How to choose the best summer camp for your kids


Before you start looking for a summer camp, consider what activities your child enjoys, whether it's sports, arts and crafts, science or outdoor adventures.

kids at camp
Photo: Ron Lach/Pexels

Family Features - Selecting the perfect summer camp for your child can be a pivotal experience, shaping memories for years to come. Offering unique opportunities for kids to experience independence, build lasting friendships and develop new skills in a fun and safe environment, camps can encourage them to step out of their comfort zones, try new activities and overcome challenges away from the comforts of home.

Because campers are immersed in a variety of programs, such as outdoor adventures, arts and crafts, sports, team-building exercises and more, they often return home more resilient, confident and with a sense of achievement.

Consider these tips to choose the right summer excursion for your child.

Understand Your Child's Interests and Needs
Before you start looking for a summer camp, consider what activities your child enjoys, whether it's sports, arts and crafts, science or outdoor adventures. Knowing his or her preferences can help narrow down the options.

Additionally, think about your child's personality and social needs to ensure the camp experience is tailored to his or her unique disposition. If your child is more introverted, a smaller, more intimate camp setting may be beneficial. A larger camp environment may better suit outgoing children who are eager to make new friends.

Research Camp Options and Reputations
Look for camps that offer the activities your child enjoys and have a good reputation. Read reviews from other parents and, if possible, visit the camps to get a feel for the environment. Each camp provides unique strengths, ensuring there is one for every child to enjoy and benefit from.

Check if the camps have been in operation for a significant amount of time and whether they have experienced and qualified staff. A camp with a long-standing reputation and a history of positive feedback can provide added assurance of a quality experience for your child.

Evaluate Camp Safety and Accreditation
Safety should be a top priority when choosing a summer camp. Ensure the camp is accredited by a reputable organization, such as the American Camp Association, which sets high standards for health, safety and program quality.

Inquire about safety protocols, including staff-to-camper ratios, emergency procedures and staff training in first aid and CPR. It's also important to ask about the camp's policies on bullying and how they handle behavioral issues that may arise.

Consider Camp Location and Duration
Decide whether you prefer a camp close to home or if you're comfortable with your child traveling to a different region. Proximity can be beneficial in case of emergencies or if your child experiences homesickness.

Additionally, think about the length of the camp session. Some camps offer one-week sessions while others might last for several weeks or just overnight. Consider your child's readiness for being away from home for extended periods and choose a duration that aligns with your family's schedule and his or her comfort level.

To find more parenting advice, visit eLivingtoday.com.


Viewpoint |
What are microcredentials? And are they worth having?

Photo: Thirdman/PEXELS

by Daniel Douglas, Trinity College



As private firms and governments struggle to fill jobs – and with the cost of college too high for many students – employers and elected officials are searching for alternative ways for people to get good jobs without having to earn a traditional college degree.

Microcredentials are one such alternative. But just what are microcredentials? And do they lead to better jobs and higher earnings?

As a sociologist who has examined the research on microcredentials, the best available answer right now is: It depends on what a person is studying.


Defining the term

While there is no official definition of a microcredential, there are some broadly accepted components. Like traditional degrees, microcredentials certify peoples’ skills and knowledge, ranging in scope from software skills like Microsoft Excel to broad abilities like project management.

Microcredentials typically indicate “competencies” – that is, things people can do. They are represented by digital badges, which are emblems that can be shared online. Just as a diploma verifies a degree-holder’s achievement, badges verify microcredentials. An employer can click on the digital badge to see who awarded it, when it was awarded and what it represents.

Microcredentials also allow people to verify what they already know, such as a person who is an experienced Python coder, or what they acquire through short-term learning and assessments. An experienced coder in the Python programming language could take an assessment and earn a microcredential, as could a novice after completing a programming course. Either way, microcredentials “allow an individual to show mastery in a certain area.”

What usually distinguishes microcredentials from other short-term learning, like nondegree certificates, is duration. Certificates typically take longer. The other difference is location: Microcredentials are typically completed online.

Data from Credential Engine, a nonprofit organization that catalogs education and training credentials, and Class Central, a searchable index of online courses, indicate that business, IT and programming, and health care are popular focus areas for microcredentials.


A growing trend

Many colleges and universities, such as SUNY, Oregon State and Harvard, offer microcredentials. But they are also offered through social media companies like LinkedIn Learning and private providers like EdX and Coursera. Professional organizations like the National Education Association also award microcredentials.

Some microcredentials directly prepare learners to become industry certified – like SkillStorm’s CompTIA A+ certification, an eight-week online course that prepares learners to work in IT support and help desk roles. Others focus on general employability skills – like Binghamton University’s course in career readiness, which helps learners develop their resume, cover letter and LinkedIn profile. It also provides a mock interview opportunity. Some microcredentials are “stackable” – meaning that they indicate related skills. Someone pursuing a health care career, for example, might earn stackable microcredentials in clinical medical assisting, phlebotomy and as a electrocardiogram – or EKG – technician.

Some microcredential programs are credit-bearing and may serve as entry points to degree or certificate programs.

Because of the short duration of microcredential programs, most are not regulated by Title IV of the U.S. Higher Education Act and are not typically eligible for federal financial aid, which only covers programs lasting 15 weeks or longer.

If Congress passes the Bipartisan Workforce Pell Act, some microcredentials – those that last eight weeks or more – could become eligible for financial aid. But until there is a final bill, it is unclear whether and how legislation would impact learners pursuing microcredentials. The bill was set to be considered on Feb. 28, 2024, but that vote has been postponed.


Who seeks microcredentials?


Should you get a microcredential? Answers may vary, but it really depends on your career goals and where you see yourself financially. Microcredentials in the IT or construction fields offers the greatest opportunity financially and for upward mobility.

Photo: Oladimeji Ajegbile/PEXELS
In 2021 and 2022, my colleagues and I surveyed more than 300 students pursuing noncredit programs at two community colleges. The students are similar to microcredential seekers in that they’re doing short-term programs that are often hybrid or fully online.

Our survey showed that the vast majority – over 90% – were over 25 years old and that most – over 65% – had prior college experience, including many who had earned degrees or certificates.

The majority of surveyed students indicated that their programs were either free or employer-sponsored. About a fourth said they wanted to get out of low-wage jobs or advance in their current jobs. Between 35% and 50% said they wanted to explore a career change.

Many noncredit programs at community colleges are offered partially or fully in-person, while microcredentials are more typically earned online. While online programs may be convenient, they are also known for high withdrawal rates. Nondegree programs of study also have very low completion rates.


Which microcredentials pay off?

Credentials in traditionally male-dominated fields, such as IT and construction specialties, yielded substantial benefits – lower unemployment rates and far higher wages. Credentials in female-dominated fields, such as education and administrative support, yielded little to no benefit in terms of either employment rates or earnings. These findings come from a 2019 survey of adults without degrees.

The bottom line is that salaries can vary widely. For instance, people in fields such as IT cloud computing may see a pay boost of US$20,000, whereas people in office administration and certain education-related jobs may not see any salary increase. Credentials in these fields are less likely to be employer-sponsored.

Should you get a microcredential? The answer certainly depends on your current employment situation – including your employer’s willingness to sponsor training – and your career goals. While 95% of employers see benefits in their employees earning a microcredential, 46% are “unsure of the quality of education” represented by microcredentials, and 33% are unsure of their alignment with industry standards.

Given the lack of systematic evidence at this point, I believe their concerns are warranted. Federal and state regulation could lead to better data collection and more quality control for microcredentials.


About the author:
Daniel Douglas, Lecturer in Sociology, Trinity College

This article is republished from The Conversation under a Creative Commons license. Read the original article.


The Conversation

Federal funding to educate incarcerated restored

prison
Photo: Xiaoyi/PEXELS

by Max Lubbers, Chalkbeat Chicago
Courtesy Illinois News Connection
Jason Marks, 48, said he remembers sitting in a prison cell and thinking to himself: "Is this it? Am I going to die in prison?"

He wanted the answer to be no. But Marks had been in and out of the criminal justice system since his youth - and he didn't know how to break that cycle.

"I was running in a hamster wheel, watching everybody in the world," he said about a week after his release from prison. "I wake up one day, I look in the mirror, I got gray in my goatee. So I'm like: What am I going to do?"

About half a year after he asked himself that question, Marks hit a turning point. He was transferred to a different prison - East Moline Correctional Center - and there, he heard about a program that could grant him a bachelor's degree, run through Augustana College in Rock Island.

Marks applied and got in - and could finally envision a way off the hamster wheel.

"I actually felt like a human being when I was in class," he said. "I don't want this to sound cliche or take this lightly; it's changed my life."

Access to higher education is limited in prison. In 1994, a sweeping federal crime bill cut incarcerated people off from Pell Grants, a form of federal need-based financial aid. In the years after the legislation went into effect, the number of higher education programs in prison fell sharply across the nation, from estimates of more than 700 in the early 1990s to eight in 1997, according to a historical review by the American Enterprise Institute.

This month, for the first time in nearly three decades, the federal government restored Pell Grants to incarcerated people. More than 760,000 incarcerated people across the nation could benefit, the U.S. Department of Education estimates.

A handful of Illinois prisons currently offer non-vocational higher education, according to a 2022 report by the Illinois Higher Education in Prison (HEP) Task Force. That may change under the new policy - but availability of program spots and systemic educational issues could keep many people in prison from actually enrolling this fall.

Eligibility depends on correctional facility, educational level

Pell Grant eligibility will depend on whether an incarcerated person lives in a prison with a federally-approved program. The U.S. Department of Education opened up applications early this month and will approve higher education institutions on a rolling basis.

So it's hard to pin down the number of incarcerated students in Illinois who will receive Pell Grants this school year. But a previous initiative offers clues into how funding will work.

Before this month's change, nearly 200 colleges across the country participated in the "Second Chance Pell Experiment," giving them permission to disburse Pell Grant funds, according to the U.S. Department of Education. Two existing college programs in Illinois drew upon this funding, and both will continue to provide services, said Naomi Puzzello, a spokesperson from the Illinois Department of Corrections.

Augustana Prison Education Program, which Marks attended, is one of those sites.

Sharon Varallo, the executive director of Augustana's program, said the Pell Grant money makes a dent in the cost of running the program. But she said grants and private donors heavily contribute so incarcerated students can attend for free. Augustana enrolled 10 students the first year, then an additional 24 the next year, she said.

"It's going to take more than just Pell (Grants) to fix this system," she said. "It will be a game changer, but it's not going to be a tsunami of new programs opening, I guarantee you that. It is very hard to get going."

The Illinois Department of Corrections contracts some colleges to provide courses, mostly vocational, and Puzzello said these particular programs won't be impacted by Pell restoration as of now. But the majority of higher education programs in Illinois prisons are not state-funded, and could apply to use Pell as another funding stream, as the case with Augustana.

A wide expansion of programs may require more incentive - or more money - than Pell, Varallo said. The Illinois Department of Corrections had not received interest for new programs as of late July, said Puzzello, the spokesperson for the agency.

For now, ending up in a prison with a program is a matter of chance - and there are only so many spots.

A little over 400 people in state-run prisons enrolled in non-contractual programs during the 2021 school year, according to the most recent public data. That's less than 2% of the total prison population at the time, based on the Illinois Department of Corrections' quarterly reports.

Along with having physical access to a program, eligibility depends on sentence length and education level. The Illinois Department of Corrections' policy requires prospective students to have enough time on their sentence to benefit from a program, though it does not outline exact lengths.

Per policy, participants must also have a high school diploma or an equivalent, and they must score an 8 or higher on the Test of Adult Basic Education (TABE), a nationwide assessment of math, reading, and language skills. Over 60% of test-takers in the state correctional system scored below a 6 on the TABE in 2020, according to the Illinois HEP Task Force report.

Often, incarcerated people face disparities in their education before prison, said Xavier Perez, a criminology professor at DePaul University.

So Pell Grants can help with funding, but they won't erase every barrier to college access, said Perez. Rather, he said broader, structural change will be necessary, and not only around the prison system. He points to underfunded schools - along with poverty, lack of adequate healthcare, and structural racism - as some of the root issues interlocking with incarceration.

For Perez, education was his own escape. He said he went to a juvenile facility as a teenager, but found a refuge through reading and writing. Perez has since earned his Ph.D, and now, he teaches classes at Stateville Correctional Center, a maximum security prison south west of Chicago.

When he walks into class, he sees himself in a lot of his students.

"It might just be a chance of luck, that I'm not in there with them," he said. "Many of them come from my neighborhood. We grew up in the same context, I just was fortunate enough to have programs around me that took my life in another way."

Some research shows that incarcerated people who participate in higher education programs while serving time are less likely to go back to prison.

But Perez said these programs go deeper than those numbers. Where they really shine, he said, is the way they "get people rethinking about their environment and their worldview."

Jason Marks - the student at Augustana's program - knows that transformation well. He's been in and out of adult prisons nearly 10 times, mainly for theft and some battery charges.

So when he took classes in prison, he had a question for his professors: What do I do after release?

"I thrive in prison; I'm good at that, I've done it enough times. Where I need help is here and now, upon getting out. I said: 'Is there a path forward?'" Marks said. "It was breaking my mind - so many times back and forth inside of that hell."

Thanks to Augustana's program, Marks said he finally felt supported when he got released in June. This time, as he walked outside the prison gates, he saw his professors there to celebrate. No one had cared to wait for him like that before, he said.

"I finally feel like I found some inner peace," he said. "Since I've been out, I keep getting these waves of anxiety coming on - like I have this fear that something's wrong, but nothing's wrong. Because I'm just so used to something always being wrong."

Marks grew up surrounded by abuse and addiction, he said, with family members getting him drunk at 10 years old and high on cocaine by 15. And, in the past, he said he tended to end up on his family's couch, or right back to doing what landed him in the system.

But now, the Augustana program is giving him a chance at a different path.

Marks has heard the criticism that people in prison don't deserve to go to college, especially not for free. But he said everyone deserves an education and wishes the Pell Grant restoration could have happened long ago.

Breaking the cycle requires changing structures, Hope Student Tyrone Stone - who also participated in Augustana's program - said people need more than education to break the cycle. They need hope and support.

Growing up on Chicago's West Side, Stone said he excelled in high school. After graduating, he moved to Lincoln, Illinois to enroll in college.

"In my family and my friends' eyes, I'm this guy that's doing really great - you know, 'He's the one that's going to help, he's the one that's going to change things,'" Stone said.

But his life took a turn. His father died in prison. Stone couldn't afford to stay at his college. He moved back to the Chicago area and took classes at a few other colleges, but he struggled.

Then he said he got caught up in the streets. In 2015, Stone went to prison for armed robbery. He got to go home earlier this year. He's now 35.

"Your thinking process has to change. Things you want to keep up with, you gotta let go. You can't be the same person," he said. "So I had to grow up really, really fast."

While in prison, Stone said he did what he could - he raised his kids over the phone, calling them and listening to their remote lessons when COVID-19 forced virtual learning. He taught some of his peers reading skills and said he participated in any program he could.

Stone got released early for good behavior. But even so, his life was on pause for about seven years. Time went by, chipping away his confidence and motivation.

That changed with his college program, he said. In his first class, he doubted that he could form genuine connections - but by the end, he said his classmates came rushing to hug him. They could tell when he was hurting or sad, he said, and they'd support him when he needed it.

"The camaraderie is a real thing, the learning is a real thing," he said. "It's a competitiveness like no other. A lot of people might think, you guys are just inmates. But there are some brilliant people behind bars."

During one class, he said they close-read the lyrics of "Strange Fruit" sung by Billie Holiday, a song protesting the lynching of Black Americans. The previous day, he said he had watched the trial for former Minneapolis police officer Derek Chauvin, who ultimately was convicted in 2021 for murdering George Floyd.

"It was not a coincidence to me. It was like, 'I have to wake up,'" he said. "I don't want to be a victim. I know George Floyd or any of these other victims didn't go outside and want to become a victim. I don't want to be a martyr in that way."

That's why he's motivated to change the systemic issues in the incarceration system, he said - including the way that people of color are disproportionately locked up. Two-thirds of people incarcerated in state-run prisons are people of color, based on the most recent public prison population data, while 76% of people in Illinois are white, according to the U.S. Census.

Stone said he's also concerned about young people who are incarcerated. When he got sent to Cook County Jail - a Chicagoland facility where thousands of people wait for their trials - Stone said he saw many teenagers there with him. He remembers hearing some say they didn't expect to live past 21, so why read a book?

"They looked like babies," he said. "They look like my babies - these are the same babies that I saw inside these cages."

So Stone now dreams of creating a program to support youth, and using the space of his old elementary school - Paderewski - to do it. Paderewski closed in 2013 when then-mayor Rahm Emanuel recommended shutting down 50 public schools, the majority serving primarily Black students.

Without his higher education program in prison, Stone said, he wouldn't have the belief in himself to come up with that idea.

"Once we have that beacon, that light, that hope, then we start to rebuild our personalities," Stone said. "We start to rebuild our purpose and create a complete self, someone that we can present to the world and say, 'I messed up, but look at what I'm doing now.'"

Prison education programs can help change perspectives

The programs can provide more than a boost to the spirit. In Marks' case, it helped him find his bearings after his release from East Moline Correctional Center late last month.

When he got out, Marks said he had about $30 to his name. Members of the Augustana program helped coordinate his housing and basic necessities. And they formed a support network around him.

That first day of release, Marks got a blanket, handmade for him. It was donated by a local church that the director of his program attends.

In a corner panel reads a message: "Welcome Home." He still keeps it on his bed.

"I'm surrounded by positive, smart, successful people, and I'm like - how is this happening?" Marks said. "It's sad that people are getting out that won't have this, and I didn't have this any other time."

Marks' professors call him up to get lunch. His previous roommate taught him how to use a computer, so Marks could type up his cover letter. And in the month since his release, Marks has landed a job.

These days, Marks said life looks different - he's no longer running frantically on a hamster wheel, looking at the world passing him by.

"I walk outside and everything's slowed down a little bit," he said. "I enjoy the fresh air and the trees look greener; I start laughing sometimes, like man, this is crazy."

It's surreal at times, Marks said, but it's an outlook he wants to keep. While at his transitional housing, Marks saw a neighbor across the street moving in. He decided to offer his assistance.

He helped get her stuff moved out of a storage unit and into her house. And one day, after he saw her son riding around in a scooter, Marks gave the boy a bike that had been donated to him.

"I felt like, 'I gotta do something for somebody, because everybody's doing things for me,'" he said.

He's also determined to do something for himself: Break the cycle and keep moving forward, off that hamster wheel.


This article was first published for Chalkbeat Chicago and courtesy Illinois News Connection.

Chicago-area colleges work to enroll more students

by Jonah Chester
    Illinois News Connection


Since the pandemic began, enrollment in Illinois community colleges has declined to its lowest point in years, and now, one school is working to keep students on track to graduate.

City Colleges of Chicago already has launched two major initiatives to get folks who may have left college during the pandemic to return, or to keep folks in school who are considering leaving.

Veronica Herrero, chief of staff and strategy for the schools, explained the Fresh Start program forgives debts for returning students, and the Future Ready initiative offers free education for high-demand fields.

"We want to make sure that these students, especially if they're doing well and want to complete, that we're making completion accessible and possible for them," Herrero noted.

According to the Illinois Community College Board, enrollment in community colleges across the state dropped from more than 271,000 in 2019 to about 230,000 in 2021, a decline likely partially attributable to the COVID-19 pandemic.

In addition to the new programs, which are largely designed for current or returning students, City Colleges is working to attract students who graduated from Chicago Public Schools in 2020 and 2021 but did not enroll in higher ed.

Herrero pointed out efforts include financial support, free laptops, Wi-Fi connectivity for virtual education and additional academic aid.

"You know, we do everything we can to get the students enrolled in college as they're graduating high school," Herrero observed. "But we saw with the pandemic that many of our students were not able to because of family obligations or the issues brought upon them by the pandemic."

Harry S Truman College, one of City Colleges' schools located in northern Chicago, is also partnering with the Center on Education and Labor at New America to develop new strategies to re-enroll students who put their education on pause during the pandemic.

Apply for the Governor's Hometown Award, applications are being accepted now

The Governor’s Hometown Awards program, now in its fourth year, recognizes individuals and organizations that make an impact on the quality of life in their community. The award is given to projects that met a need with substantial volunteer support and made a significant impact in the nominee's town or village.

The Serve Illinois Commission on Volunteerism and Community Service is accepting applications for this year's Governor’s Hometown Awards (GHTA) program now through February 19. The Governor’s Hometown Award promotes the Commission’s mission to improve Illinois communities "by enhancing volunteerism and instilling an ethic of service throughout the state." The GHTA recognizes projects that, with the help of local government, enlisted sizeable community support and volunteerism resulting in beneficial outcome not only for recipients of the effort but the for the overall community.

The competition is open to townships, villages, cities, and counties for projects during the period of January 1, 2019 through December 31, 2020.

Past recipients include Edwardsville's Growing with the Garden which was recognized in 2018. Working with the Edwardsville YMCA Early Childhood Development Center to design and develop three raised gardens in the facility’s children’s playground, an Edwardsville High School senior taught kids at the center the importance of vegetables in the diet, helped them plant, cultivate and harvest vegetables from the new gardens.

With more than 35,000 veterans in Lake County, an educational program that demonstrated the benefits that equine-assisted therapy provides service men and women and veterans who face challenges such as PTSD was the result of a collaboration between BraveHearts, a therapeutic riding and educational center, and the Veterans of Lake Barrington Shores in 2018. The joint cooperation created an interactive event for Lake Barrington and its surrounding communities that resulted in GHTA recognition the following year in 2019.

Locally, in 2018, Urbana was honored as a project winner for their "Friendship Grove Nature Playscape" project. A year later, Urbana received an Honorable Mention for their "Urbana Park District Advisory Committee" work and Vermilion County also received and HM nod with their "Step Up Vermilion County" project.

For additional information regarding program and the application process, please visit www.Serve.Illinois.gov. This year's application can be downloaded from this link: 2020 GHTA Application.

The Serve Illinois Commission is made up of a bipartisan group of 40 members board appointed by the Governor JB Pritzker and is administered by the Illinois Department of Public Health.


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Oswego runner Kelly Allen
Kelly Allen lets out a roar while running in the half marathon course on Washington Ave in Urbana. Allen, hailing from Oswego, NY, finished the course at 2:33:30, good for 46th out of 75 runners in the women's 45-49 age group on Saturday. See more photos from the 2024 Illinois Marathon here.

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