Drs. Mike Hoa Nguyen, Assistant Professor of Higher Education, and Denis Dumas, Assistant Professor of Research Methods and Statistics, recently saw their work published in Educational Researcher. The pair teamed with Drs. Connie Y. Chang, Victoria Kim, Rose Ann E. Gutierrez, Annie Le, and Robert T. Teranishi at the University of California Los Angeles to test claims in legal complaints to the U.S. Department of Justice arguing that Asian American students face negative consequences while in college as a result of not being admitted to and not attending their first-choice institution. These complaints led to the Trump administration launching formal investigations into the race-conscious admissions practices of Harvard and Yale universities.

Their published research contradicts claims that Asian American students are harmed when they cannot attend their first-choice university.

“Overall, our findings countered the claims made by the two groups that served as the impetus of the Justice Department’s investigation,” said Nguyen. “We found that only small differences, if any, exist between the self-reported outcomes of Asian American students who were admitted to and attending their first-choice university and those students who were not.”

On Sept. 1, 2020, the Morgridge College of Education received the 2020 Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine, the oldest and largest diversity-focused publication in higher education. As a recipient of the annual HEED Award — a national honor recognizing U.S. colleges and universities that demonstrate an outstanding commitment to diversity and inclusion — Morgridge College will be featured, along with 89 other recipients, in the November 2020 issue of INSIGHT Into Diversity magazine.

“We are appreciative of this recognition as it affirms our commitment to diversity, equity and inclusion, and are humbled to be honored with the other HEED recipients,” said Dean Karen Riley. “We know however, that we still have a lot of work to do in advancing DEI, and are committed to an active approach to working for social justice.”

This is the second year Morgridge College has been selected by INSIGHT Into Diversity magazine. The college first received the award in the 2018-19 academic year.

“The HEED Award process consists of a comprehensive and rigorous application that includes questions relating to the recruitment and retention of students and employees — and best practices for both — continued leadership support for diversity, and other aspects of campus diversity and inclusion,” said Lenore Pearlstein, publisher of INSIGHT Into Diversity magazine. “We take a detailed approach to reviewing each application in deciding who will be named a HEED Award recipient. Our standards are high, and we look for institutions where diversity and inclusion are woven into the work being done every day across their campus.”

Other recipients of the 2020 HEED Award are:

Adelphi University
Arkansas State University
Augustana College (IL)
Ball State University
Brown University
California State University, Fresno
California State University, Fullerton
California State University, Northridge
California State University San Marcos
Case Western Reserve University
Central Washington University
Clemson University
Columbia University in the City of New York
Cuyahoga Community College
Davenport University
East Carolina University
El Paso County Community College District
Florida State University
Framingham State University
Georgia Institute of Technology
Georgia State University
Grand Valley State University
Greenville Technical College
Hillsborough Community College
Indiana University Bloomington
Indiana University-Purdue University Indianapolis
Kansas State University
Kent State University
Lawrence University
Lehigh University
Louisiana State University
Metropolitan State University of Denver
Miami University
Millersville University
Ohio University
Oklahoma State University
Oregon State University
Pikes Peak Community College
Regis College
Rochester Institute of Technology
Santa Rosa Junior College
Seminole State College of Florida
Southern Illinois University Edwardsville
Stetson University College of Law
SUNY Buffalo State College
SUNY Old Westbury
Swarthmore College
Texas A&M University
Texas Christian University
Texas Tech University
The University of Alabama at Birmingham
The University of Missouri-Saint Louis
The University of Texas at Austin
The University of Tulsa
Towson University
Union College, NY
University at Albany, State University of New York
University of Central Florida
University of Cincinnati
University of Colorado Boulder
University of Dayton
University of Georgia
University of Houston
University of Houston Law Center
University of Houston-Downtown
University of Illinois at Chicago
University of Illinois at Urbana-Champaign
University of Kentucky
University of Louisiana at Lafayette
University of Louisville
University of Michigan – Ann Arbor
University of North Carolina at Greensboro
University of North Florida
University of North Texas
University of Oregon
University of Pittsburgh of the Commonwealth System of Higher Education
University of Rochester
University of South Florida
University of West Florida
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
West Chester University of Pennsylvania
West Virginia University
Western Michigan University
Whitworth University
William & Mary
William Marsh Rice University
Worcester Polytechnic Institute (WPI)
Xavier University

For more information about the 2020 HEED Award, visit insightintodiversity.com.

Dr. Doug Clements, co-director of Marsico Institute (Marsico), has been named principal investigator on a new Institute of Education Sciences (IES) grant to more extensively study children’s learning using video and data from Marsico’s previous IES grant, Evaluating the Efficacy of Learning Trajectories in Early Mathematics. Co-principal investigators on this project are Drs. Julie Sarama, also co-director of Marsico, and Dr. Traci Kutaka, research associate for Marsico.

The earlier grant was a series of eight studies evaluating the efficacy of using a learning trajectories approach to mathematics instruction. These experiments showed that a learning trajectories approach fostered the development of early mathematics skills that are predictive of later school achievement.

This time around, Kutaka and her colleague Dr. Pavel Chernyavskiy from the University of Wyoming, have developed new questions and research designs. The team will dig deeper into one of these studies to determine precisely how kindergarten children’s problem-solving strategies vary across different types of arithmetic story problems and how they evolve over the course of successful teaching. The team also will use these analyses to construct two novel indicators of instructional efficacy: modal strategy sophistication and strategy breadth. These indicators will account for patterns of strategy use over time, application of strategies to increasingly complex arithmetic problem types, and instructor feedback.

According to Sarama, “New IES funding allows us to leverage hundreds of hours of video collected within a randomized design to better understand both children’s thinking and learning from scientifically-designed instruction and to benefit the field with new tools for future studies.”

The Marsico team will carry out the study in two phases. In the initial phase, the team will watch and code videos of instructional sessions captured during the previously completed efficacy trial of a learning-trajectories approach. During phase two, the researchers will estimate hierarchical ordered logit models to produce patterns of strategy use over time – within and between instructional sessions – for particular story problem structures. These models will then inform the construction of two novel indicators of instructional efficacy.

“At the core of learning trajectories is research on children’s thinking. This study will extend this research, providing both researchers and practitioners with a new lens for noticing, understanding, and supporting this thinking and its development,” said Clements.

The project has been funded, in whole, by the Institute of Educational Sciences, U.S. Department of Education.

This year, we held the Summer 2020 MCE Day of Celebration to celebrate our graduate students on Friday, Aug. 21 at 1 p.m. (Mountain Standard Time). While we couldn’t celebrate in person this year, we recorded a very special video to honor our students. Watch the video on our MCE Day of Celebration page.

Cecilia Orphan, PhD, assistant professor in the Morgridge College of Education’s Higher Education Department, was recently quoted in an article by Chalkbeat Colorado. The article, “Colorado hopes a new higher ed funding formula will make a difference for students. It might not be easy,” dives deep into the latest update to Colorado’s education funding formula, which uses seven criteria to judge community and state colleges and universities. Dr. Orphan and colleague Dr. Denisa Gándara, a Southern Methodist University assistant professor of higher education, both shared their worries about how competition created by the funding model affects students.

“Orphan said funding by outcomes in some states reduced coordination among schools because they were competing to attract certain groups of students. But she applauded Colorado higher education leaders for showing that they are willing to work together with state policymakers to rally around shared goals.

‘With the recent change to focus more explicitly on racial equity and first-generation students and students from Colorado, that is really exciting,’ she said.

University of Denver Morgridge College of Education professors Drs. Denis Dumas and Peter Organisciak have been named co-Principal Investigators on a three-year, $964,081 grant from the U.S. Department of Education’s Institute of Education Sciences (IES). This project, in partnership with Dr. Selcuk Acar at the University of North Texas, will develop a new test for Original Thinking, or creativity, in elementary school students.

The research team is highly interdisciplinary, consisting of specialists in gifted education, measurement and assessment, and information science. Building from this rich collaboration, the team will develop a new test instrument for creativity to administer to children, as well as algorithmic tools to automatically scores that test. They call their new system the Measure of Original Thinking in Elementary Students (MOTES), and it will adopt text mining methods, mining language from millions of child-oriented books, TV shows, and movies in order to identify which elementary students are capable of generating the most original ideas.

Measuring Original Thinking in children has a long history. However, the manual scoring of existing tests limits their accessibility—because many schools cannot afford the costs and logistics of such tests—and introduces measurement error into the scores. Therefore, fewer children are measured for Original Thinking, leading directly to the under-representation of minoritized students and low-socioeconomic status learners in gifted and talented programs. There is a need for screening tools that allow the measurement of Original Thinking in a large number of students quickly and at lower cost.

“This will truly be a first in the history of educational research,” said Dumas, “to be able to be able to provide a cutting-edge measure like this—totally free to educators and school leaders–
will lead to a turning point in how schools think about highly creative kids, and how to identify and nurture them.”

Organisciak says of the approach, “The past few years have seen a great deal of innovation in natural language processing, which can benefit education measurement through better understand of responses that can only be collected in open-ended ways. I’m excited to translate those methods to practice, and hopefully make an impact on how schools serve children.”

At project completion, the MOTES will be available to education practitioners and researchers who can obtain instant scores, for free. The team will also present findings from the research in conference presentations and in peer-reviewed publications, as well as in class with their students at Morgridge.

At Morgridge College, social justice is at the core of our community, academics and student life. Our commitment to diversity, equity and inclusion goes beyond theory. It is woven into the fabric of the College with a commitment to underserved populations in tangible, real-world ways. Whether it’s opening doors of opportunity, students blazing new trails of inclusive research, or faculty leading the nation-wide diversity conversation, Morgridge’s commitment to diversity, equity and inclusion makes an impact.

Cecilia Orphan, PhD, assistant professor in the Morgridge College of Education’s Higher Education Department, is co-leading a Joyce Foundation grant-funded study totaling $101,000 with the newly-launched Alliance for Research on Regional Colleges to identify how rural public higher education institutions are being impacted in real-time by COVID-19 budget shocks due to state funding cuts and rising costs associated with virus mitigation.

“Many rural public higher education institutions were vulnerable before COVID-19 due to enrollment declines and chronic underfunding from their states,” said Orphan. “These institutions are vital to their regions, because they serve students who would be unlikely to leave their regions to pursue education and educating public health workers and teachers to fill shortages in rural communities.”

The study will showcase the contributions of rural public higher education institutions, focusing on access, attainment, equity, public health, and regional wellbeing, and then shift to explore how such contributions are at risk due to COVID-19. By studying rural postsecondary institutions in real-time, the findings will inform policy recommendations for federal and state policymakers so that they can ensure these institutions survive and continue to fulfill their vital missions in rural regions. At the close of the project, the research team will also create an interactive website with data about rural public colleges that will be available to policymakers and the public.

To conduct the study, Orphan will work with collaborators Kevin McClure, associate professor in the Department of Educational Leadership at University of North Carolina Wilmington’s Watson College of Education, Andrew Koricich, associate professor at Appalachian State University and Alisa Hicklin Fryar, associate professor at The University of Oklahoma.

The study is currently underway. Findings will be described in a policy brief and website set to be released in November, 2020. For more information, visit the Open Campus Weekly Dispatch.

Measuring creativity has historically been a difficult and expensive endeavor, one which psychologists and educators believe is important, but is often out of reach. Since the 1970’s, many in the industry have used The Torrance Test of Creative Thinking (TTCT), a fantastic resource but a significant cost for a budget-limited school district. Enter University of Denver (DU) Morgridge College of Education professors Drs. Denis Dumas and Peter Organisciak, who are launching a free website to score creativity assessments.

Drs. Dumas and Organisciak

Drs. Denis Dumas and Peter Organisciak, Assistant Professors of Research Methods and Information Science and developers of the free Open Creativity Scoring website.

Dumas and Organisciak, both Assistant Professors of Research Methods and Information Science, have found a powerful synergy for the scientific study of creativity. Dumas’ previous research has focused on educational and psychological measurement, and Organisciak focuses on large-scale text analysis rooted in information science. Dumas’ office in Morgridge College is adjacent to Organisciak’s, and the two realized that they could collaborate on something big.

In the past year, Dumas and Organisciak have focused on automatically and reliably scoring creativity assessments such as the Alternate Uses Task (AUT). The AUT is an activity where participants are given an object—a boring, everyday object, such as a book or a cup—and have a time limit to list as many ideas as possible to use that object in an atypical, ‘alternate’ way.

Their collaboration works like this: Dumas administers the AUT to participants, and Organisciak developed code for an online algorithm, where Dumas can upload the responses he collects. The algorithm scores the alternate uses task – something previously only done by a handful of other institutions, typically at significant cost. The two realized their creation could change how psychologists approach creativity testing. No longer limited by cost, this could open doors for universal testing in vulnerable school districts or psychological clinics with little resources.

With funding from a Morgridge College flowback grant, Dumas and Organisciak built a free and open website where individuals using the AUT can upload their responses and have them scored. This week their website, Open Creativity Scoring, is set to launch, and they could not be more excited.

Dumas and Organisciak see this work as one step in a larger trend of using computing to break free of the restraints of close-ended responses in psychological testing.

“One of the biggest limitations in educational and psychological testing is our reliance on multiple choice items,” said Dumas, explaining that often psychologists or educators use multiple-choice tests because open-ended scoring is too expensive to be within reach.

“We’ve spent the past few years focused on improving what we know about measuring creativity. With the website, we can make that work accessible to practitioners and other researchers,” said Organisciak. “Both testing and studying creativity has been difficult in the past, and we’re eager to see what others can do with access to a reliable, consistent way to measure it.”

“Our work, when you put it together, opens a really important door,” Dumas continued. “We are greater than the sum of our parts and I think it has to do with Morgridge. At most universities, we might have been herded into our own disciplinary silos and never met each other, but here we are really encouraged to work in an interdisciplinary way. Had our offices not been close, we would not have realized our potential.”

So far, everything from their research has been made free, something they prioritize in order to make an impact. According to Organisciak, this is a way to make state of the art research assessible to everyone. He stresses that many people don’t have access to an academic journal to read a paper about writing an algorithm, but with this website, they don’t have to.

The graduating president of the College of Education Student Association is ready for his next chapter.

When Sajjid Budhwani arrived at Morgridge College of Education in 2016 to get his PhD in Educational Leadership and Policy Studies, he never wanted to be a teacher. He never wanted to work in a school system. He came to Morgridge from Mumbai with an MBA in Marketing, an undergraduate degree in finance and auditing, and years of experience in the business world. What was Sajjid doing at Morgridge, exactly?

Sajjid’s research interests led him to the Educational Leadership and Policy Studies program. His dream is to be an educational researcher, focused on improving educational equity and close the opportunity gap through leveraging geospatial research methods, tools, and statistics.

“I want to focus on leveraging Geographic Information System (GIS) to be able to visibly show my research to educators,” Budhwani said. “This is a powerful tool. Social science research can make the most out of GIS. Through asking space and place-based questions, educational researchers, policymakers, and leaders need to continue to grow their capacity in this domain.”

When it came time to decide on his dissertation research, Budhwani wanted to take a transdisciplinary approach.

“I presented my case to my advisor, department chair, and to the Associate Dean, Dr. Mark Engberg,” he said. “They were truly very kind and supportive. Of course, there were hiccups on the way. Challenges are inevitable, especially if you choose to walk the road that is less travelled by others. You need to be persistent and goal-oriented if you need something that badly!”

His dream got one step closer to reality when he was selected by the University Council for Educational Administration (UCEA) as part of the 2018-2020 Jackson Scholars Network (JSN). The JSN develops future faculty of color for the field of educational leadership and policy. UCEA facilitates the development of a robust pipeline of faculty and graduate students of color in the field of educational leadership. As a result, Barbara Jackson Scholars and Alumni enhance the field of educational leadership and UCEA with their scholarship and expertise.

“This has been sort of a dream for me,” he said, referring to the scholarship. “Through the JSN network I am connected to my mentor, Dr. Jayson Richardson [University of Kentucky]. He has been incredibly supportive of my goals. His research interests includes Educational Leadership, School Technology Leadership, and Comparative Education to name a few.”

Besides his mentor, Sajjid also has very high regards and appreciation for his advisor-cum-dissertation director, Dr. Erin Anderson.

“She walks along with you and makes effort to ensure we cross the finishing line,” he said.

His mentor and dissertation director provided several opportunities for Sajjid to leverage his GIS expertise through publication, several paper presentations, and inter-university research collaborations.

Sajjid is graduating this Spring, 2020. “I have just a few days left before I graduate. As I reflect on my journey here at the University of Denver (DU), I think that it was incredible and the most stupendous one. I feel extremely privileged and blessed to have such a wonderful family here at Morgridge College. Our deans are fantastic! Department chairs are truly amazing. Faculty, staff and the Ricks Center for Gifted Children – all have been extremely supportive of my goals, interests, and aspirations! It didn’t feel like I was alone in this journey. Morgridge College was my village, my true asset!”

After graduation, Sajjid’s new and permanent home will be in Toronto, Canada, the dream city of his childhood. He will be working remotely for a company in the United States and feels fortunate to be able to do so. According to Budhwani, he was able to secure his job because of the opportunities presented to him through his time at Morgridge College.

“Although I will be moving to a neighboring country,” he said, “I’m indebted to Morgridge College and University of Denver at large.”

This year, we held the MCE Day of Celebration to celebrate our graduating students on Thursday, June 11 at 3 p.m. (Mountain Standard Time). While we couldn’t celebrate in person this year, we have recorded a very special video to honor our students. Watch the video on our MCE Day of Celebration page.
This year’s MCE Student Awards Ceremony took place virtually on Friday, June 5 at 4 p.m. While we coudn’t celebrate in person this year, we recorded a very special online ceremony to honor our student awardees. Watch the video on our 2020 Student Awards Ceremony page.

Dr. Mike Hoa Nguyen, Assistant Professor of Higher Education, was selected as the recipient of the 2020 Outstanding Dissertation Award by the American Educational Research Association (AERA) Research on the Education of Asian and Pacific Americans Special Interest Group (REAPA SIG). REAPA promotes inquiry into educational and equity issues affecting Asian and Pacific Americans, facilitates interdisciplinary discussions around these issues, and provides members with colleagueship and support. We recently talked to Mike about his award, what is next in his career, and advice he has for students entering the writing phase of their academic journey.

First, can you tell me your dissertation title? My dissertation is entitled: “Building Capacity at Asian American and Native American Pacific Islander Serving Institutions (AANAPISI): Cultivating Leaders and Civic Engagement through Federal Policy.” And per the legislation that created AANAPISIs, capacity building is one of their primary charges. Thus, and quite simply, my study uncovers and explains the process in which AANAPISIs build capacity. However, I wanted to get a deeper sense of how these institutions build capacity for Asian American and Pacific Islanders (AAPI), and what that means to those who are involved with this initiative on campus. In doing so, I found that AANAPISIs, through a very intentional and methodical process, develop and cultivate leaders – these are leaders within the student population, but also among staff, faculty, and administrators. Many provided leadership within their own academic units, but also in their local communities and for national projects – all with the desire to enhance equity and justice for AAPI populations. And so, an argument that I make is that AANAPISIs are a race-conscious federal policy that can fulfill its legislative requirement, of building capacity in order to serve AAPI students, but in doing so, AANAPISIs can simultaneously develop leaders who are driven to serve their communities, both internal and external to the institution.

Why did you pick this topic for your dissertation? Prior to starting graduate school, I worked as a Congressional staffer in United States House of Representatives. During that time, I worked on a number of exciting projects, where my most favorite initiatives revolved around higher education; and specifically, on Minority Serving Institutions (MSI), including AANAPISIs. In that position, I was able to serve as a liaison for several institutions as they strived towards becoming an AANAPISI. From there, I knew that I wanted to study these very special colleges and universities. I observed that they were able to do so much with so little, while building environments that validated the lives of their students, while also enhancing the capacity of their staff and faculty towards these efforts.

How does your life experience play into your work? What draws you to this subject and research area? My background in government and public policy greatly informs my work. I certainly bring my lens as a former Congressional staffer to my research. And without a doubt, that impacts the way I think about educational issues and the types of questions I’d like to answer. Given my approach, I’m fascinated by MSIs and AANAPISIs because of their ability to help us rethink the potential of postsecondary education. Additionally, given that MSIs are a federally designated and funded initiative, that specifically focuses on students of color, it is one of the few areas where our government affirmatively declares a commitment to race and issues of great importance for communities of color (i.e., a federally funded race-conscious policy). With that in mind, can the federal government do more and do better? Certainly, with federal policy there is always greater potential, and my research aims to engage with policy makers in order to provide precise interventions – so that we can collectively enhance this critical work.

How does it feel to win? It is a great honor to be selected by my peers and colleagues for this award. I hope that it helps bring much needed visibility to AANAPISIs, and to their students, staff, faculty, and administrators. If you are ever able to visit an AANAPISI, or any MSI, chances are you will find some really amazing and resilient students, and a committed team of staff, faculty, and administrators who will do anything to support them. As I wrote in my dissertation, I am grateful to all of those who have labored to advance the important work of AANAPISIs, and have great hope for their AAPI students.

What is next in your career? From a professional standpoint, I hope to continue partnering with more AANAPISIs and MSIs, and build upon this work. From a personal one, I hope that my research will benefit those who study and work at AANAPISIs, as well as help policy makers who are charged with oversight and appropriations. Additionally, I will continue to bring this work into the classroom. A bit of an unashamed plug, but I teach the MSI seminar and hope that students who are curious about this important institutional type will join us!

What advice can you give to those entering the dissertation-writing phase of their education? For my runners out there, and at the risk of sounding cliché, the dissertation is a marathon not a sprint. And while you are developing your proposal, collecting and analyzing data, or writing up the findings, or really at any point or stage, it may actually feel more like an ultra-marathon. And so, it is so important to find a topic that you are passionate about and drives you.  That will sustain you. Additionally, as isolating as it may feel, be sure to engage with your classmates, staff, faculty, other scholars in the field. Doing so will bring context, perspective, and energy. Finally, I can promise that if you put in the work, it will be a great dissertation – something that you will be proud of. But on the other hand, as one of my professors told me, “a great dissertation is a completed dissertation!”

With support from the National Institutes of Health (NIH), the Morgridge College of Education at the University of Denver is pleased to announce its partnership with Northwestern University’s Institute for Innovations in Developmental Sciences to develop a “Baby Toolbox,” a multi-dimensional set of brief, royalty-free measures to assess cognitive, sensory, motor and emotional function that can be administered in two hours or less across diverse study designs and settings. Dr. Douglas H. Clements, co-Executive Director of the Marsico Institute, serves as the math content lead for this award and Dr. Julie Sarama, also co-Executive Director of the Marsico Institute, is a contributing member of the research team.

The “NIH  Baby  Toolbox” (NBT) will be a valid, normed battery of tablet-based (or scored) measures of cognition, social functioning, language (receptive and expressive), numeracy, self-regulation, executive function and potentially motor development of infants and toddlers ages 1 – 42 months. This design is modeled after the  NIH  Toolbox  test battery for ages 3-85, which Morgridge College Dean, Dr. Karen Riley, and professor, Dr. Jeanine Coleman, have used in their Cognitive Measures research project for individuals with neurodevelopmental disorders.

Prior to the creation of the NIH toolboxes, there were many studies that collected information on aspects of neural function (cognition, sensation, motor, emotion) with little uniformity among the measures used to assess these constructs. Moreover, few studies included capturing information in all four domains because including such breadth of information would be costly in terms of time and subject burden.

With the Toolbox, researchers can now assess function using a common metric and can “crosswalk” among measures, supporting the pooling and sharing of large data sets. The NIH Toolboxes support scientific discovery by bringing a common language to important research questions both with respect to the primary study aims and to those arising from secondary data analyses. The four batteries provide researchers with streamlined measures that have minimal subject burden and cost.

Additional university research teams collaborating on the project are Florida State University, University of Minnesota, Johns Hopkins University, and New York University.

The University of Denver (DU) is launching a new University-wide You Rock! Award. The You Rock! program honors faculty and staff for their accomplishments large and small, and is based on a similar initiative from the Morgridge College of Education. Members of the DU community can nominate a colleague for their good work, and recipients will receive a certificate with the details of the submission and be celebrated in monthly University communications.

With the cooperation of the Morgridge College of Education, Vice Provost of Faculty Affairs, Kate Willink borrowed an idea born of the unit’s Inclusive Excellence Committee. You Rock! started as a popular recognition program out of the dean’s office and has grown over the years into an important part of the college’s culture. Morgridge faculty and staff keep a stack of You Rock! slips close at hand. When they see something worthy of appreciation, they write up a You Rock! form, including the person to receive the recognition, a little bit about what they did and which of the college’s values best fit the deed. These forms end up in a jar in the dean’s office. Every other week, a name is drawn to win a prize and all the forms are distributed to the recipients. Dean Karen Riley notes that many people save their You Rock! forms, proudly displaying them pinned to bulletin boards and taped to the walls of their offices.


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