Academic literature on the topic 'High school prom'

Purpose – Routine outcome monitoring (ROM) is currently seen as a key driver for service improvement at individual, team and service level. The purpose this paper is to explore the relationships between a patient (parent) reported outcome measure (PROM), a practitioner reported outcome measure, and a patient (parent) reported experience measure (PREM). Design/methodology/approach – A cohort of 302 primary school-age children was recruited and followed for one year from consecutively accepted referrals to three teams within two English Child and Adolescent Mental Health Services (CAMHS). Parents completed the Strengths and Difficulties Questionnaire (a PROM) and practitioners completed the Clinician Global Assessment Scale at baseline, six and 12 months; parents completed the Experience of Services Questionnaire (a PREM) at six and 12 months. Findings – PROM and practitioner reported outcome measure data suggested poor clinical outcome in terms of symptoms, impact and levels of functioning but were accompanied by PREM evidence of high levels of satisfaction. There was an unexpectedly low correlation ( < 0.2) between both measures of outcome and satisfaction. Originality/value – This paper fulfils a need to explore the relationships between different outcome measures to contribute to the understanding of ROM its validity.

Background: Recent recommendations suggest incorporating patient-report outcome measures (PROMs) into concussion assessment batteries. Utilizing PROMs provides information on the patient’s perspective and how the concussion may influence the patient’s health status. Past studies evaluating PROM use among athletic trainers (ATs) found varying practices and barriers to implementation. However, there is limited data on use of PROMs in managing concussion among adolescent patients. Hypothesis/Purpose: To describe the use of PROMs as part of concussion assessment and treatment practices of ATs working in middle and high school settings. Methods: An online survey regarding concussion treatment perceptions and practices was distributed to a convenience sample of 5000 ATs through the NATA Survey Research Program. The survey included personal and institutional demographics, healthcare provider access and referral practices, perceptions of concussion treatment, clinical practice characteristics of concussion treatment and PROM use. The survey was pilot tested and validated in a sample of ATs prior to distribution. Analysis of the PROM section was conducted using descriptive statistics (percentages, frequencies) for this study. Results: The survey was accessed by 304 ATs (6.1% access rate) and completed by 153 ATs (58.3% completion rate). Of those, 27.2% (n=57) were employed in the middle school or high school setting and were analyzed for this study. Just over half of respondents had <10 years of experience (52.7%, n=30). Only 35.1% (n=20) of ATs reported they use PROMs as part of their clinical management of concussion. Of those who use PROMs, 75% (n=15) indicated that they use them always or almost always. The most commonly used generic PROMs were the Short Form 12 or 36 (25%, n=5) and Patient Reported Outcomes Measurement Information System (25%, n=5) and the most common specific PROMs were the Headache Impact Test (45%, n=9) and Dizziness Handicap Inventory (15%, n=3). Figure 1 shows the level of self-reported confidence of those utilizing PROMs. Barriers for PROM use included it being too time consuming (24.6%, n=14/57), lacking a support structure (15.8%, n=9/57), and not familiar with PROMs (14%, n=8/57). Close to one-fourth (22.8%, n=13/57) of respondents would be willing to use PROMs, but lacked time. Conclusion: While the use of PROMs is recommended in the evaluation and treatment of adolescent athletes, just over one-third of ATs providing care to these patients, use PROMs. Educational efforts for ATs should look to increase their familiarity and confidence when using PROMs for concussion while suggesting strategies to incorporate PROMs into practice. [Figure: see text]

Until a short time ago an orthopaedic surgeon could be forgiven for thinking that a PROM was an attractive stretch of land found in many a seaside resort or perhaps an over-hyped end-of-term event at an American high school. However, the day of the patient-reported outcome measure is now with us – and justifiably so. I think that it is only by truly measuring outcomes that we can receive an informed 360-degree appraisal of our efforts.

Finding Fran is a memoir of two women, once best friends, who take verydifferent paths. The author is now a feminist history professor and her highschool friend, Fran, is Noura-a Muslim living in Egypt Banner looksback on their lives to find out what led one to feminism and the other toIslam. Unfortunately, while Banner offers many interesting insights into thelives of both women, she never fully answers this fundamental question.The book is divided into four parts. Part I, "My Story (1944-1952),"explores Banner's family history as well as her life up Wltil high school. Shetraces the lives of various family members in order to discover how theyaffected her childhood and her outlook on life. In the second part, "Fran &Me (1952-1956)," Banner tells the story of their high school friendship.It is a friendship of two smart and artistically talented girls, who are oftenbold and passionate in a time and place that glorified passive, femininewomen. Together they navigate the seemingly esoteric system of footballplayers and prom queens without ever really belonging to that system.In college they separate, Banner to UCLA and Fran to Stanford. This isthe beginning of their two different paths. Banner takes to academia andfeminism, while Fran is drawn to the various spiritual movements of the1960s. These years are covered in the third section, "Passages (1956-1982)." Banner includes chapters on their college life and the yearsimmediately following, and then delves into her life as an academic and afeminist.The last section covers Fran/Noura's life between 1967 and 1990. Shestudies Zen and other spiritual movements, such as the Gurdjieff system. Inlate 1960s, she moves to a commune in New Mexico. There she discoverswesternized Sufi practices that have been cut from their Islamic base. Hercontinuing quest leads her to study Islam. She eventually becomes aMuslim and a member of a traditional Sufi order. Later, she studies in SaudiArabia, and currently, she residues in Egypt.In keeping with the personal nature of the book, Banner includes acollection of photographs ranging from old family snapshots to the twowomen together in high school in 1956 and again in Egypt in 1992. Muchof Banner's analysis comes in the prologue and the epilogue. She alsoincludes detailed notes for each chapter ...

<p><em>Prof. Dr. Tuty Awawiyah is a female scholar as well as educational thinker who succeded establishing and managing Pesantren-based schools starting form kindergarten, the elementary school, junior high school, the senior high school until the college. The Purpose of this paper is to add insight and treasure about the concept of holistic Islamic education of Prof. Dr. Tuty Alawiyah and its relevance in the Millenium Era. Based on reseach and literature review that have been done, Islamic holistic education can be interpreted as education that is able to answer the problems of education faced in the word of education di the millennium era, for Islamic holistic education is education that shapes something in a whole way, therefore it becomes a very large unity that any other exithing combination. In can be concluded that, some holictic Islamic Education concept form Prof. Dr Tuty Alawiyah are very relevant so it needs to be discussed and they will appropriate as a quide in the millennium Era. </em></p><p><em> Keyword: Tuty Alawiyah, Education, Millennium Era.</em></p>

AbstractObjectiveWe investigated the association between junk food consumption at lunchtime (JCL) and fast-food outlet access near school among secondary-school children in Quebec.DesignA geographic information system database was used to characterize the food environment around a sub-sample of 374 public schools in which 26 655 students were enrolled. The outcome variable was JCL during the previous week, dichotomized into low JCL (none or once)v. high JCL (twice or more). Access to fast-food outlets near school was assessed using an existing database of fast-food outlets in Quebec. Covariates included student (age, sex and self-rated perceived health), family (familial status and parental education) and school (urban/rural status and deprivation) variables. Hierarchical logistic regression models were employed for analyses using PROC GLIMMIX of SAS version 9.3.SettingProvince of Quebec, Canada.SubjectsWe used data from the Quebec Health Survey of High School Students (QHSHSS) 2010–11, a survey of secondary-school Quebec students.ResultsExposure to two or more fast-food outlets within a radius of 750 m around schools was associated with a higher likelihood of excess JCL (OR=1·50; 95 % CI 1·28, 1·75), controlling for the characteristics of the students, their families and their schools.ConclusionsThe food environment surrounding schools can constitute a target for interventions to improve food choices among secondary-school children living in the province of Quebec. Transforming environments around schools to promote healthy eating includes modifying zoning regulations that restrict access to fast-food outlets around schools.

This work studied the information flow and information handling among different parties. The study focused on how educational materials on national tests from The Swedish National Agency for Education is managed by school principals and teachers and how the information is passed on to students. The data material was based on observations and interviews at two different high schools. Six teachers and their classes and principals participated in the study. The Agency was also interviewed. The results showed that opinions on the role of the national test varies between different teachers and the Agency. The study also showed that the dissemination of information in the schools is inadequate, information documents do not reach their target audience, and those who have access to the information do not read enough. This is partly due to lack of follow-up from the responsibles at the schools, but also teachers who do not seek out information that is available themselves. These shortcomings result in teachers carrying out national tests with their classes without being properly briefed, which could have consequences for both the students and the entire test system.

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Patricia H. Klass (chair), Elizabeth T. Lugg, Joseph Pacha, Thomas Ellsworth. Includes bibliographical references (leaves 100-105) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Dent M. Rhodes, William J.F. Hunter (co-chairs), Thomas P. Crumpler. Includes bibliographical references (leaves 251-256) and abstract. Also available in print.

The level of increased central government that we have experienced during the last decades in school, for the purpose of increasing equality and to adapt the Swedish school to a certain international standard, clearly shows that increased control scarcely leads to improvement. The aim of this paper is to examine whether teachers believe that national tests contribute to equivalent assessment and increased goal attainment. Furthermore the teachers’ attitude towards and work with national tests is described. The paper is written from a school improvement perspective, where good examples from current research on what creates increased quality in school meaning increased goal attainment and equivalent assessment are related to research on school effectiveness and increased testing in schools. The study builds upon a quantitative survey among teachers in upper primary - and secondary school in a medium-sized municipality in Sweden. The result shows that the teachers have a somewhat more positive than negative attitude towards national tests, as a whole. The teachers use the tests in their instruction and they are a part of their planning. The advantages mentioned are the possibilities of showing off good examples, making the curriculum concrete, prepare the students for the test and get guidelines and support in assessment and grading. The teachers in the survey don’t consider the tests giving a full image of the abilities of a student nor do they consider the tests themselves relevant for the student’s learning. The result also shows a certain variation in the attitude of the teachers. Teachers, who have worked the longest period of time, more than 20 years, are those with the best attitude towards the test and their ability to contribute to increased goal attainment and equivalent assessment. Teachers who have worked the shortest period of time are the most skeptical to the positive effects of the tests. The teachers generally consider the tests contributing to equivalent assessment to some degree, but have the least positive stance toward the ability of the tests leading to improved quality meaning increased learning and goal attainment.

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 7, 2007. Dissertation Committee: Paul Baker (chair), Amee D. Adkins, Joseph Pacha, Ronald L. Cope. Includes bibliographical references (leaves 149-157) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Edward S. Mooney (chair), Cynthia W. Langrall, Sherry L. Meier, Norma C. Presmeg. Includes bibliographical references (leaves 112-121) and abstract. Also available in print.

AbstractDegradation of natural resources exacerbates a country’s vulnerability to the effects of climate change. IPCC projections suggest that countries within the horn of Africa, which include Kenya, will suffer most from extreme climate change events, particularly more frequent and prolonged droughts. Women and children suffer disproportionately from the consequences of environmental degradation. Public participation is one of the strategies governments pursue to combat environmental degradation; however, there has been limited research to better understand students’ environmental attitudes and pro-environmental behavior to better inform student-led participatory designs. Students comprise a significant proportion of the population in Kenya. This research conducted in 2018 at Nginda Ward, Embu County, comprised a survey of 121 students: 58 high school and 63 primary school students. The research investigated students’ environmental knowledge, environmental attitudes, and pro-environmental behavior. Qualitative data were analyzed thematically. Multivariate statistics (MANOVA) were used to examine the relationship between the dependent variables and the participant’s gender and level of schooling. From the results obtained, the top five most frequently mentioned local environmental problems by the students sampled included water pollution, deforestation, air pollution, scarcity of safe sources for water for domestic use, and soil erosion. Inferential statistical results revealed that there is a significant relationship between students’ level of schooling and environmental attitudes, F = 11.79, (1, 120), p < 0.01. In addition, there is a significant relationship between students’ level of schooling and environmental knowledge, that is, perceived severity of environmental problems, F = 5.33, (1, 120), p < 0.05. Research findings further revealed a significant relationship between gender and environmental knowledge, F = 9.62, (1, 120), p < 0.01. However, gender differences in pro-environmental behavior were not statistically significant. Also, differences between primary and high school students’ pro-environmental behavior were insignificant.

The high school is one of the most recognisable features of the Hollywood teen movie, one whose setting itself usually guarantees a focus on its teenage inhabitants rather than on the adults that attend to them. However, prior to the mid- 1980s, the genre largely focused on its protagonists’ activities outside of the school, in youth-oriented spaces such as the drive-in cinema and, latterly, the mall. Even Grease, ostensibly set at Rydell High, has one of its narrative’s key junctures – the final reunion between Danny and Sandy – occur at the carnival, an event staged to celebrate the conclusion of the characters’ schooling. That teenagers are now more often portrayed within high school can largely be attributed to the work of John Hughes, who wrote, directed and produced a significant number of teen movies in the 1980s. Chief among these was The Breakfast Club, which established a set of archetypal figures that have remained largely intact to this day.

When Alice faces the extraordinary Wonderland notions of saying what you mean and meaning what you say, she confronts language's great potential and disappointment. Words should, but do not always, mean what they say; and we who use them do not always produce what we mean. If only we could point to a direct correspondence between each word and only one exact meaning! Reading would simplify in a flash. Ah, but what we might gain in exactness and dazzling clarity, surely we would lose in flexibility, nuance, suggestiveness, and contextual richness. It's good that words have such a wide range of meanings and uses; as such they enrich our capabilities as earths highest life forms and its most competent communicators. Knowing the possibilities of language, understanding the many qualities of words and how our language depends on them, can enhance your child's attempts to determine meaning from print. In the long climb up the mountain to word mastery, a major feature of language that you can help your youngster understand is that words often mean more than they say. Certainly, words have denotative meanings. That is, words have exact definitions that you could check easily in a dictionary. A jeep is a heavy-duty, four-wheeled vehicle. A communist is someone who believes in a social and political system characterized by common ownership and labor organized for the common good. A frigate is a high-speed, medium-sized war vessel of the 17th, 18th, and 19th centuries. Yet each of these words has connotative meanings as well. What a word connotes is what it suggests or implies beyond its actual meaning—including the associations and feelings aroused by the word. A jeep is more than a motor vehicle with four-wheel drive; its connection with the military and rugged outdoor life suggests certain associations—rough riding, speed, even danger perhaps. Your son or daughter might like to ride to school in a jeep just for the fun of it, but you'd have 'been puzzled (to say nothing of your parents!) if your date for the senior prom honked the jeep horn outside your front door when he arrived to pick you up.

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.

A qualitative analysis of special education youth who attended school at a recreation center in Brooklyn NY helps provide an understanding of the relationship between alternative high school education and offending. According to Wang and Fredericks (2014), interventions that aim to improve school engagement may promote positive youth development, including reducing involvement in problem behaviors. This study focuses on youth who were at risk for offending due to poor academic performance and previous delinquent involvement. Prior to attending school at this facility, the individuals were previously exposed to an environment that put them at risk for delinquency. This investigation provides support for preventative measures to youth conflict and delinquency by placing them in an environment that promotes pro-social behavior.

This activity hones high school students’ deep listening skills, along with their ability to edit audio in Pro Tools. It introduces the primary editing tools of the user’s DAW, including selection, grabber, trimmer, zoom, scrubber, and fade tools. Students will learn how to use these tools by removing pops and clicks from a faulty audio recording. As recording equipment can be expensive, this lesson may help those who are looking to increase the quality of their music while working with gear that is lacking. It also shows those new to music production the methodical and detail-oriented work needed to create high quality music.

This book addresses a fundamental step in face recognition research answering, among other issues, the following questions: how to properly measure the distance between surfaces representing faces, what are the pros and contras of each algorithms and how they compare with each other, what are their computational costs. In this respect, this book represents a reference point for PhD students and researchers who want to start working not only at face recognition problems but also at other applications dealing with the recognition of three-dimensional shapes. The need for such a book was particularly evident when we presented to our multidisciplinary team of the High Polytechnic School the topic to be studied that was aimed at the development of a diagnostic tool of prenatal syndromes from three-dimensional ultrasound scans (SYN DIAG). A book, easy to use, putting order and organizing the scientific significance of similarity measures applied to face recognition problems was missing. This aspect was crucial to support the choice of measures to be selected and tested. Coming to the topic of the book, face recognition has several applications, including security, such as authentication and identification of suspects, and medical ones, such as corrective surgery and diagnosis. So, I think that this book is going to be a valuable tool for all scientists 'facing face'.

A common conception that students have in mechanics courses is that a force is needed to maintain motion. Our work approaches this problem from a p-prim perspective with a comparison to the historical understanding of force. From a p-prims perspective, momentum is proposed to substitute force as a maintaining agency to motion. By a comparison with history, it is shown that a similar problem occurred in the development of the concept of force, which led to a similar solution to the one proposed in our work. As a result, a teaching plan and activities are prepared to introduce the concept of force through the concept of momentum. In this work, the main activities of the plan are discussed, as well as the results of a preliminary research based on its realization in a classroom.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.