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Eight Western instructors awarded grants to adopt Open Educational Resources

KALAMAZOO, Mich.—The University Libraries at Western Michigan University awarded eight  Open Educational Resources (OER) Adoption Grants to instructors in April. The grants are anticipated to save over 1,240 students in 11 courses an estimated $100,000  in textbook costs based on projected summer and fall 2024 and spring 2025 course enrollment.

The OER Adoption Grants support WMU instructors in switching from a commercial textbook to free, high-quality online resources.  Open Educational Resources are openly licensed teaching and learning resources that are free to access, use, adapt and redistribute.

Western students in courses funded by the OER grants have saved an  estimated $1.3 million in textbook costs  since the grants launched in 2019. The Libraries expanded the grant program in 2022 to help faculty create open textbooks for Western students and learners worldwide. The  Libraries published the first grant-funded open textbooks  earlier in April.

Western students taking a course with a grant-funded OER textbook say they appreciate the ease of access and financial relief.

"I remember feeling so relieved at the beginning of the semester when I found out that I did not have to buy a textbook,” shared one student in a post-course OER survey.

“It makes me feel like the professor truly cares about their students and wants everyone to succeed, not just the students who can afford the textbook. I know that there are cheap options out there, such as renting, but sometimes finding and buying the right textbooks can be a huge stressor."

SPRING 2024 OER ADOPTION GRANT RECIPIENTS

• Lori Brown , AVS 3080
• Dr. David Code , MUS 1620 and MUS 1630
• Mandy Cox , SWRK 3510
• Dr. Gary Marquardt , AAAS 2000
• Dr. Shannon McMorrow , MPH 6050 and PH 2320
• Dr. John Saillant , HIST 4245 and HIST 6200
• Dr. Zoann Synder , SOC 3140
• Anthony Wilburn , MATH 1160

For more WMU news, arts and events , visit  WMU News  online.

• Education Lab

Tukwila schools open doors to 300 new migrant students without warning

Almost 300 migrant students, and counting, are swelling classrooms in the Tukwila School District this year — the children of the hundreds of asylum-seekers who have sought shelter at Tukwila’s Riverton Park United Methodist Church.

Elementary school classrooms are overflowing as teachers accommodate six or seven new students each, in the middle of the school year, raising average classroom sizes. Most of the new students don’t speak either English or Spanish. Some aren’t literate in their home language. Others have been out of school for as long as four years.

The district that normally serves a little less than 3,000 students has welcomed the newcomers with open arms. In part, that’s because they are required by law, but also because they know how. Over the years, Tukwila has served waves of Vietnamese, Nepali, Afghans, Ukrainian and Burmese students, among others. 

“I know we overwhelm the schools with kids who have different needs,” said Rev. Jan Bolerjack, the pastor at Riverton Park Church in Tukwila. The church has been housing and assisting hundreds of asylum-seekers that have traveled to the Pacific Northwest since January 2023, driven by the knowledge that one Methodist church south of Seattle will get them help. 

“But if any school district in the state knows how to deal with this it’s Tukwila,” said Bolerjack, who served on the Tukwila School Board for six years.

Other districts have taken migrant students, too, including Highline, with 50 new students since January, and Kent, with 12. But by far the largest number has landed in Tukwila. 

Despite hiccups with transportation and spurts of bullying when kids first started school, parents say they’re grateful their children have a place to go every day as they work to gain asylum status in the U.S. As the months have passed, they’ve watched their kids adjust to school, and begin to learn English.  

“I have good communications and review of teachers,” said a Venezuelan father through a translator.

School staff say it’s easier for the newcomers arriving now than it was for their peers back in the fall because students have formed social groups and help each other with translating. 

“They are creating their own kind of systems within our systems,” said Maryan Abdow, one of two quality engagement specialists at the district.

“School gives them a stabilizing place, so I really want them in school,” Bolerjack added. 

The translation challenge 

Language is the biggest barrier. The majority of the new students speak Portuguese, Spanish, French and Lingala, the language of northwest Congo. They mostly hail from Congo, Angola and Venezuela.

Tukwila teachers have scrambled to copy and paste lesson plans into Google Translate, mediate conflicts using spotty translation services and teach students about how to go to lunch and recess using pictures. 

When conflicts arise, students are often sent to Tammy Tauiliili, the lone social worker at Cascade View Elementary, a short walk from Riverton Park Church.

Tauiliili pulls out her cellphone to use the Google Translate app, but “95% of the time it doesn’t work” because of poor cell reception, she said. “It makes me feel bad because sometimes a student is just really trying to tell me something and they are pointing to my phone and I’m trying to get it to work.” 

Another option is Language Line, an online on-demand translation service, but it can take longer and feel impersonal. 

Tauiliili and other staffers say the students show up to school happy and love being there. But they know these kids have experienced trauma in their home country or during their journey to the U.S. that the district isn’t equipped to handle. 

The nonprofit Communities In Schools is providing food and clothing and a social emotional interventionist, new this year. But next year the partnership may be reduced due to COVID-19 relief funds sunsetting in September.

The district has seven family liaisons in charge of communicating with parents who speak a language other than English, but does not have a Portuguese language interpreter — the language spoken by about 44% of the new students.

Gabrielle Oliveira, an associate professor of education and Brazil studies at Harvard University, says the most important skill for teachers is the ability to teach English to nonnative English speakers. 

“Expecting every school to be multilingual from the perspective of like 50 languages is … a tough ask,” Oliveira said. Instead, educators should focus on training to help them communicate and “provide scaffolding for children who are just learning English now.”

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A parent volunteer, or artificial intelligence, could help in communicating with parents, she said. 

The district’s messaging system, Talking Points, can send messages in Portuguese, but parents say it doesn’t translate well. 

“The kids have acclimated pretty well but I think it’s been more difficult for the parents,” said Tauiliili.

Oliveira urges teachers to assign students work in their home language so they feel more comfortable and accepted and can share things from their heart, even if it is less rigorous. 

“It will establish trust,” Oliveira said. “That’s the key for the parents and the kids to come back to school because otherwise we may start getting lots of cutting class and not coming back.”

Grace Saturnino, a second grade teacher at Cascade View, asks students to share about their culture in class. “That is how we tap into and show their brilliance,” she said.

“(These students) know about the world. They know the troubles and they know the possibilities,” said Bolerjack, the pastor at the Riverton Church. 

Saturnino works to differentiate her lesson plans to each migrant student’s needs, but what really helps is when the International Rescue Committee, a social services organization that assists people displaced by humanitarian crises all around the world, comes into her classroom to work directly with her migrant students.

Reteaching classroom norms

When Cascade View got too full, the district started sending migrant students to Thorndyke Elementary. Since January, the school of about 370 students has absorbed an additional 160 students. 

Thorndyke Principal Michael Croyle walked into a fourth grade classroom one afternoon in March and saw a student who needed a reminder about keeping his hands to himself. Croyle asked a student who speaks Spanish and English to translate for him. 

This happens in almost every classroom at Thorndyke: Students help the adults and their peers translate for their new peers.

Jenny Le, a fourth grade teacher who started the year with 22 students and now has 32, says her multilingual students “notice that I butcher a Spanish word because my Spanish isn’t very good. … I love when they correct me because I want to make sure I say it right.”

“I notice them supporting each other, helping them if they ever need help with reminders or simple translations,” Le added. 

Croyle said teachers must constantly revisit classroom rules and norms for the newcomers. And longtime Tukwila students are getting less attention — some have told their parents that they feel neglected.

Some of the teachers have Pocketalks — small devices that resemble a cellphone — that translate in real time. Each costs about $300 and the school only has a handful of them.

The school is partnering with Pine Lake Middle School in Sammamish, which is working to raise money to buy every class a Pocketalk.

The financial challenge 

Before these new students arrived, the school district was in a financial crisis and had to enter into “binding conditions” with the state, allowing it to borrow money. It faces an estimated $4.5 million shortfall.

Four other districts in the state are in the same category, and many districts nationwide are facing declining enrollment and budget deficits due to inflation and the impact of the pandemic. 

This year, the state provided $250,000 for school districts with a significant increase in asylum-seeking McKinney-Vento students to provide them with extra academic and family support. The McKinney-Vento Act, passed in 1987, requires school districts across the country to identify homeless students and provide them with a free, appropriate public education. 

An additional $750,000 will be provided for the 2025 fiscal year. 

The district also gets federal money for McKinney-Vento students, but because most of the asylum-seekers arrived recently, the district won’t receive money for them this year. 

And, because students might be moved this summer to more permanent housing, the district may never receive McKinney-Vento money for them.

Still, despite the financial pressures, the district is welcoming the newcomers.

“We love having them here at the end of the day,” said Croyle, the principal of Thorndyke. “They are our students. They are part of our community. They have a place called school.”

The opinions expressed in reader comments are those of the author only and do not reflect the opinions of The Seattle Times.

ITMO: Open Education Conference Takes Place at ITMO University

On May 21, the ITMO Open Education Conference took place at Sevkabel Port. Experts from the field of education, lecturers, students, and all those interested, discussed trends, predictions, and relevant issues on modern education. The event was organized in two zones: the Smart Talk zone, where participants discussed values of higher education, its relevance in the modern world, and potential switch to the online format, and the Practical Zone, where experts in education shared their own ideas, cases, and insights about educational practices, digital tools, and strategies for educational products. Future universities The conference started with a panel discussion moderated by Daria Kozlova, the First Vice Rector of ITMO University. In the introductory speech, she shared the main points of ITMO’s development strategy in the nearest future: building individual learning tracks for each student, recommendation systems based on analytics, emphasis on prominent lecturers, and improvement of their leadership qualities through EduStars and EduLeaders contests: “The question that worries us: what is the balance between recommendation systems and a conscious choice – and responsibility for this choice and its outcomes. Some think that our idea of an individual learning track for each individual student is something from Isaac Asimov’s books. But if we embody ideas from science fiction, it means that we work on the frontier, that we are the university that shapes the markets of the future and that is able to prepare graduates to work in these markets and shape them.” The presentation was followed by Natalya Shulgina, program director of the Vladimir Potanin Foundation. She shared how in the course of more than 20 years, the foundation has not only been supporting leaders among Master’s students, lecturers, and curators of educational and cultural projects but also helps improve Russian education through a network of communities and institutions: “The main mission of the foundation is to support leaders. But for this support to be efficient, it should be systematic. The creation of an environment in and around the university plays an important role and that’s why we support cutting-edge research, current trends, and experimental and innovative approaches to learning. We have many joint projects with partner universities. For example, last year we held several rounds of digital internships with HSE and supported scientific communications at ITMO. We have platforms for the exchange of ideas and best practices, such as the annual Master’s Conference and the Foundation’s School.” Classic education VS online courses Kristina Gevorkyan, head of the learning department at , talked about the current state of education and the changes currently taking place. In her speech, she focused on the competition between online courses and higher education programs. According to her, online platforms won’t replace classical academia, and even if it does, it won’t be soon. However, universities should pay attention to this trend and use it as a growth point: “Back in 1997, a UN resolution said that online learning is a tool that will help prevent inequality and make education accessible to everyone. It seems to me that universities should consider this in their mission, change the approach to the design of educational programs and engage more segments of the target audience. Demographic trends cannot be ignored either: the birth rate in Russia is falling, which means that in the next few years, the number of school graduates will seriously decline. At the same time, the share of the adult population, on the contrary, is growing, as is their interest in receiving further education. It seems important to adapt university programs to such people and create online Master’s programs for adult professionals because they do not have the opportunity to attend face-to-face classes due to their work.” Traditions and technologies Yaroslav Pavlov, ITMO Graduate, rector at the International Management Institute of St. Petersburg, and IC Lab (interactive online courses lab) founder, also shared his thoughts on moving online. He believes that drastic changes, such as the disappearance of traditional offline learning, won’t happen in our lifetime. “What is really changing now is the way we look at what learning is (for example, we started to give more attention to the learning experience), its methodology (including microlearning and interactive online training), and approaches (adaptive learning, learning analytics). Plus, indeed, some technologies have started to actively appear in education: AR, VR, and chatbots. But it’s important not to forget the people behind technologies – learning should be human-centered. This is the key to achieving a new quality, a new education.” Dara Melnyk, head of the research group at SKOLKOVO Education Development Centre and curator of the Experimental Higher Education program, reminded everyone that among the key things about higher education is not only its scientific value but also values that a university supports, its educational mission: “What makes a university stand out among all other organizations? It works in four fields at once: it provides personal, public, corporate, and university benefits. Universities belong to the type of organization that exists in order to exist – we’re doing science to do more science. We provide education so that the next generation would also want to receive education so that we would grow and develop as a human species.” Practice from experts The practical part of the event included a series of workshops by various experts in modern education technologies and online education platforms, including specialists from ITMO University. Alexander Trifanov and Maxim Skryabin from ITMO University presented GeoLin, a platform developed by the Faculty of Control Systems and Robotics, made for student testing and collection of data on their grades. Denis Fedotov, Evgenia Igolnikova, and Ekaterina Nikolaenkova talked about the brand new approach to teaching in a major company using modern technologies and tools, as well as about the creation of an network for businesses, universities, and experts as part of the conference. Yakov Somov, founder of the Lectorium educational platform and head of Lyceum No. 239’s Online Education Center, shared insights in the field of educational and game design of online courses, whereas Maria Plotkina, co-founder of the Geek Teachers project, presented an overview of digital tools for gamification of the learning process. Alyona Gupaisova, deputy head of ITMO’s Department of Strategic Communications, discussed the design of educational products, strategies for their promotion, and targeting of potential students, and Marianna Krel, an expert at RANEPA’S Education center for digital transformation teams and chief digital transformation officers, talked about tools for skill acquisition of the future, as well as the competencies that lecturers require for that. Who’s in charge: students or lecturers? The conference also included two discussions. As part of one of them, graduates and students of ITMO University debated on the topics of who should determine the educational strategy: the students themselves or the university. The graduates, represented by Roman Evstigneev, project manager at Welltory company, Artyom Petrenko, research associate at the Laboratory of single-photon detectors and generators, and Alexander Rumyantsev, a software developer at LANCK Telecom company, supported their belief that only an expert community of lecturers can determine the future development of the job market and form curricula in accordance with this. Current students, Artyom Skvortsov from the Science Communication program, Ekaterina Zaitseva from the Mathematical and Computer Modeling program, and Vladislav Roy from the Information Systems in the Technosphere and Ecological Safety program, on the other hand, supported the idea that students – consumers of educational services – should be able to form their curricula themselves. People from the audience also had a chance to express their position. As a result of the voting, the graduates won. In the second Smart Talk discussion, among participants were representatives of online education: Yakov Somov, the founder of the Lectorium, and Vyacheslav Yurchenkov, head of the Center for the Development of Educational Technologies at SberUniversity. They spoke about their views on the future of online courses and their integration with educational institutions and universities. Their opponents from the field of university education were Ivan Zamoshchansky, Director of the Center for Development of Universal Competencies at Ural Federal University, and Konstantin Khomchenko, tracker at ITMO Accelerator, lecturer at the International Management Institute of St. Petersburg, and owner of Chili Marketing company. In their speech, they emphasized how the personal qualities of teachers, their charisma, ethics, and love for their work and students are especially important in the modern world. The best of the best The final part of the event was dedicated to ITMO.EduLeaders and ITMO.EduStars contests that took place in 2020. At EduLeaders, the lecturers had to present their unique educational projects, while at EduStars, the lecturers were nominated by students and evaluated by their colleagues and experts from the Department of Academic Affairs. 10 out of 43 participants reached the final of the ITMO.EduLeaders competition. You can learn more about their projects . As a result, five winners were announced: Yulia Romanenko, lecturer at the Institute of International Development and Partnership, Alexey Peregudin, an assistant at the Faculty of Control Systems and Robotics, Ekaterina Tyurikova, lecturer at the Faculty of Energy and Ecotechnology, Andrey Kudlis, Junior Researcher at the Faculty of Physics, and Andrey Sukhovitsky, lecturer at the Information Technologies and Programming Faculty. Initially, 1,154 people took part in the ITMO.EduStars competition, 108 reached the final, and 27 became winners – each of them will receive a prize of 250,000 rubles. In addition, mentors – students who participate in the ITMO.Mentors program and help teachers – will receive a prize of 150,000 rubles. ITMO.NEWS asked the winners what they think about their win. Ilya Livshitz, professor at the Faculty of Secure Information Technologies, ITMO.EduStars laureate According to the organizers, the main factor behind my victory is the results of student assessment. But, of course, this is not only my merit but of the entire faculty, because several teachers were engaged in the design of educational tracks. This is not only about theory, it takes long-term practice. In a few years, we will really compete for students: once they start evaluating us by rankings, they will be able to see that what we give them will come in handy tomorrow. What yesterday was published in academia will be shared with our students today. I’m not ashamed of any of our graduates – they all have knowledge that they will be able to apply. So this is entirely the merit of our entire faculty. It’s a pity that not all lecturers are ready to participate in such competitions – they are too modest. Alexey Peregudin, an assistant at the Faculty of Control Systems and Robotics, ITMO.EduLeaders laureate I tried not to think about the victory but realized that the audience responded positively to my project. I like it too and I can present it well. It seems to me that if you do something well, you must do it – that was my main motivation to participate in the competition. A good project and a good presentation are two different things. I’m good in the second. Although, speaking objectively, some of the other presenters were very impressive, too. It’s great that I won. It’s especially great to shake hands with people, hug colleagues, and feel support and recognition. I enjoy this, it’s a very joyful experience. Daria Martynova, an assistant at the Faculty of Technological Management and Innovations, ITMO.EduStars laureate a Not only me, but my colleagues from the Center of Social and Humanities Knowledge also won. We didn’t expect this at all and didn’t know about the result until the very end. A lot of factors were considered in the assessment system: love for students, knowledge of the subject, and orientation in a professional environment. But, as I understood, they were guided primarily by the results of the student survey. And that’s why I’m especially pleased that they chose me. I think this is all thanks to the and Medical Humanities projects because I wanted to involve a large number of interdisciplinary students in this activity: students from the programs in the fields of art & science, digital humanities, and more. There were 150 of them from the Faculty of Infocommunication Technologies alone. We tried to combine everyone under one concept – humanistic, historical, and cultural. Plus, I think, VR and digital learning methods that include virtual tours, exhibitions, and visualizations played a role. As part of the project, we won two student grants and a grant from ITMO.Future – this probably also helped. Alexandr Kapitonov, dean of the Faculty of Infocommunication Technologies, ITMO.EduStars laureate This was unexpected – I didn’t expect to become a winner at all. I just do my job and teach students in a way that makes them interested. Most seem to like it. Many colleagues have presented cool technical solutions and some of them were quite complex. I mainly focus on motivation, I like to think more about how to involve students in educational activities rather than how to present the material. My YouTube channel where I talk to students is one of the ways to get them involved. This is an invitation to dialogue. There were several examples when students were complaining about something that they didn’t like – such things can also be turned into constructive critique through dialogue, and then we try to fix and solve problems together.

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Scored low in JEE Main 2024? Here’s list of engineering entrance tests whose registrations are open

Jee main 2024 result: the application window for multiple exams including kiitee, srmjeee, uepseat, aeee and hitseee are still open. students can register by visiting the official website..

JEE Main 2024: The National Testing Agency (NTA) on Wednesday declared the Joint Entrance Examination (JEE) Main 2024 result session 2. However, those who have not cracked it or are not satisfied with their JEE Main 2024 results can apply for other engineering entrance exams. While registration for some including BITSAT is already over, the application window for multiple exams including KIITEE, SRMJEEE, UEPSEAT and HITSEEE is still open. 

List of engineering entrance tests

Kiitee 2024.

The Kalinga Institute of Industrial Technology Entrance Examination is a common entrance test for admission to engineering programmes offered by the Kalinga Institute of Industrial Technology. Official website — kiitee.kiit.ac.in. 

The application for KIITEE is held in phases — phase 1 and phase 2. While the application against phase 1 is over, the last date to fill the KIITEE application form 2024 phase 2 is May 30. Applicants looking for admission can fill 2024 application form phase 3 till June 30. 

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In order to be eligible for KIITEE 2024, candidates must have passed 10+2 in 2022, 2023 or appearing in 2024. They must have scored 60 per cent marks (aggregate) in PCM. Candidate must have been born on or after July 1, 2003. Students must have passed 10+2 with 50 per cent marks aggregate and individually in physics, chemistry and mathematics.

SRMJEEE 2024

SRM Joint Engineering Entrance Examination (SRMJEEE) is a university-level entrance exam for admission to various BTech, MTech and BSc programmes across different campuses of SRM Institute of Science and Technology. Official website — srmist.edu.in

They must have a minimum score of 60 per cent in Class 10. They must have a minimum score of 60 per cent in 12th. Candidates who are residents of India can apply for registration. Non-residents of India (NRI) must have a PIO or OCI card issued by the government of India to be eligible for the SRMJEEE exam.

The last date to register for the SRMJEEE phase 2 exam is June 15, 2024. Candidates have to fill out separate application forms for each phase. 

UPESEAT 2024

The University of Petroleum and Energy Studies Engineering Aptitude Test (UPESEAT) is an entrance exam that UPES will conduct for admission to its undergraduate engineering programs. The official website — upes.ac.in. Here as well, the tests are held in phases. Earlier t he last date to apply for the phase 1 exam was April 24, but now application date extended to April 26, 2024.

Candidates must have obtained a minimum of 50 per cent in their 10+2 from the PCM/B stream.

HITSEEE 2024

The last date to register for the Hindustan Institute of Technology and Science Engineering Entrance Examination (HITSEEE) is April 29, 2024. Candidates whose application form will be found valid can only take the exam. Official website — hindustanuniv.ac.in .

The exam will be conducted in online mode. A minimum average of 50 per cent in physics, chemistry, and mathematics, and the vocational stream a minimum average of 50 per cent marks in the related subjects and vocational subjects (theory and practical) will be required to be considered eligible.

Engineering programme at Amity University

Amity University Noida offers a four-year full-time BTech course across 42 specialisations. The last date to apply is May 15, 2024. The official website is amity.edu .

Admission to this course is merit-based. Students are selected based on their merit performance in their previous qualifying exams. The university selects students based on the personal interview (PI) round. According to the eligibility criteria, a student must obtain an aggregate 60 per cent (55 per cent for sponsored category students) marks in Class 12 with PCM/PCB.

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Deal reached to keep Rosemount Center open in Mount Pleasant

The school’s lease has been extended for two years, officials said in a statement.

Rosemount Center, a bilingual preschool and day care, will remain open at its Mount Pleasant location for two more years, the school and its landlord announced in a statement on Thursday, wrapping up a months-long saga that threatened to leave hundreds of D.C. families scrambling for child care next year.

The long-awaited agreement also includes an option for Rosemount to purchase the property from House of Mercy, a nonprofit organization with historical ties to the Episcopal Church, after the lease extension is up, although it is unclear for how much. Officials also did not disclose details about how much would be charged in rent but said they plan to share details after formalizing the deal in legal documents.

“Rosemount Center and House of Mercy greatly appreciate the outpouring of support from all aspects of the community,” the groups said in the statement.

The agreement comes two months after the child-care center told its staff and families that House of Mercy would not extend its lease for another year, forcing the school to shutter in August. For 20 years, the school paid House of Mercy $1 per year in rent.

But that deal was no longer financially sustainable, according to House of Mercy , which said it informed Rosemount two years ago that its lease would not be extended. Families, however, said they did not learn about the school’s possible closure until February — sparking confusion and anger among the roughly 240 families who attend.

Vernon Kelley, chairman of the Rosemount Center board, said in an interview Monday that there were instances over the past two years when Rosemount leaders tried to arrange meetings or propose other options to House of Mercy and “it took a while for them to respond.”

Still, news of the closure was shocking to families, some of whom had put their names on waitlists before their children were even born, they said. In a Mount Pleasant neighborhood that has gotten Whiter and wealthier , Rosemount has been described as the area’s most socioeconomically diverse early-childhood center — most of its students live below the federal poverty line .

In the weeks since the lease expiration was announced, staff, families and community members had urged school leaders to find a way to keep Rosemount open. Earlier this month, dozens rallied outside the school with colorful signs reading “Save Rosemount” and “We love our teachers.”

After Robert W. Marsteller, president of House of Mercy, wrote in a letter to the D.C. Council that an offer was made to lease the property for a year at a market rate of $500,000 — along with an option to buy the property — parents quickly organized a pledge drive that raised $230,000 in fewer than 48 hours, according to Steve Dean, who has two children at the school.

Local lawmakers also got involved. D.C. Council member Brianne K. Nadeau (D-Ward 1) introduced a bill to authorize Mayor Muriel E. Bowser (D) to acquire Rosemount Center and another property in Mount Pleasant to expand facilities for early-childhood education.

Justin Wm. Moyer contributed to this report.

Shy friends and armored paws

Officially meet the armadillo and new wolves!

They’re here, they’re actually here! I won’t contain my excitement, and neither should you! The armadillo, eight new wolf variations, and wolf armor are now officially released in today’s Minecraft’s Armored Paws drop , and are available to play in Minecraft: Java Edition and Minecraft: Bedrock Edition.  Just remember to not sprint full-speed at the armadillos! 

The Armored Paws drop - playable today in Minecraft! 

The armadillo

This shy critter prefers the heat of the savanna and badlands and will roll up if you approach it too swiftly or loudly. Aside from being an adorable addition to the Overworld, the armadillo also drops a very valuable item for doting wolf parents: the scute . But before you grab your sword and start swinging at a poor armadillo, you should know that they only drop scutes when you brush them, or randomly as they walk around. You can’t tame them, but you can sneak right up to them while going “aaaaawwwwwwwwwww” and that’s good enough for me! 

The wolves 

Unlike armadillos, wolves can become loyal companions that would face even the scariest of mobs for you. Now you can finally pay them back (or make them face even scarier mobs) by giving them armor that will keep them safe and even withstand multiple creeper explosions! Plus, you can dye the armor to tell your pets apart much more easily. Although that won’t be much of a problem anymore, now that there are eight (yes, EIGHT) new wolf variations! 

The original wolf is now called the pale wolf, and the new variations are the woods, black, ashen, chestnut, rusty, spotted, snowy, and striped wolf! Each of them can be found in a different biome. I’ll let you discover which, because finding them is half the fun! The other half is matching a collar to each fur color. For more details of the technical kind, check out the Bedrock and Java changelogs.

The hidden meaning behind each wolf variation – according to me! 

Humans have ascribed hidden, made-up meanings to animal encounters for centuries, and now it’s my turn! Will encountering a specific type of wolf have any effect on your game? Technically, no. But will it influence your emotional state in a way that will forever alter the course of your playthrough? Strong maybe. But what does each wolf variation mean? Read on and find out your prediction... 

The pale wolf is a dear friend we’ve all gone on many (mis)adventures with. Encountering this type of wolf for the first time means that you’re in for a great dose of nostalgia, whether it’s remembering a blocky friend you’ve lost to a sneaky creeper or stumbling upon a long-forgotten build.  

Black wolf  

Black cats have been unfairly labeled as harbingers of misfortune, when in fact there’s nothing luckier than being near a cat no matter its coat. According to me, the black wolf also brings good luck! Will you discover a rare ore or emerge victorious from a thrilling battle? Adventure on and find out! 

Ashen wolf  

Like the phoenix that rises from the ashes, the ashen wolf... well, doesn’t really. It just spawns. But I like to think that it still signifies a beginning from an ending. What could that mean in Minecraft terms? An imminent respawn? Hopefully not. Just watch your step for a while, okay? 

Chestnut wolf 

There’s only one thing the chestnut wolf could signify... and that’s a snack in your future! Could be glow berries, could be a cake... or it could be an IRL treat coming your way. You know what, you might as well skip the wait altogether and grab a snack yourself. You deserve it! 

Rusty wolf 

The rusty wolf is a sign that you should practice an old skill that you’ve been neglecting... Is your aim not what it used to be? Are you stuck in a rut with your builds? Encountering the rusty wolf is sign you need to hone that skill, because you never know when it’ll come in handy! 

Striped wolf 

Meeting a striped wolf is a sign of an impending battle. Whether it’s a zombie waiting to pounce or somehow accidentally triggering a raid, you’re in for some exciting moments! So make sure your armor and weapons are in tip top shape, team up with the wolf, and get ready to earn some stripes of your own! 

Woods wolf 

The woods wolf beckons you to adventure! Forests are mysterious places where excitement can hide behind every trunk, and this wolf is inviting you to explore it, and beyond! Will you answer the call, or will you let adventure find you? Either way, make sure to give your new friend some solid armor because excitement often brings danger... 

Spotted wolf 

The spotted wolf is the wildcard of the group, much like its delightfully chaotic coloring! If this wolf were a player, I imagine it would dig straight down all the time, so expect anything after bumping into this furry friend. Or even better, cause some chaos of your own with your new spotted companion! 

Snowy wolf 

The snowy wolf brings a calming presence, and you can’t help but think about snuggling into its warm yet icy mane and drifting off into a peaceful slumber... It could be a sign that you should take a break, maybe even find a cozy place to watch the snow fall? An IRL nap is always delightful too... 

A... hairless wolf?! 

That’s no wolf, that’s an armadillo! And it bears a cryptic message: sometimes, you can roll into a ball and still be blocky . Is there a hidden meaning behind it? How did I get all that just from looking at an armadillo? Ponder that while you brush your new friend so you can give your other, furry friend a shiny new set of armor. 

And there you go! A completely made-up interpretation of what each wolf encounter means from the caffeine-fueled mind of a dog-obsessed writer. Now venture forth and see which wolves (or armadillos) you bump into! 

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Two Messmer schools to join Seton Catholic Schools in Milwaukee

Two Messmer Catholic elementary schools in Milwaukee are joining Seton Catholic Schools, according to a letter from Messmer Catholic Schools.

St. Mary Elementary School, 3027 N. Fratney St., and St. Rose Elementary School, 514 N. 31st St., have been bought by Seton Catholic Schools. As a result of the purchase, 38 and 35 employees, respectively, at each school have been notified of their separation. A total of 73 employees did not have their teaching contracts renewed by Messmer.

However, according to a letter sent to Mayor Cavalier Johnson, Milwaukee County Board Chairwoman Marcelia Nicholson and the state Department of Workforce Development, staff have been offered contracts with Seton.

Jim Piatt, president of Messmer Catholic Schools, said about 70%, or just under 50 teachers, have decided to stay on with Seton.

"I'm very happy about the collaboration," Piatt said. "The leadership teams from both school systems have worked very hard to provide a smooth transition for students, teachers and parents.”

Both schools will remain open under the management of Seton.

Piatt said the decision was not based on enrollment as "our enrollment is steady.”

Parents and families enrolling their children in the school won't see much difference, Piatt said, adding if there are issues, staff at Messmer or Seton are ready to help.

The high school will not be affected by the merger.

Seton Catholic Schools is the Archdiocese of Milwaukee's urban school system in Milwaukee County with a network of 14 schools including St. Mary and St. Rose.

In a statement, Seton said the integration of the two schools was announced in January and will take effect for the 2024-25 school year.

"As a result of this announcement, Messmer was required to inform the Wisconsin Department of Workforce Development, the City of Milwaukee and the employees of the two schools that they would no longer be employed by Messmer," Seton said in a statement. "This is a required practice and Messmer fulfilled its obligation in good faith. Seton Catholic Schools gladly offered contracts to Messmer St. Mary and St. Rose employees. We look forward to continuing the long tradition of excellence at St. Mary and St. Rose next school year."

In January a letter was sent out to parents, saying the decision came "after extensive planning and collaboration."

"This integration reinforces the commitment of Seton, Messmer and the Archdiocese of Milwaukee to make a high-quality K-8 Catholic education possible for families in Milwaukee," the letter reads. "It also supports Messmer High School in its mission to become the premier choice for students in Milwaukee."

The letter goes on to say the integration allows for a "more robust learning environment for students."

"Our goal together is that Messmer High School will be a primary destination for students from Seton’s north side schools," the letter states. "As we move into this new chapter for Messmer Catholic Schools, I am filled with optimism and excitement for the possibilities that lie ahead. Our collective dedication to strengthening Catholic educational experience remains steadfast, and I am confident this integration will continue nurturing faith-filled learners and prepare students for post-secondary education."

• International

April 22, 2024 - Protests at Columbia and other schools escalate

Matt Egan, Alicia Wallace and Chandelis Duster

The Massachusetts Institute of Technology says it is 'determining next steps'

From CNN's Jillian Sykes

The Massachusetts Institute of Technology issued a statement Monday regarding tents on its campus.

"MIT officials are aware of the tents, and are determining next steps with a focus on ensuring campus is physically safe and fully functioning. MIT Police were on scene throughout the night and will continue to be present."

Robert Kraft says he is willing to support The Kraft Center at the university

From CNN's Chandelis Duster

Robert Kraft, billionaire owner of the NFL’s New England Patriots and backer of Columbia University, on Monday said he is still willing to support The Kraft Center at the school that supports Jewish students, calling it “a haven of safety.”

Kraft, an alumnus of the university, told CNN’s Jake Tapper on “The Lead” that he loves the school and “we have to have accountability.”

“There are both professors and students within the university who say things that I think cross the line and there should be accountability. I believe in free speech. Say whatever you want but pay the consequences. And don't have your face covered. I don't think that should be allowed,” he said.  

“I can’t believe in New York City at Columbia University Jewish students are afraid to go to classes in the United States of America in 2024. It’s amazing to me and horrible,” Kraft also said.

Asked where he drew the line at Columbia University regarding both pro-Palestine and pro-Israel protests and what he finds objectionable, he said “there is a lack of education on the situation” happening in the Middle East. 

“I’m concerned about America and what’s going on in this country. And to keep it open and free for all people of all backgrounds to do as they wish,” he said.

Asked if he has confidence in Columbia University’s president, Minouche Shafik, he said he thinks she is “very well intentioned” and said “we have to look at what goes on with faculty.”

Columbia faculty stage walk-out in solidarity with students

From CNN's John Towfighi

Hundreds of people gathered on Low Plaza Monday afternoon as Columbia University faculty delivered speeches in support of the student protesters who were suspended and arrested Thursday.

Faculty who spoke denounced university president Minouche Shafik’s decision to authorize the New York Police Department to remove protesters from campus and demanded all legal and disciplinary charges be dismissed and expunged from students' records.

Faculty held signs that read, “Hands off our students,” and “End student suspensions now.” Some faculty donned their academic regalia and wore sashes that read, “We support students.”

Speeches were met with cheers and claps from the crowd, as well as chants for Shafik to resign.

Christopher Brown, a professor of history, said, “I’m here because I am so concerned about what is happening at this university, with where we are now and with where we are going. Thursday April 18, 2024, will be remembered as a shameful day in Columbia history.”

“The president’s decision to send riot police to pick up peaceful protesters on our campus was unprecedented, unjustified, disproportionate, divisive and dangerous,” Brown said.

US Rep. Ilhan Omar, whose daughter Isra Hirsi was among the protesters arrested Thursday , posted on X that while she’s glad to see faculty demonstrate in solidarity with students, she wants the protests to focus on Gaza.

"On Thursday, Columbia arrested and suspended its students who were peacefully protesting and have now ignited a nationwide Gaza Solidarity movement. This is more than the students hoped for and I am glad to see this type of solidarity. But to be clear, this about the genocide in Gaza and the attention has to remain on that," Omar wrote.

NYC Mayor condemns "vile" and "disgusting" rhetoric at college campuses

From CNN's Alicia Wallace

New York City Mayor Eric Adams on Monday condemned “vile” and “disgusting” rhetoric being used at campuses such as Columbia University, where students are holding protests over the Israel-Hamas War.

Adams told CNN’s Jake Tapper that he supports First Amendment rights but said law enforcement officials are on the ready if any of that speech goes too far or if there’s an imminent threat to people or property.

"That is one of the fundamental rights we hold dear as Americans: The right to protest," Adams said on CNN's "The Lead." "What we have seen playing out on many of our college campuses, and particularly Columbia University, is hate. We’re seeing vile language being used."

Adams noted that he can feel the "duality of this moment" and how the events of the past six months are weighing heavily on Jewish and Palestinian New Yorkers. He added that the police escorts of Jewish students through campus were reminiscent of the Army soldiers who escorted nine Black students into a high school in Little Rock, Arkansas, nearly 67 years ago.

"There is no place for hate in this city," he said.

New York Police Department officers have a “large presence” surrounding Columbia but have remained off the campus grounds at the request of the school’s administration, NYPD deputy commissioners said earlier on Monday.

Adams told Tapper that the NYPD’s commissioner of legal matter is monitoring the protests for any speech that violates law. Additionally, police officers will take "appropriate action" and go on private property if there’s an "imminent threat."

Protesters gather at The New School in New York City

From CNN's Elisabeth Buchwald

Protesters have gathered at The New School, located near the Chelsea area of the New York City borough of Manhattan.

An encampment of four tents was set up in the lobby of the building that houses auditoriums, a cafeteria and a library. Roughly 75 students, and other people who have The New School IDs, gathered inside the building.

"Disclose, divest, we will not stop, we will not stop, we will not rest," was repeatedly chanted. 

Outside the building, protesters from the school, as well as outsiders, joined in chants from the sidewalk.

There is a stark difference between the inside and outside of Columbia University's campus

From CNN's Ramishah Maruf

There’s a stark difference between the inside of Columbia University's campus and the outside, where there are protesters gathered on the street. 

The encampment is only open to those affiliated with campus. Only those with a Columbia ID can enter the campus gates. Inside the encampment, programs include teach-ins, poetry readings and film screenings. Some students are quietly finishing assignments, while others are painting posters.

Elsewhere around campus, students are eating and completing assignments. Many students take graduation pictures at this time, and some are in graduation gowns walking down Broadway. Risers are set up for an upcoming commencement ceremony.

Other students are holding large American flags underneath Butler Library.

But the students can still hear the tension that is taking place yards away at the university gates. There is a gathering of pro-Palestinian protesters, who in the early afternoon were chanting “I believe that we will win” and “Long Live the Intifada.” There was a smaller group of pro-Israeli protesters, who chanted back “Down with Hamas” and “Victory to Israel.” A line of New York Police officers were monitoring the street.

What it's like inside the Columbia University encampment

The inside of the encampment is quiet – most of the noise comes from protestors outside the gates of Columbia University's campus, who are chanting “I believe that we will win” and “Long live the Intifada."

It was a sunny day on campus, and in one corner, students were painting posters. One person strummed a stringed instrument, and other students are reading books or on their laptops finishing assignments. Others have donated provisions, ranging from a table of snacks to hygiene products. There was also a pile of blankets.

“We’ve just been trying to keep students mobilized and keep pushing for divestment,” Dalia, a first-year student at Columbia College, told CNN. “We are a very mobilized student body and a very unified student body. Hundreds of people have been in and out of the encampment.”

CNN agreed not to publish her surname due to safety concerns.

She said the students at the campus “refuse to be complicit in the genocide, the apartheid, and the occupation of Palestine.”

There are strict community guidelines for the encampment. One rule says not to share names or details of anyone met in camp, and asking for permission before photographing or taking video.

The encampment is filled with dozens and dozens of tents, from students to neighboring Barnard College staff. Today’s encampment program included an Earth Day performance, poetry reading and a Dabka lesson, a traditional dance from the Arab region. Prior program events included dance performances from different cultures.

Democratic House members tour Columbia campus

Democratic Reps. Jared Moskowitz of Florida, Josh Gottheimer of New Jersey, Dan Goldman of New York and Kathy Manning of North Carolina, who are all Jewish, spoke at a news conference Monday after touring Columbia University’s campus. 

"We saw it firsthand as we walked past the encampments on the university's main lawn full of protesters spewing incendiary antisemitic hate and vitriol. Many aren't even Columbia students I've been told. Their campaign of intimidation is sickening and shocking and as the White House said yesterday, ‘echoes the rhetoric of Hamas terrorists,'" Gottheimer said. 

He also criticized Columbia University leadership, saying, “toothless combinations from administrators aren't going to stop the anarchy we’re seeing.”

“The only way to do it is with deeds, not words,” Gottheimer said. “Colleges have a legal obligation under Title VI of the Civil Rights Act to provide students, including Jews and Muslims, a school environment free from discrimination and harassment based on race color or national origin. Yet just feet from here, Jewish students are being verbally and even physically assaulted.”

Gottheimer continued, “To the administrators of Columbia and beyond, here are our demands: Stop the double talk and start acting now. Discipline harassers, restore civility on this campus, encourage peaceful constructive dialogue.”

He also gave a message for students: “While the leadership of Columbia may be failing you, we will not. We will do everything in our power to keep you safe and do everything in Washington we can to make sure that you feel welcome at this university or any university across the United States of America. And Columbia University, if they don't follow through, will pay the price.”

Goldman said he was "encouraged" the Columbia University president issued guidelines about additional security, calling it a "very important first step" and criticized what is happening on campus.

"That is unacceptable for a university, that is unacceptable for an academic institution. There is no question that everyone has a First Amendment right to speak out in this country and that must be preserved," Goldman said. "But a university and all universities have an obligation to maintain the safety and security of their students from all backgrounds."

Manning said university leadership should "do more to keep Jewish students safe and to re-establish an atmosphere in which all students can learn, study and participate safely in campus life."

"Columbia must also move forward with its promised efforts to teach its students and its faculty about the nature and history and dangers of antisemitism. It must ensure that Columbia professors are not encouraging and spreading antisemitism," Manning said.

"I call on the US Department of Education and the US Department of Justice to work with the White House to ensure that all universities take steps necessary to keep Jewish students and faculty safe. I also call on Congress to enact legislation to implement the steps outlined in the US national strategy to counter antisemitism, to address the scourge of antisemitism which is a threat to the foundations of our democracy," she said.

President Joe Biden condemns antisemitism on campus

From CNN's Kevin Liptak

President Joe Biden decried antisemitic protests around college campuses Monday and said his administration was working to combat anti-Jewish hatred.

"I condemn the antisemitic protests, that’s why I’ve set up a program to deal with that," Biden said when questioned about the events at Columbia University in New York.

"I also condemn those who don’t understand what’s going on with the Palestinians," he said, without expanding upon what he meant.

Biden was speaking after an Earth Day event in Prince William Forest Park in Triangle, Virginia.

When asked whether Columbia's president should resign, Biden appeared to mishear: "I didn’t know that. I'll have to find out more," he said.

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