initiatives, and provides funding opportunities for early childhood programs and initiatives. FSK also seeks parent leaders to serve on its Resident Proposal Review Board.
Community members are encouraged to learn more about First Steps Kent, and sign up for updates, at firststepskent.org.
Kentwood Public Schools (KPS) is the recent recipient of two grants awarded by the Michigan Department of Education (MDE) to support its innovative Grow Your Own programs for teacher education and certification.
KPS is among only 18 districts in Michigan to receive grant funding to support eligible teachers to pursue National Board Certification for the first time. The $6,600 grant will assist veteran teachers in achieving the esteemed National Board Certification credentials.
Additionally, Kentwood Public Schools has been selected by the MDE as one of 25 recipients of the Future Proud Michigan Educator EXPLORE grants. These funds will support students interested in careers in education, particularly those at East Kentwood High School who are part of the successful Educators Rising program. This program provides high school students with early training and real-world experiences in the education profession.
“Our district is greatly appreciative of these funds, which will support both established teachers in the classroom and future educators who are talented, thoughtful, and enthusiastic students at East Kentwood High School,” said Debbie Schuitema, Kentwood Public Schools Director of New Teacher Development and Curriculum. “These students have bright futures in our classrooms of tomorrow.”
Schuitema also emphasized how these grants align with the district’s goals. “One goal in our district’s strategic plan is to recruit and retain high-impact staff members who are committed to serving the students and families of Kentwood, particularly staff who are reflective of our community diversity,” she added. “These funds will be helpful in achieving this goal.”
For further details, please contact Tim Hargis, Kentwood Public Schools Director of Communications.
Kentwood Public Schools and the City of Kentwood have received $10.5 million in state grants for the district’s successful ARCH after-school and summer learning program.
The district and city will receive three 2024-25 Nita M. Lowry 21st Century Community Learning Center grants from the Michigan Department of Education and Michigan Department of Lifelong Education, Advancement and Potential. The grants will be distributed in increments of $2.1 million annually over the next five years to fund the ARCH program.
“We are thrilled and appreciative to receive these grants and continue to offer high-quality learning experiences beyond the school day and throughout the summer,” said Kentwood Public Schools ARCH Project Director Lori Bramble-Romeo.
The ARCH program – Academic enrichment, Recreation and the arts, Community and family services and Healthy Relationships – offers Kentwood students after school learning opportunities such as STEM learning, field trips, guest speakers, career exploration and other high-quality experiences.
“One goal in our district’s strategic plan is to ensure equitable opportunities and outcomes for our students,” Bramble-Romeo said. “The ARCH program plays a key role in achieving this goal.”
The City of Kentwood’s Parks and Recreation, Police and Fire departments coordinate with the district on a variety of programming. The ARCH program is offered from elementary through the high school levels and is available in the summer.
“We are delighted to partner with Kentwood Public Schools and provide students the opportunity to grow and learn outside the classroom,” said Val Romeo, the City of Kentwood’s Parks and Recreation director.
The grants, which are based on availability of federal funds and appropriation in the state budget, go into effect on July 1, 2024 and extend to June 30, 2029.
The Michigan Youth Challenge Academy (MYCA) admissions process is now open for the academy’s next class, Cycle #51, which begins Sunday, July 14.
To begin the application process, interested youth and parents can visit the admissions page here: Admissions Process. In-person information sessions, a mandatory part of the application process, are listed on the MYCA events page.
For more information:
Area codes 810, 586, 248 and 947 – contact Jayme Ham at 269-968-1397
Area codes 231, 269, 517, 616 and 906 – contact Joan Miller at 269-968-1368
Area codes 313, 734 and 989 – contact Yasser Quadri at 269-968-1048
The MYCA is a cost-free alternative education program which offers at-risk youth the opportunity to change their future. As part of the curriculum, cadets participate in drill and ceremony formations, meet physical fitness standards, perform community service and receive classroom instruction.
Candidates for the academy are 15 1/2-18 years old and are at risk of not graduating high school. Graduates of the MYCA are eligible for the Michigan Job Challenge Program (MJCP), an extension program of the MYCA. The MJCP teaches workplace essentials, provides opportunities to learn a skilled trade and assists with job placement.
The Women’s City Club held its fifth Impact Award ceremony on Thursday, April 18. The 2024 award winners, Dilanny Perez and Nebyat Gebrehiwot, were honored with a luncheon presentation at Mayflower Congregational Church.
Developed in conjunction with Union High School (UHS), the annual Impact Award program recognizes deserving high school juniors who receive a cash award of $750.
“We wanted to provide an award that would inspire juniors to the next level, to reach out, to develop their skills and abilities and get ready for whatever path they choose in life,” Wendy Sturm, President of Women’s City Club, told WKTV. Sturm added that the award can be used in any way the winning student sees fit, without stipulations.
To apply, students present a piece of work that identifies and describes a personal role model – someone who has inspired them to achieve their own excellence.
“[The work] can be music, it can be written, it can be artwork – however they can express themselves,” said Sturm. “We wanted to open it up so they can express themselves in any unique way, have an opportunity to be recognized, and have an opportunity to develop those skills.”
Personal revelations
The winning entries are chosen by a committee of UHS administrators, teachers, and counselors.
“This year we had the most entries than we’ve ever had in the past – and the most variety of things,” said UHS Principal Aaron Roussey. Submissions featured musical instruments, artwork and various essays.
“They are very personal,” UHS Assistant Principal Dana Bachelder said of the entries. “We have so many different students from different areas of the world.
“Many times when we read [the entries], we’re learning a little bit about where they came from, what is important to them, things that they’ve been through.”
Both Roussey and Bachelder describe Dilanny and Nebyat as leaders in school and the community.
Values and valor
Dilanny and Nebyat were honored with a celebration lunch. They had an opportunity to talk with WCC members and were presented with a scholarship certificate and award money.
Dilanny’s Impact Award entry was a written essay about William D. Swenson, a lieutenant colonel in the United States Army who was awarded the Medal of Honor in 2013. She learned about bravery, loyalty, and courage, and was inspired to strive for those things in her own life.
The battalion commander of the Union JROTC team, Dilanny was moved by Swenson’s willingness to put himself in danger to rescue his team when they were ambushed in Afghanistan by a group of 60 armed enemy fighters.
“Not many people get the Medal of Honor. Some people that get the Medal of Honor end up getting it because the activity cost their lives,” said Dilanny. “It’s something to be really thankful for, knowing there are people willing to go out and defend our country.
“It makes people realize that freedom isn’t free. People actually have to go out there and make a lot of sacrifices for us in order for us to keep our freedom.”
Involved with the JROTC program since her freshman year, Dilanny says the bond formed between team members is unique and one that she appreciates.
“Our main goal is to motivate young people to become better citizens,” said Dilanny. “We do many volunteer opportunities, and we also do activities that make people confront their fears and learn values.”
A recent leadership reaction course taught JROTC members the importance of communication and trust in the people they are working with.
“That’s what I like about JROTC, the type of things that [we] go through, and the life lessons they give you.”
Dilanny is contemplating becoming an Army officer through the ROTC program at Western Michigan University.
Highlighting culture
Nebyat, who is from Eritrea in northeast Africa, created a painting of a woman from her country. The portrait depicts the bright colors and cultural dress of Eritrean women.
Nebyat says her mother was the inspiration behind her Impact Award entry.
“I asked her what I was going to do, and she gave me some advice,” said Nebyat. “She told me to paint something from our culture because it is a small country. Not everyone know this country, so she told me to paint our…culture.
“In my country, before I came here, everywhere you go, they would wear this long dress.”
When asked how she felt about winning the WCC Impact Award, Nebyat said, “I was surprised, and I was so happy.”
Nebyat is inspired by the women of her country who strive for gender equality and work to empower other women. She aspires to be a role model of her Eritrean culture by working for gender equality for Eritrean women in the U.S. and in Eritrea.
Nebyat plans to attend Grand Rapids Community College for two years, then further her education by attending a university. She said she will continue to paint, and is interested in exploring other art forms as well.
A remarkable journey
The Impact Award is funded by generous donations from WCC members and the community.
“One of the most remarkable experiences I’ve had with the Women’s City Club is watching these juniors come up to the podium,” said Sturm. “They’re so nervous and timid…and as we engage them with our questions and our interest, they blossom.
“It’s been quite a journey. It’s been a wonderful aspect of our community outreach of the Women’s City Club of Grand Rapids.”
For a list of past Impact Award winners, click here.
West Michigan resident Phillip Nguyen was 15 years old when he crammed into a 25-by-6 wooden boat with 57 other “boat people” to start a wild journey to a new life away from Vietnam.
“We packed them on; that boat was barely an inch over water,” said Nguyen, who produces a show called “VietSong” at WKTV and is President of Digital Marketing Solutions LLC.
Nguyen traveled by boat to small Chinese islands and learned English and American culture while in Hong Kong before making his way to the United States two years later.
He was fortunate to survive the very dangerous boat trips. Many Vietnamese people risked their lives to escape their war-torn country and seek a better life elsewhere, but did not survive the high seas.
“This isn’t a fiction novel, this is real,” Nguyen explained. “My brother-in-law told me his mother sent him and his two brothers on separate boats every couple of months because she feared if their boat would be lost, they would all die. His brothers never made it; they were completely gone. He was the only one to survive.”
The Fall of Saigon, which occurred on April 30, 1975, marked the end of the Vietnam War and a pivotal moment in world history. The event not only signaled the collapse of South Vietnam’s government, but also triggered one of the most significant waves of mass emigration in modern history. This year marks the 49th anniversary of The Fall of Saigon.
On April 28, 1975, U.S. President Gerald R. Ford called for the emergency evacuation of American civilians and military from Saigon. Two days later North Vietnamese forces advanced into Saigon, leading to the collapse of the South Vietnamese government. The sight of helicopters lifting off from the U.S. Embassy in Saigon became an iconic image, symbolizing the end of the war.
According to borgenproject.org, in the aftermath of the fall of Saigon, South Vietnamese feared persecution under the new communist government. This fear led to a mass exodus, with many seeking asylum in other countries. Over 1.5 million South Vietnamese attempted their perilous escape by boat. Drowning, piracy, dehydration and failed vessels that would never make landfall would wipe out an estimated 10 percent of refugees.
Under the cover of night
Before Nguyen fled Vietnam in 1982, he noticed people in his village disappearing overnight.
“I lived in a village … almost every day you wake up a family was gone over night,” Nguyen said. “Every day you wake up you hear neighbors say he’s gone, she’s gone, the family is all gone. It seems like everyone was trying to run to get to a better future.”
Vietnamese emigration to the United States
For Vietnamese who fled in 1975, most were received at the Marine Corps Base Camp Pendleton and settled in southern California, according to Michigan State Associate Professor of History Charles Keith. The initial wave of refugees consisted mainly of individuals with ties to the U.S. government, military and other South Vietnamese institutions.
“The conditions of diaspora really differentiated Vietnamese experiences from those of other Asian migrants,” Keith explained. “Vietnamese were the only Asian-Americans who were virtually all war refugees when they came.
“Those who came throughout the 1980s relocated to many parts of the country. But many had a second, internal migration within the U.S. for various reasons: better weather, occupations they were familiar with, and to be part of larger Vietnamese communities, which intensified the size of the community in southern California into the largest Vietnamese community in the U.S.”
Into the jungle
Loan Pham was five years old when the invading North Vietnamese took her hometown of Saigon, forcing her family and many more to the jungles of Vietnam.
“The new government warned people to go live in the jungle,” explained Pham, who’s from Wyoming. “I went to the jungle with my mom and three siblings, we were city people now living in the jungle.”
Pham’s mother was injured by a falling tree while trying to build a shelter for her small family during their months in the jungle. Once they returned to city life they would remain homeless for the next 11 years.
“We had a rough life”
“We had a rough life,” Pham said. “I had to start working at seven years old because my mom was sick. I would work odd jobs. I would sell stuff, people would ask me to do some small jobs. I would give the money to my mom so she could buy rice to feed us.”
Coming to America
Pham found a different way to the United States that most Vietnamese people including Nguyen could not take advantage of. Her father was an American soldier.
In 1983, Pham used her status as an American kid to start the process of emigrating to the United States.
“When I was 13 years old I saw on the TV news … it said if you have American children, you fill out paperwork to get to the United States,” Pham explained. “Five years later, when I was 18, I finally had my papers. I went to the Philippines for eight months to learn English and American culture.
“They taught us the peace sign, the middle finger, and not to ask people their age, all the stuff we might need to get along in the U.S.”
Nguyen came to America via Bethany Christian Services
Also in 1983, Nguyen made his way to Michigan through Bethany Christian Services. Nguyen was orphaned when he was five years old. His father was killed in the war, and his mother died a couple of years later.
“I was under the minors program sponsored by Bethany Christian Services,” Nguyen said. “I lived with my foster parents until I was 18.”
Nguyen had a typical American life of working small jobs and graduating from South Christian High School while living with his foster parents. Nguyen completed his bachelor’s degree at Western Michigan University where he met his wife.
Nguyen gives back; has fostered 17 children
Nguyen and his wife have three adult children and have helped foster 17 others through Bethany Christian Services.
“I owe them one and paid back with 17,” Nguyen proudly said.
His household is still home to five foster children.
“We have three from Afghanistan, one from Guatemala and one from Honduras.”
Upon arrival in the United States, Pham was helped out by the U.S. government, but that assistance would not be long-term, and soon she was looking for work in a foreign country.
“My first job was sewing baby clothes for $2 an hour,” Pham said.
Fortunately for Nguyen and Pham, they were able to avoid harsh racism and persecution that many of their fellow Vietnamese refugees had to endure.
“When I came to Michigan I didn’t see any racism against me, nothing like I saw when I lived in Vietnam,” Pham said. “South Vietnam was racist towards North Vietnam.”
And Nguyen said he was more fortunate than most.
“I’ve seen it happen to other people and I’ve heard horror stories, but me personally have never really felt it,” said Nguyen, who served as the president of the Vietnamese American Community of Grand Rapids Michigan for six years.
(VACGRM) is a non-profit community organization established to serve Vietnamese Americans in the city of Grand Rapids and its surrounding areas with charity and cultural work.
Events include: Remembering the Fall of Saigon, Lunar New Year celebrations and other cultural events throughout the year. During the COVID-19 pandemic in 2020, the VACGRM was able to supply food and medicine to those in need in the Vietnamese community in West Michigan.
The fall of Saigon created new beginnings for countless Vietnamese refugees who found hope and a new home in the United States.
Viet Benevolence Foundation
Nyguyn is Founder and Chairman of the Board of the Viet Benevolence Foundation.
“In July 2022, I went to Việtnam to work with the U.S. Consulate Office and with the Vietnamese government in an effort to preserve the former Vietnamese National Cemetery known as Nghia Trang Quan Doi Bien Hoa (now renamed Nghia Trang Nhan Dan) where over 16,000 former South Vietnamese soldiers rest. During this trip I learned that there are thousands and thousands of former South Vietnamese soldiers’ remains that still need help to bring home to their families, especially those who died in re-education camps after 1975.”
To learn more about Nyugen’s Viet Benevolence Foundation, who’s mission is “Healing the past and empowering the future through charitable causes,” check out VIETBENEVOLENCE.ORG
Once upon a time there were two best friends and their names were Maya and Victoria. They were watching a movie and eating rainbow popcorn with extra rainbow butter and rainbow gummies, and then someone spilled a Dragon fruit-drink on the remote, and then the whole house shook.
And then they got sucked into the T.V. Then they got pooped out of the portal, and they landed on a gargantuan marshmallow. Then they got stuck in a marshmallow to their waist, and they had to eat their way out. It took them an hour.
After that, they saw a dogocorn and a unicorn. Then, the dogocorn and unicorn ask Maya and Victoria to help them. They agree to help, but only if there is a way to get home. They said they need to beat the evil turtle.
The only way to destroy it is true love.
They all work together to find a boy turtle. When they do find him, he has an awesome singing voice. His name is Timmy. Then they bring him to the evil turtle’s castle.
Timmy knows she is really pretty, so then they get married. The evil turtle is no longer evil. She is really nice and sweet, and her name is Mia. Then Mia shows them a secret portal.
They go home and live happily ever after.
The End
P.S. Dogo Corn made everything a mess.
Maya (left) and Victoria are 4th grade students at AnchorPoint Christian School.
The Two Best Friends was a collaborative effort between Maya and Victoria, and is their first published work.
She wakes up and gets ready for work. She eats breakfast. Her breakfast is the homemade granola her mom made her.
Ezra gets up and she asks him what he wants for lunch and lays it out. They get in the car and drive to Potter’s House on the highway and Clyde Park Avenue.
When she gets to school around 7:40 a.m., she writes the morning message and prints the work we are going to do today.
She waits to greet her students at the door and see how we are doing.
Toby Lehnen is a 3rd grade student at AnchorPoint Christian School. Toby’s news article, Mrs. Omanchi’s Morning, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
The story is about sharks, there is a shark attack. It takes place at sea. It happened on July 12, 1916.
Once upon a time Jaxon and I were reading a book called I Survived Shark Attacks.
It was Feb. 10, 2024 when we were reading the book. We randomly got sucked into the book, and the teacher came and she saw that we weren’t there anymore.
It was July 12,1916. Jaxon and I were in the middle of the sea. Jaxon and I were scared because we thought we were gonna get eaten by a shark.
Afterwards, we saw people running to the sand because of five great white sharks. Two people had gotten eaten, and three people were left. But two sharks got two other people, leaving one person named Nick. He was running towards me and Jaxon.
Jaxon and I were jittery and started running to land, but we saw that he had disappeared. He came out of the water fighting the shark and killed the shark. Running from the other sharks, he made it to land.
Then Jaxon and I disappeared, coming back to school reading Shark Attacks.
The End!!!!
Alan Perez is a 3rd grade student at AnchorPoint Christian School. Alan’s short story, Stranded in Sharkland, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Once upon time I was playing Fortnite, and I won the game. Suddenly I was invisible.
I went to Target and got a PS6. I set money on the counter which made the manager confused.
I took it home and plugged it in. I played Fortnite for 24 hours. My parents didn’t know because they couldn’t see me.
I took my dad’s credit card, so I could get the new XBOX Series and 10 Nintendo Switches. I charged them and played them for 10 hours, but I got bored. Then I decided to get the PS5. I liked it, however I got bored of that too. So I took a break to get ice cream.
When I came home, I went to sleep. I woke up and played Fortnite for 10 minutes. I got the Dub on Fortnite, but my invisibility ran out. And my parents caught me.
The end.
Joseph Montoya is a 4th grade student at AnchorPoint Christian School. Joseph’s short story, My Invisible Day Playing Fortnite, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Suddenly, I am in the Ninja Turtle movie. I see if I can go meet the Turtles, and I become their friend. They show me around. They teach me how to fight. I fight the Krag with them. I have a sword and I can fight the Shredder and fight him with the turtles, and then I ride in the shell razor with the Turtles.
“Man, these buildings are gargantuan.”
Then I had my first fight.
“We went against the Krag. We won. It was easy with the Turtles. And the weapon I was using was a sword. It was cool.”
I was like Leo, but I was not the leader then we went home. It was stinky in the sewers but I had to deal with it.
Then it was time for bed. I slept on the couch, then I said, “That was the best day ever! And I know the Turtles are far-fetched.”
Dahmari Lee is a 4th grade student at AnchorPoint Christian School. Dahmari’s short story, Stuck in the Movie, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Once upon a time there were two friends going to a magical theater. Their names were Taylor and Ashley. They’re both 16 years old.
Taylor has waist-length blonde hair and brown eyes. She hopes to be an actress some day. Specifically, on BROADWAY! They both live in New York City!
Ashley has brown, straight, shoulder length hair and blue eyes. She hopes to be a director some day. Specifically, working with Taylor, on BROADWAY! In New York City!
Texting
Ashley! You are packed right?! From Taylor.
Duh! Are you packed Taylor? From Ashley.
I’m packed and you are! Good! From Taylor.
Real Life
Taylor and Ashley were asked to come to “Emelia’s Star Theater” to perform in a movie. Taylor would be cast as Queen Shoreanna of the Shore Fairies. Ashley would be cast as Queen Flamebelle of the Flame Fairies. These two queens were forever enemies but their daughters, Princess Shore and Princess Flame, were best friends. Unfortunately, Shore and Flame were Taylor and Ashley’s younger sisters. Shore is Taylor’s sister Zoe and Flame is Ashley’s sister Hallie, they’re very annoying. Then there was Prince Sand and Prince Fire. Taylor and Ashley’s younger sisters’ twins. The twins were all 13 years old. Sand is Shore’s twin and Fire is Flame’s twin. Sand is Jake, Zoe’s twin and Fire is Kayden, Hallie’s twin. Taylor’s younger twins have blonde hair and blue eyes. Ashley’s younger twins have brown hair and brown eyes.
“Hey Shore! Sand! Get over here!” Taylor yelled from her room.
“Don’t call us Shore and Sand!” they said from their room. Jake and Zoe are particular about names.
“Goodness,” Taylor mumbled.
“We heard that!!!” they yelled.
“Well are you two packed?”
“Yes!”
Meanwhile
“Hallie and Kayden you better be packed!” Ashley yelled.
“Duh, we are!” Hallie and Kayden yelled.
“Jinx!” Kayden said.
“Mm!” Hallie said/mumbled. She said “COOTIES!” not using words though.
The next day Taylor, Ashley, Zoe, Hallie, Jake and Kayden arrived at…
“Emelia’s Star Theater!” Emelia herself said. “Welcome.”
“Thank you,” Ashley said, being polite.
“This is Luke and Matthew, my sons,” Emelia said. They were both 16 with blonde hair and green eyes, twins. “Luke and Matthew, the blonde one is Taylor and the brown hair one is Ashley, the queens. The younger girls are the princesses, the younger boys are the princes. More introductions later!”
“Looks like Ashley and I are the only ones with no twins,” Taylor said. Wow, Luke’s cute! she thought.
“How’d ya know we’re twins?” Luke asked.
“Same pale blonde hair, same emerald green eyes, DUH!” Ashley pointed out. Whoa, Matthew is super cute! She also thought one of the boys was cute.
“True,” Matthew said.
“MWA HAHAHAHA!!!” someone said, “Tis I, Witch Lemon, and the Lime Lovers! I’m casting a curse so no one may exit this so-called ‘star’ theater!”
“WHAT?! NOOOOOOOOOO!!!” they all screamed.
TO BE CONTINUED…
Rozemarijn L. De Graff is a 4th grade student at AnchorPoint Christian School. Rozemarijn’s short story, Thrilling Theater Time, is her first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Teddy is a 4th grade student at AnchorPoint Christian School. Teddy’s poem, I Draw, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
This work is a continuation of a 2017 initiative in conjunction with True Colors United (formerly The True Colors Fund), led in collaboration with Arbor Circle and other community organizations. The goal is to create responsive strategies that will advance the health and wellbeing of LGBTQI+ youth and young adults.
Meeting a significant need
The need for this ongoing focus on the health and wellness of LGBTQI+ youth is significant, as risks for these youth continue to be elevated both nationally and locally.
The Trevor Project reports that nationally, LGBTQ youth are three times more likely to attempt suicide as their non-LGBTQ peers. Locally, a January 2023 Trevor Project study found that 45% of LGBTQ Michigan youth considered suicide in the past year.
Additionally, local data from the Kent County Continuum of Care (2022) shows that nearly 27% of all Runaway and Homeless Youth in Kent County identify within the LGBTQ community.
With these funds, Arbor Circle will engage LGBTQI+ youth and their families and caregivers in counseling and support programs aimed to reduce behavioral health risks.
“We are humbled by the opportunity to continue seeking the answer to the question first posed by our work with True Colors United,” shared Susan Sheppard, Arbor Circle’s Vice President & COO. “How might we ensure all LGBTQ+ youth in West Michigan live in a safe, secure community?”
Community partnerships
This project will also bring together systems and community organizations that engage with youth and families to support increased acceptance and understanding. Training on successful interventions and awareness of available services will also be offered.
“We are pleased to partner with Arbor Circle on this work to support the mental health and wellness of LGBTQ+ youth in our community,” shared Jennie Knight, Executive Director of Grand Rapids LGBTQ+ Healthcare Consortium. “Mental health is a crucial, but often overlooked, component of healthcare, and this grant will help us to address this need.”
AnchorPoint Christian School in Wyoming is excited to announce that 4th grade student Dahmari Lee will be moving on to the MYWAY State Championships. Dahmari is AnchorPoint’s first student to move on to the championship round.
“I’m so proud of all the wrestlers this year!” said Coach Ed Harris in supplied material. “Each one has grown in a number of ways whether it is learning new moves, self-confidence, or how to handle adversity.”
Challenges and growth
For the past two years, Dahmari has wrestled as a novice. The 2024 regional tournament at Grandville High School was his first taste of open wrestling, competing against opponents with two or more years of wrestling experience.
Dahmari enjoys wrestling with his dad at home, so when AnchorPoint’s 5-6th grade teacher Ed Harris formed a school wrestling team, he immediately signed up.
“He’s really into sports, so when they started a wrestling program here he wanted to try it,” John Wierenga, Dahmari’s father, told WKTV. “I told him we probably wouldn’t do any tournaments the first year, just practice. But after three practices, he was ready [to try] a tournament.”
Dahmari said he enjoys working hard and receiving medals (of which he has earned several) at competitions. The young wrestler is looking forward to participating at the State Championships, in part because he will wrestle open.
“Open is a little bit harder because you have to wrestle a couple years ahead of you,” said Dahmari, admitting that he likes the challenge of competing against more experienced wrestlers.
Andreen Wierenga, Dahmari’s mother, said watching her son wrestle is very emotional for her because she doesn’t want him to get hurt.
Despite her nervousness, Andreen supports Dahmari by attending his matches.
“When he’s winning, I like to cheer him on,” said Andreen. “But when he started to get the hang of it, he said, ‘I don’t like the excitement. You can stay home, and Dad can take me,’” said Andreen.
Andreen attended a recent match with the promise that she would sit quietly and not cheer. When Dahmari won his match, however, Andreen admitted that her emotions ran high.
“He came up and hugged me and said, ‘See? This is why I told you not to come,’” said Andreen with a laugh.
Dahmari’s willingness to accept challenges placed before him has garnered the notice of his coach.
“[Dahmari] is always willing to challenge himself in practice and in competition,” said Harris. “The fact that he placed 4th shows he belongs with those open wrestlers, and will continue to grow as an athlete and a person going forward.”
Iron sharpens iron
Launching AnchorPoint’s K-6 grade wrestling program stemmed from Harris’ own love of the sport.
Harris began wrestling in high school and quickly fell in love with the sport. A Division 2 Team National Championship win at GVSU was followed by coaching positions at Godfrey Lee Middle School and then Wyoming High School.
When a donor purchased mats for AnchorPoint from Michigan State, the school’s youth wrestling team began.
“I love the sport of wrestling, and with a donor coming forward to help get the mats here, and my sons going to this school [and] with the opportunity to coach them, God’s timing was perfect,” said Harris.
Harris is also excited to incorporate faith into the wrestling program.
“I have always loved Proverbs 27:17: ‘Iron sharpens iron,’ because it is so true in wrestling,” said Harris, adding that a good partner provides refinement, but a bad partner creates stumbling blocks. “It is amazing how much faith and wrestling are connected, and we talk about that in our devotions before every practice.”
Life lessons
Faith is only one life lesson AnchorPoint’s wrestlers learn through the program.
Strengthening their bodies as well as relationships with their peers as they work together in a competitive setting is also a focus of the program. Giving students a positive outlet for working through emotions, physical stress or anxiety, and learning the art of winning and losing gracefully are also lessons the students will take with them throughout life.
But one of the most important lessons, Harris said, is perseverance – especially through tough times.
“Wrestling is super tough, especially when you first start out,” said Harris, commenting that he was proud of the wrestlers for showing perseverance during a recent scrimmage. “No matter the score, they just kept wrestling and working to improve.
“I hope they transition that thinking to life and that, no matter what is going on in life, you can always find ways to work to make it better.”
Preparation and anticipation
As Dahmari prepares for the State Championships at Wings Event Center Arena on March 22-23, anticipation is high for both student and coach.
“I’m excited to see where wrestling can take Dahmari and all of our students in the future!” said Harris.
TRIGGER WARNING: This article contains sensitive information about depression and suicide that may be distressing or traumatic for some individuals.
Christy Buck, Executive Director and Founder of be nice., is determined to make mental health a part of our everyday conversation.
Buck’s passion for transforming and saving lives through mental health education has led her through 36+ years of experience in the mental health field and the development of mental health and suicide prevention programs.
“I would challenge people to become more knowledgeable to have the confidence to talk about mental illnesses/mental health disorders,” said Buck to WKTV Journal.
Due to a 20% increase in mental health disorders, people are talking more about mental health than ever before. But Buck says we are still missing a vital piece of the solution.
Greater understanding breeds prevention
“What’s not being talked about is recognizing when somebody is struggling with an illness,” said Buck. “That, to me, is one of the biggest things that we owe the community and the nation right now: a better understanding of recognizing the onset of a mental health disorder.”
Buck continued to say that talking about mental illness/mental health disorders is going to raise a greater understanding of one of the most common illnesses in the world – anxiety disorder.
And when we make it okay to talk about mental illness, we combat stigma.
“One way we can combat stigma is by listening to conversations, [and] correcting people when they might not be knowledgeable about mental illnesses,” said Buck.
Since 2006, Buck and her staff have educated over 300,000 people in West Michigan about mental health awareness, bullying, and suicide prevention. And though Buck says she has seen a large shift over the last few years, there is still more work to do.
“When somebody is struggling with a mental health disorder, it’s very scary for those individuals,” said Buck. “Oftentimes there is self-stigma too…viewing yourself as unworthy, viewing yourself as defeated, that there is no hope.”
Dare to swim upstream
Conquering stigma requires knowledge and willingness to open conversations “upstream.”
The four-step be nice. action plan (notice, invite, challenge, empower) addresses all of these issues.
“It’s a simple tool,” said Buck. “Oftentimes we complicate mental health.”
The first step to unraveling that obstacle is to notice when something is different than the norm.
“It’s huge to have ownership of what I am seeing and what I am noticing,” said Buck. “Now I have this knowledge, and having a knowledge base is going to build my confidence to take action.
“Confidence is that tool to invite myself into a conversation.”
That conversation should begin with what is good and right about the person you are talking to. It allows that person to know you care and are concerned. Then acknowledge the differences you have noticed.
Then give hope.
“[Hope] comes through language like: you can feel better, you can get better,” said Buck. “Because it’s the truth. It is huge to be able to give that person some hope.”
Also using the word(s) love and I care about you can instill hope in someone.
Protective/Preventative Measures
Ensuring access to services and usage of those services are two main protective factors for those struggling and/or at risk. Another protective factor is friends and family – having people you can talk to.
Eating right, getting sleep and exercising are three things that release chemicals in your brain that help a person feel better. Spiritual wellness can also help, whether in the form of church or meditation that focuses on positive thinking.
“These are all pieces of empowerment,” said Buck. “When somebody is struggling with a mental health disorder or mental illness, they can’t find those protective factors.”
Buck went on to say that inviting someone struggling into a conversation by asking how you can help guides that person toward self-awareness.
Anyone can be N.I.C.E.
“No one is too young to follow the [action] plan, no one is too old to follow the plan,” said Buck. “This can be for kindergarteners through senior citizens. I love it because it is so multi-generational.”
The be nice. program and action plan educates students, staff, and community members about mental illnesses and encourages them to exchange stereotypes for understanding, compassion and acceptance.
And it has been proven to save lives.
“Be nice. is to go out and treat people with respect and dignity,” said Buck. “It is having that greater understanding that how we treat each other has an affect on someone’s mental health. On how somebody is thinking, how they’re acting, and how they’re feeling.”
Then, Buck continued, it turns into an action plan to change, improve, and save lives.
Notice the right and good of every individual you come into contact with, and invite yourself to share that good with them. Many times, the person may not have ever heard the good about themselves.
By sharing that with them, you are “bringing about that greater understanding of how worthy they are,” said Buck.
Challenge other people to spread that kindness. Treat people with respect and dignity.
“Ultimately, it feels good,” said Buck. “That’s empowerment.”
Julie Gregory, mother of suicide victim Jessica Gregory, is an advocate for the be nice. program.
“As I have gotten to know some of the wonderful volunteers and people who are involved in this program, I have realized what a difference it could have made in Jessica’s life,” Gregory said on her blog, Picking Up the Pieces. “It could have affected the outcome of my daughter’s life.”
Gregory went on to say that, over the last several years, she has learned that how you treat people impacts the way they think, act, and feel.
“Be the change this world needs today,” said Gregory. “Treat people with love and respect, give them support when they are down, get involved, be positive role models and be nice.”
“We are here.”
Knowledge surrounding physical illnesses has increased exponentially over the decades. Buck now challenges us to become more educated about mental illness.
Be nice. offers training on how to recognize mental illness signs and help those struggling. Training registrations can be found on their website.
“We are here,” said Jessica Jones, Communications Director for the Mental Health Foundation. “[We’re] ready to help people have those conversations.”
Resources
If you or someone you know is considering suicide, contact the 988 Suicide and Crisis Lifeline. It is a free, 24/7 service that offers confidential support, information and local resources.
“We are honored to welcome Dr. Pilgrim to the Ford Museum as a guest speaker for our first collaborative event with the Barack Obama Presidential Library,” said Brooke Clement, Director of the Gerald R. Ford Presidential Museum and Acting Director of the Barack Obama Presidential Library, in supplied material.
“We are fortunate to have him on-location where he will be able to share his expertise and passion on the history of the African-American experience in America.”
Teaching tolerance with objects of intolerance
Scheduled for Thursday, March 28 at 6:30 p.m., “Using Objects of Intolerance to Teach Tolerance and Promote Social Justice with Dr. David Pilgrim” is open to the public, free, and will be live-streamed through Zoom. It will also be recorded on the Barack Obama Presidential Library YouTube channel for those who wish to attend remotely.
With a 20,000-piece collection of racist artifacts, the Jim Crow Museum – located on the Ferris State University (FSU) campus – is the nation’s most extensive and accessible collection of artifacts of intolerance.
The museum contextualizes the dreadful impact of Jim Crow laws and customs, and uses objects of intolerance to teach tolerance and promote a more just society. Attendees will have the opportunity to engage with Dr. Pilgrim during a question and answer session.
After walking through the “Overcoming Hateful Things”Jim Crow Museum traveling exhibit at the Grand Rapids Public Museum (GRPM) in 2023, Clement knew she wanted to bring Dr. Pilgrim to the Ford Museum.
“The display (at GRPM) was incredibly moving. It’s something that, as a community, it is important for us to take on as a mission – and amplify it. We don’t want to skirt around it,” Clement told WKTV.
When Clement reached out to Dr. Pilgrim, he inquired about her connection to the Obama Library and expressed interest in making the event a collaborative effort.
With the combined historical expertise of both Dr. Pilgrim and Clement, the “Using Objects of Intolerance” event is sure to challenge and enlighten attendees.
Learning from the past
Best known as the founder and director of the Jim Crow Museum, Dr. Pilgrim also serves as Vice President for Diversity, Inclusion, and Strategic Initiatives at FSU. In addition, Pilgrim has authored three books: Understanding Jim Crow; Watermelons, Nooses, and Straight Razors; and Haste to Rise (with Franklin Hughes).
Dr. Pilgrim has lectured at dozens of institutions, including Stanford University, the University of Michigan, Smith College, and the University of North Carolina.
With a history teacher for a father, Clement and her sister found themselves shuttled to various historical landmarks and museums throughout her childhood.
“By the time I was in high school, I realized that I really enjoyed learning about our past,” said Clement.
What followed was a Bachelor of Arts in American History and American Culture at the University of Michigan. Clement also holds a Master of Liberal Arts in American Studies at Columbia University in New York.
Having participated in an archival work study at Columbia University’s archives, Clement was offered a position at the Gerald R. Ford Presidential Library in Ann Arbor, thus beginning her National Archives and Records Administration (NARA) career.
Clement has worked in senior management and archival positions at the George H.W. Bush Presidential Library and Museum, the George W. Bush Presidential Library and Museum, and most recently the Barack Obama Presidential Library.
Historical understanding can bring an enlightened future
Clement is dedicated to providing a clearer understanding of the nation’s history to attendees of the upcoming event.
“I’m hoping audience members are going to be challenged, they’ll be enlightened by the discussion, and that they can walk away from it with a clearer understanding and better sense of our history,” said Clement.
Clement went on to say that acknowledging the past and learning from it are important. “I would like the Ford Museum to be seen by the community as a place in which we’re willing to have those hard discussions.”
However, growth and understanding should not stop there.
“I feel like we can always do better,” said Clement. “I think there’s always room for improvement in terms of how much we are willing to dive into hard topics, and how much we’re willing to reach out and cross that divide.”
Crossing the divide: Upcoming events
Clement’s determination to reach across that divide is demonstrated by several upcoming Ford Museum events.
“We have Dr. Barbara Savage coming (March 14), and she’s going to be talking about West Michigander Merze Tate [and her] impressive role in the education movement,” said Clement.
During the month of April, the Ford Museum will host a First Ladies Conference as well as an event featuring The New York Times chief White House correspondent Peter Baker. The month of August will highlight a new Ford Museum exhibit.
“We’re also heavily planning for 50th anniversary programming,” said Clement. “It’s the 50th anniversary of [President Ford’s] swearing in, so we will definitely be highlighting that.”
Clement went on to say that the mission of the Presidential Library system is more than just general history.
“We get opportunities like this to tell not only the history of the President, the First Lady, and the Presidency in general, but also to reach out and do historical analysis of things like what Dr. Pilgrim is bringing to us,” said Clement.
Leaders at Davenport University (DU) announced a groundbreaking initiative that leads to bilingual degrees with professional proficiency in English and Spanish.
Casa Latina at Davenport has a unique approach by offering courses with one week fully in Spanish and the next week fully in English. Graduates of this program at Davenport will enhance the pool of bilingual talent for businesses, while offering a solid path to careers in business, technology, healthcare, urban education and the sciences.
Casa Latina, the only program of its kind in the nation, represents a new era in higher education.
Twelve undergraduate and graduate degrees are tailored to students who will not only become experts in their fields, but will join the workforce ready to lead in a bilingual world. Degree programs include accounting, business administration, education, human resource management, health services administration and technology project management.
Worldwide flexibility
Students can apply now for courses beginning fall 2024.
The Casa Latina program is fully online, giving students the flexibility they need to begin and finish their degrees. The program will be available worldwide, and Davenport will consider work experience and education credits, reducing the time it takes to earn a degree.
Scholarships are available for full-time students: $9,200 for undergraduates and $5,000 for graduate students. Students attending part-time will be awarded a prorated amount.
Innovative and bold
DU saw the need for this bilingual program after studying the needs of employers across the country.
Carlos Sanchez, the executive director of Casa Latina, believes the uniqueness of this program will appeal to the Latino community by offering key bachelor and master degrees along with wrap-around support for students. DU’s Casa Latina program offers bilingual and bicultural student support in admissions, financial aid, counseling, tutoring and library services.
“Davenport is taking an innovative, bold approach with Casa Latina,” Sanchez said. “We are creating this bilingual program that will provide an opportunity for Latino students to overcome so many challenges. We are taking barriers down related to language, finances and geography.
“We have virtual bilingual tutoring, and we have staff dedicated to advising our Casa Latina students. We are creating a community at Davenport that will embrace and guide students as they pursue their degrees.”
Supporting the underserved
The energy for Casa Latina comes right from the top. President Richard J. Pappas and Executive Vice President of Academics and Provost Gilda Gely know Casa Latina will serve students and employers, while aligning with Davenport’s commitment to reach underserved populations in higher education.
Despite being the fastest growing population in the country, Latinos are the least represented in higher education. In the U.S., only 18% of adults over the age of 25 who identify as Hispanic or Latino have a bachelor’s degree or higher. That’s compared to 37% of white/non-Hispanics. Pappas said Davenport is focused on closing this gap.
“We have taken direction from people within the Latino community to understand the needs and challenges they have to continue their education,” Pappas said. “We are absolutely committed to creating an environment with all the tools necessary for bilingual students to graduate ready to work and lead in bilingual environments.”
Gely has been instrumental in the development of Casa Latina and believes it is the right program to give bilingual speakers the opportunity to become confident in their ability to succeed in college and in the workplace.
“At Davenport, we have taken the position that Latino students do not have to fit into our mold, but rather we will meet them where they are and support them as they realize their potential,” Gely said. “We have been working toward launching this bilingual program with their success at the forefront of its development. This is truly an exciting moment and opportunity.”
Philanthropic community support
The philanthropic community has contributed $2.7 million to Casa Latina at DU. Foundations and donors giving to Casa Latina include:
Community Foundation for Southeast Michigan
M.E. Davenport Foundation
Daniel & Pamella DeVos Foundation
Frey Foundation
Steelcase Foundation
Steve and Tana Wessell
Those interested in supporting Casa Latina can find out more here.
Integration and services
Casa Latina has an advisory board to ensure integration into the community with opportunities for networking and internships. Davenport offers career services support throughout a graduate’s lifetime.
Grand Valley State University (GVSU) has announced a new delivery model for adults to advance their economic mobility and career opportunities. This new model merges the best of online and in-person support for adult learners.
Omni: A commitment to adult educational advancement
Omni from GVSU combines an expertly taught curriculum with the agility of flexible education delivered across GVSU’s expanding regional campus network and online. This allows adult learners anywhere to advance their education on a schedule that works with their life and work commitments.
GVSU’s Omni is designed to help Michigan residents advance in their careers through an educational experience that is flexible, fast and trustworthy.
“Omni represents a new commitment to adult learners in Michigan, many of whom have previous college credits or work experiences that can be recognized to create a custom path toward a GVSU certificate or degree,” said Philomena V. Mantella, President of GVSU.
Flexible learning opportunities
By blending regional campuses across Michigan with flexible online learning, Omni makes a GVSU education accessible to more adult learners than ever before.
“The needs of Michigan’s workforce demand bold solutions,” said La June Montgomery Tabron, President and CEO of the W.K. Kellogg Foundation. “Opportunities like these are crucial to move our communities toward becoming more equitable places of opportunity, and also help parents better support their children so they can thrive.”
The Foundation is providing support for GVSU’s expansion in Battle Creek.
Guiding steps for advancement
GVSU Omni is led by Chief Executive Kara Van Dam, previously GVSU’s vice provost for graduate and lifetime learning. Van Dam brings more than two decades of experience in adult post-secondary education.
Van Dam joined GVSU’s leadership team in 2021 to lead a university effort to develop new ways to help the 2.5 million Michigan adults without a post-secondary credential improve their career path and earning potential by completing, or continuing, their education.
“Michigan faces a daunting challenge,” said Van Dam. “Nearly 50 percent of its adult population lack a postsecondary credential despite unambiguous evidence that continued educational achievement is the surest path out of poverty toward sustained economic security.
“Our regional network of campuses across the state and online educational offerings mean that, no matter where people are in their careers and education, GVSU Omni meets students where they are and guides their next step for advancement.”
Learn more about Omni
Enrollment in GVSU Omni’s initial programs will begin in the spring of 2024. Additional programs will be offered in the fall.
For more information about Omni, visit gvsu.edu/omni.
Grand Valley State University’s K-12 Connect academic support program recently received approval as a vetted high-impact tutoring provider for K-12 districts seeking funds from the MI Kids Back on Track program.
The K-12 Connect program joins a select group of approved providers aligned with the requirements for the $150 million MI Kids Back on Track program. This makes providers eligible for K-12 districts receiving grant funds to utilize them for tutoring services.
Empowering students through education
The state funds are designed to support learning that get students back to grade-level academic standards, assist those at risk of falling behind and prepare students for postsecondary education.
As a provider using a Michigan-aligned curriculum, K-12 Connect is primed to deliver high-quality tutoring services to Michigan students, said Amirah Vosburgh, K-12 Connect Director. She said this recognition as a trusted educational partner opens doors to opportunities for growth and impact while enhancing K-12 Connect’s commitment to supporting students.
“This approval is more than just a stamp of recognition; it’s a testament to our dedication to empowering students, supporting educators and fostering academic success,” said Vosburgh. “We believe that this endorsement will not only enhance our credibility but also solidify our position as a leading provider of educational solutions.
“We are excited about the possibilities ahead and remain steadfast in our mission to transform the learning experience for students across our communities.”
Personalized support
K-12 Connect was created in 2020 to address learning loss during the pandemic. It has steadily grown, supporting more than 5,500 students. K-12 Connect is working with educators in 35 school buildings across Michigan this academic year.
In addition, K-12 Connect is approved to provide direct-to-family tutoring in eight states, with more approvals on the way, officials said.
K-12 Connect offers personalized support, either during school or after school, for K-12 students across all grade levels. Tutors help students attain proficiency in math, maximize reading capabilities, build skills through academic mentoring to help with high school success and preparation for college, and more.
Renowned author and speaker Ross Szabo gave the keynote address at Wedgwood Christian Services’ annual State of the Child event on Feb. 23.
Szabo openly shares his own personal struggles with mental health disorders to address the crisis of mental illness in youth, and help others feel comfortable addressing challenges in their lives.
At age 16, Szabo was diagnosed with bipolar disorder. In his senior year of high school, Szabo was hospitalized for attempting to take his own life.
Szabo says sharing his story has helped him achieve balanced mental health, and has spent over half his life educating others via his own personal journey.
“I believe we can teach mental health the same way we teach physical health,” Szabo says on his website. “We can use lessons to teach people about brain development, vocabulary, coping skills, healthy relationships, how to help others, and most importantly, how to take care of their minds.”
Szabo has lead the charge in this vital implementation of mental health education.
Filling in the gaps
Considered a pioneer in the youth mental health movement, Szabo founded Human Power Project, a mental health curriculum company, to address information gaps regarding mental health.
The Institute also provides guidance for educators on how to use their personal stories to normalize conversations about mental health within the school community.
Learn more
To learn more about services and resources offered through Wedgwood Christian Services, click here.
To learn more about Ross Szabo, resources offered through his website, speaking engagements and more, click here.