Online continuing education adult education devry university

An education that works for people in the workforce.

Going back to school full-time or continuing education at all may be challenging for adults who have work responsibilities, family, and financial obligations. But you shouldn’t have to quit your job to get a quality education. At DeVry University, we provide flexible adult education options that make it easier to pursue your degree while you’re working. So you can prepare for your future without sacrificing what you have in the present.

If you are looking for an adult continuing education or online continuing education program, consider DeVry University. We offer year-round associate, bachelor’s, and master’s degree programs with day, evening, and weekend course options at more than 85 locations across the country. Or, you can shorten the commute by completing all or some of your coursework online. Find your degree program by location or learn more about our online degree programs .

At DeVry University, we want to ensure you get the credit you deserve. If you have an associate degree or course credits from a community college, you can transfer qualifying credits toward a bachelor’s degree at DeVry University.

Financial Aid

We know that future earnings don’t help pay for your degree today. That’s why we do everything possible to help make your DeVry University degree affordable — We offer millions of dollars in scholarships and grants every year, including $75 million in available funds for the 2014-2015 award year *. These are gifts that you do not have to pay back.

In addition to a relevant education and a highly respected degree, DeVry University offers invaluable career services that have helped thousands of students begin rewarding careers in their fields. The proof is the numbers. Since 1975, 265,869 undergraduate students have graduated from DeVry and 90% of those in the active job market were employed in career-related positions within six months of graduation.

How to get an internship or summer job for college students

10 Steps for How to Get an Internship or Summer Job for College Students

It’s January – which means it’s time to start working on getting a summer job or internship, especially if you’re currently a college student.

That’s right. If you’re planning on scoring a temporary job this year to gain some experience, now is the time to get started on the process. And the process, from the moment you decide that you want or need a summer job to the moment you accept an offer, can be stressful and challenging.

By starting early and following these 10 steps, you can greatly increase your chances of landing the perfect internship.

1. Plan Around Your Passions

Before you even start looking for a job, consider your interests and passions. You may be trying to land an internship relevant to your major, but you probably have certain areas within your field that you would like to focus on. For example, I was an Industrial Engineering major in college, and I wanted to focus on the service industry, specifically hospitality. So, naturally, I wanted an internship at Disney World.

If you have a specific company you want to work for, that great! You are ahead of the game. If not, at least figure out what industry or industries you are interested in and what type of experience you would like to gain. This will greatly narrow down your search.

2. Have Your Resume Critiqued

Recruiters may have to look through hundreds of resumes for a single job posting. It is important that yours is concise yet detailed enough to set you apart. It also needs to be free from errors. Make sure you avoid these resume, cover letter, and job application mistakes .

I highly recommend that you follow some of the best tips for resume writing and then have a professional do a critique. If you are in college, go to your career resource center for help. If you are not in school, check out ResumeEdge or even Fiverr to see if anyone would be willing to edit your resume for $5!

3. Prepare Answers to Interview Questions

Once you have your resume together, you need to prepare for what comes next if you’re selected: the job interview. Most interview questions that I have been asked aimed to find out how I responded to past situations; these are called behavioral interview questions. For example, a question might be, “When was a time that you had a difficult team member, and how did you deal with it?” With a question like that, the interviewer is asking you to describe the situation, how you overcame it, and the results.

In order to prepare for behavioral interview questions, list as many previous school and work projects that you can think of and write a short summary of each, such as if it was a team project, the challenges you faced, and the success or outcome. Then locate a list of example interview questions on the Internet, and go through each question to see which project on your list could be used to answer the question. This is an excellent way to prepare and you can use the list you create for a phone interview as well.

As you can imagine, a college degree isn’t valuable without job skills. so you’ll want to clearly show the interviewers that you have the job skills that employers are looking for. Describe your examples as proof, front and center. If you don’t really have anything currently, here are some ways to make yourself more marketable in the job market .

4. Go to a Mock Interview

I remember my first interview like it was yesterday. It was for a utilities company, and I knew nothing about the company or about the interview process in general. As you might have guessed, I completely bombed it, but I was really glad that I went because I learned what an interview is like. Had I done a mock interview however, I could have gained that experience before my actual interview. Check out your school’s career resource center to see if they offer mock interviews.

5. Join a Society or Club

One of the most helpful things that you can do to start networking is to join a society or club in your area of interest. I joined the Institute of Industrial Engineers when I was a college student and met colleagues not only in the chapter that I belonged to, but throughout the country. I actually was able to land a job after graduation by going to the organization’s website, looking through their list of members and their companies, and emailing them to ask if they had any positions available. I was more credible because I was a fellow member of the Institute of Industrial Engineers.

6. Talk to Upperclassmen

Another great way to network is to talk to juniors and seniors to find out where they’ve interned and what their experiences were like. If there is a particular company that you are interested in, ask around to find out if anyone worked for that company. When I was a student and wanted to work for Disney World, I asked around until I met someone who had interned there. I then gave him my information to pass along to the recruiters. Not long after that, I had an interview (and an internship) with Disney World.

7. Attend Career Fairs and Info Nights

Career fairs put you face-to-face with recruiters. They generally provide a relaxed atmosphere where you can ask questions and learn more about companies and organizations. At the same time, as you are asking questions, the recruiter is gauging your interest and learning a little more about you. Info nights are similar, but they usually consist of only one company giving a presentation about its various programs.

As the saying goes: It’s not what you know, but who you know. The more people you know, the more likely it is that you will know someone who knows of an available job. And one of the best ways to meet people is to attend networking groups and events. This is one of the best ways to find a job that is not advertised. Also, if you don’t have a LinkedIn account yet, sign up and start networking, even online. LinkedIn is a great way to further your career. and you can often find a job using social media tools .

Tip: Chances are slim that you will find a summer job or internship by searching on the Internet. I recommend investing your time in networking with people as opposed to sitting in front of a computer screen. Here are some non-traditional places to network for employment opportunities .

9. Research the Company

In addition to preparing for interview questions and doing a mock interview, make sure you also study up on the company prior to an interview. Recruiters love to see that you have a passion for what they do and are excited by the possibility of working for them. Another great way to show your passion is to have some questions prepared to ask the interviewer at the end of the session. This shows that you want to know more and really care about the opportunity. Ask these questions with enthusiasm.

10. Follow Up with a Note

Final Word

What have your summer job or internship opportunities been like? What was the process like in finding it?

Sfusd overview amp members

Overview & Members

The Board of Education is comprised of seven members, elected at large to serve four-year terms. It is subject to local, state, and federal laws. The Board determines policy for all public schools, from kindergarten through twelfth grade, in the San Francisco Unified School District, City and County of San Francisco.

The Board of Education is responsible for establishing educational goals and standards; approving curriculum; setting the District budget, which is independent of the City’s budget; confirming appointment of all personnel; and approving purchases of equipment, supplies, services, leases, renovation, construction, and union contracts. In order to manage the day-to-day administration of the District. the Board of Education appoints a superintendent of schools.

Board Members

Parent Handbooks

Sasha Rodriguez likes helping her fellow students. And as a Peer Mediator and Peer Counselor at Abraham Lincoln High School, she gets plenty of opportunity to do just that. Read more

555 Franklin Street, San Francisco, CA 94102 | Tel: (415) 241-6000 | Hours of Operation: Open M-F, individual office hours vary | Twitter | Twitter | More Contact Info >

© 2014 San Francisco Unified School District, All Rights Reserved

Non-Discrimination Policy

If you believe you have been subjected to discrimination, harassment, intimidation, or bullying, you should immediately contact the school site principal and/or Executive Director of the Office of Equity (CCR Title 5 and Title IX Officer), Ruth Diep, at (415) 355-7334 or A copy of SFUSD’s uniform complaint policy and SFUSD’s non-discrimination policy are available upon request.

Education and training employment amp training administration eta u s department of labor

Education and Training

Building the skills and competencies of American workers is essential to ensuring the competitiveness of business in the global economy. The public workforce system recognizes that training for individuals must align with the needs of business and industry. There are several ways that the public workforce system supports this need for training.

Pre-employment Training

Most of the training offered by the public workforce system is available for individuals who are unemployed or underemployed. It is designed to help people develop the skills they need to enter the workforce in a high-growth, high-demand occupation as quickly as possible.

Individuals who meet certain conditions can qualify for Individual Training Accounts to pay for short-term training they need to advance in the labor market. Longer-term training is sometimes available for workers who have been laid off due to the impact of foreign trade.

As an employer, you have an opportunity to learn about the kinds of training that individuals are receiving in your local area, and you can also ask for the résumés of people who are completing training in fields that are relevant to your workforce needs. These trained workers can be a significant source of workers that meet your qualifications and expectations.

On-the-Job Training

Certain jobs will require training at the workforce that is beyond what individuals receive through pre-employment training. Under certain circumstances, employers may receive reimbursement for up to 50 percent of the costs to provide additional on-the-job training for individuals who were hired through the public workforce system. Your One-Stop Career Center or workforce investment board can advise you on programs that may be available.

Incumbent Worker Training

Although the majority of training opportunities through the public workforce system are for individuals who are unemployed or underemployed, many states and local areas also support incumbent worker training as a critical facet of their regional economic development strategy. In fact, lifelong learning is increasingly the norm–and continuous skill development is often required to keep a step ahead of the global competition.

ETA has granted states the ability to make flexible decisions about training dollars for incumbent workers. Different states have made different decisions about whether they will support such training, which high-growth industries will be eligible, and yearly limits, among other important considerations. To learn more about programs in your state and whether your company may qualify, visit your local One-Stop Career Center. talk to the local workforce investment board. or visit your state workforce agency.

Registered Apprenticeship

Registered apprenticeship is a structured way for companies to support career development for their employees. With a registered apprenticeship program at their company, workers know in advance the blend of classroom instruction and on-the-job training they need to successfully complete to enter designated jobs or gain promotions. Many companies have documented that registered apprenticeship has helped them to increase recruitment, increase retention, and reduce their overall training costs.

The federal Office of Apprenticeship, and apprenticeship offices across the country, are available to help companies evaluate if registered apprenticeship is right for them. Field staff can also provide technical assistance in setting up an apprenticeship.

Internships what is an internship wikijob

Primary tabs

An “internship ” is an opportunity offered by an employer to potential employees, called “interns”, to work at a firm for a fixed, limited period of time. Interns are usually undergraduates or students, and most internships last for any length of time between one week and 12 months. Internships (also called “placements “, “work placements ” or “industrial placement s “) may be part-time or full-time. They are usually part-time if offered during a university semester and full-time if offered during the summer, winter or Easter holidays, when they typically last 4-12 weeks. Placements are usually full-time, and take place irrespective of term time or holiday time.

The Internship Experience

Who are Interns?

What do Interns do?

An intern is someone who works in a temporary position for an employer who operates in an industry they are interested in working in. Unlike conventional employment, internships have an emphasis on training, rather than employment itself.

Why do an Internship?

An internship provides a great opportunity for prospective employees to gain experience in a particular field or industry. determine if they have an interest in a particular career, create a network of contacts, or gain university module credits. Interns may also have the possibility of putting themselves forward for forthcoming opportunities for paid work, during their internship .

Why Companies offer Internships

Companies offer students internships for a variety of both short and long-term reasons.

In the short-term, internships provide employers with cheap (and sometimes even free) labour, for what is usually low-level office based tasks, such as photocopying, filing or report drafting.

Long-term, employers can use internships as an effective way of advertising their graduate jobs and/or schemes to students. Graduate job surveys suggest that almost half of all graduate employers hire at least 20% of their ex-interns for graduate jobs and training schemes. It is highly likely that graduates will return to the organisation that hired them as an intern for full-time employment after leaving university.

The prospect of hiring ex-interns after graduating is also very appealing to employers because these graduates already understand the company and the job they will be doing. Ex-interns require little or no training.

Salaries on Internships

An internship may be paid, unpaid or partially paid.

Paid internships are most common at engineering. legal. business (especially accounting and finance ), technology. medical, science, and advertising sectors. Internships in the media (radio, television, print) and non-profit organizations are often unpaid.

Many employers in the highly sought after professions, such as TV and politics, demand that graduate level job candidates undergo a period of unpaid “work experience” before being able to get paid work. In most cases this “work experience” is actually simply unpaid work and is contrary to the Minimum Wage regulations if unpaid. Such is the demand for this kind of work that very few complaints are made about this, and so the practice continues albeit illegally.

Research Internship

A research internship (also sometimes known as a “dissertation internship”) is usually undertaken by students that are in their last year of academic study. For a research internship a student will undertake research for a particular company. The company may have something that they feel they need to improve, or the student may be able to choose a topic within the company themselves. The results of the research study will need to be accumulated in to a formal report and presented to the company and to the university institution the student is studying at.

Roots run deep winery educated guess

Educated Guess Napa Valley Cabernet Sauvignon is the winery’s first release and our flagship wine. The name “Educated Guess” came about during a lively, second bottle of wine conversation about winemaking styles, vineyard sites, and the progressive escalation of wine prices without comparable increases in quality. The discussion then proceeded to the “art vs. science” aspect of winemaking and after a few more glasses of wine…“Educated Guess” was born.

So ask yourself this question: Have you ever found yourself in a wine shop or restaurant perusing the wines and wondering…how do I choose the best wine for the money? You may admire a label, recognize a name, or recall a great review…in essence you’re making an “Educated Guess.” This is exactly what goes on in the vineyards and wineries around the world. Should we pick the grapes now or wait? How long should we barrel age our wine? Should we use French or American Oak, or both?

We use our knowledge, intuition, and years of experience to make the best possible decisions; however at the end of the day it still remains an “Educated Guess.” At Roots Run Deep we have done all of the Guesswork for you, and produced the richest, ripest, and most complex wines you can buy for the money. So when you won’t settle for less, “Buy Educated Guess.”

Oh, and everyone wants to know about our unique label. Our label was designed to tell the story of how you can make an educated guess in winemaking, not to give you nightmares about your high school chemistry class. It shows you actual winemaking formulas that are either induced or naturally occur during a specific winemaking process. For those of you who aren’t chemists and want to know more about what the 5 formula strings on the label mean, please download this PDF. For the rest of you, drink up and enjoy.

The future of high school math education the washington post

The future of high school math education

Students at  International Mathematical Olympiad Amsterdam 2011. (VALERIE KUYPERS/AFP/Getty Images)

A few weeks ago a group of senior mathematicians, teachers, statisticians, and curriculum developers met in Boston to discuss the future of high school mathematics, revisiting issues addressed by a 2008 conference organized by the Center for Mathematics Education at the University of Maryland. This time, the Common Core State Standards was front and center of the discussion. Participants in the Boston meeting, sponsored by the non-profit Consortium for Mathematics and Its Applications. formulated a set of recommendations for progressive action in the field and drafted an essay to explain their ideas.

The essay was signed by: Jim Fey, University of Maryland; Sol Garfunkel,  Consortium for Mathematics and Its Applications; Diane Briars, Intensified Algebra Project, University of Illinois at Chicago; Andy Isaacs, University of Chicago; Henry Pollak, Teachers College, Columbia University; Eric Robinson, Ithaca College; Richard Scheaffer, University of Florida;  Alan Schoenfeld, University of California, Berkeley; Cathy Seeley, Dana Center, University of Texas; Dan Teague, North Carolina School of Science and Mathematics; Zalman Usiskin, University of Chicago.

Here’s their  essay:

Results from the most recent Program for International Student Assessment showed once again that U.S. high school students are in the middle of the pack when it comes to science, mathematics, and literacy achievement. The findings quickly elicited an outburst of public hand wringing, criticism of U.S. schools and their teachers, and calls to emulate the curriculum and teaching practices of high achieving countries.  Then, just as predictably, there were a variety of explanations why we cannot import the policies and practices of other quite different countries (e.g. South Korea, Taiwan, Finland, and Singapore).  Instead, schools were urged to redouble efforts along lines that have been largely ineffective for the past decade and are not common in any high performing country—a regimen of extensive standardized testing with mostly punitive consequences for schools and teachers that fail to make adequate yearly progress.  Public attention to the challenge of international competition has already begun to fade and we will hear little about the meaning of the PISA results until the next “wakeup call” arrives.

What might happen if we tried something different this time around?  Countries that have made real progress in their performance on international assessments share several characteristics.  First and foremost is broad agreement on the goals of education and sustained commitment to change over time.   In the United States there has been steady, if modest, improvement in student mathematics performance at the elementary and middle school levels on the National Assessment of Educational Progress (NAEP) and some improvement in results on college entrance examination tests (SAT and ACT) over the past two decades—a period when efforts have been guided by the National Council of Teachers of Mathematics (NCTM) standards for curriculum, evaluation, teaching, and assessment.

Over the past three years, 46 of the 50 U. S. states have been engaged in an effort to implement Common Core State Standards (CCSS) for mathematics and literacy.  With respect to mathematics, those standards, prepared under the aegis of the National Governors’ Association with generous private financial support, are in many ways an extension of key ideas in the earlier NCTM standards.  Despite understandable controversy about particulars of the CCSS and the processes by which they were developed and states were induced to adopt them, the Common Core standards provide a useful framework for further efforts.   Partisan political pressures (from both left and right) are already leading some state governors to reconsider their participation in this national compact to improve education—before even the first assessments of progress are reported.   But we believe that education policy makers and mathematics educators should resist the common wish for a quick fix and stay the course, modifying goals and efforts as results suggest such actions. 

What should students, teachers, parents, and policy-makers look for in the emerging reform of high school mathematics?  From our perspective—as mathematicians, teachers, statisticians, teacher educators, and curriculum developers with extensive experience in school mathematics innovation—there are at least four key elements of the Common Core program that provide a basis for productive change in U. S. high school mathematics:

Comprehensive and Integrated Curriculum .  The traditional American high school mathematics curriculum consists of two year-long courses in algebra and a one-year course in geometry.   The CCSS for mathematics retain essential elements of those topics, but they also prescribe significant attention to important concepts and skills in statistics, probability, and discrete mathematics that are now fundamental in computer, management, and social sciences.  The Common Core guidelines describe an attractive integrated curriculum option—suggested by the common practice in other countries of addressing each mathematical content strand in each school year.  That international curriculum design helps students learn and use the productive connections between algebra, geometry, probability, statistics,  and discrete mathematics.

A broad and integrated vision of high school mathematics would serve our students better than the narrow and compartmentalized structure of traditional programs.

Mathematical Habits of Mind —For most people the phrase “do the math” means following standard algorithms for calculation with whole numbers, fractions, decimals, and the symbolic expressions of algebra.  But productive quantitative thinking also requires understanding and skill in use of what the Common Core Standards call mathematical practices .  To apply mathematical concepts and methods effectively to the kind of realistic problem solving and decision making tasks that PISA assessments highlight, students need to develop the habits of: (1) analyzing complex problems and persevering to solve them;  (2) constructing arguments and critiquing the reasoning of others;  (3) using mathematical models to represent and reason about the structure in problem situations; and (4) communicating results of their thinking in clear and precise language.

Developing important mathematical habits of mind should become a central goal of high school instruction, especially the process of mathematical modeling that is required to solve significant  real-world problems.  

Balanced Attention to Technique, Understanding, and Applications —One of the most common student views about mathematics is the belief that what they are asked to learn is not supposed to make sense and that it bears little relationship to the reasoning required by everyday life.  Those views are expressed well in the whimsical rhyme about division of common fractions, “Yours is not to reason why, just invert and multiply,” and the common student question, “When will I ever use this stuff?”  Unfortunately, many teachers encourage those beliefs about mathematics learning by suggesting that understanding and application of mathematical ideas and methods can only occur after rote mastery of technical skills.Findings of cognitive and curriculum design research over the past two decades challenge such conventional beliefs and common practices.  Curricula and teaching that engage students in collaborative exploration of realistic problems have been shown to be effective in developing student mathematical understanding, skills, and problem solving simultaneously.  These problem-based approaches in the classroom also develop the essential disposition to use mathematics as a reasoning tool outside of school.

Improved performance on international assessments like PISA are likely to result from moves toward curricula and teaching methods that      balance and integrate mathematical techniques, understanding, and applications.

Information Technologies— Powerful tools that allow users to find and process information with mathematical methods are now ubiquitous in American life.  But schools are only beginning to respond to the profound implications of this information technology for teaching and learning.  If it is possible to simply ask your cell phone to perform any of the routine calculations taught in traditional school arithmetic, algebra, and calculus courses, what kind of mathematical learning remains essential? If those same tools can be applied to support student-centered exploration of mathematical ideas, how will the new learning options change traditional roles of teachers and students in the mathematics classroom and raise expectations for the mathematical challenges that students can tackle?

Personal computers, tablets, smartphones, and other computing devices will almost certainly transform school mathematics in fundamental ways.  Intelligent response to that challenge will require creative research and development efforts and the courage to make significant changes in traditional practices.

If the content and teaching of high school mathematics are transformed in the directions we recommend, schools and teachers will also need new tools for assessing student learning.  One of the clearest findings of educational research is the truism that what gets tested gets taught.  PISA is not a perfect or complete measure of high school student achievement.  Neither are the TIMMS international assessments, the NAEP tests, the SAT and ACT college entrance exams, college placement exams, or, quite likely, the coming assessments attached to the Common Core State Standards.

Some would respond to the inadequacy of current assessment tools by sharply curtailing high stakes standardized testing; others would actually increase the testing and raise the consequences for students and schools.  It is almost certainly true that the best course lies somewhere between those extremes.   We need new and better tools for assessing student learning, and we need to employ those assessments in constructive ways to help teachers improve instruction and to inform educational policy decisions.

Finally, we need to change the tenor of public discourse about mathematics education. If we are to reach the shared goal of preparing young people for productive and satisfying lives, we need to work together to develop progressive goals for school mathematics and high quality instructional resources.  Most important of all, we need to dial down the acrimonious policy arguments and relentless criticism of schools and teachers. Teaching is one of the most important and demanding tasks for adults in our society, and teachers deserve our encouragement and support as they work to provide the best possible life preparation for their students.

Jim Fey                                                                                                            Sol Garfunkel

University of Maryland                    Consortium for Mathematics and Its Applications

Diane Briars

Intensified Algebra Project, University of Illinois at Chicago

Web developer education requirements and career information

Web Developer: Education Requirements and Career Information

Web developers use design and programming software to create Internet websites. They determine the website’s content and implement the tools, links and other aspects that make the site effective for its audience.

View 17 Popular Schools »

Education Requirements for a Web Developer

Many employers prefer prospective Web developers to hold a bachelor’s degree in computer science or a related field. Coursework often includes programming, database management, mathematics, Web design and networking. Work experience accompanied by a professional certification may be an adequate substitute for formal education in some cases.

Certification Options

Certification in current Web development systems and software may benefit an applicant, especially one without a bachelor’s degree. Such certifications are available through continuing education institutions, software companies or professional associations.

Microsoft, for example, offers the Microsoft Certified Professional Developer certification, which requires applicants to pass the Microsoft Certified Technology Specialist exam and have 2-3 years of relevant work experience. The World Organization of Webmasters also offers three levels of certification related to Web developers, all of which include an exam that assesses varying levels of proficiency in programming, Web design, Web security, database management, servers and networking.

Career Information for a Web Developer

Common entry-level job titles in Web development include Web designer. webmaster and graphic artist. Increased education and work experience can lead to advanced positions such as senior Web developer. designer and software designer. The U.S. Bureau of Labor Statistics (BLS) forecast that careers in Web development, information security analysis and computer network architecture would grow by 22% from 2010-2020, which was faster than average ( ). Web developers with programming and multimedia expertise should have the best job prospects. As of May 2012, the mean annual wage for Web developers was $66,100, according to the BLS.

Internships com greater raleigh chamber of commerce raleigh north carolina


TweetMyJobs for Facebook Pages

Your company’s Facebook page just got much more powerful.


  • It’s an easy way for people to find and apply for your jobs on Facebook
  • Job seekers can explore your open positions on an interactive map
  • Tell the world why it’s so great to work at your company by adding photos and videos
  • Use Facebook to enable referrals and introductions by showing who is already connected to your company

Click here to access the site and learn more.


Now, more than ever, it is important to increase access to internships for all students. Research shows that seven out of 10 students who have had an internship with an employer are hired by that same employer. Connecting college students with local companies helps us keep the best talent and top businesses in the greater Raleigh area.

The Chamber has partnered with to provide employers and students with a place to connect. Employers can post internships, access a student resume database, and receive expert insight—for free. Students and recent graduates can search the company database for internship opportunities at no charge.

For employers, provides FREE access to hundreds of thousands of students across the country, along with information and tips to help design, implement, and manage an internship program.

For students, offers more FREE internship listings than anywhere else, as well as resources and tools to expedite the search process and ensure that students are prepared to succeed in their internships.

Are you a college or university working to provide opportunities for your students? Click here to find out how you can participate.

Click here to access site.

Work in the Triangle is a regional talent attraction initiative created through a partnership with the Greater Raleigh Chamber of Commerce, Wake County Economic Development, Raleigh Economic Development and other regional organizations. The goal of the initiative is to position the Triangle as a top destination for talent and a premiere place to live, work, learn, and play.

Our mission exists to help businesses in the Triangle attract the best and brightest talent. Work in the Triangle provides valuable resources to jobseekers and employers through the website. social media, local events and job fairs and external marketing campaigns. Work in the Triangle is proud to engage with and offer assistance to local companies by promoting available job openings, providing relocation materials and information on local resources, and more. Individuals in search of jobs can utilize our ‘#TriangleTuesdays’ Twitter campaign and the ‘Find a Job’ page on our website to search through hundreds of postings. Companies seeking talent can utilize the initiative to promote their open positions, free of charge. For more information, contact Brittany Cheatham at 919.664.7071 or via email at:

The benefits of music education music amp arts education pbs parents

The Benefits of Music Education

By Laura Lewis Brown

Whether your child is the next Beyonce or more likely to sing her solos in the shower, she is bound to benefit from some form of music education. Research shows that learning the do-re-mis can help children excel in ways beyond the basic ABCs.

More Than Just Music

Research has found that learning music facilitates learning other subjects and enhances skills that children inevitably use in other areas. “A music-rich experience for children of singing, listening and moving is really bringing a very serious benefit to children as they progress into more formal learning,” says Mary Luehrisen, executive director of the National Association of Music Merchants (NAMM) Foundation, a not-for-profit association that promotes the benefits of making music.

Making music involves more than the voice or fingers playing an instrument; a child learning about music has to tap into multiple skill sets, often simultaneously. For instance, people use their ears and eyes, as well as large and small muscles, says Kenneth Guilmartin, cofounder of Music Together, an early childhood music development program for infants through kindergarteners that involves parents or caregivers in the classes.

“Music learning supports all learning. Not that Mozart makes you smarter, but it’s a very integrating, stimulating pastime or activity,” Guilmartin says.

Language Development

“When you look at children ages two to nine, one of the breakthroughs in that area is music’s benefit for language development, which is so important at that stage,” says Luehrisen. While children come into the world ready to decode sounds and words, music education helps enhance those natural abilities. “Growing up in a musically rich environment is often advantageous for children’s language development,” she says. But Luehrisen adds that those inborn capacities need to be “reinforced, practiced, celebrated,” which can be done at home or in a more formal music education setting.

According to the Children’s Music Workshop, the effect of music education on language development can be seen in the brain. “Recent studies have clearly indicated that musical training physically develops the part of the left side of the brain known to be involved with processing language, and can actually wire the brain’s circuits in specific ways. Linking familiar songs to new information can also help imprint information on young minds,” the group claims.

This relationship between music and language development is also socially advantageous to young children. “The development of language over time tends to enhance parts of the brain that help process music,” says Dr. Kyle Pruett, clinical professor of child psychiatry at Yale School of Medicine and a practicing musician. “Language competence is at the root of social competence. Musical experience strengthens the capacity to be verbally competent.”

Increased IQ

A study by E. Glenn Schellenberg at the University of Toronto at Mississauga, as published in a 2004 issue of Psychological Science, found a small increase in the IQs of six-year-olds who were given weekly voice and piano lessons. Schellenberg provided nine months of piano and voice lessons to a dozen six-year-olds, drama lessons (to see if exposure to arts in general versus just music had an effect) to a second group of six-year-olds, and no lessons to a third group. The children’s IQs were tested before entering the first grade, then again before entering the second grade.

Surprisingly, the children who were given music lessons over the school year tested on average three IQ points higher than the other groups. The drama group didn’t have the same increase in IQ, but did experience increased social behavior benefits not seen in the music-only group.

The Brain Works Harder

Research indicates the brain of a musician, even a young one, works differently than that of a nonmusician. “There’s some good neuroscience research that children involved in music have larger growth of neural activity than people not in music training. When you’re a musician and you’re playing an instrument, you have to be using more of your brain,” says Dr. Eric Rasmussen, chair of the Early Childhood Music Department at the Peabody Preparatory of The Johns Hopkins University, where he teaches a specialized music curriculum for children aged two months to nine years.

In fact, a study led by Ellen Winner, professor of psychology at Boston College, and Gottfried Schlaug, professor of neurology at Beth Israel Deaconess Medical Center and Harvard Medical School, found changes in the brain images of children who underwent 15 months of weekly music instruction and practice. The students in the study who received music instruction had improved sound discrimination and fine motor tasks, and brain imaging showed changes to the networks in the brain associated with those abilities, according to the Dana Foundation, a private philanthropic organization that supports brain research.

Spatial-Temporal Skills

Research has also found a causal link between music and spatial intelligence, which means that understanding music can help children visualize various elements that should go together, like they would do when solving a math problem.

“We have some pretty good data that music instruction does reliably improve spatial-temporal skills in children over time,” explains Pruett, who helped found the Performing Arts Medicine Association. These skills come into play in solving multistep problems one would encounter in architecture, engineering, math, art, gaming, and especially working with computers.

Improved Test Scores

A study published in 2007 by Christopher Johnson, professor of music education and music therapy at the University of Kansas, revealed that students in elementary schools with superior music education programs scored around 22 percent higher in English and 20 percent higher in math scores on standardized tests, compared to schools with low-quality music programs, regardless of socioeconomic disparities among the schools or school districts. Johnson compares the concentration that music training requires to the focus needed to perform well on a standardized test.

Aside from test score results, Johnson’s study highlights the positive effects that a quality music education can have on a young child’s success. Luehrisen explains this psychological phenomenon in two sentences: “Schools that have rigorous programs and high-quality music and arts teachers probably have high-quality teachers in other areas. If you have an environment where there are a lot of people doing creative, smart, great things, joyful things, even people who aren’t doing that have a tendency to go up and do better.”

And it doesn’t end there: along with better performance results on concentration-based tasks, music training can help with basic memory recall. “Formal training in music is also associated with other cognitive strengths such as verbal recall proficiency,” Pruett says. “People who have had formal musical training tend to be pretty good at remembering verbal information stored in memory.”

Being Musical

Music can improve your child’ abilities in learning and other nonmusic tasks, but it’s important to understand that music does not make one smarter. As Pruett explains, the many intrinsic benefits to music education include being disciplined, learning a skill, being part of the music world, managing performance, being part of something you can be proud of, and even struggling with a less than perfect teacher.

“It’s important not to oversell how smart music can make you,” Pruett says. “Music makes your kid interesting and happy, and smart will come later. It enriches his or her appetite for things that bring you pleasure and for the friends you meet.”

While parents may hope that enrolling their child in a music program will make her a better student, the primary reasons to provide your child with a musical education should be to help them become more musical, to appreciate all aspects of music, and to respect the process of learning an instrument or learning to sing, which is valuable on its own merit.

“There is a massive benefit from being musical that we don’t understand, but it’s individual. Music is for music’s sake,” Rasmussen says. “The benefit of music education for me is about being musical. It gives you have a better understanding of yourself. The horizons are higher when you are involved in music,” he adds. “Your understanding of art and the world, and how you can think and express yourself, are enhanced.”