On April 24, $224,000 in scholarship money was awarded to 25 students at the 59th Annual Citizenship Education Conference, sponsored by the Maxwell School of Citizenship and Public Affairs' Public Affairs Program. One hundred and thirty-two high school seniors who have been accepted to Syracuse University competed with their ideas on how the government can improve the preparation of students for careers.
"The Citizenship Education Conference, under the direction of William D. Coplin, Laura J. and Douglas Meredith Professor for Teaching Excellence, invites the country's top seniors who have been accepted to any undergraduate program at SU to write and defend papers on a selected public policy topic, which this year was, "Public Policy Proposals to Improve Career Preparation Education."
Christine C. Ritson of Linwood, N.J., won the competition and a four-year, $5,000-per-year scholarship for her paper, which proposes year-round schooling with one quarter each year off for internships or jobs as part of the academic program. Second place and a four-year, $4,000-per-year scholarship were awarded to Brandon Pugach of Montville, N.J.; a four-year, $3,000-per-year scholarship was given
to Maura Armezzani of Jermyn,
Pa. Twenty-two participants each received $2,000 four-year
scholarships.
The papers, which were graded prior to the conference, recommend a government action that the students think should be considered. The proposed public policy can be targeted at the local, state, federal or international levels and can require local, state or federal action. Each paper contains an overview of the student's stand on the issue; an explanation of the problems addressed and the proposed solution; a description of financial, legislative and administrative requirements the policy must meet; and a plan for evaluating the costs and benefits of the policy. This year's submissions included proposals to: Give high school and college credit for community service activities; place career exploration programs in the curriculum; require teachers to conduct and report on evaluations of their classes; and change or de-emphasize high-stakes tests.
Students present their proposals to small peer groups, which discuss and rate the presentations. Participants complete an evaluation form judging the leadership qualities and public policy analysis capabilities of the other members of the group. This evaluation determines the student's score for the exercise and the awarding of the scholarships.
