Lambert, Leo M. TITLE Linking America's Schools and Colleges

DOCUMENT RESUME

ED 340 332 HE 025 188

AUTHOR Wilbur, Franklin P.; Lambert, Leo M.TITLE Linking America's Schools and Colleges: Guide to

Partnerships & National Directory.INSTITUTION American Association for Migher Education,

Washington, D.C.REPORT NO ISBN-1-56377-000-8PUB DATE 91

NOTE 316p.

AVAILABLE FROM American Association for Higher Education, One DupontCircle, Suite 600, Washington, DC 20036-1110 ($24.95;discounts on larger quantities).

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PC13 Plus Postage.DESCRIPTORS *Academic Achievement; *Academic Persistence;

Colleges; *College School Cooperation; CurriculumEvaluation; Directories; Educational Objectives;Educational Planning; Elementary Secondary Education;Higher Education; *High Risk Students; High Schools;High School Students; Instructional Effectiveness;Program Descriptions; *Resource Allocation; Services;Universities

ABSTRACTThis book provides over 300 summaries of

joint-venture programs between secondary and postsecondary schools.The overall purpose of the partnership programs is to improve thechances for at-risk students to graduate from high school and have asuccessful college experience. The main portion of the book isdivided into four parts, each focusing on a major grouping ofpartnerships: (1) "Programs and Services for Students"; (2) "Programsand Services for Educators"; (3) "Coordination, Development, andAssessment of Curriculum and Instruction"; and (4) "Programs ToMobilize, Direct, and Promote Sharing of Educational Resources." Eachpart begins with a brief introduction, followed by an array ofabstracts that describe these partnership activities. Following thesefour parts is a comprehensive national directory to the programs inthe national computer database. For each partnership program, thedirectory lists the following: name of the higher educationinstitution; name of the partnership; name, address, and telephonenumber of the higher education contact person; and a five-digitprogram reference number. Appendices include a blank survey form forreaders interested in submitting new entries to the database orupdating existing information, and information for accessing thenational partnership computer database at Syracuse University.Contains an index. (GLR)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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BEST COPY AVAILABLE2

LINKINGAMERICA'SSCHOOLS ANDCOLLEGESGUIDE TOPARTNERSHIPS &NATIONALDIRECTORY

byFranklin P. Wilbur, Ph.D.Leo M. Lambert, Ph.D.

endorsed byNational Association of Secondary School PrincipalsAmerican Association of Community and Junior CollegesAmerican Association for Higher Education

published byAmerican Association for Higher EducationWashington, D.C.

MRE

LINKING AMERICA'S SCHOOLS AND COLLEGESGuide to Partnerships & National Directoryby Franklin P. Wilbur and Leo M. Lambert

(6) 1991 by the American Association for Higher Education, One Dupont Circle, Suite 600, Washington,DC 20036-1110. All rights reserved. Print ,d in the United States of America

ISBN 1-56377-000-8

Additional copies are available fromAMERICAN ASSOCIATION FOR HIGHER EDUCATIONOne Dupont Circle, Suite 600Washington, DC 20036-1110202/293-6440, fax 202/293-0073

Library of Congress Cataloging-in-Publication Data

Linking America's schools and colleges : guide to partnerships& national directory / by Franklin P. Wilbur, Leo M. Lambert[editors].

ix, 310 p.; 28 cm.Includes index.ISBN 1-56377-000-8 : $24.951. College-school cooperation--United States, 2. College-school

cooperationUnited StatesDirectories. I. Wilbur, Franklin P.II. Lambert, Leo M.

LB2331.53.1_36 1991 91-11260378.1' 03dc20 CIP

CONTENTSFOREWORD

by Russell Edgerton, Timothy 1. Dyer, and Dale Parnell

PREFACE vii

ACKNOWLEDGMENTS ix

INTRODUCTION AND OVERVIEW OF THE PARTNERSHIP MOVEMENT 1

The Partnership Terrain, by Louis S. Albert

Part OnePROGRAMS AND SERVICES FOR STUDENTSIntroduction 5

Serving Underrepresented and At-Risk Populations 6

College Courses for High School Students 37

Enrichment and Gifted-and-Talented Programs 48

Middle Colleges and Early Colleges 64

Part TwoPROGRAMS AND SERVICES FOR EDUCATOR3Introduction 69

Inservice Training and Staff Development 70

Recruitment and Retention, Preservice Programs, and Early Career Support 88

Teacher-Education Centers, Alternative Certification Programs,Teacher Excellence Awards, and School-College Faculty Exchanges 107

National Models of Faculty Development and Professional Revitalization 122

Programs for Leadership Development and School Managementfor Teachers, Administrators, and Counselors 137

Part ThreeCOORDINATION, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

Introduction 147

Curriculum and Instructional Materials Development 148

Instructional Research, Evaluation, and Testing 157

Tech-Prep 2+2 and Coordinated Vocational-Technical Programs 166

Regional and Statewide Inter-InstitutionalArticulation Councils and Agreements 183

Part FourPROGRAMS TO MOBILIZE, DIRECT. AND PROMOTE SHARING OF EDUCATIONAL RESOURCESIntroduction 191

Coordinating Councils and Consortia for School Improvement 192

Adopt-A-School 207

Tutoring and Volunteer Programs 212

Magnet Schools 220

Resource-Sharing Agreements 224

INDEX TO PARTNERSHIP PROFILESContactsInstitutionsPartnerships

231232234

NATIONAL DIRECTORY OF SCHOOL-COLLEGE PARTNERE-HIPS 239

APPENDIXESA. Instructions for Participating in the National Survey of School-College Partnerships 303

B. Instructions for Using the National School-College Partnership Database 307

FOREWORD v

FOREWORD

Why has David Hamburg, president of the Carnegie Corporation of New York, called forevery college and university in the nation to "have a strong, substantive, explicit functionallinkage with schools in its geographic area"? Why have organizations such as the AmericanAssociation for Higher Education, the National Association of Secondary School Principals,and the American Association of Community and Junior Colleges encouraged and supportedpartnership programs?

Why? Because partnerships between schools and colleges and universities are making

a difference in student achievement. Partnership programs are enabling more students tocomplete high school and be successful in college or on the job. Partnership programs areimproving career opportunities for women and minorities in math, science, and engineeringand in tech-prep/associate degree programs. Partnership programs are redefining theboundaries between schools and colleges, to the point where the faculty and administratorswho work on behalf of these programs see themselves as part of a single "K through graduateschool" system of education.

Schools and co'leges have traditionally not been very good at continuity. They are toooften a collection of disjointed parts that fail to connect. This publication is aimed at helpingto improve the connection.

Since AAHE first pubiished Ihe National Directory of SchoollCollege Partnerships in 1987, both

the number and variety of partnership efforts have increased. Linking America's Schools and

Colleges: Guide to Partnerships & National Directory, the successor to that initial publication, provides

a comprehensive overview of the many ways professionals from all sectors of education areworking together to improve outcomes for students.

Whether your school or college or university is already involved in the partnershipmovement or is just getting started, Linking America's Schools and Colleges will help you learnabout successful programs and get in touch with colleagues throughout the country whoshare your interest in this aspect of educational reform. It is with pride that we have endorsedthis effort. We commend it to your use!

Russell EdgertonPresidentAmerican Association for Higher Education

Timothy 1. DyerExecutive DirectorNational Association of Secondary School Principals

Dale ParnellPresidentAmerican Association of Community and Junior Colleges

PREFACE vii

PREFACE

The programs described in this book address one or more of the important, complex questionsfacing contemporary American education: how to prepare disadvantaged and at-risk youthfor higher education; how to challenge and foster the most precocious and talented of ouryouth; how to keep teachers intellectually invigorated and enthusiastic about teaching; howto best train new teachers for the profession; and how to effectively manage resources foreducation in the face of sagging federal and state funding for education. These fundamentalquestions bridge the mysterious chasm that separates K-12 from higher education. Theprograms described here are testimony to the fact that these questions can best be addressedwhen educators from schools and colleges regard one another as equal partners havingoverlapping missions.

Linking Anwica's Schools and Colleges is the product of the second national survey of school-college partnerships, which was initiated in late spring 1989 and continued with a follow-

up survey mailing in mid-summer. As with the first national survey in 1987 (which resultedin AAHE's National Director!, of School-College Partnerships), survey instruments were mailedto the chief academic officers of all two- and four-year colleges and universities in the UnitedStates. (A sample survey instrument is included in Appendix A.) The chief academic officerswere asked to forward the surveys to those faculty and administrators on their campusesinvolved in school-college collaborative activities.

The survey instruments called for respondents to compose abstracts of 300-500 wordsdescribing their programs, as well as to provide basic demographic and directory information.Both the spring survey and the summer follow-up survey continued to elicit responses wellinto 1990. All survey data, including the abstracts, were entered into a computer databaseon school-college partnerships, which is fully described in Appendix B. The bulk of thisvolume (Parts One through Four) consists of abstracts selected from among those responses;the Directory of School-College Partnerships beginning on page 239 was compiled using thesubmitted directory information.

In the Introduction to Linking America's Schools and Colleges, Louis Albert, vice presidentof the American Association for Higher Education, provides an overview of the school-collegepartnership terrain. In this opening statement, Dr. Albert comments on the vitality and growthof the partnership movement, summarizes the national survey data, and points out emerging

trends.The main portion of the book is divided into four parts, each focusing on a major grouping

of partnerships: (1) Programs and Services for Students; (2) Programs and Services for Educators;(3) Coordination, Development, and Assessment of Curriculum and Instruction; and (4)Progn.: s to Mobilize, Direct, and Promote Sharing of Educational Resources. Each part beginswith a brief introduction, followed by an array of abstracts that describe a wealth of partnershipactivities. Selecting just 343 abstracts from the more than 1,400 submissions was a formidablechallenge; many excellent programs were not included because their goals and activities were

too similar to other featured programs. Others were excluded in an attempt to capture thediversity of the partnership movement by striving for representation across geographic regions,the major sectors of higher education (public, private, two-year, four-year), discipline fociof the partnerships, and scope of the partnership activity (national, regional/state, or local).

Following these four parts is a comprehensive national directory to the programs inthe national computer database. For each partnership program, the Directory lists the following:

name of the higher education institution; name of the partnership; name, address, and telephonenumber of the higher education contact person; and a five-digit program reference number.The symbol r signifies programs with abstracts appearing in Parts One through Four. Itis our intent and that of the American Association for Higher Education that this nationaldirectory section facilitate sharing of information about school-college partnerships on aninstitution-to-institution basis.

viii PREFACE

The two appendixes are also noteworthy. Appendix A provides a blank survey formfor readers interested in submitting new entries to the database or updating existinginformation. Institutions absent from the directory section are encouraged to return surveysnow, which will enable them to be considered for inclusion in future publications, as wellas assure their receiving important announcements about upcoming partnership conferencesand publications. Appendix B describes the national partnership computer database at SyracuseUniversity; faculty and administrators at schools and colleges are invited to access the databaseto conduct customized searchesby discipline, geographic region, or program type.

Finally, indexes are provided. Programs are indexed by name of the higher educationcontact, by higher education institution, and by partnership name.

The school-college partnership movement grew extraordinarily during the 1980s. We hopethat Linking America's Schools and Colleges will contribute to the increased vitality and strengthof the movement throughout this decade and into the next century.

ACKNOWLEDGMENTS ix

ACKNOWLEDGMENTS

Linking America's Schools and Colleges is the product of many talented individuals, both onthe national scene and at Syracuse University, committed to the ideas and ideals of theschool-college partnership movement. First and foremost, we are indebted to our wonderfulcolleagues at the American Association for Higher Education for championing school-collegepartnerships and playing a primary role in placing the partnership movement high on thenation's higher education agenda. AAHE's sponsorship of this book (and its cosponsorshipwith the National Association of Secondary School Principals of the 1987 edition), as wellas its conferences on school-college collaboration, demonstrate the organization's intellectualleadership on this topicone that is increasingly important to the overall vitality of ourtroubled education system.

Specifically, we wish to thank our AAHE friends Russ Edgerton, Lou Albert, Bry Pollack,

and Carol Stoel. We also thank Jim Palmer, of the American Association of Community andJunior Colleges; Tex Boggs, president of Western Wyoming Community College; and PaulaBagasao, of the University of California, for their helpful critique of our survey instrument.

At Syracuse University, we are indebted to the staff of Project Advance, without whosesupport this undertaking would have been impossible to complete. Ann Hayes worked withus on virtually every phase, but we especially appreciate her meticulous coordination ofthe data entry and for keeping us well organized. Cindy Clark and Debbie La Vine did especiallysplendid work performing text scanning and word processing. Marilyn Leiker worked tirelesslyon a variety of editorial tasks and made many important contributions. We, however, remainfully responsible for any errors that remain despite the competence of all these colleagues.

The patience of our families in allowing us to devote so many evenings and weekendsto this book is perhaps the single most important factor that ensured its completion. Wereserve our most heartfelt thanks and love for Cheryl, Jeff, and Tim Wilbur and Laurie, Ca !lie,and Mollie Lambert.

F. P. WilburL. M. Lambert

INTRODUCTION I

INTRODUCTION AND OVERVIEWOF THE PARTNERSHIP MOVEMENT

The Partnership Terrainby

Louis S. AlbertVice President, American Association for Higher Education

Over the past decade, large numbers of American colleges and universities have enteredinto partnership arrangements with schools. Some of these partnerships connect schools withcolleges of education, continuing long-standing and traditional inter-institutional relationships.Some, like the Holmes Group or the Coalition of Essential Schools, constitute national effortsto reform the systemthrough changes in teacher education, through curriculum development,and through school restructuring.

But most of the recently formed partnerships are local, grassroots efforts that place collegeand university professionals into new and very different relationships with their counterpartsin the schools. These relationships are characterized by collegiality and respect, and by theawareness that the partners are acting out of mutual, enlightened self-interest. Unlike themore traditional ways in which colleges relate to schools, the new partnerships are not one-way streets; schools and colleges both gain from their participation in partnership activities.

In the new partnerships, all sectors of higher education are involved. Partnerships arejust as likely to be found in community colleges as in research universities. And, more oftenthan not, faculty and administrators from the arts and sciences rather than from schoolsof educationare the key postsecondary participants in the collaborative process.

National Survey Results

In 1989, Franklin Wilbur and Le9 Lambert surveyed colleges and universities nationwidein order to learn about the nature and extent of their partnership arrangements with schools.(The survey was a follow-on to their 1987 survey, the results of which were reported inthe AAHE publication The National Directory of School-College Partnerships: Current Models andPractices.) From among the 1,286 colleges and universities responding, Wilbur and Lambertselected the profiles that follow in Parts One through Four of this volume; directory informationfor all the respondents is found in the National Directory beginning on page 239.

In comparison with the results of the 1987 survey, the 1989 results reveal a strikingincrease in the sophistication and quality of local partnerships. They tell :')e story of a school-college-university partnershin phenomenon that is contributing in significant ways to thequality and effectiveness of American education and to improved achievement by studentsat all levels.

Where are these partnerships? What benefits do they promise for students, facult! , andcurricula? Where is the partnership movement headed? The survey results begin to answerthese key questions and others.

What kinds of institutions are involved?The number and variety of partnership activities uncovered in the survey lend support tothe observation that we are indeed in the middle of a "partnership movement."

Partnerships are found in every state, in both public and private institutions. Of the1,286 responding colleges and universities, 882 are public and 404 are private.

Partnerships target all grade levels; some target more than one grade level. The 19871Vational Directory of School-College Partnerships reported mainly on high school/collegecollaboration. But, the current database indicates that many partnership programs are nowaimed at elementary and middle schools, reflecting a growing understanding of the needto intervene on behalf of students in their earlier years of schooling.

u

2 INTRODUCTION

When did the partnership movement begin?Although the survey uncovered a significant number of partnerships more than 10 yearsold (some go back more than 20 years), the mid-1980s marked the beginning of a periodof rapid growth in partnership number and variety. Some people credit the school reformreports, especially A Nation At Risk in 1984, with driving the expansion of collaborative programs.Others suggest that colleges and universities, out of concern for potential enrollment shortfalls,entered into partnerships as a way of increasing the number of students in the postsecondarypipeline. But, an analysis of the survey responses also points to other, more specific reasonswhy partnerships formfor example, to improve teaching in science or mathematics, to providepre-collegiate on-campus experiences for middle school students, or to design and implementa multicultural curriculum.

What is the partnership's primary purpose?

Resource Shanng - 13%

'Curnculum & Instrunion - 11%

What year did the partnership form?

300 242*

250

200

150 114

100

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1970 1975 1980 1985 1989

'nowt led Prom 141 for ht.t :% wonth. of IgS,4

What grade level(s) does the partnership target?

Elementary

Middle Schoc4

lbgh School

0 100 200 300 400 500 600 700 POO 900

What subject area(s) does the partnershipfocus on?

Ari/Music jM1111111Cs''Languages

Voc /Tech.

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100 200 300 400 500 6410

What purposes do partnership programs serve?Survey respondents were asked to identify the primary focus or purpose of their partnershipactivities. Their responses fall into the four categories that form the main parts of thispublication: (1) programs and services for students; (2.) programs and services for educators;(3) coordination, development, and assessment of curriculum and instruction; and (4) programsto mobilize, direct, and promote sharing of educational resources.

Programs and services aimed at providing direct services for students include a largenumber of early-identification and early-intervention programs, programs that bring K-12students to college and university campuses for enrichment work during the summer, afterschool, and on weekends. Many of these programs connect student achievement in schoolwith the promise of college scholarships.

Programs for educators typically are directed at the professional-development needs offaculty and administrators. Faculty and administrators also are deeply involved in partnershipactivities that focus on curriculum and materials development. The resource-sharingpartnerships often take the form of inter-institutional consortial arrangements or "adopt-a-school" programs.

INTRODUCTION 3

What subject areas do partnerships focus on?Respondents were asked to indicate whether their collaborative programs focus on specificsubject areas. Many reported more than one area of concentration, with mathematics, science,and writing leading the list regardless of whether the partnership targets high school, middleschool, or elementary school teachers and/or students.

National, Regional, and State Advocates

While most partnerships are clearly local in origin and scope, a number of national, regional,and statewide organizations are important contributors to the partnership movement. Theseadvocates for collaboration, as part of their larger efforts to improve student achievementthrough improving teaching and learning at all levels, often support local collaborativeprogra ms.

At the national level, the advocates include organizations such as The College Board,the National Association ef Secondary School Principals, the Council of Chief State SchoolOfficers, and the Education Commission of the States and a number of higher educationassociations, including the American Association for Higher Education. With funding fromthe John D. and Catherine T. MacArthur Foundation, AAHE conducts a National Projectin Support of Academic Alliances, which are local groups of school and college faculty fromthe same or related disciplines who meet regularly throughout the academic year. Incooperation with The College Board, AAHE also runs an annual National Conference onSchool/College Collaboration, through the AAHE National Office on School/CollegeCollaboration.

The regional accrediting associations are getting into the business of encouragingcollaborative programs, too. In 1990, the New England Association of Schools and Colleges(NEASC) started a full-time Office of School/College Collaboration. In 1989, the Middle StatesAssociation (MSA) adopted a resolution encouraging development of Academic Alliances andother forms of collaboration within its member institutions. NEASC, MSA, and a numberof other accrediting associations are talking about how to encourage colleges and schoolsto include collaborative activities in their accreditation self-studies.

And support for partnership activities is growing at the state level. Since the mid-1980s,the California Academic Partnership Program has funded a number of innovative projects.New Jersey, Tennessee, Arkansas, Virginia, Wisconsin, Ohio, Georgia, Texas, North Dakota,Minnesota, New York, and Massachusetts, among others, have supported partnership programs

at the state level.No list of advocates for collaboration would be complete without mentioning the discipline-

based faculty professional societies. The American Physical Society is an active supporterof Academic Alliances and other collaborative activities. In addition, a variety of programsand/or statements of support have been developed under the auspices of the AmericanHistorical Association, the Mathematics Association of America, the American Chemical Society,

the National Geographic Society, the National Science Teachets Association, and the Modern

Language Association.Foundat'ons also have played a major role in shaping the partnership movement. Many

programs owe their origins to the Ford Foundation, the Rockefeller Foundation, the JohnD. and Catherine T. MacArthur Foundation, or the Carnegie Corporation of New York.Government-sponsored foundations such as the National Science Foundation and the National

Endowment for the Humanities have played similar supportive roles.

Where Is the Partnership Movement Going?

Partnerships are not an end in themselves. But, increasingly, partnerships are being seen

by faculty, administrators, and community leaders as an important means of achieving theparticular objectives of improving educational opportunities for students and enhancingstudent performance. And, in the process, the educators who work collaboratively with oneanother are redefining the profession of teaching. They see themselves as part of a single

1 2

4 INTRODUCTION

system of education stretching unbroken from kindergarten through graduate school. Theyhave gained new respect for the sophistication and complexities of the teaching and learningprocess at all levels, because in successful partnerships a faculty member's level ofprofessionalism is not seen as inversely proportional to the age of the students being taught.And they have formed new professional relationships with one another based upon a senseof interdependence and shared mission. A transformed education profession should prove,in the long run, to be one of the most important contributions of the partnership movement.

PROGRAMS AND SERVICES FOR STUDENTS 5

Part One

PROGRAMS AND SERVICES FOR STUDENTS

Introduction

The 1-readth of school-college partnership programs aimed at providing direct services tostudents is truly extraordinary. The programs featured in Section One, "ServingUnderrepresented and At-Risk Populations," constitute the largest group responding to the1989 national survey. One would hope this is an indication of a nation beginning to cometo grips with one of its most urgent problems: The education pipeline is leaking badly, andthe students most likely to leave at every point along the way, from junior high schoolthrough graduate school, are members of so-called "minority" groupsa term rapidly losingmeaning, since African Americans, Latino Americans, Native Americans, and Asian Americanswill constitute the majority of the population in some states later this decade. The nationalstatistics on at-risk populations are devastating in every respect: school completion rates,academic achievement, undergraduate enrollment rates, college graduation rates (especiallyin science and mathematics), graduate degrees awarded, and representation on the facultiesof colleges and universities in the United States)

The partnerships in Section One share many characteristics. They are concerned withearly intervention, often beginning with populations in grades six through nine and sometimesextending into lower elementary grades. Support mechanisms to help guarantee students'success are also key; these take the form of involving parents in the partnership programsand providing tutoring, mentoring, and encouragement from community and church groups.Funding for these programs comes from an impressive array of corporations and foundations,as well as from local businesses; local, state and federal governments; and, of course, sponsoringschools and colleges. Enrichment activities that involve students in hands-on activities arealso important features. These include field trips; visits to museums, hospitals, and sciencecenters; career exploration seminars; and summer residencies on college campuses. Manyprograms offer the ultimate incentive of a college scholarship, provided the students meetbasic academic prerequisites.

Section Two, "College Courses for High School Students," describes the range ofopportunities for high school students to begin college-level studies early. The programsthat have emerged in this area in the past 20 years are impressive. The state of Minnesota'sEnrollment Options Project and the state of Florida's Dual Enrollment program are examplesof coordinated, state-supported initiatives to bridge the 12th grade and collegiate freshmanyears. The California State Polytechnic University-Pomona provides an example of theuntapped power of technology in linking schools and colleges, in this instance by offering"live" college courses by microwave transmission to participating high schools. Other programs,such as the Summer Humanities Institute at the University of California, Davis, bring studentson the campus for an intensive, summer, residential experience. Courses in many programsare taught by well-qualified and specially trained high school teachers in the schools, butin other instances they are led by college faculty either in the schools or on the collegecampus. College credit earned through these programs is generally transferrable to mostpostsecondary institutions, but more important, the programs combat "senioritis" by offeringstudents a sampling of the challenges and demands of the college curriculum.

Section Three, "Enrichment and Gifted-and-Talented Programs," provides examples ofexciting partnerships directed towards gifted and talented students, as well as thosepartnerships focused on enriching the K-12 curriculum. Gifted education partnerships rangefrom The Johns Hopkins University's nationally prominent Center for the Advancement ofAcademically Talented Youth, to the Wharton School of Business's Pennsylvania Governor'sSchool for Business. Enrichment-oriented partnerships include a host of creative collaborativeactivities, including faculty visitation programs; drama department productions accessibleto public schools; orientatiuns to college libraries; summer institutes for the arts and humanities;Saturday workshops and seminars; and student leadership institutes.

14

6 PROGRAMS AND SERVICES FOR STUDENTS

Part One

Section Four, "Middle Colleges and Early Colleges," describes only six programs, butany discussion of school-college partnerships is incomplete without a mention of early andmiddle colleges. These new types of institutions have in large measure shaped the school-college partnership movement because they have led to radical redefinitions of traditionaleducational structures to creatively serve special populations.

I. Minority Success: A Policy Report of the State Higher Ethation Executive Officers Minority Student Achievement Project(May 1990). Published by the Sthte Higher Education Executive Officers, Denver, Colorado.

SECTION ONE:Serving Underrepresented and At-Risk Populations

UNIVERSITY OF PENNSYLVANIALEAD Program in Business (Leadership,Education, and Development)Reference Number: 20678

The Leadership, Education, and Development (LEAD)Program in Business began in 1979 as a joint effort bythe Wharton School of the University of Pennsylvaniaand McNeill Consumer Products Company to remedya difficult problem: the underrepresentation of minoritystudents in undergraduate schools of business and inmiddle and upper management. Wharton and McNeillproposed a creative and practical solution: recruit 30outstanding minority high school leaders for a four-weeksummer session on the Penn campus, and introduce themto the educational and career opportunities that businessoffers.

From the Wharton-McNeill pilot program, LEAD hasgrown to a national program, cited by President Reaganas one of America's most successful enrichmentprograms for minority youth. Since 1980, more than 2,500minority high school leaders have participated. Anexample of LEAD's success is that, in 1986, 120 minoritycollege graduates, all alumni of the 1982 summerprogram, entered the nation's corporate work force.

Ten of the nation's top business schoolsUniversityof Arizona, UCLA, Columbia University, Duke Univer-sity, Maryland/Howard University, University ofMichigan, Northwestern University, University ofPennsylvania/Wharton, University of Texas at Austin, andUniversity of Virginiaoffer LEAD programs, which, inturn, have attracted more than 150 corporate sponsors.

LEAD is open to all minority high school juniorswho demonstrate superior academic achievement and

leadership. LEAD candidates are identified, recruited,and selected in cooperation with A Better Chance, Inc.,of Boston, whose goal is to increase the number of well-educated minority students who will assume leadershipresponsibility in America. Those selected attend one ofthe 10 LEAD ..ograms at participating universities.

The national pool of LEAD candidates far exceedsthe available number of places in the program. Of the14,000 applications in 1987, 300 openings were filled fromamong 1,200 finalists. The minority representation was63 percent African American, 18 percent Hispanic, 18percent Asian, and 1 percent Native American. Of these,56 percent were female; 44 percent, male. Approximately45 percent of the students accepted for LEAD were fromlow-income families.

Students selected for LEAD receive scholarshipscovering all costs of tuition, room, board, books, andschool supplies, as well as a weekly stipend formiscellaneous expenses. LEAD also pays each student'stransportation costs to and from the host university.

The core curriculum introduces students to a widerange of disciplines, such as economics, finance,management, marketing, corporate strategies, and salesand retailing. There are classroom lectures by universityfaculty and corporate representatives, presentations ofcase studies, computer instruction, classes, field trips tobusiness offices and industries, and a series of dinnermeetings with minority corporate managers.

The students live together on campus and can usethe universities' cultural, recreational, and athleticfacilities during their stay. There are also weekendoutings, visits to places of interest, and social events.Equally important are the friendships and camaraderieamong students from ditferent locales and backgrounds.


Part One

CONTACT:Harold J. HaskinsOperations DirectorUniversity of Pennsylvania3609 Locust WalkPhiladelphia, PA 19104(215) 898-8596

PACE UNIVERSITYPace Liberty Partnerships Program (LPP)Reference Number: 20933

The new Pace Liberty Partnerships Program (LPP, 1989-92) establishes consortia arrangements among John JayHigh School in Brooklyn, 1.S. 131 in lower Manhattan,Roosevelt High School in Yonkers, and Pace Universityto (1) identify students at risk of dropping out of school;(2), provide those students with services designed toincrease their motivation and ability to completesecondary education; and (3) seek entry into postsecon-dary education.

First-year funding in the amount of $240,000 has beenprovided by the New York State Education Department,Office of Higher and Continuing Education, Division ofPostsecondary Equity and Access, for service to 120secondary school students. In an arrangement similarto Eugene Lang's "1 Have a Dream" Program, Pace LPPstudents who complete high school will be eligible forscholarships covering recognized nontuition expensesassociated with college attendance (e.g., room and board).New York State will provide Liberty Scholarships, andthe New York State Higher Education Services Corpo-ration will administer them.

Pace LPP replicates successful dropout-preventionstrategies developed over the university's four-yearhistory of partnership with schools in the Pace Stay-in-School Partnerships Project (e.g., student auditing ofcollege classes, university undergraduates as mentors,inservice training for participating teachers). New andinnovative components include team home visits witha health/education/parental involvement focus; SATtraining provided at cost by Princeton Review Foun-dation, which brings a rich history of expertise inpreparing disadvantaged minority students; and a coursein word processing for targeted students' parents withjob placement capability.

Pace is further assisted in these partnerships by fourcommunity-based organizations (The DoorA Centerfor Alternatives; Good Shepherd Services; WestchesterEducation Coalition; and the School and BusinessAlliance of Yonkers), which complement the universityeffort with a broad array of services and advocacy

supporta combination that leaves the Pace LPPpowerfully positioned to attack the dropout phenom-enon. A corporate partner, New York Telephone, willprovide assistance in the context of employmentreadiness.

CONTACT:Michael N. BazigosAssistant Dean, Funded Outreach ProgramsPace University41 Park Row, Room 414New York, Iv? 10038(212) 346-1472

ST. JOHN FISHER COLLEGEThomas Jefferson Middle School PartnershipReference Number: 21243

St. John Fisher College embarked on a unique educationalpartnership with Thomas Jefferson Junior-Senior HighSchool in the fall of 1987. The Rochester City SchoolDistrict's reorganizational plan turned Jefferson into amiddle school housing sixth, seventh, and eighth gradesin the fall of 1988. The partnership is designed to counterthe dropout rate in the mostly minority at-riskpopulation of middle schools in the urban core, whichis the critical place to encourage academic achievement.

The specific objectives of the partnership includeencouraging students to stay in school, moving to andprogressing through high school with an academicperformance that will allow college matriculation,graduating from college, and leading productive lives inthe community as responsible citizens and valuedemployees. The Fish9r-Jefferson partnership is a

cooperative effort among Fisher faculty, students, andalumni/volunteers and Jefferson faculty, staff, students,and parents to build academic proficiency amongstudents.

The program includes the following activities thataddress the koy objectiveto curb the dropout rate inthe at-risk population:(1) Fisher students are selected to tutor Jefferson

students in such subjects as mathematics, science,and English. Tutors receive ongoing training to helpthem understand various issues dealing withadolescent development, peer...pressure, self-esteem,self-worth, and cultural diversity.

(2) Colk:ge students are matched with middle schooladolescents in an ongoing relationship for one to threeyears. Student role models can influence educationalaspirations, attitudes, values, and self-concepts thatmay change future occupational goals in the youngerstudents.


(3) Students, supervised by college and middle schoolfaculty, participate in the Science-Technology Club,which exposes the students to an array of scienceactivities, related occupations, and professions.

(4) College students assist teachers in visits to theMuseum and Science Center, planetarium, universi-ties, and business and industry sites. Recreationalactivities include bowling, ice skating, roller skating,special events, and the theater.

(5) The college makes annual awards that guarantee$2,000 per year, for four years, to those Jeffersonstudents who enroll at St. John Fisher College upongraduation from high school. The college recentlyannounced its first award recipients-30 eighthgraders.

(6) Fisher will provide 10 adult moderators, each of whomwill work with two grant recipients as they movethrough high school. These adults will encourage andfacilitate the academic progress of their students inconjunction with the faculty and staff of the highschools and the students' families. Fisher will assistthe moderators with a meaningful support systemof coordinated activities, on and off campus, forparents and students and provide appropriatetraining.

(7) Thirty eighth-grade students (20 Jefferson grantrecipients and 10 students from Frederick DouglassMiddle School) will attend a one-week on-campussummer program that will focus on self-worth andself-esteem and introduce students to academics,especially mathematics and science. Field trips to theMuseum and Science Center and hands-on experien-ces provided at various businesses in the communitywill allow students discussion and application intoday's world.The Fisher-Jefferson partnership is partly funded by

a foundation grant and the Rochester Liberty PartnershipConsortium under a New York State grant, which extendsthrough the 1991-92 academic year.

CONTACT:Dr. Thomas M. McFaddenVice President for Academic Affairs and DeanSt. John Fisher CollegeRochester, NY 14618(716) 385-8116

ONONDAGA COMMUNITY COLLEGELiberty Partnership ProgramReference Number: 20871

Onondaga Community College (OCC) of the StateUniversity of New York has long recognized as part of

Part One

its mission providing access and support to under-prepared students. The Liberty Partnership Programoffers OCC a unique opportunity to extend this missionto work cooperatively with two school districts to reducethe number of high school dropouts and to provideresources to enable high schools to increase theirretention rates.

OCC will be working in partnership with theSyracuse School District at four high schools involvingstudents in grades 9-12. A smaller partnership will linkOCC to the Lafayette School District with an initial focuson the Onondaga Indian School located in the OnondagaNation. This partnership will involve students in gradessix through eight. In subsequent years, the partnershipand resources will follow Native American students toLafayette High School. The goal of OCC's LibertyPartnership is to encourage and enable at-risk youngpeople to stay in school. Many factors contribute toplacing a student at risk, and Liberty PartnershipProgram components address each factor.

The lack of parental involvement is the target ofthe Parent Education Empowerment Program, whichassists parents in understanding educational issuesaffecting their children, enhances parenting skills, andconnects parents with the "school team." Part of thisschool team are student advocate/resource workers, whowill link at-risk students to school and communityservices. The student advocate/resource workers wouldparticipate in a series of studies skills workshops toreinforce and assist students in using community andschool information effectively. Successful men andwomen from the community will be recruited as mentorsto provide positive role models for the students. Severalof the workshops would be appropriate for parentalinvolvement.

After-school and in-school assistance will beprovided by tutors who have been trained to work withat-risk students, and who will work with individuals andsmall groups for two hours a day to remedy lowachievement and elevate the self-esteem of the students.Other after-school and Saturday activities will involvepostsecondary exploration. These workshops willfamiliarize students with the various curricula availableand provide them with visits and seminars linking themwith area employment opportunities. These sessions willfocus on continuing education and post-educationalcareer opportuniqes and will address the lack of long-range planning and goals of at-risk students.

OCC will provide special sections of two college-credit-bearing courses available to 15 juniors and seniorsformerly at risk. Both courses, Orientation to Collegeand Career Exploration, will be held in the late afternoonin a college setting. Students successfully completingthese courses will leave high school with four college


Part One

credits.The last component of the Liberty Partnership is

an exchange program to provide staff-developmentresources for district teachers and to link those resourcesto the resources of OCC. An additional focus of thiscomponent will be to elicit ongoing assessment of theeffectiveness of the Liberty Partnership from the teachersto enable the director to make program adjustments asnecessary. This component will be linked to the SyracuseSchool District through the Syracuse Teacher Center andOCC's Center for Community Education.

A variation of these Liberty Partnership Programcomponents will be designed cooperatively by the staffof the Onondaga Indian School and the director of theproject. It is recognized that cultural differences and theyounger age of this student population will requiresignificant adaptation of these components to ensuretheir relevance and success. All components will beevaluated by the end of year one, and adjustments willbe made to enhance their effectiveness or to alter theprogram structure in preparation for year two.

CONTACT:Carol CowlesAssistant to the PresidentOnondaga Community CollegeSyracuse, NY 13215(315) 469-8695

SAN DIEGO STATE UNIVERSITYMathematics, Engineering, Science Achievement(MESA)Reference Number: 20892

The idea of the Mathematics, Engineering, ScienceAchievement (MESA) Program began nearly 20 years agowhen a professor of engineering became distressed atthe scarcity of black students who found their way intoBerkeley's School of Engineering. A math teacher atOakland Technical High School felt that if teachersworked with promising math and science students theway coaches work with promising athletes, the city ofOakland would produce as many successful engineersas it produced athletes. These MESA founders designeda program that encouraged minority students to takethe college-preparatory courses necessary to major inmathematics, engineering, and the physical sciences atthe university level.

Today, more than 200 such coaches work with morethan 5,000 African American, Mexican, and NativeAmerican students in grades 7-12. Eighteen MESA prk -college directors support these coaches by providingparticipating students with six major activities designed

to enrich their educational programs. These programsare:(1) Organized Study. Professionals, college students, and/

or MESA students who have excelled in theircoursework tutor students to help them understandmathematical and scientific concepts. Both individualstudy and group study are arranged to help MESAstudents maintain high GPAs.

(2) Academic Advising and Career Exploration. Specialcounseling helps students plan their junior and seniorhigh classes and meet deadlines for college applica-tions, scholarships, and financial aid. Speakers froma variety of engineering and technical fields providepractical information about career opportunities.

(3) Summer Enrichment Programs. Students are offeredexpanded studies in mathematics, science, English,computers, and engineering.

(4) Scholarship Incentive Awards. Students who maintaina 3.3 GPA in advanced-level college-preparatorymathematics, science, and English courses and scoreabove 900 on the SAT can earn scholarship supportwhile still in high school.

(5) Field Trips. Students visit industrial plants, researchcenters, universities, engineering firms, computercenters, and other sites where technical professionalsare employed.

(6) Family Involvement. MESA brings parents or guardiansinto the support network. Family members help bothby encouraging students in their studies and byjoining with other parents to help with such activitiesas home study groups, field trips, and social events.

The MESA office, headquartered at the LawrenceHall of Science, University of California, Berkeley, hasoverall responsibility for the statewide MESA Pre-CollegePrograms. More than 90 percent of MESA Pre-CollegeProgram graduates are admitted to four-year universities,and 67 percent of these students declare a math-basedmajor. MESA represents a working partnership amongthe public schools, higher education, and industry.

CONTACT:Susan DixonDirector, MESARoom 403ACollege of EngineeringSan Diego State UniversitySan Diego, CA 92182(619) 594-4197

1 s


UNIVERSITY OF SOUTHERNCALIFORNIAMathematics, Engineering, Science Achievement(MESA)Reference Number: 21078

The Mathematics, Engineering, Science Achievement(MESA) idea began to take form in 1968 when a groupof university professors, secondary school teachers, otherprofessionals, and students shared their concern aboutthe small proportion of engineers (2.8 percent) fromethnic groups that constituted 15 percent of the nation'spopulation. Recognizing that preparation for science-related careers should begin in the early years of highschool, MESA founders designed a program that wouldencourage minority students to take the college-preparatory courses necessary to major in mathematics,engineering, and the physical sciences at the universitylevel.

The MESA office, headquartered at the LawrenceHall of Science, University of California, Berkeley, hasoverall responsibility for the statewide MESA Pre-CollegePrograms. MESA Pre-College Centers are affiliated withuniversities that have strong engineering and physicalscience departments. Each of the 16 centers works withnearby senior high schools and serves 109-800 students.

The MESA Pre-College Programs provide participat-ing students with seven major activities designed toenrich their educational programs.(1) Tutoring. Professionals, college students, and/or MESA

Pre-College Program students who have excelled intheir coursework tutor students to help themunderstand mathematical and scientific concepts andmaintain high CPAs.

(2) Independent Study Groups. Organized and supervisedby MESA advisers, study groups provide a supportenvironment for effective learning.

(3) Academic, University, and Career Advising. Specialcounseling helps students to select a high schoolprogram, choose a university to attend, completeuniversity application forms, and write a resume.Speakers from a variety of engineering and technicalfields provide practical information about careeropportunities.

(4) Field Trips. Students visit industrial plants, researchcenters, universities, engineering firms, computercenters, and other sites where technical professionalsare employed.

(5) Summer Enrichment and Employment Pro,4s7anm Studentsare encouraged to participate in enrichment programsin mathematics and science during the summersfollowing grades 9-11. Meaningful summer positionsare available to selected MESA students after their

Part One

junior and/or senior years.(6) Scholarship Incentive Awaills. Students who maintain

a B+ average in advanced-level college-preparatorymathematics, science, and English courses can earnscholarship support while still in high school.

(7) Activities and Competitions. Students participate inweekly activities, including hands-on math andscience activities, SAT preparation seminars, speakerpresentations, etc. Also, students participate in majorinter- and intra-MESA center math, science, andengineering competitions.

More than 90 percent of MESA Pre-College Programgraduates have gone on to study at colleges anduniversities. Of this group, more than two thirds havechosen majors in related technical fields.

CONTACT:Larry LimDirector, MESAOHE 104School of EngineeringUniversity of Southern CaliforniaLos Angeles, CA 90089-1455(213) 743-2127

UNIVERSITY OF WASHINGTONEarly Scholars Outreach Program (ESOP)Reference Number: 20767

The Early Scholars Outreach Program (ESOP), an activityof the University of Washington's Office of MinorityAffairs, is a partnership arrangement between theuniversity and six middle schools with large minorityenrollments. The program is designed to address theserious issue of underrepresented minority studentaccess and retention in higher education.

In recent years, the problem of African Americanstudent enrollment decline at the college and universitylevels has become a national concern. In this state, asin the nation, the problem became acute in the early1980s and is exacerbated by the limitea number of AfricanAmerican students who meet the University of Washing-ton's regular admissions requirements. Similarly, theenrollments of Hispanic, American Indian, PacificIslander, Filipino, and underrepresented Asian studentsat the university and other four-year instituti ns in thestate of Washington are disproportionately low, giventheir proportionately higher representation in bothstatewide population and K-12 enrollments.

Through activities on the University of Washingtoncampus, students gain the motivation and determinationneeded for improved academic achievement. Throughthe program's school-year tutorials, students refine their

19


Part One

academic skills and their in-class performance. By alsorecruiting ESOP parents, the interest and participationof family members in the college-preparation process issustained and enhanced.

ESOP has three special features. First, the programnetworks the university into direct partnerships withmiddle school educators, students, and parents.Individual schools rearrange schedules to fit the needsof student scholars. Second, the parents create homeenvironments that encourage scholastic achievementand early preparation for college. Third, both the stateand the private sector are involved in the funding andplanning; those involved include the Washington RoundTable, the governor's staff (which kept early outreachin the governor's 1987 education package), and thelegislature. Funding was authorized by the 1987legislature, and the program now enjoys supplementalfunding for specialized activities from Chevron USA andFIPSE.

Since the Early Scholars Outreach Program wasestablished in July 1987, the program's primary goal ateach of the participating middle schools has been tomaximize the number of students who, by the ninthgrade, are enrolled in a college-preparatory curriculumand who perform competitively. It is projected that thislong-range strategy will promote an increase in thenumber of students who graduate from high school fullyprepared for college. It is also projected that this outreachwill encourage and support student leadership behaviorsso that students will participate in student governanceactivities, as well as create a critical mass of peer scholarswithin their middle and secondary school buildings.

The second program goal has been to demonstratethat college/middle school partnerships are an effectiveapproach to increasing the number of minority studentswho enroll in college well equipped to compete in acompetitive environment, graduate in a timely fashionable to enter careers, and enjoy the option to enroll ingraduate and professional programs of study.

Given the program's infancy, these goals have notyet been met. The Early Scholars Outreach Program,however, has generated a high level of interest amongstudents and parents. By approaching the governor andthe legislature directly, the university has focusedattention on the issue of the early outreach approachat the highest levels of state leadership. Fortunately, too,the program has achieved cooperative working relation-ships with middle schools that are in the forefront ofminority education issues.

CONTACT:Dr. Millie RussellAssistant to Vice PresidentEarly Scholars Outreach I ogram

University of Washington1400 N.E. Campus ParkwaySeattle, WA 98195(206) 543-6598

TEMPLE UNIVERSITY"Tell Them We Are Rising"Reference Number: 20752

Dr. Ruth Hayre, a member of the Philadelphia Boardof Education and a retired superintendent of one ofPhiladelphia's subdistricts, established the "Tell ThemWe are Rising" Program with Temple University.Through this program, Dr. Hayre set up a fund to providefinancial support for the college tuition of 119 sixth-gradegraduates of two Philadelphia elementary schools in June1988. All of these students are from a north Philadelphianeighborhood that would qualify them as being at riskof educational failure and dropping out of school. Toqualify for these funds, students must graduate fromhigh school and matriculate into a postsecondaryprogram of study.

The program is administered by Temple University'sCollege of Education, which oversees the various supportservices that are integral to the program and holds theendowment fund from which college tuition support willcome. The dean of the College of Education, Dr. Hayre,and the superintendent of the subdistrict that includesthe two elementary schools make up the program'sexecutive committee, which has the responsibility ofcoordinating all components of the program.

The title of the program is derived from the responseof Dr. Hayre's grandfather to the inquiry of a Uniongeneral who was visiting a southern school shortly afteremancipation. The general asked what news to takenorth, and Dr. Hayre's grandfather, a former slaw,replied, "Sir, tell them we are rising." This phrase wasimmortalized by John Greenleaf Whittier's poem"Howard at Atlanta" and received national publicity atthe time.

In addition to the promise of assistance for apostsecondary education for any student who graduatesfrom high school and attends college, the programprovides a variety of support services for the students.These include the following:(1) a full-time program coordinator who, as a Temple

employee, integrates all components of the programand closely monitors the academic progress of allstudents in the program;

(2) a mentorship program that provides each of the 119students with an adult professional mentor to interactwith throughout their middle school and high school


yc.ars;(3) tutorial program, using students from Temple

University, that provides academic tutoring for allstudents in the program;

(4) a continuing series of activities involving the students,their parents, and members of the Temple community.In addition to administering the program, Temple

has also provided support for a faculty member to actas the liaison between the university and the program.This faculty member has the general charge of coordi-nating the support services provided by the universityand acting as program spokesperson at the university.

CONTACT:Dr. Richard M. EnglertDean, College of EducationTemple UniversityBroad and MontgomeryPhiladelphia, PA 19122(215) 787-8017

ImENIBETHUNE-COOKMAN COLLEGEKenan Pre-College ProgramReference Number: 20744

The Kenan Pre-College Program began in 1988 whenBethune-Cookman College and five universities receivedhighly competitive grants from the William R. Kenan,Jr. Charitable Trust. The program is administered throughthe Southern Regional Education Board.

Bethune-Cookman College (in Daytona Beach,Florida) and the Volusia County Public School Districthave joined hands in this program. The Kenan Pre-College Program is designed to (1) increase studentachievement and self-concept; (2) increase studentmotivation and college disposition; and (3) providestudents with the cornpetencies they need to attend andgraduate from college. This partnership effort reinforcesand enhances other programs available within the publicschool system for selected high-risk middle andsecondary students. Primary emphasis is placed onstudents whose achievement is below their potential forcollege work. Efforts are directed at improving test-takingabilities and grades in pre-college couNes, preventingdropouts, and providing assistance for the special needsof minority students.

Students enter the program in the eighth and ninthgrades and continue in it until they graduate from highschool. Sonw 150 to 200 students receive tutorialassistance and instruction from education majors atMaster Teachers at the college. Activities have beenformulated to build self-confidence an: improve alllanguage, ma thenmtical, and other college-preparatory

Part One

skills through a combinatior. of academic, social, cultural,and motivational experiences. Thus, students are assistedwith such endeavors as preparing for the SAT andFlorida's College-Level Academic Skills Test andapplying for college admission and financial aid.

Parents of the students and youth motivators fromthe community are essential components of the program.Parents receive training that is designed to enable themto reinforce and provide extra support at home. Youthmotivators serve as adult role models who encourapthe students to achieve academic and personalexcellence.

Since the most advanced of the program's partic-ipants are now in the 10th grade, improvements incollege-attending rates cannot yet be demonstrated.However, early evaluative data show improvements instudent achievement and parental involvement.

CONTACT:Dr. Ada P. BurnetteDirector, KL.nan ProgramBethune-Cookman CollegeDaytona Beach, FL 32115(904) 255-1401, ext. 373

UNIVERSITY OF ALASKA AT FAIRBANKSRural Alaska Honors institute (RAM)Reference Number: 20735

The Rural Alaska Honors Institute (RAIII) was conceivedin 1982 when the leadership of the Alaska Federationof Natives (AIN) came to the University of Alaska atFairbanks (UAF) seeking an innovative way to stem thehigh college dropout rate of rural Alaska Native studentsand to promote the success of these students. Specifically,the MN wished to focus on career and academicopportunities in education, engineering, businessmanagement, natural sciences, and natural resourcesmanagenwnt. With this concept, the first Rural AlaskaI lonors Institute was held in 1983. The program is fullyfunded by UAF.

During the summer preceding the senior year, RAI 11offers rural students with strong academic records (3,0GPAs) the opportunity to come to UM; for six weeksto experience the challenge of learning and succeedingin college. Each RAI II student selected is awarded a fullscholarship covering all travel, room, board, tuition, andstudent fees. With 95 rural high schools participatingin the program and only 40 scholarships available eachyear, acceptance to RAIl is competitive.

Students live in the dormitories while taking eightcore courses: Mathematics, Writing for College, AlaskaNative Claims Settlenwnt Act, College Study Skills,

21

PROGRAMS AND SERVICES FOR STUDENTh 13

Part One

Orientatipn to the College System, Oral Communication,Swimming, and Team Research Project. Additionally, thestudents select a college specialty course taught by aUAF professor in business management, engineering,education, natural science, or natural resourcemanagement.

Coursework includes class lectures, note taking,discussion, assigned reading, research, field work, papers,quizzes, and exams. Students use the VAX mainframecomputer, word processors, and the Rasmuson Library.Special features of the program include field trips, dances,and Native Alaskan foods.

In addition to evaluating each student for collegereadiness, RAH1 makes recommendations for eachstudent's senior year coursework and a plan for collegeadmittance. Liter, follow-up during the senior yearassists students with their college applications.

When RAHI alumni return home, they have theopportunity to share their experiences with theircommunities. Younger students are especially impressedand become more academically aware so that they toomight be able to attend RAHI in the future. With astronger commitment to learning, RAHI alumni do wellduring their senior year of high school.

Through RAH1, the transition from a rural environ-ment to a college campus is facilitated. Students whoenter UAF as college freshmen are familiar with thecampus and quickly meet others who attended RA111.

A limited number of paid summer work-studyinternships are available to RAHI alumni attending UAF.These students gain practical experience in their majorby working for a Native Alaskan corporation. Eachsucceeding summer, students can continue theirinternship, becoming better prepared for the job marketwhen they graduate.

At UM, there are 60 RAH1 alumni on the maincampus, with an additional 20 enrolled at the ruralcampuses. RAIII alumni are enrolkd also at universitiesoutside Alaska, including Stanford, Dartmouth, Prince-ton, and Wellesley.

CONTACT:Jim Kowa lsk yDirector, RAHIUniversity of Alaska at Fairbanks508 Gruening BuildingFairbanks, AK 99775-0140(907) 474-6887

THE GEORGE WASHINGTONUNIVERSITYMulticultural Student Services CenterReference Number: 20862

Since 1969, The George Washington University (GW),through the Educational Opportunity Program (EOP),has enjoyed a successful partnership with the Districtof Columbia Public Schools. The EOP, now a componentof the new Multicultural Student Services office, annuallyprovides tuition grants, tutorial services, and academicand peer counseling to approximately 250 economicallydisadvantaged students.

In 1978, GW entered its first year of the High SchoolCollege Internship Program (H1/SCIP). Still thrivingtoday, this program allows academically talentedstudents who have completed llth-grade requirementsthe opportunity to enroll in freshman courses at localcolkge campuses. Students are accepted to GW as part-time students for one academic year and select amaximum of six hours per semester from the variousdepartments of study. Each year, approximately 25 highschool seniors earn an average of nine hours of collegecredit through HI/SCIP.

Recently, The George Washington University hasexpanded its commitment to the metropolitan area andhas taken the lead in the development and implementa-tion of pre-college, programs. In 1988, the EducationalOpportunity Program was selected to serve as host andcollege site for a pilot pre-college enrichment program.The program, called Project Enrich/College Knowledge,was designed and supported by Aetna Life Insurance,The College Board, the District of Columbia PublicSchools, and The George Washington University; it

served more than 70 at-risk D.C. students in grades 8-12.

Each week the students visit the campus to attendparticipatory seminars covering a myriad of topics.Among the many topics were Why College?, How toAccess Your Strengths and Weaknesses, How to Choosea College Major, flow to Write a Comprehensive Essay,and How to Find Your Way Around a College Library.The mod' used was widely accepted and led to a returnto campus last summer for a repeat performance. Withthe assistance of various academic professors andadvisers, an academic component was added to offerstudents a greater understanding of the career oppor-tunities availabk through postsecondary fields of study.

The success and publicity of this program promptedthree metropolitan area school districts and communityorganizations to request GW's participation in acomparable program for their students. During the 1989-90 academic year, the university lent support to develop

22


a pre-college enrichment program and strengthen theworking relationship with the Fairfax and AlexandriaSchool Districts and the "I Have a Dream" Foundation.

In January 1990, GW made several financialcommitments to graduates of D.C. public schools. First,the university, with the Federal National MortgageAssociation and the Washington Post, pledged $1 millionover the next 10 years for the students of H.D. Woodsonand Eastern Senior High Schools. A matching grant isavailable to every student at Woodson and Eastern whomatriculates into The George Washington University asa full-time undergraduate in the year followinggraduation.

Also, GW President Stephen Joel Trachtenbergannounced the creation of the 21st Century D.C. ScholarsProgram, whose purpose is to provide four years ofundergraduate higher education at The George Wash-ington University to 50 of the most outstanding graduatesof D.C. public high schools between 1990 and the year2000. The scholarship will cover tuition, room and board,books, fees, and supplies.

CONTACT:Valerie EppsDirector, Multicultural Student Services CenterThe George Washington University2127 G Street, NWWashington, DC 20052(202) 994-7010

WAYNE STATE UNIVERSITYWI& McCree Incentive Scholarship ProgramReference Number: 20529

With the start of school in the fall of 1987, the Presidents'Council of State Colleges and Universities in Michiganestablished the Incentive Scholarship Program. (In 1988,the program was named in honor of Wade McCree, aninternationally known lawyer and former U.S. solicitorgeneral, who died in 1987.) Under the program, collegesand universities in the state offer guaranteed full-tuitionscholarships to selected at-risk high school students,beginning with ninth graclers in fall 1987. This programreflects a four-year commitment by Michigan's 15 publicuniversities to significantly increase minority opportun-ities in higher education. It is the responsibility of eachinstitution to determine its source of funding for thesescholarships.

Eligible program participants are eighth graders whohave demonstrated high academic performance and/orpotential. Once identified, students and their parents orguardians are expected to sign an agreement specifyingcertain performance expectations ind conditions.

Part One

Although requirements may vary by school district, allstudents must fulfill the following basic conditions: (1)students will enroll in a college-preparatory program inhigh school; (2) students will maintain a cumulative GPAof 3.0 on a 4.0 scale; and (3) students will take the ACTin their junior year and attain a composite score of atleast 19.

The program has been designed as a motivator forstudents from an urban setting to continue theireducation after completing their secondary schooling.More than half the scholarship participants come fromthe Detroit public schools (DPS). The purpose of theprogram is to provide early intervention, appropriatecounseling, and financial security in the form ofscholarship support to encourage the students to do wellin school and enter a university.

Of the 145 scholarships offered by Michigan publicuniversities in 1987, Wayne State University (WSU)guaranteed 35 to students from Detroit public schools.In 1988, 158 scholarships were awarded; WSU offered30 to students enrolled in the DPS system. Funding forWSU scholarships is provided by the WSU Merit ScholarFund. By 1990, the Michigan public universities will havemade incentive scholarship offers to about 600 students,the majority of them enrolled in Detroit public schools.

CONTACT:Ronald HughesDirector, Undergraduate AdmissionsWayne State University3 East Helen Newberry JoyDetroit, MI 48202(313) 577-3581

BURLINGTON COUNTY COLLEGENew Partnerships for Work and LearningReference Number: 20498

Through the New Jersey State Challenge Grant Program,the governor has challenged the state's postsecondaryinstitutions to address initiatives focusing on secondaryschool partnerships, programs to support new technol-ogies, and the recruitment and retention of minoritystudents. Buirlington County College received a $1.1million grant from the New Jersey Department of HigherEducation in July 1988 to fund the New Partnershipsfor Work and Learning project. This cornprehensiveproject is designed to address the following fourinitiatives over a three-year period:(1) a partnership with Burlington County College to

increase the overall rate of retention and completionfor African American and Hispanic students;

(2) a partnership with the Willingboro community to


Part One

establish a grassroots presence for the purpose ofattracting African Americans and Hispanics to thecollege;

(3) a partnership with secondary schools to establisharticulation agreements with secondary schoolpersonnel and make high school students and theirparents aware of the types of career options availableat the community college level;

(4) a partnership with business and industry to establisha close working relationship with the businesscommunity in order to understand work force needs,which will enable the college to structure newprograms in accordance with those needs.The second and third initiatives are profiled below.Willingboro is a predominantly African American

community. The college has established an outreachcenter in the heart of the community to provide residentswith information about the college and offer remedialcourses. One major feature of this grant component isthe College Bound Club. This partnership has beenestablished with the fifth and sixth graders at the J.Creswell Stuart Elementary School. The intent of buildingpartnerships with these youngsters at an early age isto provide a consistent level of positive interaction with,and exposure to, the college environment and variouscareer options. During the academic year, the childrenhave participated in a variety of activities at thecollege.

The aim of the partnership with secondary schoolsis to establish a strong linkage with seven county highschools to define course articulation agreements, and toprovide high school students and their parents withcareer and college awareness information on variouscareers and the prerequisite skills.

CONTACT:Dr. Judith K. WinnVice President and Dean of the CollegeBurlington County CollegePemberton-Browns Mills RoadPemberton, NJ 08068(609) 894-9311

CASE WESTERN RESERVE UNIVERSITYCareer BeginningsReference Number: 20116

Career Beginnings is a dropout prevention program, andmore. Career Beginnings started in 1986 and now serves20 disadvantaged at-risk youth in seven area highschools. Students experience an intensive two-yearintervention starting in the 11th grade that enables themto overcome barriers that inhibit their potential success;

develop career plans suited to their capabilities andinterests; graduate from high school and pursue collegeor postsecondary education leading to meaningfulemployment; and develop a personal support networkof teachers, ministers, and mentors.

Students in Career Beginnings receive mentoringfrom three adults who work cooperatively on behalf ofeach student: a teacher from their school, who servesas a case manager (one teacher per 10 students); aminister, working in tandem with the teacher; and amentor from the business or professional community.In addition to this personal support network, studentsparticipate in activities designed to improve their self-esteem, academic achievement, career aspirations, andknowledge of their potential worth. These includeworkshops in basic life, job search, job survival, andcollege- and career-planning skills; SAT/ACT training;academic enrichment; and summer jobs.

The following outcomes have been achieved: 70percent of participants are now attending four-yearcolleges with a retention rate of 95 percent; 12 percentare attending two-year colleges or trade schools; 8 percentare in the military; 5 percent are employed; and 5 percentare status unknown.

CONTACT:A. J. AbramovitzProfessor of Community ServiceCase Western Reserve University2325 Abington RoadCleveland, OH 44106(216) 368-5273

ESSEX COUNTY COLLEGETalent Search ProjectReference Number: 20941

Essex County College's Talent Search Project activelyseeks to improve educational opportunity and accessfor targeted students who traditionally have notparticipated fully in the advantages that higher educationprovides. The project's primary objective is to assiststudents from disadvantaged backgrounds not only tocontinue in and graduate from secondary school but alsoto enroll in postsecondary educational programs.

The Talent Search Project has operated under theauspices of Essex County College for the past 11 years.Within this period, staff members have provided a varietyof services designed to meet the needs of low-incomeand first-generation college students. Project studentshave graduated from undergraduate schools, continuedon to graduate institutions, and become productivecitizens in their communities.


Specifically, Talent Search Project is an outreachprogram of information, educational guidance, counsel-ing, and academic support. Through early-interventionactivities, the objective of the project is to identify,encourage, and help the potentially able student pursuepostsecondary studies. Students attend classes designedto upgrade their mathematics, English, and readingproficiencies. Individual counseling, computeri:..edassessments, and out-of-state college tours intended togenerate interest in college enrollment are integralcomponents of the program.

Enrollment is open. annually to 1,250 Essex Countyresidents, aged 12 through 27. Funding for the projectis derived through three-year discretionary grants fromthe U.S. Department of Education, renewable annually.The project is headed by four full-time and one part-time staff members, who together carry out majorprogram objectives. The part-time support staff consistsof seven instructor/counselors, six tutors, and two collegework-study students. Talent Search Project is alsosupported in its activities through Essex County Col-lege's institutional and local community commitments.Further resources and support are provided through thecounty boards of education and postsecondary schoolslocated within and outside the metropolitan area.

Data collected on students benefiting from TalentSearch services show more awareness of postsecondaryopportunities available to students from economicallydisadvantaged backgrounds. Student responses showincreased knowledge of financial aid resources, the EqualOpportunity Fund, and other assistance programs inpostsecondary schools. Students have also indicatedbroader awareness of career options.

CONTACT:Betty FosterDirector, Special ProgiamsEssex County College303 University AvenueNewark, NJ 07102(201) 877-3196

HARVEY MUDD COLLEGEProject Upward BoundReference Number: 20017

Project Upward Bound is a national program that beganin 1966 under the administration of the U.S. Office ofEconomic Opportunity. In 1969, it was transferred to theU.S. Office of Education, which became the U.S.Department of Education in 1980. Upward Bound'sobjective is to assist high school students fromdisadvantaged backgrounds to pursue and succeed in

Part. One

postsecondary education. About 400 institutions ofhigher education in the United States host UpwardBound projects, serving a total of 30,000 students.

Harvey Mudd College has hosted Upward Boundsince 1973, when it adopted the Claremont UniversityCenter's Upward Bound Program, which began in 1968.During the academic year, the college offers tutoring andcounseling to Upward Bound students and operates aSaturday school at Harvey Mudd College that empha-sizes critical thinking and value clarification. Rigorousacademic training takes place for Upward Boundstudents during the summer months.

In 1973, the college expanded the summer programby sending students to other California colk,ge campuses,instead of operating a residential program at a singlehost institution. Students are assigned to four indepen-dent and autonomous mini-schoolssome of which arelocated hundreds of miles from Harvey Mudd Collegein Claremont. Students are housed in small groups of25 at selected colleges and universities close toextraordinary scientific, civic, or wilderness activities.While students live in college dormitories or other specialhousing facilities, they indulge in a rigorous academicprogram designed to meet individual needs. Each sitehas cooperative education relationships with renownedresearch institutions, medical facilities, executive offices,legislative bodies, environmental agencies, or navaloperations. Students are given paid internships that areclosely tied to Upward Bound's instructional, counsding,and career-exploration components.

CONTACT:Octavio BoubionDirector, Upward BoundHarvey Mudd CollegeClaremont, CA 91711(714) 621-8123

WITTENBERG UNIVERSITYUpward BoundReference Number: 20090

Upward Bound at Wittenberg began in 1965 as part ofa pilot program funded by the U.S. Office of EconomicOpportunity. The following year, the program wasauthorized nationally, and Wittenberg's program, rankedas one of the best in the country, has been successfuland ctrong ever since.

Upward Bound was designed to reach studentsprimarily from low-income families who have thepotential to succeed beyond high school, but who havebeen turned off by traditional teaching nwthods or Lickthe motivation to continue their education. The program

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Part One

strives to make these students aware of educationalpossibilities beyond high school, to increase their senseof self-worth, and to strengthen fundamental learningskills such as reading and writing. Through the use ofvarious intervention strategies, such as personal tutoring,exposure to altered curricula, and remedial instruction,Upward Bound has been successful in achieving thesegoals. Students who have participated fully in theprogram show a minimal average increase of one year'sgrowth in each academic area measured by testsadministered before and after participation.

The program consists of two phases. During thesummer, Upward Bound students (enrolled in the 9th,10th, or 11th grade) live in dormitories and take classesintended to improve skills necessary to succeed incollege. If students are recent high school graduates, theyare eligible to take college-level courses, with earnedcredits being transferable to the college or university thestudent will be attending in the fall. These courses aretaught by both area teachers and Wittenberg faculty.In the second phase, students come to the Wittenbergcampus at least once a week to be tutored by Wittenbergstudents in school subjects. Included in both of thesecomponents are free recreational functions such ascamping, canoeing, and visits to museums and amuse-ment parks. Students also attend cultural activities suchas plays, concerts, and recitals.

Funding for the program conws largely fromWittenberg's Departnwnt of Education. The universityalso contributes and offers use of various facilities. Somesubsidizing in the form of national grants occasionallyoccurs.

Since its inception at Wittenberg, Upward Boundhas served more than 2,000 young people. A minimumof 80 students participate in the summer component and80 in the academic year component. Of these students,80 percent or more are typically placed in postsecondaryeducation. Institutions such as The Ohio State University,Oberlin College, Howard University, and the Universityof Illinois have enrolled former Upward Bound students.

CON TACT:Eddie ChambersDirector, Upward BoundWittenberg UniyersityP.O. Box 720Springfield, OH 45501(513) 327-7535

TRINITY UNIVERSITYUpward BoundReference Number: 21087

The Upward Bound program located in the EducationDepartment on the campus of Trinity University involves50 junior,' high and high school students with collegepotential who come from economically or culturallydisadvantaged backgrounds. It is designed to assiststudents from the Edgewood and Harlandale SchoolDistricts in pursuing a postsecondary education throughenhancement of academic and social skills and culturalenrichment. The program is divided into two major parts:(1) The academic year program is made up of instruction

through 20 Saturday workshops, tutoring, counseling,and field trips. Field trips and cultural events areprovided to enhance participants' personal develop-ment and motivation. The counseling and guidanceportion of the program is concerned with assessingparticipants' needs and formulating individual plansto meet them.

(2) Two summer programs are offered. The five-weekRegular Summer Program provides academic skilldevelopment, cultural enrichment, counseling, and arecreational program. The Bridge Summer ResidentialProgram is a five-week program for recently graduatedseniors to experience the Trinity campus and collegecourses. An academic bowl, which brings UpwardBound students from across the state to compete inacademic areas and engage in sporting events, is oneof the highlights of the summer programs. Each yeara different university hosts the academic bowl events.

In order for students to be participants in UpwardBound, they must first obtain parental, school, anddistrict approval. Basis for selection also includesdemonstrated college potential, a low-income or first-generation college eligibility, and an academic or socialneed for Upward Bound's assistance. Upward Boundreceives its funding from the U.S. Department ofEducation and Southwestern Bell Telephone Company.

Trinity undergraduate students serve as tutors,residential assistants, and recreational instructors for theUpward Bound students. Counseling is provided by afull-time counselor and by graduate students in theschool psychology program. Trinity professors serve assummer instructors and guest lecturers for a careerorientation course. Upward Bound students have accessto Trinity's library, recreational facilities, and culturalevents.


CONTACT:Joyce E. McQueenDirector, Upward BoundTrinity University715 Stadium DriveSan Antonio, TX 78212(512) 736-7590

UNIVERSITY OF PENNALVANIASay Yes to EducationReference Number: 20123

George Weiss, a trustee of the University of Pennsylvania,and his wife, Diane, a member of the Graduate Schoolof Education's board of overseers, have promised to payfor the postsecondary, education of all 111 members ofthe Belmont Elementary School class of 1987 whograduate from high school. Say Yes to Education is aneducational support and enrichment program designedto help each child work toward graduation from highschool, and to develop in each child expanded choicesfora possible career; an understanding of the educationalrequirements for different careers; a curiosity about andactive and responsible participation in learning increasedknowledge about what it takes to be a responsible manor woman; and expanded abilities to write and speakeffectively.

Say Yes to Education provides (1) tutoring in reading,writing, and academic subjects, using about 120volunteers from the University of Pennsylvania, DrexelUniversity, and the Philadelphia College of Pharmacyand Science; (2) special sex and substance-abuseeducation programs; (3) personal contacts from theWeisses and their family, including phone calls to andfrom students and parents, direct participation as tutorsand counselors during summer programs, and trackingof assessments and high school selection decisions; (4)placement of students as volunteers, so that they learnthat they may make contributions themselves; (5)advocacy for students and parents, as necessary and inwhatever setting is required; (6) monthly meetings withparents regarding the students' progress and specialprograms for parents on such topics as evaluating testscores and records, and special education counseling(7) career exploration trips for students, including visitsto Drexel University, the University of Pennsylvaniahospital, the Philadelphia Zoo, the U.S.S. Kitty Hawk,and Washington, D.C.; and (8) home visits by coordi-nators to communicate program goals and to link theprogram, the schools, and the family.

Student participants entered high school inSeptember 1989. Despite many difficulties and a high

Part One

percentage of learning-disabled students, to date nonehas dropped out and several have improved theiracademic records and are setting higher goals for theireducations and careers.

The program is fully funded by George and DianeWeiss, through the Say Yes to Education Foundation.

CONTACT:Dr. Norman NewbergDirector, Say Yes to Education FoundationGraduate School of EducationUniversity of Pennsylvania3700 Walnut StreetPhiladelphia, PA 19104-6216(215) 898-1819

CASE WESTERN RESERVE UNIVERSITYCleveland Initiative in EducationReference Number: 20111

In 1987, Case Western Reserve University joined othermembers of the Cleveland Commission on HigherEducation, the Cleveland Roundtable, and the ClevelandPublic School System to establish the Cleveland Initiativein Education. The Cleveland Initiative in Education hasas its goals to improve student persistence to graduationwithin the Cleveland public schools, to promoteexcellence, and to encourage youngsters to aspire to apostsecondary education.

Case Western Reserve University has initiated anumber of programs at the university and within thecommunity to assist the Cleveland Public School systemto achieve the goals of the Cleveland Initiative inEducation. From the long-standing Upward BoundProgram, with its emphasis on health careers, the equallylong-standing Minority Engineers Industrial Opportu-nity Program, and the Case Early Exposure to Engineer-ing Program for Minority Students, to more recentadditions such as the Case Pro-Engineering Program, theCleveland Early Awareness Program, Career Beginnings,the Cleveland Partnership Program, the Minority HealthEducation Program, and the Step-Up Program, theprograms' goals are to expose children to new areas,to help children improve basic skills, to develop theirfull potential, and to encourage them to aspire to a CaseWestern Reserve education. The programs enable stu-dents to participate in a variety of educational experi-ences that include weekend, evening, and summer pro-grams and parallel the curriculum in the students' schools.

A main component of the Cleveland Initiative inEducation is the Scholarship-in-Escrow Program, whichenables junior and senior high school students to earnscholarships for their college education. Through

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Part One

generous support from the corporate community andthe Cleveland Foundation, Cleveland public schoolstudents earn $40 for each A, $20 for each B. and $10for each C they achieve in academic subjects from seventhgrade through high school. The money is held in escrowfor the student, who may later use it to pay postsecondaryeducational expenses. A student may earn up to $4,800in the Scholarship-in-Escrow Program.

Case Western Reserve University has joined in thiseffort by matching thi Scholarship-in-Escrow Programfunds on a four-to-one basis, either by removing all loansfrom a student's financial aid package for the first twoyears of undergraduate education or by providing $4in scholarship support for every $1 in Scholarship-in-Escrow support that the student has earned.

Case Western Reserve University continues its long-standing and far-reaching commitment to foster andpromote excellence in its programs, its teaching, itsresearch, and its community.

CONTACT:Donald W. ChenelleDirector, University Financial Aid10900 Eudid AvenuePardee Hall, Room 129Case Western Reserve UniversityCleveland, OH 44106(216) 368-3866

GEORGE MASON UNIVERSITYEarly Identification ProgramReference Number: 20096

In response to the dwindling number of African Americanand other underrepresented ethnic group applicants tocolleges and universities, George Mason Universitydeveloped the Early Identification Program in conjunc-tion with the Fairfax County, Area II Public SchoolSystem in fall 1987. The program is designed to identify5U academically able intermediate school students eachyear who are at risk of not successfully completing school,encourage these students to pursue a pre-collegeprogram in high school, and apply to George Mason.To support them in this effort, the program guaranteesparticipants admission to George Mason if they graduatefrom a pre-college program in school with at least a Caverage. Beginning in 1989, students from ArlingtonCounty have participated in the program as well.

The Early Identification Program has three compo-nents: (1) a three-week summer enrichment program,taught by outstanding local teachers, that is interdis-ciplinary and team planned and executed; (2) a tutoringand academic support program offered by George Mason

students, held after school at local high schools andduring an evening on the university campus, thatprovides weekly opportunities for group review andreinforcement; and (3) Saturday workshops, held everyeight weeks, that bring the Early Identification commu-nity to the university to master techniques and strategiesto promote academic success in more rigorous highschool courses and to allow students to experiencevarious aspects of college life.

Participants' academic progress is carefully moni-tored by school and program staff to identify thosestudents in need of additional support. Transportationto the university and meals for the summer program,as well as the personnel to organize and monitor theprogram for the public school system, are supplied bythe schools. Parental contact through regular correspon-dence and workshops is an important element inproviding support to students.

Once students successfully complete the three-yearprogram, they will be placed in summer job sites toacquire experience in the world of work. Once studentsenter George Mason, they will have the opportunity toserve as tutors for future students.

Various procedures are being used to monitor theeffectiveness of the program. These include a comparisonof the course selection and academic progress of EarlyIdentification students with a similar cohort. The second-and third-year summer return rate for students is alsobeing monitored. Lastly, participants' 11 th-gradenational test results will be measured against acomparable group of llth-grade students.

CONTACT:Hortensia B. CadenasDirectorEast Building, Room 123George Mason UniversityFairfax, VA 22030(703) 323-2703

BRADLEY UNIVERSITYPeoria County Bright FuturesReference Number: 20061

Eight school districts within Peoria County, Illinois,received funding for a cooperative program with theCollege of Education and Health Sciences of BradleyUniversity I'm pre-kindergarten children at risk ofacademic failure for the 1988-89 school year. The projectis called Peoria County Bright Futures and is designedto improve retention-in-grade rates, reduce the need forspecial-education classes, and reduce the dropout ratesof the participating school districts. Funding for the


project was provided by the Illinois State Board ofEducation through a competitive grant process. BrightFutures received $250,000 for eight school districtprograms and an administrative and resource center oncampus. Of that, $90,000 went to Bradley University todirect the program, provide inservice and educationalconsultation, and set up and maintain the resourcecenter. More than 90 three- and four-year-old childrenwere served by the project during the first school year.

The goals of the project are (1) to identify througha screening process those children at risk of academicfailure before they become school aged so appropriateeducational experiences may be provided; (2) to providea developmentally appropriate pre-school program forchildren identified as at risk of academic failure; (3) toassess needs of parents for parenting education, literacy,adult education, or vocational training and provide accessto as many resources as possible to meet those needs;and (4) to provide a center for early childhood educationwith developmentally appropriate teaching ideas,materials, and supplies for parents, all teachers withinthe community, and Bright Futures staff.

Besides the school districts within the project, theHeart of Illinois Association for the Education of YoungChildren (the local professional affiliate for earlychildhood educators), Project Upward (literacy), and theMid-Illini Educational Service Center also joined tosupport the center.

bradley University faculty advised in selection ofpersonnel and provided direct supervision of theteaching staff of eight teachers and eight aides. Inaddition, a parent coordinator worked with parents andprovided parenting programs that were held at theresource center or on site. A developmentally appropriatepre-school program that emphasized goal setting andpositive school experiences was held four days each weekfor 2.5 hours in each participating district. The fifth day,the staff met at the 1,000-square-foot Bright Futuresresource center on campus for inservice training andproject direction or made home visits to families in theprogram. More than 150 hours of inservice training wasprovided to the staff.

Resources for the participating school districts todraw upon included expertise for the set-up andsupervision of the early childhood programs, theprovision of a parent coordinator, and the resource centerfor their staff. Bradley University benefited through high-quality field experiences for early childhood educationmajors and student teachers in Bright Futures classroomsand the accessibility of the resource center for facultyand students.

Participating school districts were Brimfield, Dunlap,Elmwood, Illini Bluffs, Norwood, Pleasant Hill, andPleasant Valley. The Peoria Heights School District served

Part One

as administrative agent for the project.CONTACT:Dr. Judy HelmAssociate ProfessorBradley University206 Westlake HallPeoria, IL 61625(309) 677-3187

GRINNELL COLLEGEDes Moines "I Have a Dream" ProgramReference Number: 20046

Des Moines "I Have a Dream" Program, begun byGrinnell College, follows the examples provided by themore than 35 current "I Have a Dream" Programs thatexist throughout the United States. Each of theseprograms adopts an entire elementary school class thatis overwhelmingly disadvantaged. The program guaran-tees to pay a portion of tuition expenses at an accreditedpostsecondary educational institution following gradu-ation from high school.

The program also provides support mechanisms forthe students in order to keep them in school, achievingtheir fullest potential, out of trouble, and looking towardthe future. These include a paid professional to workwith the students and their families and numerousmentors to act as role models and a source for futurenet working.

It is important to stress that the basic goals of theprogramproviding hope and help to disadvantagedyouthare primary and attainable. The New York"Dream" class has already completed a cycle with a 60percent success rate of students graduating from highschool and furthering their education in one form oranother. Over the past two years, more than 35 additionalclasses have been adopted by other sponsors.

Grinnell College received sufficient donations toadopt one 1990 fifth-grade class in Des Moines, Iowa.The college commenced working with the studentsduring spring 1990. Because Grinnell College perceivesits role as that of a catalyst, the Des Moines "I HaveA Dream" Foundation has been formed so that otherindividuals or groups can easily participate as sp msorsof future Des Moines classes.

CONTACT:James WorkExecutive Director, "I Have a Dream" Programc/o Grinnell CollegeP.O. Box 805Grinnell, IA 50112(515) 269-3178


Part One

UNIVERSITY OF NEW HAVENProject UCAN (UNH-Clemente-AcademicAdvancement Network)Reference Number: 20018

Initiated in 1987, Project UCAN (UNH-Clemente-Academic Advancement Network) is an early-awarenessprogram for middle school students. It is a collaborativeventure between the University of New Haven (UNH)and Roberto Clemente Middle School in New Haven,Connecticut.

The program was designed with the following goalsin mind:(1) to promote continued collaboration between the

University of New Haven and the New Haven PublicSchool System;

(2) to assist the middle school in its efforts to motivateand raise career aspirations of students prior to theirbeginning high school;

(3) to provide direct on-site service to middle schoolstudents through the support of selected membersof the UNH administrative staff and faculty;

(4) to offer information sessions/workshops in co-curricular areas important for student success;

(5) to improve middle school students' and parents'knowledge of colleges and universities, especially theadmissions and financial aid processes;

(6) ultimately, to increase the number of minoritystudents seeking higher education.The program was developed with the help of a

coordinating committee consisting of UNH admissionspersonnel and Clemente counselors, teachers, andadministrative staff. Target groups included the entireeighth grade (about 200 students), eighth-grade honorsstudents, eighth-grade student council members,selected seventh-grade classes, bilingual students, andparents/guardians.

Activities have covered a wide variety of academicand co-curricular areas. Conducted at both Clemente andUNH, activities have included workshops on careerplanning (in both English and Spanish), study skills,writing skills, library skills, student activities/leadershipdevelopment, college admissions procedures, andfinancial aid processes. In addition, students have beenexposed to both mock and real classes in such areasas marketing, sociology, and Spanish. Contemporaryissues sessions have focused on such topics as drugs,AIDS, and nutrition.

During the 1988-89 year, an interpersonal skills serieswas introduced for two seventh-grade classes. It includedsessions on building self-confidence and self-esteem,communication and listening skills, and groupdevelopment.

To date, almost 50 members of the UNH communityhave been involved in the program. Areas representedby the participants include admission services, studentlife, cooperative education, center for learning resources,provost's office and faculty, library, and computer center.Several activities have included small group discussionswith UNH student mentors, especially African Americanand Hispanic role models.

UCAN has demonstrated the positive outcomes thatmay come from collaboration between an urbanuniversity and an urban middle school. One of the criticalkeys to elevating students' aspirations is to beginprograms, services, and other forms of support at anearly age. Encouraging middle school students to stayin school, pursue college-oriented courses, and, ulti-mately, enroll in college clearly takes creativity,persistence, and patience on the part of teachers andother professional staff in both settings.

CONTACT:Robert CarusoDean, Admission ServicesUniversity of New HavenWest Haven, CT 06516(203) 932-7469

MIAMI-DADE COMMUNITY COLLEGE,NORTH CAMPUSThe McKnight Center of ExcellenceReference Number: 21153

The McKnight Center of Excellence on the North Campusof Miami-Dade Community College is part of theMcKnight Program in Higher Education in Florida. Theprimary purpose of the Centers of Excellence is todevelop strategies that will heighten the self-esteem ofAfrican American youth, inspire and nurture theiraspiratkms, and prepare them for college entrance andparticipation. The McKnight Centers of Excellence aretruly community-based programs. They rely heavily onthe support of local schools, businesses, corporations,churches, and community organizations. Although theMcKnight Funds provide the bulk of the financial support,numerous vdunteers are needed to provide personalsupport and to serve as role models for the McKnightprogram participants.

The activities are focused on four main areas. Thefirst area is the McKnight Achievers Honors Society,which inducts members four times a year. To be eligiblefor membership, a student must be enrolled full-timein a public or private elementary or secondary schoolin Dade County; have an A-B average with a minimumof two As and remaining grades all Bs in the grading


period preceding induction (Cs are acceptable only inadvanced honors classes); present two letters ofrecommendation from adults; have a sponsor willing toserve as a mentor and to purchase the society jacketfor the achiever; and perform a community and/or schoolproject within 12 months after induction. The academicrequirement can be waived for those students acceptedas cultural or artistic achievers. These students must havewon some form of competition beyond the local leveland must have a C average.

The second area of activity is the Academic BlackHistory and Cultural Brain Bowl. This program encour-ages students in grades 7-12 to compete in an academicenrichment competition on both the local and state levels.It is also designed to motivate African American youthto study and learn about African American history.

The third area focuses on satellite academicenrichment centers in the community. This aspect ofthe program relies mainly on community support,particularly from churches and organizations, to provideinvolvement of every segment of the community andto ensure consistency and growth at the center.

The Summer Enrichment Institute, the fourth area,provides an academic learning environment for thestudents through personal enrichment workshops, fieldtrips, career exploration and counseling sessions, tutorialprograms, and sports activities.

CONTACT:Raymond DunnDean of StudentsMiami-Dade Community College, North Campus11380 NAN. 27th AvenueMiami, FL 33167(305) 347-1663

EAST LOS ANGELES COLLEGENon-Credit Enrichment ProgramsReference Number: 21234

Students at Garfield High School begin the mathenrichment program, called Transition Math, as at-riskstudents and complete the program at East Los AngelesCollege by taking the Advanced Placement (AP) Calculusexamination. The program began eight years ago withits founder, Jaime Escalante, teaching the classes. It hasnow grown to include five teachers serving 500 studentsparticipating each fall, spring, and summer semester. Theteaching methods remain those of the founder. Theprogram provides students with summer employment,food, books and supplies, and special services, includingtutoring. A recent National Science Foundation grant hasallowed expansion to AP Physics, Chemistry, Computer

Part One

Science, and English. Teacher enhancement and trainingis offered to feeder junior high and elementary schools.

East Los Angeles College reports that more than100 students perform successfully on the AP Calculus(AB) exam, and a third of these go on to performsuccessfully on the Calculus (BC) exam. They leportfurther that Garfield High School students are near thetop nationally in terms of AP Calculus achievement.

The Transition Math program has been recognizedby feature articles in the Washington Post, Los Angeles Times,and Reader's Digest.

CONTACT:Kenneth L. HuntDean of Academic AffairsEast Los Angeles College1301 Brooklyn AvenueMonterey Park, CA 91754(213) 265-8723

THE JOHNS HOPKINS UNIVERSITYJohns Hopkins University/Dunbar High SchoolHealth Professions ProgramReference Number: 21086

The Johns Hopkins University/Dunbar High SchoolHealth Professions Program was established in responseto a national concern about minority representation inthe health professions. Its stated purpose is to prepareminority high school students for access to highereducation and careers in the health professions. In itsfirst year, the Hopkins/Dunbar program selected 75current eighth graders to be admitted to the 1986-87freshman class. In the 1989-90 school year, there were150 students in grades 9-12.

The program begins with the Summer ScholarsProgram, which is an academic and cultural enrichmentprogram for students, faculty, and parents. Its fourcomponents are the following:(1) The student development component, in which pre-

high school freshmen are involved in a six-weekprogram consisting of one course in math, one inscience, one small group seminar in problem solvingand study skills, one small group seminar in healthcareers and health science ,orientation, and culturalenrichment activities.

(2) The curriculum development component, whichinvolves faculty from the high school, the university,and Johns Hopkins University Hospital in a struc-tured faculty-development program.

(3) The community-family involvement component,which includes parents, counselors, students, andmental health educators. The format for the summer


Part One

consists of structured workshop sessions held twicea week for parents and student participants.Workshops cover topics such as career awareness,mental health awareness, and school and parentrelations.

(4) Continuing students have the opportunity to spendsix weeks in a research setting in one of the followingareas: Johns Hopkins Health System, NationalInstitutes of Health Institute on Aging, the HopkinsSchool of Nursing, the School of Hygiene and PublicHealth, or the Department of Biology. Students areselected for this experience based on academicperformance, attendance, and extracurricularactivities.During the regular school year, the academic

program is provided with enriched in-school learningexperiences. Each year, the curriculum for the next gradeis redesigned by teams consisting of faculty from thehigh school, the university, the hospital, and the Schoolof Public Health. Workshops focusing on increasing theknowledge and awareness of parents regarding their rolein the educational process continue. Seniors in thecollege-preparatory programs have the chance to go onsite four mornings a week to various hospitals and otherhealth-related facilities, where they observe and workwith health professionals.

The Hopkins/Dunbar program reports that the on-site work; the science, math, and health-relatedinstruction; and the ongoing counseling and advisinghelp prepare students for continued study at the collegelevel and give them a great start on their careers.

CONTACT:Dr. Warren C. HaymanCoordinator, Hopkins/Dunbar ProgramJohns Hopkins UniversityBaltimore, MD 21218(301) 338-8273

UNIVERSITY OF ALABAMABiomedical Sciences Preparation Program(BioPrep)Reference Number: 21084

The Biomedical Sciences Preparation (BioPrep) Programis designed to address the characteristic shortage ofphysicians and other health providers in rural areas. TheUniversity of Alabama's College of Community HealthSciences established the program in 1982 to address theseproblems in Alabama, whose rural areas are even morelacking in health personnel and are comparatively poorer,less well-educated, and less healthy as measured bystandard health and socioeconomic indicators than thoseof other states.

The experimental program's purpose has been todevelop bright, rural, socioeconomically disadvantagedAlabama high school students both academically andsocially so that they will be motivated and able to achieveadmission to college and, once there, to progresssuccessfully, specifically in medical, health professional,or biomedical science curricula. At the same time, theproject aims to nourish in its participating students adesire to return to rural areas in Alabama to establishtheir professional careers.

To ward this end, BioPrep has established thefollowing goals for the participating high school students:(1) to develop academic competencies in mathematics,science, and oral and written communication needed forsuccessful admission to and matriculation in anundergraduate curriculum directed toward the biomed-ical sciences; (2) to understand the nature and elementsof the health care system and the professional roles thatexist within it; and (3) to appreciate rural living and therural environment and recognize the important role ofa health care provider in a rural setting.

Participant selection procedures include bothobjective measures (e.g., testing) and subjectivemeasures, specifically principal, teacher, and counselorrecommendations. After having been selected in theeighth grade, project students have participated inspecially designed accelerated curricula and complemen-tary activities that began in the ninth grade. Thisaccelerated academic program has been conductedduring regular school hours, in a block time arrangementto provide flexibility, and has also included directed andindependent study, tutorials, and significant laboratorywork. Field placements and bimonthly special sessionson the University of Alabama campus, at area healthcare facilities, and in local rural settings and full-timesummer programs have provided additional educationexperiences as well as the means for acculturating projectstudents to the health professions, the university, andthe rural environment.

Beginning in spring 1989, various components ofBioPrep (e.g., staff development, student enrichment,Japanese I, anatomy, and physiology) were madeavailable to a national audience via the TI-IN UnitedStar Network. This distance-learning network is anational STAR schools cooperative and offers a widerange of high school credit and professional-developmentcourses.

Central to the program have been collaborativerelationships between rural school teachers anduniversity faculty, staff, end students. These relationshipshave focused primarily on preparing the teachers to teachthe accelerated curricula and special activities of theprogram. Teachers have also attended summer work-shops, for which they get graduate credit from the


university, and periodic inservice training. Between theinservice training sessions, the project staff visits teachersbiweekly in the schools for consultation and assistance.In conjunction with these activities is a set of initiativesaimed at renovating classroom and laboratory facilitiesand securing the equipment and materials needed toenable the teachers to implement the BioPrep curriculumeffectively.

CONTACT:Dr. Larry RaineyProject Director, BioPrepP.O. Box 870326Tuscaloosa, AL 35487-0326(205) 348-7952

UNIVERSITY OF MICHIGAN-FLINTFlint Summer Academy of MusicReference Number: 21080

The Flint Summer Academy of Music was developedin response to a perceived need for musical enrichmentin the lives of inner-city Flint students. Two fundamentaltenets of the project are that music is an enriching factorin the lives of all people, and children thrive in anatmosphere of excellence and high expectation. TheUniversity of Michigan-Flint's (UM-Flint) goal is to reachout to the students who are either not aware of or cannotafford the experience of attending well-known musiccamps. Another goal has been to prove that thesestudents, who may be in a socioeconomically deprivedsetting, can achieve excellence in musical performance.

The first academy was held in 1983 with a facultyof seven and a student body of 100 fifth and sixth gradersfrom Flint community schools. Since that time, theacademy has grown to include a senior academy of musicfor students in grades 9-12 Although both academiescenter around a choral performing group, musicianshipis sought through daily classes in sight reading, keyboardskills, vocal techniques, and movement. In fall 1984, theacademy was expanded to include a yearround academicchorus, meeting once a week for an hour and a half.

In fall 1985, yet another outreach and extension ofthe Summer Academy was instituted. In October, 36 Flintarea high school students came to UM-Hint for a nine-week, two-hours-per-week course in vocal musicianship.The two hours were divided into three 40-minutesegments: (1) vocal techniques, (2) sightsinging, and (3)keyboard. UM-Flint's goal was to allow the samecontinuity of instruction for the high school studentsthat it has given the elementary students through thefall and winter Academy Children's Chorus.

Part One

CONTACT:Carolyn M. MawbyAssociate Professor of MusicUniversity of MichiganFlint, MI 48502-2186(313) 762-3377

UNIVERSITY OF WISCONSIN-PARKSIDECreating Higher Aspirations and MotivationsProgram (CHAMP)Reference Number: 21079

The Creating Higher Aspirations and MotivationsProgram (CHAMP) is designed to encourage minorityyouth in grades 9-12 to stay in high school and to takecourses and develop attitudes that will prepare themto be successful in postsecondary education. Specifically,it was created to address such problems of minoritystudents as high dropout rates; low enrollment in moredifficult college-preparatory courses; low-level perfor-mance in math, science, and English; and low retentionrates at the university level.

Two-day January workshops and six-week summersessions with a curriculum concentrating on thinkingand problem solving form the core of CHAMP. EachJanuary, the University of Wisconsin-Parkside sponsorsa two-day workshop for eighth graders on the universitycampus. Eligible students are identified through previoustesting programs of the Racine and Kenosha UnifiedSchools. Stanine scores, GPAs, and attendance recordsare used to select students. In addition to preparingstudents to choose appropriate high school classes, theJanuary workshops serve as an introduction to CHAMP.The purpose is to orient students to the nature ofpostsecondary education, help students recognize theconnection between high school and college courses, andencourage students to enroll in upper-level courses ingrades 9-12.

Applicants who have been evaluated on the basisof their academic and personal records are recruited forthe six-week summer session. Successful students areinvited back to the summer program each year, or theyare encouraged to attend another summer programoffered in the University of Wisconsin system (e.g.,University of Wisconsin-Madison's Pre-CollegiateMinority Engineering Program). The emphasis of thesummer program is on thinking and problem-solvingtechniques in all classes. Classes include algebra,trigonometry, biology, physics, English, and computerskills.

The University of Wisconsin-Parkside reports severalimportant factors that have contributed to CHAMP's


Part One

success. The high level of institutional support from boththe university and Unified School District administrators,coupled with the commitment of the staff involved withall stages of the programs, is critically important. Thewide involvement of minority community leaders,especially in churches and service organizations, hashelped publicize the program and build support withinthe minority community. Another factor in the program'ssuccess is that students are told at the outset what willbe expected of them; those unable or unwilling to meetthe requirements are dropped.

Planned initiatives are increased outreach toHispanic students; program evaluation (i.e., successrates); increased parental involvement; and a Novemberleadership workshop. Finally, extensive and continuingfollow-up activities involving students, parents, andcounselors have reinforced the program's goals andmaintained a high level of interest.

CHAMP was cited in the National Institutes ofEducation's Starting With Students: Notable Programs,Promising Approaches, and Other Improvement Efforts in

American Postsecondary Education, Vol. I, December 1983.CONTACT:Mary VlasakInterim Director, CHAMPUniversity of Wisconsin-ParksideBox 2000Kenosha, WI 53141(414) 553-2234

WINTHROP COLLEGEGovernor's Remediation InitiativeReference Number: 21085

In 1984, the Governor's Office in South Carolinacommitted substantial resources from the Job TrainingPartnership Act to implement computer-assistedinstruction in mathematics and reading in high schoolsthroughout South Carolina. The students to be servedtraditionally had not had access to computers. Thesestudents, all of whom had scored below standard or inthe bottom quartile on standardized tests, had not faredwell with traditional instruction methods.

There are currently 106 math labs and 67 readinglabs in 94 high schools in South Carolina. High schoolsare networked using a mainframe computer, modems,and microcomputers. Response to messages sent toWinthrop are answered within 72 hours. Teachers cancommunicate with one another as well.

Before teachers work in the labs, they are providedwith intensive training in lab operation. Credit forrecertification is provided through the South Carolina

Department of Education. The training covers laborganization, materials, curriculum, student recordmanagement, computer use, and electroniccommunication.

Winthrop College reports that the benefits of thepartnership among Winthrop College, the technicalcolleges in South Carolina, and 94 public high schoolsare twofold: the standardized test scores of more than10,000 remedial students have increased dramatically,and the teacher turnover in remedial mathematics (acritical area) has been Substantially reduced.

Future plans include use of the Degree of ReadingPower Test in all reading labs as a pre/post-test measure,replacement of some materials, a teacher conference, anda transition to a new funding source.

CONTACT:John R. RumfordActing Director, Governor's Remediation

InitiativeSchool of EducationWinthrop College119 Withers BuildingRock Hill, SC 29733(803) 324-3176

STATE UNIVERSITY OF NEW YORKCOLLEGE AT NEW PALTZScience & Technology Entry Program (STEP)Reference Number: 21089

Having established that relatively few minority youngpeople seek and enter science, mathematics, engineering,and related high-technology fields, the Science &Technology Entry Program (STEP) was established. Theprogram serves minority and low-income high schoolstudents from the mid-Hudson region who are on orabove grade level in mathematics and science. Thepurpose of the program is to encourage these studentsto study mathematks and science in high school andto motivate them to commit themselves to a specialprogram of mathematics, science, and enrichmentactivities. The goal of the program is to have thesestudents matriculate in college with a designated majorleading toward a scientific, technical, health, or health-allied field.

Guided by an instructional team of college and highschool mathematics teachers, STEP uses State Universityof New York at New Paltz resources to provide on-campus instruction and off-campus site visits forparticipants over a period of six Saturdays during theacademic year. During the summer, enrichment coursesare offered to 9th, 10th, and 11th graders in a three-

3 4

26 I'ROGRAMS AND SERVICES FOR SP.;DENTS

week residential program. Throughout the year, tutorsand counselors are available to assist students in theiracademic or enrichment coursework.

STEP also offers students a paid internship option.Most internships are computer-oriented projects, doneat school or at the college campus. Teachers andprofessors serve as supervisors.

CONTACT:Kristin BackhausResearch Specialist and Assistant to the DeanState University of New York at New PaltzOld Main BuildingNew Paltz, NY 12561(911) 257-2803

UNIVERSITY OF MICHIGAN-DEARBORNDetroit Public Schools Incentive ScholarshipProbramReference Number: 21119

Detroit-ai ea students with exemplary performance inDetroit's public elementary and middle schools areeligible for the University of Michigan-Dearborn's (UM-D) Incentive Scholarship Program. After completing acollege-preparatory curriculum and maintaining a Baverage while in high school, as well as achieving apredetermined composite score on the ACT Assessment,eligible students are awarded a four-year scholarship atUM-D covering full tuition and fees.

The program provides students with a UM-D facultymentor to supplement guidance provided by the highschool counselor. The mentor monitors the student'scompliance with the terms of the scholarship andprovides counseling and educational support. Toparticipate in the program, students and their parentsmust sign an agreement in which studenis agree to makean effort to meet the performance standards of thescholarship throughout the student's high school career.

It is believed that the scholarship incentiw willencourage student participants to reach their fullpotential in high school. In addition, with the assurancethat college tuition will be paid, students have the timeand freedom to assume a leadership role in their schooland the community.

CONTACT:Carol S. MackDirector of AdmissionsUniversity of Michigan-Dearborn4901 EvergreenDearborn, MI 48128-1491(313) 593-5100

Part One

MEHARRY MEDICAL COLLEGEScience Motivation ProgramReference Number: 20950

In October 1987, Meharry Medical College establisheda Minority Research Center of Excellence (MRCE) in Celland Molecular Biology with the assistance of a $5 millionsupporting grant from the National Science Foundation.MRCE is designed to address the shortage and decliningnumber of minority research scientists who are trainedin cell and molecular biology. The goal of MRCE programsis to develop a strong center in these areas for use asa vehicle through which minority junior high and highschool students can develop a strong interest in sciencecareers.

The Science Motivation Program is a cooperativeventure between Meharry Medical College and Nashvillehigh schools. The program has been established in orderto encourage qualified African American students toconsider a career in the sciences by sparking students'interest and motivation.

High school students are selected through inter-views, grades, counselor recommendation, and economicbackground. They are invited to participate in a six-weeksummer program, where they conduct research invarious laboratories. Preference is given to high schoolsophomores and juniors.

The students are involved in science projects wherethey learn research techniques and develop critical-thinking and analytical-reasoning skills. As part of thisexperience, research papers are presented, and there areopportunitie§ to visit various special facilities whereunusual regearch is conducted. The students are paidan hourly rate, and lunches are provided by MRCE forthis commuter program.

MRCE enables the college to strengthen its teachingand research base with the addition of new facultymembers and new technology; to strengthen the sciencecurricula at selected high schools and colleges; to instillthe values of critical thinking and analytical reasoningamong junior high, high school, and undergraduatestudents; and to strengthen partnerships with industryand the private sector.

These efforts will have significant impact on thedevelopment of young African American scientists forcareers in cell and molecular biology.


Part One

CONTACT:Frederick H. HamiltonAssociate Project DirectorDivision of Biomedical SciencesMeharry Medical College1005 D.B. Todd, Jr. BoulevardNashville, TN 37208(615) 327-6508

RUST COLLEGEPre-Freshman Engineering Program (PREP)Reference Number: 20790

The Rust College Pre-Freshman Engineering Program(PREP) was initiated in 1988 to identify, recruit, select,enroll, and provide educational enrichment experiencesin sciences and mathematics to 20 junior and senior highschool students from northern Mississippi. High schoolswithin the 18-county area surrovnding Rust College aretargeted for student recruitment.

The PREP goal at Rust is to expose high-ability, high-potential, disadvantaged-background youth to scienceand engineering fields of study, to familiarize them withnontraditional career fields, and to encourage them toprepare during their high school years for enrollmentin an undergraduate program of study leading to a degreein science or engineering. PREP is underwritten by acombination of external and institutional funding.

Three PREP instructors in chemistry, physics, andcomputer science provide students with enrichingacademic experiences. The teaching methods includelectures, laboratories, demonstrations, audiovisualinstruction, video instruction, computer-assistedinstruction, field trips, and seminars. Instructionalmodules emphasize basic science and math concepts,analytical- and critical-thinking skills, and effective sty yskills tor science and mathematics.

The first-year students (summer 1988) were soimpressed with the program that several opted to returnfor the second year.

The post-test scores of those who participated inthe program showed a tremendous increase over the pre-test. Ten of the PREP students are now enrolled asfreshmen at Rust, which means that the program is anexcellent tool for recruitment.

CONTACT:Dr. M. I. ShallChair, Science and MathematicsRust College150 Rust AvenueHolly Springs, MS 38635(601) 252-2565

J. SARGEANT REYNOLDS COMMUNITYCOLLEGEUrban Community College Transfer OpportunitiesProgramReference Number: 20777

The Urban Community College Transfer OpportunitiesProgram began at J. Sargeant Reynolds CommunityCollege in the winter of 1984. Originally funded by theFord Foundation as part of a national pilot project, theprogram was designed to increase the number of AfricanAmerican students transferring from the communitycollege to pursue baccalaureate degrees at four-yearinstitutions.

The Reynolds program has two primary compo-nents. The first is concerned with preparing inner-cityhigh school students for entry into college transferprograms. The second component provides a supportnetwork of Reynolds alumni to assist current studentsat the college who are contemplating transfer to a four-year institution.

The target group in the first component is studentsin the Richmond city public high schools (a system whoseenrollment is 90 percent African American) who are notenrolled in college-preparatory curricula. On the adviceof school administrators, the program's coordinatorworks with students in 10th grade typing classes. Theseclasses typically enroll students who have not chosencollege-preparatory curricula but who still have time totake courses necessary to enter transfer programs. Thehigh school students are strongly encouraged tocomplete mathematics and science classes giving thema solid foundation for successful completion of requiredcollege courses.

The second component of the program is theprovision of a support network for students currentlyenrolled at J. Sargeant Reynolds and contemplatingtransfer to a four-year college. The original design of thesetwo componentspreparing the high school student andsupporting the currently enrolled studenthasremained the foundation for the program with subse-quent years being devoted to refinement.

To retain and encourage currently enrolled studentsto pursue baccalaureate degrees, all college orientationclasses are visited by the coordinator to inform studentsof the advantages of transferring. More than 1,250 AfricanAmerican students have been contacted and counseledabout transfer options by this method.

Related benefits have been generated by thecollege's participation in the Urban Community CollegeTransfer Opportunities Program. Articulation and dual-admissions agreements with senior institutions havebeen put in place as a direct result of the program.


CONTACT:Betsy WoolfCoordinator, Urban Community College Transfer

Opportunities ProgramJ. Sargeant Reynolds Community CollegeP.O. Box C-32040Richmond, VA 23261-2040(804) 786-6815

DUTCHESS COMMUNITY COLLEGEPREMISE: Dutchess Community College and IBMOutreach to Inner-City YouthReference Number: 20667

In 1986, professors in the engineering department ofDutchess Community College and engineers from IBMbegan a partnership project to encourage minority anddisadvantaged students to consider and prepare forcareers in engineering and science. It was initiated byan IBM engineer, who recruited a cadre of other minorityengineers to tutor mathematics and science at a localjunior high school. Through the efforts of the college'sMinority Recruitment Advisory Board, this groupcollaborated with professors to develop an enrichmentprogram at the college supplementing the tutorialcorn ponent. Local junior high administrators wereenthusiastic and helpful in organizing the program andrecruiting students. After the first successful semester,the program was extended to another inner-city highschool, and plans are under way for extension into athird school.

Students, professors, and engineers come togetherboth at the local schools and on the college's campus,where they make use of various laboratories. IBM hascontributed materials for the students. The methodologyemployed combines one-on-one tutoring, demonstra-tions, small-group discussions, and hands-on projectsaimed at helping students to relate science andrnathernatics to practical applications in the real world.A strong component of the program is the developmentof a mentoring relationship and outreach to parents. In1988, an "adopt a class" feature was added; mentors workclosely with a science teacher and make presentationsaimed at generating excitement about science to the class.

The students, parents, teachers, and school admin-istrators have been pkased with tiw program, andPREMISE has already established a positive and growingreputation in the cornmunity. The program has beenfeatured in local newspaper articles and was cited inthe journal of the IEEE.

Part One

CONTACT:Carol StevensDirector of Evening ServicesDutchess Community CollegePendell RoadPoughkeepsie, NY 12601(914) 471-4500

SAN DIEGO STATE UNIVERSITYCollege of Professional Studies and Fine Arts andNational City Junior High School PartnershipReference Number: 20588

National City Junior High School (NCJHS) has aculturally enriched student body of approximately 1,000students, with an 88 percent ethnic population. Thevision of fostering strong self-concept development andpromoting educational opportunity is shared by thefaculty and staff of this school and aggressively supportedby the principal. The principal sought a partnership withSan Diego State University, and the College of Profes-sional Studies and Fine Arts accepted the offer in fall1988.

The partnership expresses the shared goal ofNational City Junior High School and San Diego StateUniversityencouraging educational progress amongunderrepresented students. The College of ProfessionalStudies and Fine Arts has committed its assistant deanfor student affairs as the director of the project, and thedean of the college has encouraged the involvement offaculty and department chairpersons. In addition, thecollege's student council membership has designatedrelationships with National City students as a criticaland essential component of membership in studentcouncil.

Educational continuation rates of National Citystudents are low, and their perceptions of universitystudy may be negative, due to the influence of culture,parents, and economic restrictions. The partnership isintended to (1) provide structured learning activity toencourage adolescents to continue their education; (2)provide role models to the students; (3) demystify thecollege experience and identify options to students withrespect to financial aid and scholarship; (4) complementexisting programs at NCJHS; (5) provide educationalresources to teachers, staff, and students; and (6) promotestudent exposure to the visual and performing arts.

In the Acadernic Program Integration, two tearns ofSan Diego State University (SDSU) speech communi-cation students participated in a sernester project withNational Cit- Junior High School. The college students'purpose was to serve as role models to eighth-grade


Part One

students and to communicate educational opportunity.The Department of Recreation sponsored the perfor-rnance of a distinguished visiting faculty lecturer, whopresented ethnic stories to the NCJHS student body.

Students of NCJHS attended a San Diego StateUniversity performance of Macbeth, a fine arts gala event,the Mikhail Baryshnikov production of Swan Lake at theCivic Theatre, and the San Diego city production of theFeld Ballet.

Student members of the college council initiated aThanksgiving basket drive and collected toys andclothing to share with the National City community.College council executive membe7ship invited NCJHS-associated student council members to attend variousmeetings on campus. SDSU students invited NCJHSlearners to the campus to shadow their classroomattendance and daily activities.

The National City partnership was formallyrecognized on April 13, 1989. Nine hundred students ofNCJHS traveled to the San Diego State Universitycampus and were entertained by a performance of theSDSU and NCJHS jazz bands; the SDSU Street Theatre;a California State University video featuring Hispanicrole models, which encouraged preparation for college;and the distribution of SDSU T-shirts to honor rollstudents of NCJHS. The response to this event wasexceptionally positive; students, faculty, and parents ofNCJHS students were welcomed to the campus anddeveloped a new understanding for the possibilities ofattending a university.

Evaluation data have not yet been collected for thisproject.

CONTACT:Carole A. RobasciottiAssistant Dean for Student AffairsCollege of Professional Studies and Fine ArtsSan Diego State UniversitySan Diego, CA 92182(619) 594-5124

UNIVERSITY OFCHAMPAIGNPrincipal's ScholarsReference Number:

ILLINOIS AT URBANA-

Program (PSP)20064

The Principal's Scholars Program (PSP) was establishedin 1975 by the College of Engineering and the Officeof Admissions and Records. The program is now jointlysponsored by six colleges of the university, some 20corporations, and 39 participating secondary schools.More than 3,000 students in Chicago, East St. Louis,Champaign-Urbana, Danville, Decatur, Rockford, and

Springfield participate in the program. The programseeks to identify promising minority students in Illinoi3secondary schools and assist them in preparing to meetstandards required for college admission and success intheir chosen field.

Chosen by their principal, counselor, and teachers,students in the program are challenged by a course ofstudy through their high school years that will preparethem for college programs in business, math, and science.In addition to ln advanced high school academicprogram, qualified students are exposed to a variety ofspecial cultural, recreational, and educational activities,such as statewide and national competitions in math,science, social studies, and speech and writing field tripsto Chicago's Art Institute and Museum of Science andIndustry; college tours; and summer job internships.

Since PSP began in 1975, the mean ACT score ofparticipating students at the seven original schools inthe program has increased by more than 40 percent. Inrecent years, more than 80 percent of the graduatingseniors in the Principal's Scholars Program entered topcolleges and universities across the country. One of themain reasons for the program's success is the activecooperation of parents, teachers, counselors, and theprogram's corporate sponsors.

CONTACT:Walter H. WashingtonDirector, Principal's Scholars ProgramRoom 1909University of Illinois at Urbana-Champaign302 East JohnChampaign, IL 61820(217) 333-0234

BOWLING GREEN STATE UNIVERSITYToledo ProjectReference Number: 20006

The Toledo Project was conceived to identify junior high(and possibly younger) minority students in the Toledoinner-city area and to offer academic and musicalenhancement sessions by Bowling Green State Univer-sity faculty and students in order to encourage theseselect students to pursue a college education. Thesestudents are all engaged in the instrumental musicprogram at their schools, thereby providing a commonpoint of departure for future instruction. These studentsthen receive academic and music enhancement classesin small groups for the remainder of their public schoolexperience (through high school) with tit: goal ofpreparing them to be academically successful at thecollege level.


Students in the project are involved in one after-school or early-evening session per week, alternatingbetween the College of Musical Arts at Bowling GreenState University and their home school. The sessionsfocus on instrumental music instruction, keyboardexperiences, and general academic enhancement: study,writing, critical thinking, mathematics, and science skills.Students also participate in a summer program on theuniversity campus, which supplements the academic-year curriculum.

The purpose and rationale of the program are asfollows:(1) to institute an academic and music enhancement

program beyond the normal school offerings forminority students in the Toledo public and privateschools;

(2) to prepare these select students in rigorous musicaland academic preparation designed to help themsucceed in a university academic environment;

(3) to prepare the students who are successful incompleting the Toledo Project for careers in educationand other fields. (A student entering the project inthe 6th grade would have had seven years ofenhancement activities through the 12th grade.)

The principal purposes of the project are to exciteyoung people about learning,; to instill in them a senseof discipline, organization, and commitment to followingthrough with endeavors; and, ultimately, to inspire themto continue their education.

All available evidence suggests that the pool ofqualified candidates for teaching positions is diminishingand, more specifically, that the number of qualifiedminority students wishing to pursue careers in education(as well as other disciplines) is decreasing. It isincreasingly clear that if the number of minority studentspreparing for careers in education or other fields is toincrease, educational incentives and opportunities mustbe introduced before students reach their high schoolyears. Empirical evidence indicates that school activitiessuch as music and sports tend to be hooks that encouragestudents who might otherwise fall by the wayside tocontinue in school for the satisfaction and immediatesuccess that these activities can provide. Consequently,if musically talented and interested minority studentsin the pre-high school years can be identified and givenspecial educational opportunities, there is a reasonablechance that at least some will continue to seek highereducation.

With a well-structured academic and musicalcurriculum, it should be possible to encourage and assistthis select population to acquire the necessary problem-solving and academic skills. While music has beenselected as the initial subject field for concentration forthe present project, other disciplines may be included

Part One

as the project is further defined and implemented.CONTACT:Dr. Victor EllsworthAssociate Professor, Music EducationCollege of Musical ArtsBowling Green State UniversityBowling Green, OH 43403(419) 372-2181

EVERGREEN VALLEY COLLEGEENLACE: A Community Investment in EducationReference Number: 20729

Hispanic students in the community college system ofSan Jose have taken the initiative to establish relation-ships based on a common vision: the retention,matriculation, and transfer of Hispanic students to four-year institutions. The interrelationship between thecollege and community, an "enlace," has become thefoundation of an enierprise serving educationallydisadvantaged/underrepresented Hispanic students inthe areas of English, math, counseling, and mentorship.

Beginning in 1983 and formerly part of a statewideprogram that focuses on Hispanic student needs, thefaculty team of Evergreen Valley College emerged beyondthe statewide model to one that includes an Englishinstructor, a math instructor, a counselor, 60 communitymentors, a program/mentor coordinator, and anadministrative supervisor, all of whom are Hispanic.Three coordinating bodies assist in the program's missionand goals: a college coordinating committee, a commu-nity mentor council, and a mentor math advisorycommittee for the pilot math project. Hence, ENLACE,a program signifying "A Community Investment inEducation," was formalized at Evergreen Valley Collegein March 1989.

The mission and goals of the ENLACE team are to(1) retain and matriculate Hispanic students in highereducation; (2) enable Hispanic students to complete thecognitive academic core (English and math); (3) haveHispanic students mainstreamed into the generaleducation/transfer/occupational curricula; (4) increasethe number of Hispanic students who graduate withan AA/AS degree; and (5) increase the number of Hispanicstudents who transfer to four-year colleges anduniversities.

A three-year comparative study of 115 ENLACEstudents and 273 non-ENLACE Hispanic students atEvergreen Valley College revealed that ENLACE students(1) were almost twice as likely to complete English 330(a developmental writing course) than were otherHispanic students enrolled in English 330; (2) completed

PROGRAMS AND SERVICES FOR STUDENTS 3,

Part One

English 1 A (the transfer composition course) at a ratenine times higher than their counterparts; (3) completedEnglish 1B (the transfer literature course) at a rate 14times greater; and (4) were three times as likely to remainat Evergreen Valley College.

In the math pilot section of fall 1988, 90 percent ofthe students enrolled successfully completed the AlgebraI course. In spring 1989, 89 percent successfullycompleted the Algebra 11 course.

According to a January 1989 statewide newsletteridentifying Hispanic students from six campuses,Evergreen transferred 41 percent to four-year colleges(since fall 1987).

At the Evergreen Valley College Honors Convocationof May 1988, ENLACE students were represented in 41percent of the 22 college categories for scholarships/awards. In the 1989 All-College Honors Convocation,ENLACE students were represented in 42 percent of allcategories, received 49 percent of all scholarship monies,and were 86 percent of all Hispanic students recognizedfor scholarships.

CONTACT:Margarita Maestas-FloresProgram/Mentor CoordinatorEvergreen Valley College3095 Yerba Buena RoadSan Jose, CA 95135(408) 274-7900, ext. 6598

INDIANA UN1VERSITY-PURDUEUNIVERSITY AT FORT WAYNEMinority Introduction to Engineering andTechnology (MITET)Reference Number: 20087

It is well docunwnted and nationally recognized thatmore minority involvement and participation in basicsciences, engineering, and all technological fields areurgently needed. To meet this challenge, new andinnovative programs must be introduced in order tointerest minority high school students in choosingtechnical areas while they are preparing themselves forcollege.

In 1986, Indiana-Purdue University at Fort Wayne(IPFW) introduced a new program to expose high schoolminority students to many technologies and acquaintthem with the valucs and virtues of pursuing careersin engineering and basic sciences. The MinorityIntroduction to Engineering and Technology (MITET)prugram is a two-week summer program for high schoolfreshmen nd sophomores, sponsored by the School ofEngineering and Technology at 1PFW. The program isdesigned to give minority teenagers information and

guidance about careers and career choices in engineering,technology, an I computer science.

Since its inception, the program has been apartnership among IPFW, the local community, and anumber of industrial firms in the Fort Wayne area. Areafirms were financial partners in the last few years andsponsored visits and tours to their various industrialfacilities. Corporate affiliates over the last three yearFincluded General Motors, GTE, Central Soya, LincolnNational Corporation, North American Van Lines,Tokheim Foundation, Magnavox, Navistar, MPI Sales,Inc., Indiana Michigan Power, ITT Aerospace/Optical,Sentry Commercial and Industrial Supply, and LyallElectric (Group Dekko) of Kendallville. The tours haveproven invaluable in attracting the attention of thestudents.

Students in the M1TET program attend daily classesthat offer hands-on experience with equipment such ascomputers, electronics and surveying equipment, robots,and computer-aided manufacturing devices. During theindustrial tours in the Fort Wayne area, M1TET studentsare also exposed to many engineers, technologists, andtechnicians at work. Minority students have theopportunity to ask questions and get answers and,through classroom activities, participate in the designof technological projects. They can see first-hand thevalue of technology and its contribution to society. Inaddition to the structured classes and industrial tours,students observe demonstrations in chemistry, physics,electrical and mechanical engineering, and engineeringtechnology disciplines in the School of Engineering andTechnology. They also attend presentations designed tomotivate them to take the necessary high school classesto qualify tnern for entering college.

In addition to the academic basics that the studentsare introduced to, there is also time for fun and rewards.The students participate in a computer-programmingcontest, enjoy an 1PFW picnic and sports at the athleticcenter, and attend a banquet at the conclusion of theprogram. Their families are invited to attend the banquet,and awards and certificates are presented during dinner.

1PFW-MITET's program has been very successful.It has grown each year in terms of the number of newstudents as well as the benefits to the students, theuniversity, the community, and local industry. It providesa great opportunity to introduce the young minoritycommunity of Fort Wayne to highly technical subjectsin which so few currently enroll. The summer 1989session had an enrollment of 30 students, the highestin the program's history. It appears that the MITETprogram is, indeed, fulfilling its objective of exposingminority high school students, at an early age, to futurecareers in engineering and technology. The students'response to the program, so far, is very encouraging.


It is hoped that the program will grow to support andaccommodate 50 students in the next few years.

CONTACT:Aly A. MahmoudDean, School of Engineering and TechnologyIndiana University-Purdue University2101 Coliseum Boulevard EastFort Wayne, IN 46805(219) 481-6839

UNIVERSITY OF SOUTH CAROLINA ATAIKENScience and Technology Enrichment Program(STEP)Reference Number: 20095

The Science and Technology Enrichment Program (STEP)at University of South Carolina at Aiken (USC-Aiken)is designed to encourage minority and female high schoolstudents in the areas of computer science, engincoring,and the natural sciences. Originally the SummerTechnical Enrichment Program began as an extensionof the Aiken County Public Schools midde schoolprogram of the same name in 1980. That middle schoolsummer program invites academically talented middleschool minority students in an effort to explainopportunities in engineering and encourage theiracademic development, particularly in math. In itsinception, the USC-Aiken program served to providegraduates of the middle school program with theexperience of visiting a college campus and to receivecollege instruction in computer science, engineering-related topics, and the sciences.

USC-Aiken's STEP has developed into a major highschool minority program serving 92 students each yearfrom three counties in the central Savannah River area.Students now have the opportunity to attend Saturdaysessions for three years (38 sessions) and participate intwo, 2-week summer courses. A primary objective ofthese sessions is to help the students develop theirproblem-solving skills and their ability to collect andanalyze data. Pedagogically, it is equally important thatthe students develop sdf-confidence and that a smoothtransition from high school to college is provided.

An innovative program expansion was implementedin the 1989-90 academic year. Selected third-year STEPstudents were given the opportunity to participate assummer research interns/assistants to individual facultymembers. This relationship extends through the nextacademic year and will eventually lead to undergraduateresearch/teaching assistantships at USC-Aiken. This willserve to recruit STEP graduates as STEP student-teaching

Part One

assistants and to allow for involvement of STEP graduatesin undergraduate scientific research. The merit of thisprogram is that it will ensure that the transition frommiddle school through college for many students iscomplete. It should also better prepare them tor graduateor professional schools.

STEP was funded through 1988 by the 'U.S.Department of Energy and by contract grants of ElDuPont DeNemours and Company. Funding currentlyis provided through similar grants of the WestinghouseSavannah River Company.

CONTACT:Hugh HanlinScience Director, STEPUniversity of South Carolina at AikenAiken, SC 29801(803) 648-6851, ext. 3429

UNIVERSITY OF ILLINOIS AT CHICAGOEarly OutreachReference Number: 20065

Established in January 1980, Early Outreach identifiestalented minority students from more than 152 public,private, and parochial junior high and high schools inthe Chicago metropolitan area and encourages them toparticipate in Saturday College and other academicenrichment and career enhancement programs. Last year,718 students were involved in one or another of the EarlyOutreach programs, including 297 students enrolled inthe college component.

The progrz.m was initiated as part of the campus'sUrban Health Program to encourage junior and seniorhigh minority students to develop interests in healthprofessions. As of July 1987, the program became acampus-wide effort, expanding the career focus toinclude all career fields.

Saturday College meets from October through Mayand consists of four cohorts: junior high students ingrades 7 and 8, senior high students in grades 9-11, seniorhigh students in grade 12, and college students. The firsttwo cohorts receive instruction in mathematics, science,reading, and composition. Career information is alsoprovided. The high school senior cohort is involved ina high school transition program that includes a seriesof workshops to assist them with college applications,placement exams, financial aid forms, etc. Students MYcontinue to receive tutorial or counseling assistance inthis program after enrolling at the university.

An important component of this program is the EarlyOutreach Parents Network Program. Parents areencouraged to become involved by attending informa-

41

PROGRAMS AND SERVICES FOR STUDF:?' 3 33

Part One

tional meetings and workshops.The program is funded by a variety of federal, state,

and local grants. Currently, relationships with thebusiness sector are being developed to provideinternships and career experiences for the students.

CONTACT:Ethel L. CaldwellDirector, Early OutreachUniversity of Illinois at ChicagoM/C 969Chicago, IL 60680(312) 996-0986

UNIVERSITY OF ILLINOISAT URBANA-CHAMPAIGNMinority Apprenticeship Program (MAP)Reference Number: 20063

Established in 1987 by the College of Agriculture incooperation with the College of Veterinary Medicine, theMinority Apprenticeship Program (MAP) offers an eight-week summer research apprenticeship program forminority high school students who have completed theirjunior year.

MAP's goal is to increase minority students'knowledge of the agricultural and human sciencesthrough a hands-on learning approach. This programconsists of a work experience and an enrichmentcomponent The work experience is designed to givestudents the opportunity to learn about the scientificaspects of agriculture and animal health by working aslaboratory assistants under the guidance of a researchassistant. By working directly with a faculty memberin a research setting, a mentor relationship is developed.

The enrichment component consists of an academicand career-awareness program. Students meet as a groupto receive instruction in mathematics, science, andcommunications. They also attend sessions withcounseling staff members on skills such as test taking,note taking, and studying. Career awareness is providedthrough seminars conducted by faculty and staff fromthe Colleges of Agriculture and Veterinary Medicine andthrough tours to local agricultural, industrial, andgovernmental agencies.

The 1988 summer program involved 22 juniors fromhigh schools throughout Illinois.

CONTACT:Charles E. OlsonAssistant Dean, College of AgricultureUniversity of Illinois at Urbana-Champaign

104 Mumford Hall1301 West GregoryUrbana, IL 61801(217) 333-3380

BRADLEY UNIVERSITYProject Opportunity: An Institute to PromoteScience, Math, and Health Career Preparation forMinority High School Students in Central IllinoisReference Number: 20039

In early 1985-86, Peoria minority community andeducational leaders met to discuss the need for programsto better prepare area youth to pursue higher education.Many "ideal" co.mponents of a college-preparatoryprogram were discussed and became the foundation ofa project to respond to the Illinois Board of HigherEducation's call for proposals under the HigherEducation Cooperation Act. Cosponsored by BradleyUniversity, Illinois Central College, and the Tri.County(Peoria) Urban League, the institute serves approximately34 African American and Hispanic high school sopho-mores and juniors. Designed to encourage minoritystudents to participate in higher education and tocomplete baccalaureate degrees, students who haveearned a minimum GPA of 2.25 (on a 4.00 scale) areinvited.

Each cooperating organization staffs the project witha codirector, and Bradley University and Illinois CentralCollege provide faculty and college student assistance.The Tri-County (Peoria) Urban League is primarilyresponsible for student recruitment and ongoing familyinvolvement. Bradley University is responsible forprogram scheduling, logistical arrangements, disburse-ment of funds, and the site and resources for the summerresidential program.

The institute is divided into three major components:the academic-year program (classes taught by collegeand university faculty, field trips, and an ACT/SATpreparation course); a summer residential program (two-week campus residency programs, continuation ofclasses, field trips, and cultural activities); and a two-week internship (25 students are selected to work withprofessionals in science and tech_iical fields).

Each partner shares in the benefits of contributingto greater minority student participation in highereducation. Both Bradley University and Illinois CentralCollege gain enrollment of some of the participants. Thewhole community benefits from students pursuinghigher education and professionally oriented careers.

In its first three years, the program has served 105students. Out of the first high school graduating class,

3.4 PROGRAMS AND SERVICES FOR STUDENTS

10 graduates enrolled in college. Recent informationindicates all 10 students are returning for their secondyear of study. Many of the program's participants arerecipients of scholarships. Student survey results indicategreat satisfaction with the program and a renewed senseof motivation. Many respondents noted that they feelthe program prepares them for university study and thecollege environment.

CONTACT:Nickie RobersonAssociate Director, Enrollment ManagementBradley UniversityPeoria, IL 61625(309) 677-1000

THE OHIO STATE UNIVERSITYThe Young Scholars ProgramReference Number: 21261

The Young Scholars Program offers year-round educa-tional opportunities and personal support for low-incomeAfrican American, Hispanic, Appalachian, and otherunderrepresented students through middle and highschool. Equal numbers of males and females take part.The program was inaugurated in 1988 with 200 pre-seventh graders from eight Ohio urban areas. Fourhundred additional pre-seventh graders from nine Ohiocities are inducted into the program each spring andparticipate in its activities for six years. The programwill have 2,280 students, accounting tor attrition, ingrades 7-12 when it is at full capacity in 1994. Thereis no cost to students for participation in the program.Funding for the Young Scholars Program has come fron,the university, federal and state governments, privatefoundations, corporations, and individuals.

At the time that the young scholars are selected,they are guaranteed admission to Ohio State, withappropriate financial aid, which does not include loans.In order to receive this package, students must completeall program requirements and successfully finish acollege-preparatory curriculum. The financial aidpackage is available only for young scholars who attendOhio State. Scholars are not, however, obligated to enrollat Ohio State.

Elements of the program include these:(1) Young scholars attend six residential summer

institutes on The Ohio State University campus inColumbus. The first three institutes are two weekslong and the last three are three weeks. Thetechnology-based, academic components includeEnglish, ethnic studies, science, mathematics, andcomputer instruction. Young scholars use the same

Part One

facilities as university students. They are taught bycollege professors and teachers who have gonethrough the institute's inservice training. Studentsare required to attend study sessions overseen byteaching assistants. Scholars also engage in careerexploration activities.

(2) Young scholars participate in a variety of activitiesin their home communities during the school year.Among these are interaction with a college-educatedmentor, weekend mathematics enrichment sessions,and career exploration presentations and field trips.Enrichment sessions are team-taught by professors,school teachers, and professionals, most from the localcommunity. The scholars' parents are active in parentsalliance activities.

(3) The program is a statewide collaborative effort thatinvolves school systems, postsecondary institutions,businesses, and industries in nine cities.

(4) The program recruits teachers from the YoungScholars' schools to teach in the summer institutes.These teachers receive one week of inservice trainingon the Ohio State campus before the institute begins.Some of the teachers also assist in school-year,weekend enrichment sessions and conduct groupstudy sessions held during the school year.

(5) Each participating city has at least one programcoordinator living in the area. Three of the larger citieshave two coordinators. A program manager and twoassistant managers administer the program fromColumbus. Staff will grow as the number of studentsin the program increases.

The goals of the program are to serve as a statewidemodel for similar programs at other institutions of highereducation and to increase substantially the number oflow-income, underrepresented students in Ohio whocomplete a four-year college or university degreeprogram.

CONTACT:Dr. James J. BishopSpecial Assistant to the ProvostThe Ohio State University119 Independence Hall1923 Neil AvenueColumbus, OH 43210(614) 292-3478

ij"


Part One

UNIVERSITY OF CALIFORNIA, IRVINEStudent/Teacher Educational Partnership (STEP):Partnership for Advancement of LearningReference Number: 21272

The Student/Teacher Educational Partnership (STEP) isa broad-based academic collaboration joining a publicschool district (92 percent ethnic minority) with threelocal colleges and research universities to improve theacademic preparation of minority youth for success inhigher education.

What really makes STEP unique is the level of inter-institutional cooperation among the school district,community college, and universities involved and theuniversal commitment to action by the project leaders.They work together to promote academic excellence andequity through joint activities in curriculum enhance-ment, professional development, and student academicsupport and guidance. Each partner institution takes leadresponsibility for one or more of the STEP task forcesor components, which are programs designed to forman integrated matrix of support for students, faculty,parents, counselors, and administrators.

Four features have been central to the success ofSTEP: (1) the comprehensive scope of curricular/professional development and student services; (2) thealignment of project activities with the long-range plansof the partner institutions to ensure institutionalizationof the products and practices developed; (3) the abilityto channel other ongoing curricular efforts beyond theproject's own resources; and (4) the participation ofinstitutions from the entire educational continuum.

STEP receives support from the California AcademicPartnership Program, the Carnegie Corporation of NewYork, and The College Board, with significant supportfrom all of the participating institutions.

The major goals and activities of STEP are thefollowing:(1) to address the needs of all students for literacy and

critical thought in the areas of mathematics, science,and language arts through enrichment of the districtcurriculum and staff-development programs using thevehicle of STEP Faculty Forums;

(2) to foster greater student interest in going to collegeand commitment to preparation for college admis-sions with the assistance of a comprehensive guidancecurriculum and academic support programs, includ-ing tutoring services available in CooperativeLearning Laboratories;

(3) to disseminate the partnership model developed bythe STEP partners.

The infrastructure created by the STEP Adminis-trative Council commits the top leadership of each

educational segment to work together to addresscommon concerns shared by the educational communityand brings educational reform directly into theclassroom. Teachers work together to strengthen thecurriculum, counselors teach lessons from the guidancecurriculum in the classroom, and parents are involvedin elementary school evening workshops called FamilyMath and Science. What has become increasingly clearis the appropriateness of the role of postsecondaryinstitutions in providing a variety of resources andjoining with the K-12 sector to alleviate a serioussegmental isolation that exists regarding commonacademic preparation concerns.

STEP represents a significant effort to reconstructthe relationships among the segments of education topromote improved academic preparation for all studentsand provide the nation with a working collaborativemodel. The project was first launched with the SantaAna Unified School District (SAUSD) in 1983, and thereported number of SAUSD graduates who enroll incollege is now 65 percent of the senior class. At the threeSTEP postsecondary partner institutions alone, enroll-ment data provided to the registrars indicate amatriculation rate of 42 percent of the SAUSD seniorclass in fall 1987.

CONTACT:Manuel GomezAssistant Vice ChancellorUniversity of California, IrvineEOP/SAA ADM 152Irvine, CA 92717(714) 856-4804

UNIVERSITY OF MARYLAND,COLLEGE PARKSummer Study in Engineering Program for HighSchool StudentsReference Number: 20969

In 1975, the College of Engineering conducted its firstsix-week summer program for high school students. Thisprogram was limited to women students who hadcompleted their junior year in high school. Within threeyears, the program was expanded for minority studentswho had completed their junior year, and in 1983 theCollege of Engineering formed a third program for highschool studentsregardless of their race or sex--whohad completed their junior year. Consequently, theCollege of Engineering currently offers three summerprograms for high school students.

For six weeks each summer, 20 to 30 students ineach group attend the regularly scheduled summer


session. The academic experience is provided throughtwo different courses. One course provides an introduc-tion to engineering science, acquainting students withkey concepts of applying mathematics and science toengineering problems Studies include graphicalcommunication as a form for engineering design andproduct development and the use of the computer inengineering analysis and design. Computer languagesare taught to allow students to solve simple engineeringproblems. Visiting professionals talk about engineeringas a career, with explanations of the different fields. Thesecond course provides students with an introductionto technology and the concepts associated with thedevelopment of solution5; io technological problems (i.e.,engineering design anc; engineering problem solving).The lecture material covers the skills and knowledgerequired by engineers and helps students understandhow the engineer interacts with industry and society.

The main purpose of the program is to encouragetalented high school students to consider the field ofengineering, provide an opportunity for them toexperience college-level study and lifestyle, provide abasis for evaluating and perhaps changing their plannedsenior year in high school, and provide hands-onengineering experiences. The College of Engineeringcoordinates the recruitment of these students with thearea schools. Participants are referred to the programby their high school teachers, counselors, and principals.This program is a joint effort to strengthen the learningof students in technological fields of study.

The summer programs have been funded by acombination of corporate sponsors, the university, and,where feasible, the students' families.

Follow-up studies indicate a 65 percent engineeringenrollment, with a 91 percent enrollment in technicallyrelated fields. Students who participate in a summerprogram are assured of admission to the College ofEngineering after they graduate from high school.

CONTACT:Marilyn R. BermanAssociate Dean, College of EngineeringUniversity of MarylandCollege Park, MD 20742(301) 454-7386

LOYOLA UNIVERSITY OF CHICAGOMidwest Comprehensive Regional Center forMinorities (MCRCM)Reference Number: 20651

The Midwest Comprehensive Regional Center forMinorities (MCRCM) is best described by its mission

Part One

to dramatically and systematically increase the presenceof underrepresented minorities in science and technol-ogy careers. A unique partnership of three minority andtwo majority institutions (the Chicago public schools,the Chicago Urban League, Chicago State University,Loyola University, and the Center for Talent Develop-ment at Northwestern University) forms the actualMCRCM consortium. The center is based at LoyolaUniversity. Each member institution plays the role forwhich it is uniquely suited in accomplishing the center'smission. Additionally, the Institute for Illinois, aWashington, D.C.-based nonprofit organizalon chairedby U.S. Senator Alan Dixon and directed by key leadersfrom business, government, and academia, will play thelead role in assuring increasing non-National ScienceFoundation funding for MCRCM's operations.

The center began operating in a prototype formunder a National Science Foundation grant in September1989. Approximately half of the center's activities,however, will be funded by local sources. During its firstyear, MCRCM will offer eight carefully selected programsthat together form a coherent effort to help addressminority underrepresentation. The first of two unifyingobjectives of these programs is to provide positive andmotivating math and science experiences that encouragea broad population of K-college students to excel in thoseareas, and to form expectations of natural access toscientific and technological careers. The second of theprogram's unifying objectives is to nurture thosestudents who do begin the process of pursuing suchcareers, from junior high school through college.

One key feature of all eight programs to meet theseobjectives is that each program is linked with programsor directors from at least two other MCRCM members.The program offerings will not (and cannot) be offeredin isolation from the other MCRCM activities. Inparticular, the Chicago Public School System will provideactive content and recruiting guidance and assistancefor all of the center's programs.

Fitch program represents an imaginative andenergetic initiative that has already been proven in someprevious arena in the experience of the consortiummember sponsoring it. Some programs are outrightreplications, sonw extend current programs, someinvolve variations of previous programs. In addition toproviding these eight programs, MCRCM activities willfocus on networking, development, and advocacy of itsmission to private industry and to public policy makers.Additionally, the MCRCMs will track the recipients ofits services and will develop a much-needed research-quality dathbase in this type of programming.

The original MCRCM proposal attracted theenthusiastic support of local, state, and national kadersin education, government, business, and industry. This


Part One

base of support will be critical to MCRCM as it t ikesa leadership role in helping to correct minorityunderrepresentation in science and technology.

CONTACT:Dr. Eric HamiltonAssistant Professor, Mathematical ScienceLoyola University6525 North SheridanChicago, IL 60626(312) 508-3582

SECTION TWO:College Courses for High School Students

SYRACUSE UNIVERSITYProject Advance (PA)Reference Number: 21143

Syracuse University's Project Advance (PA) is currentlythe largest program in the United States offeringaccredited college courses taught in high schools by highschool faculty. The project began in 1973 in six pilotschools in the Syracuse area. It now serves 95 high schoolsand approximately 3,800 students in New York, Maine,Massachusetts, Michigan, and New Jersey. Ninety-five,percent of approximately 500 colleges and universitiesapproached by Project Advance graduates have recog-nized Syracuse University (SU) coursework successfullycompleted through PA for some combination of degreecredit, exemption from similar courses, and advancedplacement.

Syracuse University courses available throughProject Advance are regular introductory college coursesoffered in the colleges of the university. They includebiology, calculus, chemistry, computer engineering,economics, English/writing, psychology, public affairs,sociology, religion, and nutrition. A Jewish studies coursewas introduced for the 1990-91 school year. The coursesare carefully monitored by SU faculty and PA admin-istrative staff to ensure that standards in PA classroomsare identical to stanciards in SU classrooms. Detailedstudent and teacher manuals, testing and evaluationinstruments, course outlines, and record-keepingtechniques help to achieve this consistency. The highschool faculty who teach PA courses are carefully selectedon the basis of academic background and teachingexperience, and are trained in special workshops by SUfaculty.

Project Advance reports that the advantages of the

program to students are numerous:(1) Enrollment in PA helps to sharpen students' skills

for full-time college study and gives them a realisticexpectation of the academic demands of college life.

(2) The record of recognition of courses completedthrough PA is high.

(3) Credit and/or exemption received by most studentscreates a variety of options in academic programplanning, including acceleration or taking additionalcourses outside the major.

(4) Students' work is assessed throughout the year andis verified by regular SU transcripts.

(5) A full-time year-round administrative staff at SUcoordinates support services for students and theirparents, teachers, professors, and the representativesof other colleges and universities.

(6) Instructional materials used are continually examinedfor ways to improve their effectiveness and keep themcurrent.Various evaluation procedures are used to monitor

the program, such as classroom evaluation surveys ofparticipating students and comparability studies toensure that coursework meets on-campus standards.Another such procedure is a follow-up of graduates whohave gone on to college. These students have commented:"The subject you pick for PA probably doesn't matter,but I took English. The most important thing I learnedwas that you work hard. You work much harder in college.PA was a good stepping stone for me. ' "IPA l reallyprepared me to handle the tough assignments in college.I was able to be academically competitive."

In 1983, Project Advance was cited as an exemplaryschool-college program by the National Commission onExcellence in Education. Project Advance also receivedan award in 1984 from the Carnegie Foundation for theAdvancement of leaching and the American Association


for Higher Education for special achievementeducation.

CONTACT:Dr. Franklin P. WilburDirector, Project AdvanceUniversity of Syracuse111 Waverly Avenue, Suite 200Syracuse, NY 13244-2320(315) 423-2404

CALIFORNIA STATE POLYTECHNICUNIVERSITY-POMONAPolyNetReference Number: 21083

in

Poly Net is a cooperative interactive television networkthat links California State Polytechnic University-Pomona (Cal Poly) with 21 high schools in the greaterLos Angeles area. The network is used to deliver regularcollege courses to advanced high school students.Students are admitted to Cal Poly for their junior andsenior years and receive regular university credit forcourses they successfully complete. Credits are readilytransferable to other institutions. Regular student feeshave been waived or reduced to make the programextremely inexpensive for students.

Courses are taught from a studio classroom (withno students in the studio) and are delivered live by ITESmicrowave to participating high schools. The signal istransmitted by microwave to 5,000-foot Mt. Wilson, whereit is rebroadcast throughout the Los Angeles Basin. Uponsufficient demand, courses are broadcast by satellite torural California schools as well. An important feature ofthe network is the audio "talk-back" system that permitsstudents to interact directly with the instructor usingadvanced audio technology.

Poly Net began in January 1985, after several monthsof planning with local school districts. Because ofProposition 13, many of these districts had seen specialprograms for advanced students eliminated. When CalPoly suggested the possibility for a link with theuniversity to serve these students, the network was born.Poly Net is seen as a cooperative effort between Cal Polyand participating districts, and program costs are sharedamong all participating organizations.

Through an annual survey process, schools selectcourses for broadcast. The most popular classes haveincluded Introduction to Psychology, The Visual Arts,and Cultural Anthropology. In addition, students haveshown great interest in a special series of courses oncareers: Introduction to Engineering, Science andScientists, and Introduction to Business Administration.

Part One

These courses provide students with a broad look atcareer options and motivate them to pursue highereducation.

Poly Net has regularly evaluated student attitudesand outcomes, as well as reactions from schooladministrators and Cal Poly faculty. Students and highschool personnel value the program for its links to CalPoly and its access to university credit, as well as forthe chance to learn new subjects. The university seesthe program as an opportunity to reach students withouthaving to move faculty or classes off campus.

During the past four years, more than 1,000 highschool students have taken Poly Net courses, and manyhave accumulated 20 or more units of credit before highschool graduation. In 1985, the American Association ofState Colleges and Universities gave Cal Poly itsShowcase for Excellence Award for excellence instrengthening relationships with local school districts.Over the years, many of the participating school districtshave also formally recognized Poly Net as a vital forcein improving educational opportunities at their schools.

CONTACT:Dr. Robert ThrelkeldDirector, Distance Learning CenterCalifornia State Polytechnic University-PomonaPomona, CA 91768(714) 869-2277

RHODE ISLAND COLLEGEEarly Enrollment Program (EEP)Reference Number: 21091

To address the problem of decreasing academicmotivation among college-bound students during thesenior year, James D. Turley, Rhode Island College's deanof education, decided to introduce a partnership programbased on Syracuse University's Project Advance. Sevenhundred students from 26 high schools are enrolled inRhode Island College's (RIC) Early Enrollment Program(EEP).

As with Project Advance, LEP courses are taughtby carefully selected high school faculty whosecredentials and teaching expertise have been evaluatedby RIC faculty members and who are subsequentlydesignated RIC adjunct faculty instructors. The coursesare monitored by RIC faculty and administrative staffto ensure that the standards are identical to those forthe same courses taught on campus. EEP offersintroductory courses in anthropology, art, chemistry,economics, English, modern languages, geography,history, mathematics, and political science.

RIC facplty liaisons maintain contact with high

4 7


Part One

school teachers through personal, on-site visits,telephone calls, and informal conversations at profes-sional meetings. Group meetings are scheduled accord-ing to academic discipline o instructors can exchangeinformation on methods, materials, and studentachievement. At a meeting in the spring, adjunct facultymeet with the RIC liaisons to assess the preceding year'sprogram and to plan for the next.

Students who have successfully completed the llthgrade are eligible to participate in EEP. Under specialcircumstances, some high school juniors are permittedto enter. In general, the selection of students is left tothe discretion of the high school teachers and guidancesta ff.

CONTACT:Dr. Kenneth R. WalkerDirector, Early Enrollment ProgramRhode Island College600 Mt. Pleasant AvenueProvidence, RI 02908(401) 456-8018

SOUTHWEST STATE UNIVERSITYEnrollment Options ProjectReference Number: 20070

Since its inception in 1985, the Enrollment OptionsProject of the state of Minnesota has enabled high schooljuniors and seniors to enroll in college-level courses andearn credit at no expense to themselves. Southwest StateUniversity (SSU) has taken the lead in Minnesota to offercourses reaching high schools in Minnesota, Iowa, andSouth Dakota.

Today, 23 high schools participate in the program,with an average of 250 students taking college coursesyearly. Courses currently offered include freshmanEnglish, a two-course sequence in general psychology,introductory sociology, calculus, three courses in first-year chemistry, and intermediate Spanish.

The Enrollment Options Project at SSU employshigh school teachers as teacher assistants under thedirection of supervisory faculty as teachers of record.These assistants receive ongoing supervision and meetregularly as groups in their different disciplines.

The main focus of SSU's project has been to servethe small-town high school, which, due to limitedresources, cannot offer advanced classes for its betterstudents. The absence of minimum class numbers andthe flexibility to schedule classes have made the projectvery popular with participating schools. All participatingstudents must meet the admissions requirements of theuniversity before enrolling in SSU courses.

48

The main benefit gained to date is consistentcompletion of courses with very good grades. Students'GPAs have been consistently higher than those ofstudents enrolled on campus in similar courses. For ruralschools, the project meant avoiding consolidation withother schools due to declining enrollments. A remarkablebenefit has been the mentoring of teaching assistantsby the university faculty. The university has not hadan aggressive campaign to recruit program students, butthe result has been that about 30 percent of EnrollmentOptions students subsequently enroll at SSU.

The program's effectiveness can be measured by thefact that course credits earned by students are acceptedat most colleges and universities across the country.Participating high schools have encouraged SSU to offermore courses due to ever-increasing state and nationalrequirements. The university believes that expandingofferings in the general-education area is helping small-town high schools, especially in the rural Midwest.Ninety-five percent of enrolled students completecourses with grades of B or better.

The university recognizes its responsibility underEnrollment Options and constantly strives to ensure thequality of its courses through this program. With almost2,000 students having completed courses, the program'sworth has been accepted by participating high schoolsand parents. The state of Minnesota recognizes SSU asthe leader in the Enrollment Options Project for the upperMidwest.

CONTACT:Dr. John M. BowdenDirector of the LibrarySouthwest State UniversityMarshall, MN 56258(507) 537-6108

UNIVERSITY OF CALIFORNIA, DAVISSummer Humanities Institute (SHI)Reference Number: 20638

The University of California, Davis (UC-Davis), SummerHumanities Institute (SH1) began in 1988 as a programseeking to provide students who have just completedtheir junior year in high school with a direct experienceof college life and an opportunity to earn college creditwhile still in high school. The program is oriented towardhonors students with an interest in the humanities, andstudents select two courses among a wide rangc of lower-division humanities course offerings during the first UC-Davis summer session. SHI students attend classes withUC-Davis students.

SHI is a residential program that includes special


seminars and weekend field trips. The program is sixweeks long, requires letters of recommendation fromhigh school teachers, imposes a mini aum GPA of 3.25,and aims to generate a life-long interest in thefundamental issues raised by the humanities.

The University of California, Davis, provides allstaffing and funding. Students participating in SH1 earncollege credit and the opportunity to experience collegelife; UC-Davis benefits from thi increase in publicawareness of the excellence and variety of its humanitiesofferings. The institute also serves as a recruitment deviceto encourage academically talented students in thehumanities to matriculate at UC-Davis. Students receivean SHI Certificate of Completion upon passing their twocourses and participating in the seminars and specialprograms.

Evaluations of the 1988 SH1 were overwhelminglypositive. Students gave high marks to the residentassistants, their classes, and the sense of camaraderieamong participants.

CONTACT:Dr. Daniel L. WickDirector, Summer SessionsUniversity of California, Davis376 Mrak HallDavis, CA 95616(916) 752-1647

ROCHESTER INSTITUTE OFTECHNOLOGYSchool/College KEY ProgramReference Number: 20672

The KEY Program is a cooperative effort of the RochesterInstitute of Technology (R1T) and the Livingston-Steuben-Wyoming Board of Cooperative EducationalServices (BOCES). Its primary mission is to offerenhanced opportunities to high school students in therural area south of Rochester. Small enrollment andspecialized-subject classes can be costly for small, ruralschools to support without sharing resources. BOCESaids schools by coordinating schedules and deliverysystems among the participants and contracting for R1T'sservices to ddiver an enhanced program to a numberof schools simultaneously. Present KEY Program coursesare calculus, English (Communications and Introductionto Literature), and social studies (Economics andAmerican Politics).

KEY Program courses are taught at the first-year-colkge level. These courses are carefully designed bythe university faculty in cooperation with teachers inthe schools and the BOCES/R1T KEY Program admin-

Part One

istrative staff to ensure that the standards are identicalto those sections taught by faculty on campus and thatthe courses meet all state requirements. Since January1988, courses have been offered at three sites: Letchworth,Perry, and Warsaw Junior-Senior High Schools. Approx-imately 65 students enrolled from the three schoolsduring the 1988-89 school year, representing more than200 applicants.

Students may take the courses for school credit, andcourses are constructed in such a way that AdvancedPlacement (AP) credit may be earned by taking TheCollege Board AP Exam and receiving a satisfactory score.Additionally, students who register for R1T coursesections and successfully complete coursework throughthe KEY Program receive RIT academic credit. R1T facultydesign the curriculum, plan day-by-day activities, andevaluate individual student performance for each coursein consultation with the participating schools. Organ-izational meetings between BOCES staff, R1T faculty andstaff, and teachers from participating schools are heldto develop curriculum, procedures, interactive teaching,and evaluation methods.

Various instructional technologies are used toprovide an effective distance-learning experience. Theprecise mix of delivery techniques varies from courseto course depending on the course content and theinstructor's style. In addition to occasional student visitsto campus and faculty trips to the schools, delivery ofa typical course includes the following components:prerecorded video demonstrations and lectures; live two-way audio and audiographic conferences; computerconferencing and remote library access; in-class facsimilemachines; and study guides, texts, and instructionalmaterials. With the help of school teachers from theparticipating schools, course design and delivery aremade sensitive to the needs of the high school audience.

Response to the program has been positive. Bothteachers and students feel they benefit from theinteractions with the university. R1T's faculty haveenjoyed the unique opportunity to collaborate withcolleagues in the profession on the best way to structureand deliver a course. In the classroom, the effect hasbeen one of collaboration and collegiality.

CONTACT:Susan M. RogersDirector, Distance LearningRochester Institute of TechnologyP.O. Box 9887Rochester, NY 14618(716) 475-5166

4 (,)


Part One

SEMINOLE COMMUNITY COLLEGEDual EnrollmentReference Number: 20718

Dual Enroll .lent is a Florida state-mandated programwhereby community colleges provide college courses tohigh school students in their service districts. AtSeminole Community College, regular full- and part-timecollege faculty travel to the high schools and teach tneexact courses that they teach on campus. Approximately500 students in the six county high schools enroll inthese college courses annually, with about 50 moredriving to the college campus for courses not offeredat their high schools. Four full-time and five part-timefaculty taught 74 sections at the high schools in 1988-

89.

Introductory courses in astronomy, oceanography,anthropology, sociology, economics, and government, aswell as Humanities I and Il and English I and II ranfive days a week for nine successive weeks at the schools.Most students enrolled in the program earn 12 creditseach year, with some earning as many as 24.

Students pay no admission, registration, or matric-ulation fees. The county school sy3tem purchases anddistributes college textbooks to participants, also at nocharge to the students. Both the high school and thecollege receive enriched full-time equivalency reimbur-sements from the state for students in the program.Responsibilities of the college, the school district countyoffices, and personnel at area high schools are delineatedin a contract that is renegotiated annually.

Benefits accrue to students and their families, to thehigh schools, and to the college. Students earn collegecredits without the expense of tuition and books. Theyalso learn about the demands of college-level work andthe expectations of college faculty. For the high schools,Dual Enrollment courses provide a challenging supple-ment to their Advanced Placement and honors/giftedcurriculum. The college has an opportunity to strengthenrelations with the high schools, to showcase its programsand faculty to academically talented area students, andto recruit students for its honors program.

The effectiveness of Dual Enrollment is reflected inits growth from 45 students in six sections at two schoolsin 1984-85 to more than 500 students enrolling in 74

sections at all six area high schools in 1989.

CONTACT:Dr. Elaine A. GreenwoodDirector, Arts and Sciences Services

Seminole Community College100 Weldon BoulevardSanford, FL 32773(407) 323-1450

OTIS ART INSTITUTE OF PARSONSSCHOOL OF DESIGNOtis 'Parsons (0/P) ARTS WorkshopsReference Number: 20013

The Otis/Parsons (0/P) ARTS Workshops were createdin 1986 in response to the need expressed by localeducators for enhancement of their existing art curriculain the high schools. As a result of tax-cutting initiativesduring the past decade, the Los Angeles school systemhas suffered budget cuts that forced the curtailment ofmany curricular offerings deemed discretionarysuchas art classes. This greatly restricts the opportunities forhigh school students to study art and design seriously.The 0/P ARTS Workshops, a series of art and designclasses taught by senior Otis/Parsons students, provideadditional instruction to approximately 300 students in10 local high schools each semester.

Fifteen to 20 Otis/Parsons seniors from the variousmajors of the college (ceramics, communication design,illustration, environmental design, fashion design, finearts, and photography) participate in the program eachsemester, enrolling in a two-unit class for general electivecredit. They spend eight weeks in a formal classroomsetting learning basic communication and teaching skills,as well as planning and preparing their workshops. Forthe next five weeks, they conduct their workshops inthe high schools; the final two weeks involve evaluationsof their workshop experience.

The workshops focus on the development of aspecific skill (drawing, painting, etc.) and on thecompletion of one specific project (a painting, sculpture,architectural model, or fashion notebook, for example)from first conception to final form. At the end of theworkshops, the high school students have been exposedto new methods of learning traditional art and designskills, worked with new materials, and interactedintensively with older art students who can give theminsight into college-level art education and career pathsfor visual artists. The high school teachers have observedassignments and pedagogical techniques derived fromthe highly creative and stimulating professional programoffered at Otis/Parsons, thus benefiting hundreds ofstudents who will later pass through their classrooms.Finally, the college students (many of whom considerteaching as a career option after graduation) have hada valuable opportunity to develop first-hand teaching


experience.At the end of each semester, the Otis/Parsons

students make a formal evaluation of their workshopexperience. Each high school teacher also evaluates thesuccess of the workshop, and makes suggestions thatare incorporated into the planning and structure of futureworkshops. The effectiveness of the 0/P ARTS Work-shops may be gauged by the fact that the same highschools have requested to participate again and again.

CONTACT:Carl SmithSenior Admissions CounselorOtis Art Institute of Parsons School of Design2401 Wilshire BoulevardLos Angeles, CA 90057(213) 251-0511

OTIS ART INSTITUTE OF PARSONSSCHOOL OF DESIGNYoung Artist Studio Program (YAS)Reference Number: 20014

The Young Artist Studio (YAS) Prograrn was institutedto offer talented high school seniors the opportunity tostudy life drawing. Considered the cornerstone oftraditional art education, life drawing is a laboratory forlearning accurate draftsmanship, anatomy and propor-tion, and figure-ground relationships. It also forms thefoundation for the fine arts and such design fields asfashion, illustration, and environmental design, with itsinterest in relating the human body to architecturalspace. Yet, because the use of live models is oftenprohibitively expensive, life drawing is rarely offered inthe high school art curriculum.

The YAS program is free to local high school seniorsrecommended by their art teachers or art departmentchairs, with Otis/Parsons assuming the responsibility forfunding and staffing the course on its own campus. Theonly charge is a $20 model fee and a $10 paper fee, whichmay be waived in cases of extreme financial hardship.Two sections of the class serve approximately 40 highschool students each semester.

In the YAS program, students are introduced to avariety of media, styles, and techniques through the useof visual materials and demonstrations. A variety oftraditional and experimental approaches are studied, allusing the nude figure as subject. The students producea portfolio of 40-50 drawings in chiss, and receive ongoing,individual critiques of their work by the instructors.

Otis/Parsons receives an obvious benefit byidentifying a number of the most artistically talentedhigh school seniors and bringing them to its campus

Part One

for a stimulating experience during the year they aredeciding whether to pursue an art education and whichcollege to attend. Conversely, the students are able totest their own abilities and interests in an intensive arteducation by receiving an introduction to the Otis/Parsons approach.

CONTACT:Gina WoodruffSenior Admissions CounselorOtis Art Institute of Parsons School of Design2401 Wilshire BoulevardLos Angeles, CA 90057(213) 251-0504

ROCHESTER COMMUNITY COLLEGEPostsecondary Enrollment Options ProgramReference Number: 21221

As a result of Minnesota's Postsecondary EnrollmentOptions Act of 1985, many llth- and 12th-grade studentsenroll in courses at the Minnesota Community CollegeSystem's 19 campuses. State university system policylimits enrollment to students in the upper half of theirclass. High school or college credit can be obtained bystudents through the program, with students payingonly for courses taken for college credit. The state paystuition for students taking courses for high school credit.

After the first full year of the program, an extensiveevaluation revealed some problems that would beinstructive for institutions considering adoption of asimilar type of program. Since the courses were heldon community college campuses, transportation and lackof equal access for all students became major concerns.The Minnesota Community College System is consid-ering several ways to help alleviate this problem. Otherideas include telecourses, independent study courses,videocassette courses, and interactive radio/telephone/television courses.

Another concern was in the area of admission policy.While 84 percent of the students were in the "satisfac-tory" range (those who earned As, Bs, Cs and Pass), about16 percent did not complete courses or did not receivesatisfactory grades. Some believe that a more rigorousadmission standard would screen out those students wholacked prerequisite skills or maturity to succeed.

Amendmehts to the Postsecondary EnrollmentOptions (PSEO) Act limit students' participation to twoyears and require that school districts provide compre-hensive counseling services that apprise potentialparticipants of the responsibilities accompanyingpostsecondary enrollment. The act now also requirespostsecondary institutions to award appropriate college

51


Part One

credit at no cost to those students who successfullycomplete a course for high school credit and later enrollin a course of study at that institution.

During fall 1986, 1,963 PSEO students were enrolled.English was the most frequently taken subject, withpsychology, mathematics, history, political science,sociology, and business as the next most frequentlytaken. In all, there were 53 courses in which PSEOstudents enrolled, ranging from accounting and aviationto video producing and zoology. Comments from studentparticipants were favorable. For example, "1 like the factthat I am treated in the same manner as other collegestudents. This program is a challenging alternative tosenior slide."

CONTACT:James WignesAssociate Dean, AdmissionsRochester Community CollegeRochester, MN 55904(507) 285-7269andDale AmyStudent Services AssistantRochester Community College851 30th Avenue, SERochester, MN 55904(507) 285-7332

LONG ISLAND UNIVERSITY-C.W. POSTCAMPUSSecondary Collegiate Articulated LearningExperience (SCALE)Reference Number: 21096

Long Island University-C.W. Post initiated the SecondaryCollegiate Articulated Learning Experience (SCALE)program in response to a position paper issued in 1974by the regents of the University of the State of NewYork that called upon educators to create programs thatwould avoid duplication in secondary and postsecondarycurriculums and provide qualified students with theopportunity to accelerate their academic pursuits.

In cooperation with three local high schools, C.W.Post came up with the following recommendations,which later became the SCALE program:(1) Students enrolled in the program would hold dual

status as high school seniors and C.W. Post freshmenand meet admissions criteria of C.W. Post. Asmatriculated freshmen, high school serthors enrolledin the program would have full use of all facilitiesand resources at the campus.

(2) The program would take a team-teaching approach

in the presentation of the courses. College and highschool faculty would participate in course develop-ment and course delivery. While the high schoolfaculty would have primary responsibility forclassroom instruction, C.W. Post faculty would beassigned to the course at each high school and wouldbe responsible developing and coordinating thecourse.

(3) The faculty from the high school and coilege wouldjointly develop a course outline for the subject areathat would establish basic content equivalent tocourses offered at C.W. Post. Evaluative devices,suitable texts, and other materials would also bejointly agreed upon.

(4) Because the courses would be taught in the highschool, there would be stipulations for high schoolparticipation. Specifically, the high school must bewithin reasonable commuting distance so thatstudents could take advantage of the main campusfacilities and close enough to be convenient to theC.W. Post faculty, who make at least six visits to thehigh school. Furthermore, because of reducedoverhead, the college would charge a reduced tuitionrate for courses offered in the high school.

In 1989, the program offered 1,500 students from29 high schools courses in 16 areas of study, includingcriminal justice, business law, management, marketing,and computer science as well as more traditional coursessuch as English, biology, and mathematics.

CONTACT:Charles W. SilkieAssistant Director, Contract ProgramsLong Island University-C.W. Post CampusBrookville, NY 11548(516) 299-2211

FLORIDA INTERNATIONAL UNIVERSITYPartners in Progress Program (PIP)Reference Number: 21118

The main goal of the Partners in Progress Program (PIP),as reported by Florida International University (FIU), isfor minority students to become aware of their academicpotential and the opportunities available to them inhigher education. The program began in 1982, servingfive Miami inner-city high schools, and has nowexpanded to 14 senior high schools in Dade County.

While the Partners in Progress Program offers collegecourses to high school students, it is different from manyother programs (such as Syracuse University's ProjectAdvance and Indiana University's Advance CollegeProject) in that courses are offered on the college campus


during the summer. Dade County Public Schoolsprovides 12 classroom teachers and transportation forthe students during a six-week program that comprisesthe students' first summer study experience. FloridaInternational University provides the campus site,professional development for the teachers, and studentmaterials. During the students' second summer expe-rience, FIU provides scholarships to cover the cost oftuition, books, and fees for two courses. PIP studentsearn two high school credits their first year in the programand up to six college credits their second year.

PIP is currently being considered as a pilot programfor the state university system by the Florida Board ofRegents.

CONTACT:Dr. Rosa L. JonesActing Associate Dean, Undergraduate StudiesNorth Miami CampusFlorida International UniversityNorth Miami, FL 33181(305) 940-5754

INDIANA UNIVERSITYAdvance College ProjectReference Number: 21094

Indiana University's Advance College Project (IU-ACP),piloted in 1981 by six local high schools, is a collaborativeprogram that has been introduced to more than 50 highschools throughout the state of Indiana. The reportedreasons for students enrolling in the courses continueto be to get a head start in ,ollege, to earn dual credit,to learn what a college course is like, and to see if theycan do college work.

Teachers, counselors, and principals of selected highschools (selection based on the strength of he academicprogram) are invited to a project orientation meeting.At this session, the collaborative philosophy of the projectis shared, along with descriptions of current 1U-ACPofferings; each high school's personnel then decideswhether to participate in the project and which IU-ACPcourses to implement.

The selected high school teachers, consideredoutstanding by their principals and approved by theappropriate university department, attend summerseminars in their content areas. Each high schoolinstructor then follows the IU course syllabus, with somediscretion allowed for individual teaching style andcontent flexibility. Instructors receive adjunct facultystatus. All instructors return to campus during the schoolyear for seminar sessions. The project continues toprovide professional-development opportunities for the

Part One

instructors whenever possible.The project offers a curriculum option to the

secondary schools. The schools do their own cotinselingfor the project's courses. The IU-ACP admissionstandards are the same as Indiana University's; however,some high schools may develop additional academiccriteria for students to meet. Each high school determinesits own level of involvement regarding the number ofcertified teachers, courses offered, and students served.

A project evaluation component covers every aspectof the project, both formative and summative. Studentand teacher satisfaction are assessed using post-experience questionnaires. The project's impact on thestudents is evaluated also later in their academic careers.

For course evaluation and comparability purposes,IU-ACP students take the same final exams as 1Ustudents in those courses where a final is given.Additionally, the university faculty members visit thehigh school instructors and their students in the highschools.

The program continues to grow in its pre-collegeservice to Indiana high school students. At the sametime, it provides a source of professional developmentfor secondary teachers.

CONTACT:Leslie J. CoyneDirector, Advance College ProjectIndiana UniversityMaxwell Hall 254Bloomington, IN 47405(812) 855-5048

FLORIDA INTERNATIONAL UNIVERSITYVested Interest Program (VIP)Reference Number: 20742

In 1979, Florida International University (FIU) recognizedthe need to establish close ties with both the privateand public high schools in the Dade County area in orderto provide academically talented pre-collegiate studentsthe opportunity to explore fully the university experi-ence. Accordingly, the Vested Interest Program (VIP) wasestablished. Initially, the program served some 30students on the university's main campus. In 1989, 85students participated at both the University Park andNorth Miami campuses. A dual enrollment program withthe Dade County Public Schools was also initiated.

Students are selected to participate in VIP on thebasis of their high school record and a required essay.The program provides a full-tuition scholarship arid abook stipend to each VIP student. Students enroll intwo courses during the university's summer term and

mmilmon_Part One


earn six college credits that may be applied toward adegree at FIU or may be transferred to another university.With the addition of FIU's dual enrollment agreementwith the Dade County Public Schools, students may alsochoose to earn high school credit through the program.

All VIP students enron in the three-credit libraryresearch and report writing course, called Modes ofInquiry, a valuable course for college-bound students.Additionally, VIP students select a course from one ofthe following program areas: chemistry, computerprogramming, ecology of south Florida, health science,international relations, or literature. All courses offeredin the program are university catalog courses and aretaught by regular university faculty.

During their summer at F1U, VIP students areencouraged to use all facilities at the university, includingthe library, science labs, and computer labs. They arealso urged to take advantage of activities offered oncampus, such as recreational programs and athleticevents. Therefore, they are exposed to actual college lifeand are well prepared to make intelligent choices abouttheir higher education. Almost 100 percent of the VIPstudents have pursued a college or university education,approximately 40 percent at F1U.

CONTACT:Caryl M. GrofDirector, Special ProgramsFlorida International UniversityOffice of Undergraduate StudiesMiami, FL 33199(305) 554-2099

UNIVERSITY OF DELAWARESummer CollegeReference Number: 20679

Summer College is a five-week residential program onthe campus of the University of Delaware for academ-ically advanced, rising high school seniors. The studentsenroll in two freshman-level courses, for which theyreceive University of Delaware credit. The program beganin 1984 with the goals of (1) providing academicallyadvanced high school students with the opportunity tobe challenged to the extent of their abilities and (2)helping to ease the transition between high school andcollege. The average enrollment is 75 students, mostlyfrom the state of Delaware but including other mid-Atlantic states and several foreign countries.

There are several unique aspects of the programstemming from the partnership of the University ofDelaware and the Delaware Department of PublicInstruction (DP1). Each course is team-taught by facultyof the University of Delaware and Delaware high school

teachers.This partnership has been very advantageous for

several reasons. The small classes of bright, motivatedstudents provide a perfect teaching environment,making teaching in Summer College a very desirableexperience. The teachers find the experience to bestimulating and motivating, and one that preparesstudents for college-level work. The university facultyenjoy the partnership because the teachers are a resourceto help them better understand students at that age.The students profit from the team because the teacheroften provides additional help sessions and is sometimesperceived as more accessible and less intimidating. Theseteachers are selected by the curriculum supervisors fromDPI, giving them an active role in the program andaffording prestige to the selection. The teachers alsoprovide a recruitment network for subsequent programs.

The fact that teachers request to participate againattests to the quality of their experience. DPI also grantssubstantial funding to this program, allowing Delawarestudents to attend for a reduced fee.

CONTACT:Martha A. CollinsAssistant arector, Special SessionsUniversity of Delaware325 Hullihen HallNewark, DE 19716(302) 451-2852

LOYOLA UNIVERSITY OF CHICAGOFreshman Dean's Scholars ProgramReference Number: 20626

The College of Arts and Sciences of Loyola Universityof Chicago began an experimental educational programfor high school seniors in the spring semesier of 1971-72, Originally known as the Sullivan High School VisitingStudent Program, the program received a new name,Freshman Dean's Scholars Program, as the number ofschools involved increased and the students' choice ofcourses expanded. The program invites qualifiedstudents, selected by their high school counselors, toenroll in one or two courses per semester in Loyola'sCollege of Arts and Sciences. Tuition costs for the coursesare covered by a scholarship fund; the students are askedto pay only a $10 registration fee.

Students art: given a unique opportunity toexperience taste of college life and the demands ofcollege-level work. The college credit they earn is

transferable to any college or university in which theysubsequintly enroll.

This program allows the high schools involved to


provide additional educational opportunities andstimulation for their advanced sturl.ts. For its part,Loyola's College of Arts and Sciences hopes to maintaingood relations with the high schools and their counselorsand to improve its rrruitment and enrollment program.

Over the years, the number of students involvedhas varied. The problem of fitting Loyola's courses intothe students' high school schedules has never beenentirely overcome. The hoped-for increase in recruitmentand enrollment at Loyola has not materialized to asignificant degree.

Still, the students have been able to reap the desiredbenefits. Good relations with the high schools have beenmaintained. The contact between the freshman dean andthe high school principals or counselors can only bebeneficial to both parties. And the service of offeringcollege-level courses to qualified students from Chicago'spublic and private schools has been deemed quiteworthwhile.

CONTACT:Edward H. Konerman, S.J.Freshman Dean, College of Arts and SciencesLoyola UniversityChicago, IL 60626(312) 508-3522

JOHNSON COUNTY COMMUNITYCOLLEGECollege NowReference Number: 21093

College Now at Johnson County Community College(JCCC) is a dual-credit program in which high schoolstudents enrolled in upper-level honors or AdvancedPlacement (AP) classes may earn college credit for theadvanced-level work they are do;ig. Implemented in1984, the program serves county public school students,as well as students in two Catholic schools. Courses thatreflect the college's content, objectives, and assignmentsare taught on the high school campuses by qualifiedhigh school teachers. Subject areas include foreignlanguage, English, social science, computer science,natural science, and math.

The responsibility of tL high schools is to upholdcollege standards. In turn, JCCC provides the highschools with textbooks and instructional materials. It alsoreimburses the districts one third of the tuition collected.State aid goes to the districts, not the college. On-sitevisits to high school classrooms enable the college staffto monitor the program and establish professionalrelationships with the teachers. The college also providesworkshops for the high school teachers and invites them

Part One

to attend professional-development activities on campus.To help coordinate all activities related to the program,each high school assigns a counselor to function as liaisonbetween the high school and the college. Likewise, JCCCdesignates one faculty member in each discipline tofunction as liaison to the high school teachers.

Students enrolled in the program pay regular JCCCtuition. Once enrolled, they are mailed a packetcontaining a calendar of college events, a studentidentification card, general information about JCCC, anda library card, all in an effort to help them feel theyare part of the college. Upon completion of their CollegeNow classes, studerts have official college transcripts,which are mailed upon request to other colleges anduniversities.

A survey is sent to graduates of the College Nowprogram to address such issues as the transfer of creditto other colleges and universities, quality of instruction,rigor of the courses, satisfaction with the program, andother related questions. Results have confirmed thecollege credit worthiness of the program, with 91 percentexpressing overall satisfaction with the program; 87percent indicating that the instruction they received wascollege-level; 91 percent indicating that the content wascollege-level; 97 percent indicating that they wouldrecommend the program; and 92 percent indicating thattheir credits had transferred to colleges and universitiesthroughout the country.

Students participating in the College Now programreport that they are better prepared for future collegecourses, not only because they got an opportunity toearn college credit, but also because they got a previewof what to expect in college. Typical responses to themost recent survey include the following: "The programis a fantastic way to get college credit for college-levelwork. I feel my College Now courses gave me thebackground to enroll in and successfully completehigher-level courses at the university I am currentlyattending. Because of the program, I am a semester aheadof schedule to earn my degree."

CONTACT:Dr. James M. WilliamsAssistant Dean, Communications and Academic

Enhancement DivisionJohnson County Community College12345 College at QuiviraOverland Park, KS 66210-1299(913) 469-8500, ext. 3450


Part One

KINGSBOROUGH COMMUNITY COLLEGECollege NowReference Number: 21095

Unlike the College Now program of Johnson CountyCommunity College, which provides college courses forcollege-bound high school students, the College Nowprogram of Kingsborough Community College (KCC)serves moderate-achieving high school students, manyof whom never consider college as an option. Theprogram is predicated on the fact that such studentsneed (1) help in determining whether college is anappropriate option for them; (2) the assurance that theycan improve their basic skill levels and successfullycomplete college-level coursework while still in highschool; and (3) greater assistance than high-achievinghigh school students in making the transition from highschool to college.

The program consists of two main parts. First, inthe spring of their junior year, students interested inthe College Now program take the City University ofNew York Freshman Skills Assessment Examination totest their levels of achievement in reading, writing, andmathematics. Following the testing, students are advisedof their test scores, and individually counseled as to theappropriate College Now courses for their senior year.This may include remediation courses carrying no collegecredit and/or freshman-level college courses carrying upto seven college credits. Then, during their senior year,students participate in College Now courses at their highschools; classes are conducted before or after the regularschool day. Students participate on a voluntary basisand take College Now courses in addition to thoseneeded to fulfill their high school's requirements forgraduation.

As with the Johnson County Community College'sCollege Now program and Syracuse University's ProjectAdvance, the College Now program of KingsboroughCommunity College uses qualified high school teachersto teach the courses; members of the college facultydesignated as course heads are responsible for ensuringthat the high school faculty present courses reflectiveof the college syllabi. The on-site visits, record keeping,and implementation procedures are also similar to ProjectAdvance.

The College Now program began in 1984, servicing449 students in high schools located close to the college.Recently, the program expanded to 17 schools in threeboroughs of New York City (Brooklyn, Queens, andStaten Island), with services provided to more than 2,100students yearly.

In its second year of operation, the program wasformally evaluated by the Academy for Educational

Development, an independent evaluation agency, whichconcluded, "College Now's success reflects its staff'sability to build reciprocal collegial relationships with theadr linistrations and staffs of the participating highschools." In addition to the formal evaluation, theprogram was visited by many interested parties, one ofwhom conn.iented, "College Now is certainly performinga service in lowering the cost of remediation fov [theCity University of New York] and other colleges andin offering average kids a chance to raise their sightsand pursue worthy goals. It's an idea that will bereplicated."

CONTACT:Dr. Stuart SussDirector, College Ile,w ProgramKingsborough Community College2001 Oriental BoulevardBrooklyn, NY 11235(718) 934-5170

REED COLLEGEReed Young ScholarsReference Number: 20954

Reed College, since its inception, has been devoted toproviding a serious education in the liberal arts andsciences. The principles of rigor, strong historicalgrounding, and close intellectual contact betweenstudents and faculty are basic to a Reed education. Thecollege has, at the same time, always had a strong public-service objective. With these goals in mind, a YoungScholars program that permits accelerated high schoolstudents to enroll in a Reed College class whileconcurrently enrolled in their high school was inaug-urated with nine students in 1980. These young people,having exhausted their curricular options in a givensubject or field in their high school, can pursue theirstudies at the college level for credit through the YoungScholars program.

Typically, these students enroll in courses inmathematics, biology, physics, chemistry, and foreignlanguages, as well as classes in the humanities. Thecollege believes that this program is beneficial both forthe students enrolled and for Reed; in the former case,it provides greatly expanded intellectual challenges, andin the latter, it helps forge stronger bonds between thecollege and Portland-area high schools.

The cost of this program is borne primarily byfoundations, corporations, private donations, and a smalltuition payment by the high schools involved in theprogram. Students are responsible for book andtransportation costs.


The Young Scholars program is but one of theprograms offered by Reed College to accelerated studentsin the Portland metropolitan area. In the past five years,Reed has offered educational opportunities such as theMentor Program, Interdisciplinary Seminars, specialsubject symposiums (Northwest American Indians,Chemistry), and National Institutes of Health SummerApprentice Research Programs for minority students inthe summers of 1981-84. These programs have enrolleda large number of minority students, many of whomare recent refugees whose native language is not English.It has been truly remarkable to see these studentsperform alongside Reed College students despite all thedifficulties posed by lingvistic and cultural differences.It is also a tribute to the members of the Reed Collegefaculty who have nurtured the exceptional abilities ofthese students.

Since 1980, Reed has also offered Intensive SummerWorkshops. Students participate in classes for two hourseach day for two weeks. The Portland public schoolsare extremely supportive of this program, viewing it asa unique opportunity for interested, motivated studentsto experience seminar teaching in an atmosphere thatenables students to acquire new skills and to receivean introduction to concepts or ideas not readily availableto them in their high schools.

Reed College's Mentor Program has been designedby the Portland Public Schools to accommodate thoseaccelerated high school students who may not, for avariety of reasons, be able to participate as young scholarsin regular Reed College classes. This non-credit programmatches academically gifted studenis with Reed facultyor Reed senior students whose academic area is in thestudent's special field of interest. The mentor and student

amEmmmiPart One

meet for eight to nine tutorial sessions per semester.The mentor stipend is paid by the Portland Public Schoolsfor its students, whereas individual families who liveoutside the Portland Public School District pay thementor's stipend.

Throughout the years, Reed has had excellentresponses to these campus-based Talented and Gifted(TAG) Programs. Joyce Lozito, TAG coordinator, PortlandPublic Schools, has written, "Students need exposureto a variety of learning styles and learning environments.Students who have attended the Reed programs wereimpressed with the knowledge of the professors and theirwillingness to accept uncommon and unusual responsesas legitimate possibilities." Follow-up studies of theenrolled students have revealed that many cif them earnstate or national awards in their field of stvdy (i.e., EricGaidos, Westinghouse Science Talent Search; Greg Stein,Carnegie Mellon Scholarship; Alex Shek, PresidentialAcademic Fitness Award; Mai Chan Tranh, HarvardScholarship).

Jeff Albelo, Reed Young Scholar '88, sums up hisexperience at Reed: "The Young Scholars program wasa genuine growing and learning experience for me. I feltthat I was given the opportunity to see how well I couldadapt to a new and challenging academic environment.I was also inspired by the school and found theinstitutional attitude toward young scholars verynurturing."

CONTACT:(no contact provided)Reed Young Scholars ProgramReed CollegePortland, OR 97202(503) 771-1112

SECTION THREE:Enrichment and Gifted-and-Talented Programs

THE JOHNS HOPKINS UNIVERSITYCenter for the Advancement of AcademicallyTalented Youth (CTY)Reference Number: 21126

The Center for the Advancement of AcademicallyTalented Youth (CTY) was established to meet thegrowing demand for a program for adolescent studentswho wished to advance educationally according to theirown individual rate of learning and level of performance.

An integral part of CTY's activities is the annual

Talent Search, which identifies exceptional mathematicsand/or verbal reasoning abilities among seventh-grade-aged children. CTY believes that early identification ofabilities allows teachers and counselors to help studentsuse their talents appropriately during the remainingschool years. In order to qualify to take the SAT, studentsmust rank above the 97th percentile on either themathematical, verbal, or total composite scores of anational, school-administered test battery. From thispopulation, about one third of the students qualify forCTY's academic programs. Searches are conducted inthe mid-Atlantic, New England, and Western states.

5 7

Part One

The CTY program includes summer, winter,residential, and commuter courses. Sites are located atThe Johns Hopkins University and at various schoolsand colleges in California; Massachusetts; Pennsylvania;New York; and Geneva, Switzerland. CTY also offers atutorial by mail in expository writing. Although lettergrades are not given for these courses, a detailed,descriptive evaluation of participants' performance iswritten and, where applicable, nationally standardizedcontent-area examinations (The College Board APExaminations) are recommended.

CTY services include assessment and evaluationservices, offering a detailed assessment of a child'smathematics, verbal, and abstract reasoning abilities;counseling; a training institute for educators and parents;career education workshops; an advisory council thatincludes parents, which meets twice a year to reviewpolicies and share ideas about CTY's activities; a pilotacademic program of talent identification and prepara-tion of elementary students; and a pilot skill-reinforcement program for educationally and econom-ically disadvantaged youth.

CTY has received international recognition foridentifying and working with mathematically andverbally talented students of junior high and high schoolage and has been the model for at least four similarprograms at Duke University, Northwestern University,the University of Denver, and Arizona State University.

CONTACT:William G. DurdenDirector, CTYThe Johns Hopkins University3400 North Charles StreetBaltimore, MD 21218(301) 338-6340

/1)

MICHIGAN TECHNOLOGICALUNIVERSITYWomen in Engineering Program (WIE)Reference Number: 21244

The Women in Engineering Program (W1E) was initiatedin 1973 to introduce female high school students whohave high academic potential in the areas of science andmathematics to careers in engineering. Since 19M, alimited number of teachers and guidance counselors havealso been invited to participate in the program. As aresult of attending W1E, these teachers and counselorsare better equipped to advise a greater number ofstudents who are interested in these areas.

The WIE program follows a lecture-laboratoryformat. The lecturers are university faculty and/or

PROGRAMS AND SERV.ICES FOR STUDENTS 49

practicing women engineers from various industries. Theengineers also serve as role models for the W1Eparticipants. The laboratory exercises are developed andtaught by Michigan Technological University (MTU)faculty and staff from various engineering disciplines,including engineering technology and bioengineering-forestry.

While learning about college life, the students havethe opportunity to attend scheduled evening sessionson financial aid, admission policies, military options, andcooperative education. In addition, there are eveningevents and programs on topics such as women and thespace science program. The participants live in a

university residence hall, and their counselors are MTUundergraduate women, who act as resource persons aswell as role models.

More than 600 applications are received each yearfrom young women who would like to attend a WIEworkshop. From these, 300 are selected by a committeecomposed of representatives from MTU faculty, admin-istration, and staff.

MTU's ongoing evaluation process indicates that theW1E program plays a significant role in influencing theparticipants' career choices, with approximately one halfgraduated, enrolled, or planning to enroll in anengineering curriculum. MTU concludes that bysupporting this program, it is able to attract and educatea larger percentage of young women in engineering andscience than most universities in this country. A benefitto the corporate sponsors is the availability of a largerpool of qualified women engineers for employment.

CONTACT:Chris S. AndersonDirector, Educational OpportunityMichigan Technological University1400 Townsend DriveHoughton, MI 49931(906) 487-2219

KAPIOLANI COMMUNITY COLLEGEThe RESHAPE ProgramReference Number: 21111

Since RESHAPE started in 1985, this Department ofEducation/University of Hawaii Community CollegeCooperative Program has assisted more than 1,400 Hawaiihigh school students. RESHAPE is designed to improvethe academic skills and increase program awareness ofprospective college students before college enrollment.The need for such a program grew out of a review ofcommunity college records that indicated that a highpercentage of students were entering college withinsufficient goal direction and/or lack of academic skills


to immediateb., embark on specific entry-level jobtraining.

To remedy this situation, Kapiolani CommunityCollege (KCC) provides orientation and testing to groupsof 10th-grade students who score within the middlestaniries of the, Stanford Achievement Test. (Studentswithin this level have been found to be the most likelyto enroll in community colleges.) Each five-hour sessionincludes (1) presentations on the relationship of college-level instruction to high school courses; (2) discussionspromoting a greater focus on math, English, and sciencerequirements; (3) briefings on various vocational trainingoperations; (4) preparations for students planning toattend a four-year college; (5) campus tours; and (6) testsin English, reading, and mathematical competencies.

Students and their high school counselors arepresented with individual letters that provide informa-tion on students' current levels of achievement andrecommendations for high school courses available attheir respective schools reflecting students' intendedcareer goals. Although high school curriculums vary, acomputer-aided advising program permits individualguidance.

Kapiolani Community College envisions that thisprogram of assessing the academic skills of prospectivestudents two years in advance of college enrollment andproviding instruction and counseling tools during the11th and 12th grades will enhance their readiness forcollege. Currently, five high schools participate in KCC'sRESHAPE program; in the future, other communitycolleges in the Hawaii system are expected to institutesuch programs with high schools within their respectiveareas.

CONTACT:Dr. Marion G. LambCoordinator for Assessment/Info ServicesKapiolani Community College4303 Diamond Head RoadHonolulu, HI 96816(808) 734-9563

OREGON GRADUATE CENTERSaturday AcademyReference Number: 21073

Saturday Academy is a program of classes for studentsin grades 6-12 who want to deepen their knowledge inan area of interest or broaden their options by exploringnew fields. Courses are taught by professionals on siteat businesses, colleges, and civic agencies. Courses areoffered in the areas of the physical and biological sciences,engineering, and math; courses range from Biology of

Part One

Marine Mammals, taught at Portland State University,to nigital Logic Design, taught at the Hewlett-PackardCorporation. Saturday Academy offers classes four timesa year for two or more hours per week, 6 to 10 weeks,afternoons, evenings, and on Saturdays.

More than 2,000 students have participated inSaturday Academy from 93 public and private schoolsthroughout the Portland-Vancouver area. Schools haveassisted by distributing Saturday Academy's newsletter,by encouraging bright students to participate, and insome cases by offering scholarship support.

The Oregon Graduate Center reports that SaturdayAcademy has become an important part of Portland'seducational resources, and that it is a direct, effectiveway for business, industry, and higher education to helpthe cdmmunity's promising students.

CONTACT:Dr. James HuntzickerProvostOregon Graduate Center19600 N.W. Von Neumann DriveBeaverton, OR 97006(503) 690-1072

SO"TH CAROLINA STATE COLLEGEPartners in Education (PIE)Reference Number: 20593

As a part of its commitment to excellence in educationat all levels, South Carolina State College (SCSC) adoptedBennett Middle School in 1986. Based on the conceptof a national model but unique in the selection of a middleschool instead of a high school, this partnership bringscollege professors into middle school classrooms andearly teen-aged students into the college environment.This partnership also intends to foster a betterunderstanding of the public school system and toestablish a working relationship that would create a spiritof mutual concern for children who deserve challengingexperiences, even in public school settings.

Working with a student population that has grownfrom 783 to more than 1,200 students in three years,Partners in Education (PIE) has been consistent in itsmode of operation to achieve planned objectives. Basedon needs and special interests, middle school teachersare paired with college professors. The teams confer inthe early fall to plan a single activity or series of activitiesto achieve an objective by a specified date. In additionto student-oriented activities, workshops are conductedfor the teachers at their school by professors from theSchool of Education. Since all services are performed ona voluntary basis, the student population is, by consent


Part One

of the principal, available for research projects conductedby undergraduate and graduate students or professors.This type of reciprocity has fostered educational growthfor both institutions.

The following are ongoing:(1) SCSC career-development staff and students provide

one week of service per year to inform students,faculty, and parents about various careers. One dayis set aside for invited professionals in varied careersrepresenting the community, city, and county to visitthe school and talk with students.

(2) Students and professors serve as tutors in math,reading, and science. Professors who work withgifted-and-talented students have produced, for thepast two years, the top prize-winning teams in thestate science and math fairs. Undergraduates alsowork with students in the content areas, helping themimprove basic skills. SCSC campus organizationssupport reading by awarding trophies to studentswho read the most books from each reading level.

(3) Each Christmas, the college faculty add books to theBennett Middle School library. These books, recom-mended by the librarian, are presented to the studentgovernment body and the librarian in a briefceremony. Certificates and a trophy from the statedepartment of education have been awarded to thecollege for this activity.

(4) Special projects in science are planned to bringBennett Middle School students to the 1.P. StanbackMuseum/Planetarium. The SCSC Department ofMusic conducts a choral clinic at the middle schooland has featured the Bennett Middle School choirin its annual concert on campus. The Henderson-Davis Players reserve one day (two performances) forBennett Middle School students to visit the theaterand see the Children's Theater experimentalproduction.

(5) The Bennett Middle School athletic program receivesvolunteer assistance from the SCSC coaching staff infootball, basketball, and track; the entire Bennettfootball team receives passes for one home SCSCgame; special students are brought to the campusfor swimming lessons. Also, undergraduates condutweekly physical exercise and aerobics sessions.

(6) Recently, two undergraduates, directed by the SCSCNutrition Department, investigated the effectivenessof the Bennett Middle School lunch program.Deficiencies found in students' blood samples werereported to their parents.

(7) Professors from the School of Education conduct atleast one workshop per year for the middle schoolfaculty.Based on the scope, volunteer commitments,

completion, and evaluation of partnership activities, this

project has been cited for excellence on the local andstate levels and recognized on the national level forexemplary services to education.

CONTACT:Johnnie Mitchell SharpeAssociate ProfessorSouth Carolina State CollegeP.O. Box 3112Orangeburg, SC 29117(803) 534-5227

BRYN MAWR COLLEGEWindows Into Science Enrichment (WISE)Reference Number: 20760

The Windows Into Science Enrichment (WISE) programis a partnership between Bryn Mawr College, on whosecampus the program is conducted, and The William PennFoundation of Philadelphia, Pennsylvania, which fundsthe program through a yearly grant. The program wasstarted in 1985, when the foundation recognized thatscience enrichment programs should be made availableto high school students who show aptitude forschoolwork but, for a variety of reasons, do not performwell in their courses. It is the hope of the foundationand Bryn Mawr that involvement in such a program willmotivate students to pursue additional science coursesin high school and ultimately consider science as apossible career.

Each summer since 1985, high school juniors frompublic and parochial schools in Philadelphia haveparticipated in the WISE program. The program isconducted during a four-week period in July and includestopics in biochemistry, physiology, computer science,wellness, and environmental studies. Students conductlaboratory experiments to evaluate the effectiveness ofvarious drugs, evaluate their data and test a scientifichypothesis using computers, participate in a variety offield trips to environmentally sensitive areas where theyevaluate society's impact on the environment, andconduct weekly wrap-up sessions during which theypresent their findings to the entire group.

Staffing of the prowam is the responsibility of BrynMawr College. Staff members include high schoolteachers from the Philadelphia School District, facultyand staff of Bryn Mawr College, teachers from surround-ing private schools, and students from nearby colleges,who serve as counselors. In addition to activities duringthe month of July, Bryn Mawr College also sponsors areunion for each year's participants during the fall andorganizes a science career day during the spring.

Over the past five years, 223 students have attended


the WISE program. An evaluation of the program'seffectiveness is being conducted by The William PennFoundation.

CONTACT:Stephen L. GardinerLaboratory CoordinatorDepartment of BiologyBryn Mawr CollegeBryn Mawr, PA 19010(215) 526-5094

EDINBORO UNIVERSITYEnhancement of Reasoning ThroughMicrocomputer Research ModelingReference Number: 21116

The Enhancement of Reasoning Through MicrocomputerResearch Modeling program is designed to introduce anumber of microcomputer activities into the content ofa year-long psychology course for high school seniors.The specific goal of the project is to stimulate studentinterest in social studies research and enhance studentreasoning abilities by using microcomputers.

Through microcomputers, students are introducedto four critical aspects of social science research: (I)literature searching is simplified by introducing studentsto databases that contain bibliographic information andsummaries of results of experiments from several areasof psychological research; (2) hypothesis testing issimplified by having students obtain results frommicrocomputer simulations that generate hypotheticaldata consistent with research findings; (3) interpretingresults is simplified by teaching students to use basicword-processing skills to produce concise descriptionsof findings from their simulated experiments; (4)integrating results into existing literature is simplifiedby guiding students to distill critical aspects of the resultsto produce summaries that are then added to the modeldatabases using file-management software.

Use of microcomputers to simplify each of these fouraspects of social studies research allows students todevelop an overview of the entire research enterpriseand permits them to strengthen their reasoningstrategies. During this project, students' attitudes towardcomputer use in the social studies, students' interest inresearch, and students' reasoning abilities are assessed.

CONTACT:Dr. jack CulbertsonDepartment Chair, Psychology and CounselingEdinboro UniversityEdinboro, PA 16444(814) 732-2774

Part One

FLORIDA STATE UNIVERSITYSaturday-at-the-Sea (SATS)Reference Number: 20740

Saturday-at-the-Sea (SATS) is an educational programin marine biology for middle school students of theFlorida panhandle sponsored by Florida State University.

Each Saturday, 20 students from a school in theregion spend the day at the Florida State UniversityMarine Laboratory. There, using hands-on experienceand study, the teaching staff introduces students to therich variety of fascinating marine creatures of the Gulfof Mexico. The program has several aims. One is to initiatean understanding of the biological relationships thesesea creatures have to one another and to the physicalenvironment. Moreover, the staff endeavors to awakenan awareness of the interdependence of people in thisregion and the sea life in the area's estuaries and bays.The central aim is to stimulate and capture the interestin science of young minds at a critical time in thestudents' educational development.

The program includes a slide presentation; acollecting trip to sample marine invertebrates and fishby trawl net and beach seine; a guided natural historyfield trip in the salt morsh; and laboratory displays,experiments, and demonstrations, which illustrate someof the fascinating ways marine animals carry on theprocesses of life despite the rigors of the sea. The studentshave the opportunity to gather data and perform simpleexperiments. They see an amazing diversity of creatures,from sea anemones to sea horses, and learn such thingsas how different species feed, how some drasticallychange form as they grow, how vulnerable animalsdefend themselves from predators, and how verydifferent kinds of animals fit into the sea's web ofexistence.

The SATS prograiii is coordinated by Dr. PatriciaHayward, director of the FSU Office of Science Education,and supervised by Drs. William Herrnkind and ChrisKoenig of the Department of Biological Science. Theprogram is free.

CONTACT:Dr. Patricia C. HaywardDirector, Office of Science Teaching ActivitiesSaturday-at-the-Sea ProgramDepartment of Biological Science227 Conradi BuildingFlorida State UniversityTallahassee, FL 32306-3050(904) 644-6747


Part One

UNIVERSITY OF PENNSYLVANIAPennsylvania Governor's School for BusinessReference Number: 20677

The Pennsylvania Governor's School for Business wasestablished in 1987 and is the newest of the fiveGovernor's Schools for Excellence sponsored by the stateof Pennsylvania. It was established to teach talented highschool students who have an interest in business aboutthe practice and academic study of business.

Each summer, 64 students who are between theirjunior and senior years in high school come to live onthe Penn campus for five weeks. These students neednot attend high school in Pennsylvania; their parents,however, must pay taxes in the Commonwealth. Thestudents are chosen by academic criteria similar to thoseused in choosing new freshmen to enter the WhartonSchool. As a result, the students who attend the programare extremely bright and high academic achievers. Whileat Penn, they attend specially desived classes, events,and activities and go on field trips designed to give thema better understanding of how business functions inAmerican society.

The Department of Education funds the programentirely, and every student receives a full scholarship.The only expense the students must cover is their travelto and from the program. The university contributes thedirector's administrative time (about 20 percent of totalwork hours over the course of the year); the directoris responsible for designing the curriculum, hiring allstaff (both teachers and residential staff), and all programlogistics.

Approximately 25 percent of the students whocomplete the program decide to matriculate at Penn,which demonstrates that an unusually high loyalty tothe institution is established during the program. Theinstitution therefore benefits, since it has a chance toestablish a strong link with a group of the top college-bound students in the state. The students benefit notonly from the rigor of the classes and activities theyparticipate in but also from the opportunity to interactwith and be challenged by other bright students withsimilar interests.

CONTACT:Anita KravitzDirector, Undergraduate DivisionUniversity of Pennsylvania1100 Steinberg Hall-Dietrich HallPhiladelphia, PA 19104(215) 898-8618

CHRISTOPHER NEWPORT COLLEGECNC/Public Schools Drama ProgramReference Number: 20101

In 1982, as the Christopher Newport College Theaterwas preparing Tennessee Williams's The Glass Menageriefor a four-night run, the director, Dr. Bruno Koch, wasconsidering ways of bringing the play to the studentbody. An afternoon symposium was considered, sincestudents at the commuter college tended not to returnfor evening programs. The presentation that wasplanned--a combination of commentary by an Englishprofessor and brief vignettes from the playseemedpotentially interesting to high school audiences. Afterpreliminary phone conversations with English educatorsin the Newport News public schools, a format wasdevised for what has become an annual cooperativeprogram between Christopher Newport College (CNC)and high schoolspublic and privatethroughout theHampton Roads area.

The program comprises three parts: first, theperformance of the play (beginning as early in themorning as the schools' bus schedules permit); second,a box lunch (usually hurried); and finally, the symposium.

Since 1982, CNC has cooperated with local schoolsto select plays that suit their curricular needsAntigone,Death of a Salesman, Oedipus Rex, The Imaginany Invalid, andso on. Each fall, between 1,200 and 2,000 students andteachers have participated over a four- or five-day period.The program has satisfied English teachers' desire forcreditable live theater and has become a mainstay ofthe college's recruiting effort.

The staffing of this project is entirely voluntary. Thetheater director and an English professor coordinate thework, producing a study guide in the summer, arrangingthe reservations in the early fall, and overseeing the visitsin early November. Many other staff contribute time:faculty to lead the symposia and staff members fromadmissions, the campus center, and the campus policeto host and guide the visitors.

The schools provide transportation, study time inpreparation for the performance, and all of the effortsrelated to a field trip on the days of the visits. The studentspay a nominal feemost recently $5 per personto coveradmission and lunch. No profit is derived from theprogram.

While groups from more than two dozen highschools within a 35-mile radius have regularly attendedproductions, a special project --the annual essaycompetition--is confined to the four Newport News highschools. A CNC English professor suggests topics; highschool teachers prepare the students and make the initialselections; judges (two from CNC and two from the public


schools) judge the 60 or so best essays; approximately$200 in prizes is distributed; and a booklet of outstandingessays is edited at CNC and published by the schoolsfor distribution to all participating students.

That many teachers regularly plan for the produc-tionsand commit field t.'ip timeattests to the successof the program. The the. ater is filled for nearly everyperformance, and sometimes not all requests for seatscan be accommodated. While the program does notcollect data in any systematic way, it regularly hearsfrom satisfied students and teachers and is featuredoccasionally in the local papers. Some high schoolyearbook features have been devoted to the CNCproductions.

CONTACT:Dr. Jay PaulProfessor of EnglishChristopher Newport College50 Shoe LaneNewport News, VA 23606(804) 594-7072

UNIVERSITY OF TENNESSEE, KNOXVILLELibrary Cooperative Program for AdvancedPlacement StudentsReference Number: 20098

The University of Tennessee (UTK) library and the KnoxCounty Materials Center began a cooperative programof bibliographic instruction and circulation privileges forAdvanced Placement students in 1984. That program hascontinued with slight modifications to date.

The basic goal of the cooperative program is to workwith English and history teachers and high schoollibrarians to provide wider access to critical material fortheir students. The aim is to teach students cooperativelyhow to develop a subject search, how to use a periodicalindex, how to find a journal article, then how to integratethose outside sources into their own thinking andwriting.

The program provides for (1) a free UTK library cardfor any high school student enrolled in an AdvancedPlacement course; (2) a free library card for a ly highschool teacher; and (3) a program of orientation andbibliographic instruction.

A key feature of the program concerns check-outprivileges. It includes (1) the responsibility form, whichcan be obtained only from the high school librarian andmust be signed by that librarian and the student's parent,and (2) an agreement that overdues are sent to andenforced by the high school library, with the CountyMaterials Center covering replacement costs of lostbooks.

airmPart One

Public relations is another key aspect of the program.Each fall, an orientation for high school librarians andhigh school English teachers reviews the goals of theprogram and goes over appropriate search techniques.Assignments that make appropriate use of researchmaterials are highlighted.

At the request of a high school librarian and Englishteacher, a six-hour bibliographic session is provided forAd -fanced Placement classes. Students are taught howto use the UTK library's unique reference sources,including the Modern Language Association, the Essayand General Literature Index, and the OLIS (on-linelibrary system). They are also taught how to useperiodical indexes and how to find periodical articlesin the UTK libraries. Students typically will have beenassigned work on a research paper. Their goal for thesession will be to find 6 to 10 research articles that theycan copy and take home as research material in supportof their papers.

The University of Tennessee library continues tocommit significant time and attention to this programout of a concern for resource sharing and a commitmentto teaching talented students how to use the librarybefore they enroll in UTK. Finally, the program servesas a recruitment mechanism. It stresses that excellencein information skills leads to improved retention incollege, as well as improved performance.

CONTACT:Angie LeClercqHead, User EducationUniversity of Tennessee Library1115 Volunteer BoulevardKnoxville, TN 37996-1000(615) 974-4273

CHRISTOPHER NEWPORT COLLEGESummer Institute for the ArtsReference Number: 21147

The Summer Institute for the Arts was conceived in 1986as a collaborative effort of the Newport News PublicSchools and Christopher Newport College, a state-supported four-year urban institution. The institute'spurpose is to provide an in-depth academic programin the arts for selected high school students taught bycollege professors, high school instructors, and artists.

Students audition for the six-week summer program,which is offered on the college campus. Each year,approximately 100 high school students, ranging in agefrom 13 to 17, spend seven hours each day, Mondaythrough Thursday, learning about, observing, andperforming or creating music, visual arts, dance, or drama.

uj

PROGRAMS AND SERVICES FOR sTuDENTS 55

Part One

Wednesday is declared "crossover day," when studentsspend an hour of class time in another arts area of theirchoice. Studies include music theory and history, appliedmusic, art history and studio art, dance performance,movement and aesthetics, acting, technical production,and drama studies.

Early in the summer, the entire group travels to theKennedy Center in Washington, D.C., to see a perfor-mance and attend workshops before and after the show.To culminate the institute, a festival of the arts is heldat which performers in dance, drama, and music presentexamples of what they have learned. During intermission,a tour of art students' work is conducted.

By the end of 1989, 402 students had been enrolledin four institutes; of this number, 346 completed theprogram for high school credit. The program is evaluatedat the end of each summer session, and changes aremade to enhance it based on responses from studentsand faculty.

The project has numerous benefits. Students learndiscipline and develop commitment to their art; theyprogress rapidly because of the total immersionpedagogy; and they are introduced to museums, theaters,and concert halls. Beyond this, the college has theopportunity to enhance the education of high schoolstudents and to build a useful bridge between the publicschools and itself.

CONTACT:Dr. Rita C. HubbardChairman, Department of Arts and

CommunicationChristopher Newport College50 Shoe LaneNewport News, VA 23606(804) 594-7073

ART ACADEMY OF CINCINNATIHigh School Workshop ProgramReference Number: 21213

The High School Workshop Program was developed bya group of professors and teachers called the High School/Art Academy Advising Team. The group believed thatone of the most effective ways the Art Academy couldsupport outstanding high school art programs was byproviding workshops for juniors, seniors, and theirteachers in the academy studios and the adjacentgalleries of the Cincinnati Art Museum.

The chief goals of the program are (1) to providestimulating field trips and hands-on workshops thatintroduce art media usually not available in high schools;(2) to help smooth the transition between high school

classes and college-level programs; and (3) to begin toidentify students who wish to pursue art as a career.

The program was successfully initiated in 1988. Theworkshops are designed to complement high school artprograms and feature such topics as light-sensitivematerials, water-based screen printing, graphic design,watercolor, small-scale sculpture, and making sense ofcontemporary art. They are offered free of charge to highschool classes and are taught on a voluntary basis byfull-time academy faculty. All expenses except fortransportation are paid by the academy.

Recognizing that professional preparation for careersin the arts should begin in the high school years, manyof the workshops provide the students with opportun-ities to produce pieces of art for their admission portfoliosto art school. Experience on a college campus andexposure to its specialized equipment and facilities cangive students realistic expectations of the demands ofart school life. In turn, the experience can have a positiveinfluence on a student's decision to become an artist.The program also provides an opportunity for teachersand professors to join in a mutually beneficial collegialrelationship where they may discuss their respectiveprograms and shared concerns.

The academy is a small school dedicated to theeducation of artists and designers. The workshopprogram helps demonstrate to potential students andtheir teachers the academy's status as a professionalschool and has helped attract well-qualified freshmen.In 1988, approximately 150 students took part in theprogram.

CONTACT:Anthony BatchelorChairman, Foundations DepartmentArt Academy of CincinnatiEden Park DriveCincinnati, OH 45202(513) 721-5205

COOPER UNION FOR THEADVANCEMENT OF SCIENCE AND ARTSaturday Art ProgramReference Number: 20817

The Saturday Art Program, established in 1968, offersa free opportunity during the school year for New YorkCity public high school students to discover and developtheir talents through courses in architecture, drawing,graphic design, painting, and sculpture in. a collegeatmosphere.

The program also encourages students to continuetheir education past the high school level. Open


enrollment allows students with no previous artexperience to participate. In addition, Cooper Unionprovides free art materials; thus, student participationis not limited due to financial considerations.

The Portfolio Preparation Course, the program'sadvanced class, helps prepare high school seniors toqualify for admission to competitive art and architecturecolleges. Talented seniors are selected for a class of 25to 30 studentsof which 85-90 percent are AfricanAmerican, Hispanic, or Asian; about 70 percent are fromthe Saturday Art Program. An open house allows forindividual interviews and portfolio screening sessions.The most recent program had more than 100 applicants.

The program is directed by a professional artist-teacher, assisted by Cooper Union students, guestinstructors, and critics. The all-day classes are multidis-ciplinary and fast-paced to promote a better transitionfrom high school to college.

The curriculum has four parts:(1) The studio component includes developing technical

skills and creating a portfolio. Studio work isstructured around a basic core of drawing, workingfrom both models and still lifes. Additirnal projectsintroduce students to various media and expand theirrange of technical proficiency. ProjecL involve graphicdesign, painting, printmaking, three 'dimensionaldesign, collage, and mixed media. Each student'sportfolio of work is documented on slides, whichstudents submit for college admission.

(2) The theoretical component includes conceptt,a1 workas well as the development of analytical andexpressive language. This is achieved throiigh dailycritiques, discussions, and visual and written homeassignments.

(3) The counseling component offers professional,academic group counseling with Indivklual follow-up.

(4) The career component surveys career options, offersminority artist role models, and exposes students tomulticultural artistic traditions through lectures,studio visits, and field trips to galleries and museums.CONTACT:Marina GutierrezDirector, Saturday Art ProgramCooper Union for the Advancement of Science

and Art41 Cooper SquareNew York, NY 10003(212) 353-4108

Part One

BELLARMINE COLLEGEYoung Leaders Institute (YLI)Reference Number: 20029

The Bellarmine College Young Leaders Institute (YLI) isa unique educational symposium in community andleadership issues for selected high school sophomores.The YLI was initiated in 1983 and is offered to all public,parochial, and independent high schools in the Louisville,Kentucky, metropolitan area; the institute is one of fourhigh school student-oriented programs offered throughthe Bellarmine Institute for Leadership DevelopmentWILD). YLI is offered to students from more than 40area high schools at no cost.

The institute is designed to complement the highschool curriculum. It offers students an educationalsymposium with emphasis on the practical aspects oftheir theoretical classroom instruction. YL1 students meetmonthly, on Tuesdays, over seven months, completingtheir year with a summer internship program thatprovides them the opportunity to investigate personalcareer interests. Monthly topic days include such studiesas urban neighborhoods, local government, economicdevelopment, media, arts and leisure, human needs, andeducational services.

The Young Leaders Institute pursues the followinggoals: (1) to identify an outstanding sophomore studentin each high school who has demonstrated leadershipqualities and genuine concern for the community (thereis a formal agreement between the principal andBellarmine College that the selected student is releasedfrom a full day of school to participate in Young Leaders);(2) to provide educational activities that will familiarizestudents with community needs, opportunities hrimprovement, and resources for improvement; and (3)to establish an effective dialogue among studentparticipants and between students and communityleaders.

The institute is under the supervision of the assistantvice president for academic affairs and directed by theBIW assistant coordinator of programs. The director alsoregularly consults with the BILD executive director andhas primary responsibility for the development of topic-day programs and institute evaluation. Assisting YLI isa community board of advisers, which lends professionalexpertise to program planning, assists with topic-dayexecution, and selects each year's class of YLI students.

Immediately following each topic day, studentswrite a critique of it, noting program strengths andweaknesses. Information from this evaluation is used bYthe director and advisory board to plan programs forthe following year. A two-phase evaluation of theprogram's former YL1 students is about to be imple-


Part One

mented. Phase I tracks 11th- and 12th-grade YLI studentperformance and the institute's influence on theirsuccess. Phase II requests similar information from YLIstudents in their early postsecondary experiences.

YLI student performance subsequent to thesophomore year includes an array of major studentcontributions to the academic and social climate in theirschools. In addition, more than 99 percent of YLI studentsgo on to colleges and universities; 42 percent becomeKentucky Governor's Scholars during their senior year;and more than 50 percent engage in volunteerism asa result of institute participation. Institute alumni havereceived the National Association of CommunityLeadership Organizations's Distinguished AlumniAwa rd.

CONTACT:Dr. Douglas P. StarrAssistant Vice President for Academic AffairsBellarmine CollegeNewburg RoadLouisville, KY 40205(502) 452-8467

CLARKSON UNIVERSITYLeadership ChallengeReference Number: 20621

The Leadership Challenge is a team-oriented competitionfor high school seniors offered by the School ofManagement at Clarkson Univers;ty. Convinced that ahands-on approach would be the most effective meansof informing high school studerts about careers inbusiness, the program became a reality through theefforts of an innovative and highly motivated group ofSchool of Management faculty and staff. The basic designincludes a series of competitive events, both off and oncampus, that exposes students to the decision-makingand problem-solving skills managers need in today'sbusiness world. In keeping with Clarkson's commitmentto quality and innovation in education, the competitionchallenges New York State's talerv:ed and academicallyOriented high school seniors. The rewards are formidable,as teams compete each year for $30,000 in scholarshipawards to Clarkson University.

While the competition is open to any New York Statehigh school, invitations to participate are sent to morethan 300 high schools statewide. The list is carefullycompiled to include a cross section of high schoolsrepresenting every county. Forty to 50 high schoolsaccept the invitation, resulting in the involvement of 25()to 350 high school seniors in Phase I of the competition.From this group, 12 high schools are selected as finalists,

and each is invited to bring a team of five students toClarkson to compete in a series of skill-building events.

The Leadership Challenge is structured in twophases:(1) Phase I. The Entrepreneurship Competition takes

place in the home district. Participating teams are senta task assignment that requires students to researcha specific aspect of their home community and, fromthe information obtained, develop a profit-makingbusiness plan that assists that community. The 1989assignment required students to address the problemof recycling old, unused automobiles. Students areencouraged to seek out community business leaderssuch as bankers and contractors to assist them withtheir research. The completed business plan is judgedby a panel of Clarkson faculty and industry experts.The 12 high schools that submit tile best businessplans each receive a $1,000 scholarship and aninvitation to campus to compete for further schol-arship dollars in Phase II of the competition.

(2) Phase 11.1n mid-November, the 12 finalist teams arriveon campus for three days to compete in a series ofcompetitive events that might include a formalpresentation of a marketing/advertising campaign ora presentation of the entrepreneurship business plan,a group leadership event, an organizational behaviorevent, or, perhaps, a cost-accounting event. The eventsmay change from year to year, and the actual taskassignments are always different each year. A specialprogram is also provided for the team advisers whoaccompany the students to campus, and special non-competition activities are planned for both studentsand advisers.

Scholarships won by each team are awarded to thehigh school and may be used in any academic area ofthe university. While team members who have beenaccepted at Clarkson University have first priority onthe scholarships, any senior from the high school whohas been accepted at Clarkson may be a recipient. Therecipients are selected by the high schools. In the past,scholarship awards to individual schools have rangedfrom $1,000 to $5,400.

In addition to the financial assistance provided tostudents, verbal and written feedback received fromstudent participants, advisers, and school administratorsindicates that the Leadership Challenge greatly increasesthe depth of the students' general educational experi-ence. Students tend to dewlop logical, knowledgeablebusiness perspectives based on legitimate hands-oninvolvement. Looking inward, the Leadership Challengehas become a vehicle through which Clarkson is ableto keep abreast of educational trends at the high schoollevel. In addition, having 60 high school students oncampus each year has spotlighted the School of

98 VROGRAMS AND SERVICES FOR STUDENTS

Management programs successfully and reflectedfavorable attention on the university in general.

CONTACT:Kathleen A. HoweAssistant to the DeanSchool of ManagementClarkson UniversityPotsdam, NY 13676(315) 268-2300

MARY BALDWIN COLLEGEThe Program for the Exceptionally Gifted (PEG)Reference Number: 21240

Mary Baldwin College established the Program for theExceptionally Gifted (PEG) in 1981 to meet the academicand social needs of a very special grouphighly giftedyoung women. PEG is the only program in the UnitedStates that offers gifted young women the opportunityto advance through high school and college at anaccelerated pace while living with their peers.

PEG provides an accelerated and enriched academicprogram in which students proceed at their own pacethrough high school and college courses. In their firstyear, PEG students take a combination of high schoolhonors courses, specially designed PEG courses, andMary Baldwin College courses. By their second year, PEGstudents are enrolled as full-time college students atMary Baldwin. PEG students can receive their bachelorof arts in four years. Staff members at PEG encouragestudents to explore the breadth of their academicinterests and to develop their particular talents througha variety of extracurricular offerings.

PEG recognizes that young students living awayfrom home require special support and guidance.Residential life is therefore a key component of theprogram. PEG students must follow carefully designed,nonnegotiable rules, but are given the opportunity todevelop and enforce their own guidelines for living. Full-time residential directors provide supervision andcounseling, plan social activities, and work with studentsto improve organization and study skills. Faculty andstaff have their offices in the PEG residence hall, so theyare right at hand for conversation and advice.

The PEG program structure is a model design basedon findings from the latest research in gifted educationand on practical experience. Each day at PEG brings anew learning situation, and the program continuallyrefines goals and guidelines based on observations,evaluations, and student and parent feedback. Profes-sionals from the Curry School of Education at theUniversity of Virginia formally evaluate the program each

Part One

year.Because PEG is unique, it is also an ideal laboratory

for research on the education of gifted young women.PEG has convened a panel of national experts in giftededucation in order to design a long-term research studyon the progress of students who have participated inthe program. All students are encouraged, although notrequired, to participate in this significant research study.

CONTACT:Allison J. YoungAssistant Director for Program AdvancementProgram for the Exceptionally GiftedMary Baldwin CollegeStaunton, VA 24401(703) 887-7039

UNIVERSITY OF SOUTHERNCALIFORNIASummer Honors ProgramReference Number: 21074

The University of Southern California (USC) SummerHonors Program is offered as an enrichment programto high school students who have demonstratedacademic excellence. Each summer, 100 studentsnominated by their high schools come together at USCfor a special three-week semester. The program allowsstudents to earn two units of college credit in fine arts,humanities, social sciences, and natural sciences. Coursesare taught by USC faculty.

Students nominated for the program must meetseveral criteria. Specifically, nominations must besupported by high school grades, PSAT scores, a teacher'srecommendation, and a parent's signature indicatingsupport of and commitment to the program. Initially,counselors in each school nominate the most promisingjuniors in four or five areas of study. Schools can nominateup to 10 candidates. Up to 25 students are accepted foreach course offered.

Because the Summer Honors Program is tuition-free,USC limits the number of participating schools. Schoolsin the Los Angeles area are selected on the basis ofenrollment, location, past experience, and enthusiasmfor the Summer Honors Program expressed by coun-selors and administrators in the schools considered.

USC reports that students benefit from theopportunity to meet, work with, and socialize with othergifted students, as well as the opportunity to work withtalented USC scholars and teachers. The USC facultyenjoys working with these highly motivated youngsters.Furthermore, N.Hiable relationships between theuniversity and high school personnel are established.


Part One

CONTACT:Richard FliegelDirector, Summer Honors ProgramUniversity of Southern CaliforniaJEF 200 MC-1295Los Angeles, CA 90089-1295(213) 743-8684

SOUTHEASTERN MASSACHUSETTSUNIVERSITYProjects for High Learning Potential (PHLP)Reference Number: 21065

Projects for High Learning Potential, formerly calledProject Excel, is an enrichment program for gifted andtalented high school students. The curriculum isdesigned to introduce high-potential students in the 10thand 11th grades to critical thinking, artistic endeavor,and social consciousness. The primary purpose is toprovide an intellectual, cultural, and social transition intocollege. The schedule for the program includes sessionsone afternoon a week, after school, which makes theprogram a supplement to, not a replacement for, theongoing school curriculum.

In September, the program opens with simultaneousorientation sessions for parents and participatingstudents. During the 27-session program year, partici-pating students are exposed to creative thinkers andpeople active in various fields through discussions,debates, and presentations. Guest speakers are drawnfrom the traditional academic disciplines, the arts,political action organizations, and community serviceagencies. After the general sessions, small-groupdiscussions are led by group leaders. These discussionspermit an informal extended exploration of the varioustopics.

In addition to the general sessions, five-week small-group mini-courses provide an alternative format toexplore special topics. The mini-course topics are basedon a survey of student interest, on relationships to theoverall curriculum, and on the university's ability torecruit appropriate instructors. Past mini-course ;opicshave included drawing, dance, marine biology, classroombehavior, and sign language. Southeastern Massachu-setts University faculty and area high school teachersdesign the overall curriculum, make presentations, andconduct workshops. The university's library, laborato-ries, computers, and classrooms are all drawn on forprogram support.

The home high school is responsible for recruiting,screening, and selecting students. Students are selectedfor the program on the basis of personal achievement,academic and intellectual excellence, school leadership,

creative and artistic accomplishment, or communityservice. The small-group discussion leaders are recruitedeach year from participating high school faculties. Highschool seniors who have participated in prior years mayalso be group leaders.

Other programs sponsored by Projects for HighLearning Potential include a youth orchestra. Theprogram also offers workshops in education, math,science, social science, and humanities for area elemen-tary and secondary school teachers.

CONTACT:Robert L. PiperProfessor of Political Science and Director,

Projects for High Learning PotentialSoutheastern Massachusetts UniversityNorth Dartmouth, MA 02747(508) 999-8036

STATE UNIVERSITY OF NEW YORK ATBU FFALOGifted Math Program (GMP)Reference Number: 21125

The Gifted Math Program (GMP) at the State Universityof New York at Buffalo was founded in 1979 by its currentdirectors, Drs. Gerald R. Rising and Betty J. Krist. Theprogram currently enrolls approximately 250 studentsof outstanding mathematics ability from grades 7-12 ofthe public, parochial, and private schools of Erie andNiagara Counties of western New York State.

Students commute to the university twice weeklyto study an enriched and accelerated program of schoolmathematics in grades 7-10, and university-level coursesin calculus and discrete mathematics in grades 11 and12. They accumulate a total of 22 semester hours ofuniversity credit for successful participation. Regentscredit is also granted for GMP studies through anarrangement with the state education department.

GMP is a cooperative program involving the familiesof students and their home schools, as well as theuniversity. The university courses replace mathematicscourses in the home schools, with the program staffproviding the schools with student grades for theircoursework. The schools also nominate a liaison staffmember for each student to assist in communicationbetween the school and the university staffs.

Students enter the program when they are in thesixth grade. The process involves an initial school orfamily nomination; completion of a questionnaire thatincludes two essays; successful completion of a three-hour battery of four tests including the mathematicssection of the PSAT, the Watson Glaser Critical ThinkingAppraisal, and two mathematics tests; and a family


interview with GMP staff. Fees for the program are $35for initial testing and $125 per semester thereafter. Allfees are waived upon parental request.

The texts for the first three years of the curriculumare Books 0 and 1-3 of the Elements of Mathematics seriesdeveloped by the Comprehensive School MathematicsProject. The text for the fourth year is a manuscript byStover, Rising, and Schoaff, School Mathematics From anAdvanced Standpoint: Pre-Calculus With a Computer. In thefifth year, students study from a manuscript by Ralstonand Maurer titled Discrete Mathematics. In their sixth year,students study from Stein's Calculus

The twice-weekly, two-hour sessions at the univer-sity are broken into two, 55-minute classes, with a 10-minute break. Students meet with different teachers inthe two classes. Class sizes run from about 30 studentsin the 7th grade to 20 in the 12th grade.

Because some students commence their studies inthe program a year early, a seventh-year course has beenadded in which students study for mathematicscompetitions and review and intensify their calculusskills. A lead-in program for students in Buffalo atidNiagara Falls elementary schools has also been developedin order to increase the participation of urban, minority,and female students.

GMP was evaluated very positively in 1986 by auniversity-community committee. It has also beenrecognized as one of 10 outstanding mathematics-scienceprograms in the country by the National Council ofTeachers of Mathematics, National Science TeachersAssociation, and American Associat4:i. of SchoolAdministrators.

CONTACT:Dr. Gerald R. Rising and Dr. Betty KristSUNY at Buffalo560 Baldy HallBuffalo, NY 14260(716) 636-3175

MIAMI-DADE COMMUNITY COLLEGE,NORTH CAMPUSMiddle School Gifted Program and School forAdvanced StudiesReference Number: 20782

The partnership between Miami-Dade CommunityCollege and Dade County Public Schools is mostdramatic at the North Campus for middle -chool studentsin the Gifted Program and for high school students inthe School for Advanced Studies. In both programs, DadeCounty Public Schools provides the teachers andsupplies, and Miami-Dade provides the space and

Part One

resources.The Middle School Gifted Program commenced in

1980 and has grown from one classroom of 28 studentsto its current enrollment of 457 students from 25 of thearea's middle schools. Students are pulled out of theirhome schools one day each week for an intensive three-class curriculum, which emphasizes creative and critical-thinking skills. With a staff of six full-time teachers, asecretary, and an administrator, it is the only sustainedprogram?, of its kind in the country. Included in thecurriculum are short courses in logic, research, law, pre-med, journalism, SAT preparation, debate, ethics,consumer economics, and animationoften with guestspeakers from the college faculty or community at large.Students are issued library cards and have free accessto the theater, computer labs, and science labs. In recentyears, the college has had visits from politicians suchas Jesse Jackson, Mike Dukakis, Barbara Bush, and PhyllisSchlafly. No single middle school, however innovative,could duplicate such a vast exposure to academia.

A summer program duplicates the year's curricularsetup but with a major differencestudents report everyday, and Fridays are reserved for field trips to areamuseums, the zoo, and various historic sites and touristattractions.

The School for Advanced Studies goes beyondenrollment of high school students in one or two collegecourses. Except for the senior prom and graduationexercises, all ties to the home school are severed. Theprogram's sixty-one 11th- and 12th-grade students,drawn from 11 high schools, are on campus full time.High-ability students who, for one reason or another,are not succeeding in high school are targets for theprogram. Each student takes four high school classes--English, social studies, math, and scienceand threecollege electives.

Depending on how long students remain in theprogram, they may earn as many as 42 to 45 collegecredits by high school graduation--the equivalent of 1.5years of collegetuition-free.

Problems of student isolation and estrangementoriginally concerned the faculty, so they scheduledmentoring and tutoring sessions with groups andindividuals. Intensive counseling also served to bridgethe gap between students and "the system."

Miami-Dade hopes the program will increase to amaximum of 80 to 100 students, and it might be replicatedat the college's other campuses.

The acceptance of so many public school studentsby the college community has made for a more vital,thriving campus. The college benefits by having a diversestudent body, and the students benefit by furtheringtheir education in an academically charged atmosphere.


Part One

CONTACT:Nora DawkinsAssistant Dean, Academic AffairsMiami-Dade Community College, North Campus11380 NW 27 AvenueMiami, FL 33167(305) 347-1130

FLORIDA STATE UNIVERSITYYoung Scholars ProgramReference Number: 20737

The Florida State University Young Scholars Program isan academically intense, six-week residential programfor gifted high school students in grades 10 and 11 heldeach summer on the university's campus in Tallahassee.The program is funded by grants from the NationalScience Foundation Young Scholars Program and theFlorida Department of Education and is operated throughthe Office of Science Teaching Activities in the Collegeof Arts and Sciences at Florida State.

In the 1989 curriculum, all participants were enrolledin discrete mathematics and computer science courses,each course meeting six hours per week. According totheir background, students were placed into one of threelevels in the computer science course: "C" language,advanced Pascal, and beginning Pascal.

Each student was also enrolled in a lecture/laboratory course meeting for up to nine hours per week.The three electives were physics, biochemistry, andscience ethics/science communications.

In the third component of The curriculum, eachstudent spent two days per wes: in an individualresearch project on the Florida State campus. Twenty-five of the students were selected for advancedcomputational projects, while 29 students were involvedin laboratory research.

The 54 students were selected from a very compet-itive pool of more than 150 applicants using traditionalcollege selection criteria, both academic and personal.The average academic CPA (weighted) was 4.3, theaverage PSAT scores were 85 percent (verbal) and 95percent (math). Fifteen students were first in their class,and 39 were in the top 10th.

CONTACT:Dr. Patricia C. HaywardDirector, Office of Science Teaching ActivitiesDepartment of Biological ScienceFlorida State University227 Conradi BuildingTallahassee, FL 32306-3050(904) 644-6747

7 )

UNIVERSITY OF HARTFORDConnecticut Young Scholars ProgramReference Number: 20138

The Connecticut Young Scholars Program was institutedin 1989 to encourage students to pursue engineering asa career choice by (1) exposing gifted students to high-caliber scientific and engineering project experiencesthrough local experts; (2) targeting women and minoritystudents who may show academic talent but have nothad a chance to discover all the options available to themthrough engineering; and (3) pursuing high-qualitypotential students for admission to the university.

The Young Scholars program will run for a minimumof two years and serve between 30 and 60 students duringthat time. As of summer 1989, 5,000 applications foradmission to the program had been requested; of those,100 applicants have completed the application process,and 24 students have Iven chosen to participate. Eachyear, participants will attend a six-week summer sessionfollowed by activities during the school year, includinga speaker series, career fairs, and the opportunity toparticipate in an electronic network.

The schools that sponsor Young Scholars do not haveto make any financial commitment to the program, asit is fully funded by the National Science Foundationand the University of Hartford. However, participationin events during the school year requires the attentionof a teacher who is willing to assist the student inorganizing peer conferences and fairs, and in using schoolfacilities to participate in the network. The YoungScholars program staff is composed of scientists andengineers who are regular employees of the universityand local engineering companies.

The Young Scholars' activities during the summerportion of the program center around project worksupervised by role models drawn from the faculty andprofessional engineers in local industry. Students attendlectures that ground them in basic physical principlesand participate in field trips demonstrating engineeringin action. Once they return home, the university suppliesthem with modems for school or home computers sothat they can network with one another and with theuniversity faculty and staff. In this way, students canrequest assistance on projects once they have left theuniversity environment. Where possible, project staffmembers visit students in their home schools and assistthem in the organization of follow-up events.

The benefits to the students are evident. In additionto their gain in knowledge and skills, they build teamskills, project-management skills, and in general learnwhat college life is like for the freshman engineer. Thebenefits to the institution are far-reaching. The national


exposure that the university receives increases theawareness in the educational and engineering commu-nities of the institution's stature. The high demand forapplications opens a new pool of possible applicants tothe institution and if participants have good experiences,they will be more apt to seriously consider the institutionwhen choosing a college.

CONTACT:Anne L. PierceDirector of Special ProjectsCollege of EngineeringUniversity of Hartford200 Bloomfield AvenueWest Hartford, CT 06117(203) 243-4849

LOYOLA UNIVERSITY OF CHICAGONSF/Loyola University Young Scholars ProjectReference Nurber: 20643

Funded by the National Science Foundation (NSF), theLoyola University Young Scholars Project provides about36 high school students of limited opportunity acomprehensive introduction to computer sciencehardware and software. Students experiment in twodistinct forums. First, they assemble IBM-compatiblemicrocomputers, then perform digital circuitry experi-ments on the computers and other electronics equip-ment. Second, they experiment on mathematical subjectsthrough programs they write in the project's softwarescience introduction. All lab and instructional activitiesare staffed by Loyola faculty. During the summer,participants visit various software development firms aswell as research and development facilities at Motorolaand AT&T Bell Labs.

Students are paid a $250 stipend to help compensatefor lost summer income. At the end of the summer phase,they take their computers home to keep and usethroughout an intensive and sustained eight-monthacademic year follow-up that culminates in the AdvancedPlacement examinations in computer science.

The project began in 1988. Students are recruitedby the Gifted Program Office of the Chicago Public SchoolSystem. Because of the initial high demand forparticipation, tlw Gifted Program Office joined Loyolain funding a second section of the project. The projecthas been widely recognized by Chicago's news mediaand municipal government. Students have significantlyoutpaced' their classmates on AP examinations. In 1990,the project adopted an artificial intelligence componentand accompanying group programming project, thecareer exploration and philosophy/ethics components

Part One

were deepened, and the project became formally affiliatedwith an NSF-funded prototype, the ComprehensiveRegional Center for Minorities. NSF pays approximately72 percent of the program's costs, with the balance sharedby the Chicago Public Schools, Loyola University, andthe various participating corporations.

CONTACT:Dr. Eric HamiltonAssistant Professor, Mathematical ScienceLoyola University6525 N. SheridanChicago, IL 60626(312) 508-3582

GALLAUDET UNIVERSITYYoung Scholars Program (YSP) and SummerScience Program (SSP)Reference Number: 20685

The Gallaudet University Young Scholars Program (YSP)is a four-week summer residential program for talentedand gifted hearing-impaired teenagers, aged 14-17.Started in 1985, YSP is sponsored by the university'sHonors Program in collaboration with the university'sPrecollege Programs. The goal of YSP is to providetalented and gifted hearing-impaired teenagers fromacross the nation an educational challenge in anatmosphere of intellectual stimulation and friendship.Topics vary from year to year and have ranged fromgeneral physics (mechanics and calculus) and marinebiology to creative writing and understanding the stockmarket. The number of participants per topic ranges from7 to 15.

The university charges each student $1,500, althoughtlw actual cost is more than $3,000 per student. A limitednumber of partial scholarships are available.

The Summer Science Program (SSP) is a four-weeksummer residential program for hearing-impairedteenagers, aged 14-17, who have demonstrated abilityin or potential for excellence in science. Started in 198g,SSP is sponsored by the university's Honors Programwith a major grant from the National Science Foundation.The goal of SSP is to expose hearing-impaired teenagersfrom across the nation to science as a possible career.Participants work with both deaf and hearing professors.Students conduct experiments in biology, chemistry, andphysics; meet deaf scientists; learn about careers inscience; and go on educational field trips. No more than15 students are accepted each summer.

Because of a major grant from the National ScienceFoundation and additional support from the university,students pay only $150 to participate.


Part One

Both YSP and SSP are held at Gallaudet University,located in Washington, D.C. Gallaudet, the only liberalarts university designed primarily for hearing-impairedstudents, has provided an undergraduate program fordeaf students since 1864.

CONTACT:Dr. Richard W. MeisegeierDirector, Honors ProgramGallaudet University800 Florida Avenue, NEWashington, DC 20002(202) 651-r'550

PURDUE UNIVERSITYLilly Consortium for Gifted EducationReference Number: 20613

The Lilly Consortium for Gifted Education, founded in1985, is a cooperative effort between Purdue Universityand 12 Indiana public school districts. It was designedto provide an opportunity for schools to work togetherand with the university in developmental efforts toimprove programs for gifted students.

For the initial two-year period, th. consortium wasfunded by a Lilly Endowment Link.:6e Grant and byPurdue. As the third year approached and the grantexpired, the schools involved agreed to pay membershipfees. Funding is now provided by a combination of thosefees and a Purdue contribution.

The 12 school districts represent both rural andurban populations in north central Indiana. A steeringpanel consisting of two or three representatives of eachdistrict meets monthly at a central location. This group,along with quality circles formed as needed, helpsdetermine the direction of the group's efforts each year.

A major thrust of consortium activity has beeninservice training in gifted education for teachers,administrators, guidance counselors, media specialists,and parents. Curriculum writing in language arts hasalso begun, with teachers from various districts meetingwith a consultant.

In addition, each member school has developedwithin its gifted program a unique service componentto serve as a model for others within the group. Aninformal network of support has also developed withinthe consortium; members often contact each otherbetween formal meetings for advice or help. Theuniversity staff member who serves as coordinatorencourages such contacts and keeps in close contact withall steering panel members. The coordinator also providesexpertise in various aspects of gifted education andinforms members of relevant research findings, in

addition to arranging meetings, keeping records, andresponding to needs as they emerge.

Annual evaluations have shown that members findthe consortium an effective agent in supporting anddirecting their own efforts to develop quality programsfor gifted students. Responding to requests from othernorthern Indiana schools, Purdue recently formed asecond such consortium.

CONTACT:Dr. John F. FeldhusenConsortia CoordinatorGifted Education Resource InstitutePurdue UniversitySouth Campus Courts-Building GWest Lafayette, IN 47907(317) 494-7247

COOPER UNION FOR THEADVANCEMENT OF SCIENCE AND ARTSummer Research Internship ProgramReference Number: 20815

Cooper Union's Albert Nerken School of Engineeringcreated its tuition-free Summer Research InternshipProgram in 1985 for talented and motivated high schoolsophomores and juniors from the New York metropolitanarea. The program helps prepare students for admissionto competitive engineering schools, including CooperUnion.

The intensive six-week program runs five hours aday, four days a week in July and August. The programgives incentives to students who may not have any rolemodels in science and engineering. The college makesa special effort to recruit students from inner-city publichigh schools. Until this year, the enrollment has beenat least 50 percent African American and Hispanicstudents. The goal is to enroll only women and minoritystudents.

Students conduct their own investigations under thetutelage of Cooper Union faculty and students.Participants do research in chemical, civil, electrical, andmechanical engineering and math, physics, or chemistry.They also learn library skills and computer programming,as well as how to define, research, and present a majorproject. The college's Center for Writing and Speakinghelps students prepare their presentations. Studentshave the opportunity to work with a number of analyticalinstruments and computerized equipment. In additionto working independently, students attend lectures andtake field trips to major science centers.

Admission requires strong academic records, therecommendation of the students' high schools, and


interviews with Cooper Union faculty. The goal of theprogram is to expose students to engineering educationand to the profession. Faculty members and CooperUnion students work on teams with the students.

Participants are students who already haveexpressed interest in science and engineering, and theprogram tries to nurture their interest by showing themwhat it's like to work in a professional and stimulatinglaboratory setting. Cooper Union students who teachin the program also act as big brothers and big sistersto the students, providing moral and academic supportand helping them feel comfortable in a collegeenvironment.

Many students enter their projects in the annualWestinghouse Competition. In the past, a daily stipendto help students pay lunch and transportation costs hasbeen funded by a grant from the Hebrew TechnicalInstitute; the institute also has covered faculty salaries.In 1989, Cooper Union began paying student salaries.

Part One

Many students continue their involvement withCooper Union in the year after the program, getting helpfrom faculty and using Cooper Union's library and labsto work on projects for science fairs and competitions.

The program won a medal in 1989 from the Councilfor Advancement and Support of Education in itsPrograms of Recognition national competition.

CONTACT:Arsete LucchesiAssociate Dean, Albert Nerken School of

EngineeringThe Cooper Union for the Advancement of

Science and Art41 Cooper SquareNew York, NY 10003(212) 353-4289

SECTION FOUR:Middle Colleges and Early Colleges

SIMON'S ROCK OF BARD COLLEGEEarly College PartnershipReference Number: 20121

Simon's Rock of Bard College is the nation's only four-year college of liberal arts and sciences expresslydesigned for students of high school age. Most studentsenter Simon's Rock after the 10th or 11th grade; a fewenter after high school graduation.

Simon's Rock challenges the traditional assumptionthat students must be 18 before they can be asked toseriously develop their intelligence, imagination, and self-discipline. Students at Simon's Rock pursue an academicprogram that enables them to fulfill their potential atan age when their interest, energy, and curiosity are ata peak. The college provides an academic and socialstructure for a distinctive peer group. Sixteen- and 17-year-old freshmen are the norm at Simon's Rock, notthe exception.

The college was founded in 1964 by ElizabethBlodgett Hall, former headmistress of Concord Academy.Since its inception, Simon's Rock has based its programon a set of assumptions that 20 years of experience haveproved valid: (1) highly motivated students of high schoolage are fully capable of engaging in college work; (2)they are best able to develop in a small-college

environment; (3) serving these students well requiresa faculty committed to distinction in teaching andscholarship, as well as active participation in the students'social and moral development; (4) a coherent generaleducation in the liberal arts and sciences should be thefoundation for such students; and (5) an early collegefounded on these assumptions should serve as a modelfor reform in American education.

In 1979, Simon's Rock became a part of Bard College,located 50 miles away at Annandale-on-Hudson, NewYork.

The academic program at Simon's Rock combinesa substantial and coherent required core curriculum inthe liberal arts and sciences with electives and extensiveopportunities for students to pursue their own intereststhrough advanced courses and independent study.

Because Simon's Rock students begin college earlierthan their peers, the college is particularly conscious ofits responsibility to ensure that all students develop tlwskills and knowledge expected of an educated person.Consequently, during their first two years at Simon'sRock, all students are required to complete the corecurriculum, which comprises approximately half of theirtotal academic load.

The curriculum of the first two years at Simon's Rockleads to the associate degree in liberal arts. Students whosuccessfully complete the associate's degree require-


Part One

ments may continue at Simon's Rock or transfer to BardCollege, another college, or a university to complete theirbaccalaureate degree. About one third of each classremains to complete a bachelor of arts degree at Simon'sRock; two thirds choose to transfer. The transfer recordof Simon's Rock associate's degree graduates is excellent.

The college has 31 full-time faculty, 92 percent ofwhom hold either an earned doctorate or an equivalentterminal degree in their field. Simon's Rock supplementsthis full-time faculty with visiting scholars, regularadjunct faculty members in music and studio arts, andpart-time faculty members in other areas as needed.Faculty members are distinguished not only by theirexcellence in teaching and advising but by theirsensitivity to the particular developmental needs of thecollege's younger students.

CONTACT:Brian R. HopewellDirector of AdmissionsSimon's Rock of Bard CollegeGreat Barrington, MA 01230(413) 528-0771

SEATTLE UNIVERSITYMatteo Ricci CollegeReference Number: 21102

Matteo Ricci College at Seattle University (SU) is thethree-year university phase of a program that coordinatesand integrates high school- and university-level studies,thereby enabling students to complete their secondaryand undergraduate education in six or seven years ratherthan the traditional eight.

Joint development of the six-year program withSeattle Preparatory School over a two-year period led,in 1975, to Prep's initial offering of the three-year highschool phase of the program Matteo Ricci College atSeattle Prep (SP). In 1977, Seattle University acceptedthe pilot class of the three-year college phase, MatteoRicci College (MRC) at Seattle University, and celebratedthe initial cadre of MRC graduates in 1980.

After three years of study on the SP campus,students able to undertake university-level work arerecommended to enter other colleges or universitiesunder junior admit status or to advance to the SU campusfor continuation in the program. Alternatively, after fouryears of study on the SP campus, students can earn ahigh school diploma then reenter by matriculating intoMRC/SU.

Although MRC/SP remains the normal point of entryto MRC/SU, recent cooperation between MRC/SU andcertain local Catholic high schools has led to academic

partnerships that open MRC/SU to graduates of theseschools who satisfactorily complete a special curriculumin their senior year that bridges content and pedagogyto the MRC/SU program. In each school, the bridgecurriculum is designed jointly by high school and MRC/SU faculty and taught by high school faculty on thehigh school campus. On an optional basis, bridgecurricula generate 10 quarter credits from SU that aretransferable across the nation.

At Seattle University, students from all participatingschools complete the three-year MRC/SU program andearn the bachelor of arts in humanities. About half ofthe students spend an additional year on the SU campusto complete a second baccalaureate in one of a host oftraditional fields.

Matteo Ricci College at Seattle University borrowsits faculty from several of the other schools and collegesof the university. In these academic divisions, studentscomplete much of their coursework in disciplinary andpreprofessional areas.

Matteo Ricci College was created partly as a responseto a Carnegie Commission on Higher Education reportthat stressed the need for closer cooperation betweensecondary and higher education. In addition to theelements of time shortening and coordination of levelsof education, the MRC innovation features student-centered teaching, curricular coherence, collaborativeapproaches to teaching and learning, and a spirit ofcommunity among learners and teachers.

The six-year program has won awards from theCarnegie Foundation, FIPSE, the Department ofEducation, the Atlantic Richfield Foundation, and, underthe auspices of the Washington Center, the MatsushitaFoundation. The Academy for Educational Developmentrecognized MRC in 1979 as "one of the 12 most successfuleducational innovations" in America.

Contact:Dr. Bernard M. StecklerDean, Matteo Ricci CollegeSeattle UniversitySeattle, WA 98122(206) 296-5405

LAGUARDIA COMMUNITY COLLEGE (CUNY)The International High SchoolReference Number: 21185

The International High School opened on the campusof LaGuardia Community College in September 1985.This collaborative project, jointly sponsored by the Boardof Education of the City of New York, and the CityUniversity of New York (CUNY), offers students with


limited English proficiency a high school/collegecurriculum that combines substantive study of all subjectmatter with intensive study and reinforcement of English.The goal of the instructional program is to enable eachstudent to develop the linguistic, cognitive, and culturalskills necessary for success in high school, college, andbeyond.

The International High School has replicatedsuccessful strategies and practices developed atLaGuardia's Middle College High School, a publicalternative high school founded in 1974, All graduatesof The International High School are guaranteedadmission to LaGuardia Community College. Whileenrolled in the high school, students may take coursesin a variety of areas for both high school and advancedplacement college credit. Courses specifically designedfor high school students and taught by college professorsAre available. The International High School students aremembers of the college community, enjoying full useof the facilities, including the library, gymnasium,cafeteria, and recreational programs.

A career/occupational education program serves asa focal point of The International High School. Allstudents participate in an out-of-school internshipprogram for one third of each school year. This graduationrequirement allows students of limited English profi-ciency to investigate careers in business technology,human services, and liberal arts and sciences whileproviding them with opportunities to reinforce theirEnglish-language skills and further develop their nativelanguage proficiencies within the context of the workplace.

For the 1988-89 school year, there were 400 immigrantstudents in grades 9-12 enrolled at The International HighSchool. They came from 43 countries speaking 32languages other than English and ranged in age from14 to 21. These young men and women represent a broadspectrum of English-language proficiencies, native-language abilities, literacy skills, and prior academicpreparation.

Evaluation results for the first three years have beenencouraging. Nearly half of the students who startedat The International School in September 1985 were nolonger considered limited-English-proficient by the endof their first year as measured by the English versionof the Language Assessment Battery, with 87 percentshowing gains in their English language development.The passing percentage for all classes taken during thisthree-year period was 86 percent. There were no dropoutsduring the 1985-86 school year; three students, or 1.6percent, dropped out during the 1986-87 school year;and only seven students, or 2.3 percent, in 1987-88,Average daily attendance for each year has been morethan 90 percent, the highest attendance rate of all high

.01Part One

schools in New York City.The International High School was awarded a gold

medal by the Council for Advancement and Support ofEducation in a national search for institutions "demon-strating the greatest effectiveness with a new or improvedpartnership between a high school and a college." TheNational Council of Teachers of English (NCTE) conferredCenter of Excellence status on the school in NCTF'..nationwide effort to identify exemplary English languagearts programs. As a result of these achievements, Public/Private Ventures, a Philadelphia-based research firmcontracted by CUNY to evaluate the school, hasrecommended that the International approach bereplicated in secondary schools throughout New YorkCity.

CONTACT:Dr. Janet E. LiebermanSpecial Assistant to the PresidentFiorello H. LaGuardia Community College31-10 Thomson AvenueLong Island City, NY 11101(718) 482-5049

LAGUARDIA COMMUNITY COLLEGEMiddle College High SchoolReference Number: 21103

Middle College High School opened in 1974 on thecampus of LaGuardia Community College as New YorkCity's first collaborative high school/college program forhigh-risk students who find it difficult to succeed in atraditional high school. Students are referred by guidancecounselors in local junior high schools.

The goals of Middle College High School are (1) toreduce the dropout rate by improving students'academic performance; (2) to improve students' self-concept; and (3) to enhance college and career optionsby helping students reach their full potential. The highschool/college collaborative is a model that encouragespotential dropouts to succeed through three majorsupports: visible peer models, smail classes, and enrichedacademic and support services. The intern program,patterned after the college's cooperative educationprogram, promotes student success, relates school towork opportunities, and develops motivation and a senseof purpose. The atmosphere of the school encouragesboth freedom and responsibility. Being on a collegecampus, with access to its facilities, also has a positiveinfluence.

Despite the high-risk nature of the student body,totaling approximately 460 students, about 85 percentgraduate; of these, 75 peecent go on to college at


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LaGuardia or elsewhere. The program has ivceived fivemajor national citations: The Carnegie Foundation forthe Advancement of Teaching (High School: A Report onSecondary Education in America, 1983); The NationalCommission on Excellence in Education of the UnitedStates Department of Education (A Nation at Risk: TheImperative for Educational Reform, 1983); the Council for theAdvancement and Support of Education; and theRockefeller Foundation (Review of Intervention in Hu' Fieldof Prevention of Adolescent Pregnancy, 1983). The NationalAssociation of Secondary School Principals has recog-nized the excellence of Middle College Ifigh School. Also,Gene Maeroff, of the Carnegie Foundation, has cited itas "one of the best examples of a high school and acollege merging their efforts."

Encouraged by the success of Middle College HighSchool, the City University of New York opened fouradditional Middle Colleges on the campuses of HostosCommunity College, Brooklyn College, Bronx Commu-nity College, and a second oneThe International HighSchoolat LaGuardia Community College.

In )86, the Ford Foundation awarded LaGuardiaCommunity College $276,100 to replicate the MiddleCollege model at six sites throughout the country. In1988, Ford awarded LaGuardia a supplemental award of$154,000 to expand the project to a total of nine sitesnationwide.

Recently, the Pew Charitable Trusts awardedLaGuardia Community College $200,000 to establish aCenter for At-Risk Students. The center will disseminateinformation and provide linkages for collaborativeprograms dedicated to dropout prevention.

CONTACT:Dr. Janet E. LiebermanSpecial Assistant to the PresidentFiore llo H. LaGuardia Community College 31-10Thomson AvenueLong Island City, NY 11101(718) 482-5049

CLARKSON UNIVERSITYThe Clarkson SchoolReference Number: 21105

Founded in 1978 as a special division of ClarksonUniversity, The Clarkson School offers talented highschool students a chance to get a head start on college.The Bridging Year provides a transition to college lifefor outstanding students seeking an alternative to thetypical high school senior year. Each year, (:pproximately50 students who have demonstrated excellence in scienceand mathematics are selected. Selection, is determined

by grades and class standing, interest and ability inscience and mathematics, and high scores on the SATsor PSATs. Generally, students are planning careers inengineering, medicine, computers, or the sciences;students oriented toward liberal arts or business havealso found their niche at Clarkson.

Students live at Clarkson University and enroll incollege courses in which 30 or more hours of collegecredit can be earned. While completing a freshman year,they may use the courses to satisfy graduationrequirements at their home high school. Students whosatisfactorily complete the Bridging Year may continueas sophomores at Clarkson University or choose to attendother colleges or universities.

Because participating students have special needsin adjusting to the rigors of college life, the programhas included careful monitoring of academic and personalprogress; group living on three floors of one dorm,Farrisee House, with live-in house advisors; individualhelp in developing study skills, and study sessions forparticular courses.

The intensive living-learning environment can resultin a full freshman year of college courses, the completionof the requirements for a high school diploma, andlifelong friendships.

CONTACT:Richard H. GallagherPresident, Clarkson University102 Snell HallPotsdam, NY 13676(315) 268-6444

CITY UNIVERSITY OF NEW YORK,QUEENS COLLEGETownsend Harris High School at Queens CollegeReference Number: 21115

Townsend Harris High School was reestablished in 1984after a hiatus of 42 years. While the original TownsendHarris was affiliated with the City College of New York,the new Townsend Harris is attached to Queens College,and its permanent building will be built on the QueensCollege campus. It is a special high scl.. ool stressing thelaumanistic disciplines with special emphasis on readingand writing and which prepares all of its students togo on to college. About 240 students from throughoutNew York City are admitted each year.

In planning the new Townsend I larris, it was decidednot to revive the original three-year format, but, instead,to design a bridge program for the fourth year in whichstudents would be simultaneously high school seniorsand Queens College freshmen. The main purpose of the


Bridge Year is to ease the students' transition from highschool to college and to give them a head start on collegework. It provides students with an opportunity to adjustto the much greater freedom of a college campuses whilestill supported by the high school safety net ofsupervision and guidance. The typical Townsend Harrisgraduate has between 6 and 18 Queens College credits.

The keystone of the Bridge Year curriculum is a two-semester Humanities Colloquium, each section of whichk team-taught by a member of the college faculty, amember of the high school faculty, and an apprenticeteacher who is an advanced college student. The teachingstrategy in the colloquium is designed to train studentsin the process of confronting, interpreting, and testingtheir own and one another's interpretations of significanttexts. Thus, the emphasis is on student discussion andwriting about the texts. This teaching strategy is beinggradually extended from the Bridge Year to the rest ofthe high school.

The tuition for college courses taken by TownsendHarris seniors is waived by the CUNY board of trustees.The staffing and administration of the Bridge Year, aswell as college-sponsored studies, evaluations, andcurriculum design, is supported by a contract betweenthe board of education and the City University.

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All the physical, academic, and professionalresources of Queens College are used as appropriate toenrich the education of Townsend Harris students,including the college library and college students whoserve as tutors. The college benefits in having a site forexperimentation in t, Iching strategies and curriculuminnovations and also for inservice training of School ofEducation students. It also benefits from the fact thatabout 15 percent of the high school graduates continueto attend Queens College.

One of the outstanding features of the high schoolis its academic climate, and studies are currently beingdone to assess the precise nature and sources of thisfeature. Another measure of effectiveness is the highdegree of success of the graduates in gaining admissionto colleges. The performance of these students in collegewill continue to be measured and evaluated.

CONTACT:Robert L. HaanDirector, College Preparatory ProgramsQueens College65-30 Kissena BoulevardFlushing, NY 11367(718) 520-7022

PROGRAMS AND SERVICES FOR EDUCATORS 69

Part Two

PROGRAMS AND SERVICES FOR EDUCATORS

Introduction

If the ultimate intent of nearly all school-college partnerships is to build structures that willimprove student learning, then partnerships that provide programs and services for educatorsare the foundation. An intriguing variety of programs have been carefully developed thatdirectly address the needs of teachers and other educators. The program examples in PartTwo span the entire country; while many are local in origin, others have ties to regional

..or national networks or even state legislative mandates. Quite often concerns about mattersof curriculum bring together researchers and classroom teachers to explore the best waysof linking theory and instruction.

The lead section, "Inservice Training and Staff Development," provides illustrations ofprograms and services targeted to the needs of experienced teachers. With the rapid changesoccurring in many fields, particularly in science and technology, the quality of the educationthat students receive over the next two decades will depend, in large measure, on the continuingeducation of the current cadre of classroom teachers. Collaborative programs designed tomeet these needs now include summer institutes, professional-development seminars andworkshops, regional conferences, and a variety of services customized to local sites. Manyprograms provide teachers with opportunities to strengthen and update their content expertise,share and demonstrate ideas, receive training in new learning technologies, discuss evaluationand assessment issues, and reflect on educational trends and the implications for curricularrevision.

Section Two, "Recruitment and Retention, Preserv ice Programs, and Early Career Support,"features programs concerned with attracting top talent into teaching, including increasingthe numbers of underrepresented groups, providing high-quality student-teaching experiencesas components of undergraduate programs, and providing a variety of early career supportservices for those who have entered the profession. Programs designed to prepareundergraduates for careers in teaching have traditionally necessitated close ties betweenteacher-training institutions and local schools. Obviously, each group has a strong, vestedinterest in the adequacy of such programs, and each makes a unique contribution to theprocess of preparing new professionals for the field. In addition, such preservice centersand programs serve to better integrate theory and practice, improve mentoring and supervisorypractices in the field, facilitate resource sharing, and encourage the critical examination of

all aspects of the undergraduate experience for future teachers. These programs also providemany examples of creative retention strategies and ways to formalize mentoring relationshipsbetween beginning and experienced teachers.

Featured in Section Three, "Teacher-Education Centers, Alternative Certification Programs,Teacher Excellence Awards, and School-College Faculty Exchanges," are permanent resourcecenters and facilities created to provide for continuous learning and supportfrom completionof college programs through retirement. These centers are often governed by boards, councils,or cabinets with school and college faculty and administrative representation. Included arenontraditional alternative teacher certification programs, which attempt to attract to teachingcareers the nation's best and brightest from a variety of fields. A number of programs promoteschool-college faculty interaction through exchange opportunities, continuing-educationdegree and certificate programs, and mechanisms to recognize and reward teaching excellence.Many of the centers described also facilitate the demonstration of model educational practicesand important.research findings.

Section Four, "National Models of Faculty Development and Professional Revitalization,"presents some important national models for faculty development and professional renewal,including programs based on the models or initiatives of the National Writing Project, theAcademic Alliance Network, the National Geographic Society, the American HistoricalAssociation, and the American Physical Society. Many of these programs seek to build"communities of scholars," where school and college faculty come together to discuss common

70 PROGRAMS AND SERVICES FOR EDUCATORS

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concerns, share significant research and instructional trends, and exchange teaching andcurricular materials. The common denominator linking individuals from different sectors ina wide range of disciplines is a love of the content area and a genuine concern for theimprovement of the quality and continuity of student learning. These programs focus onthe need for the continuing revitalization of teachers as professionals and attempt to buildan adult network from the nation's schools and colleges around many of the disciplines:Programs for teachers of writing and literature, foreign languages, history, and the sciencesand mathematics are flourishing.

Finally, Section Five covers "Programs for Leadership Development and SchoolManagement for Teachers, Administrators, and Counselors." Administratorsin particular,principalsare critical to effecting change and innovation in the schools. This selection ofcollaboratives consists of institutes, academies, centers, and projects designed to increasemanagerial effectiveness by improving leadership and problem-solving skills, budgetmanagement, resource acquisition and allocation, personnel evaluation, community supportefforts, and administrative monitoring of instructional effectiveness.

SECTION ONE:Inservice Training and Staff Development

UNIVERSITY OF CALIFORNIA, LOSANGELESThe Center for Academic InterinstitutionalPrograms (CAIP)Reference Number: 20379

The Center for Academic Interinstitutional Programs(CAIP) at the University of California, Los Angeles(UCLA) was instituted in 1979 to improve studentpreparedness for university work. It now has the largestset of programs linking a postsecondary institution withschools and community colleges in the nation. CAIPannually serves more than 2,000 teachers and admin-istrators directly in summer and academic-year programsand many more indirectly through publications. CAIPworks locally with 50 school districts and has statewideand national projects.

To enhance student performance, CAIP works withteachers in the major content areas--science, mathemat-ics, history/social sciences, English language arts, andthe humanitiesand focuses on multicultural andinterdisciplinary studies. The university maintains amajor commitment to the center, for as Californiaeducation improves, so will the caliber of the incominguniversity student. Additional support for the centerconies from school districts, funding agencies, and privatesources, as well as from the California State Departmentof Education (SDE).

CAIP brings together the university's professors andmaster teachers to create courses, seminars, institutes,

and workshops. Teacher-participants have access to thelatest research in the disciplines and the growing bodyof knowledge about teaching and learning.

CAIP's major programs and efforts:(1) Summer institutes update knowledge in mathemat-

ics, science, writing, history/social sciences, andmulticultural humanities. Follow-up work during theschool year brings various teachers back for studygroups and workshops.

(2) Professional-development series are held at variousschool sites and funded by individual districts andoutside agencies.

(3) Statewide curriculum reform projects, funded by theSDE, bring about research-based reform, currently inEnglish language arts and history/social sciences.

(4) Academic-year conferences and Alliances bringteachers research in all disciplines and state-of-the-art pedagogies (such as collaborative learning).

(5) Curriculum-development activities include thepublication of books for teachers. Successful teachingpractices join with research to create materials directlyuseful in the classroom. Outstanding teachers assistwith the writing and editing of these texts. Recentexamples: Teaching Analytical Writing; Literature for AllShutents: A Sourcebook for Teachers; and From Literacy toLiterature: Reading and Writing for the Language MinorityStudent: A Sourcebook for Pachers. Teacher-participantsin science programs develop "teaching resourceunits" to use in their own classroc,ms and to sharewith one ariotlwr. A CAIP Quarterly reaches 7,000educators.


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(6) Academic articulation programs link UCLA withfeeder high schools and community colleges toincrease minority success in both access andretention. CA1P's Transfer Alliance Program (TAP) isa model for relationships between the University ofCalifornia and community colleges.

(7) Change at local sites occurs through CA1P cooper-ation with organizations such as the AchievementCouncil and others. For example, the Project forTeaching Excellence for Achievement in MinoritySchools (Project TEAMS) requires seven-memberteams from schools to develop plans to improvestudent performance. Similarly, CAIP houses theUCLA Writing Project, the Mathematics Project, andthe Science Project, as wdl as the state-funded HistoryProject in California. National affiliations includestrong support from the National Geographic Society,which helps create site-based educational programsin geography or geography linked with history.Schools and districts benefit from CAIP programs

by having teachers become more deeply knowledgeableof their disciplines and current educational practices;UCLA benefits through better-prepared students, adeeper understanding of classroom realities, and a betterrelationship with the educational community.

CAIP is continually evaluated very positively by bothexternal and internal sources, including the Center forthe Study of Evaluation.

CONTACT:Dr. Patricia S. TaylorDirector, CAIPGay ley Center #304405 Hilgard AvenueLos Angeles, CA 90024-1372(213) 825-2531

EMORY UNIVERSITYThe National Faculty of Humanities, Arts, andSciencesReference Number: 20168

The National Faculty of Humanities, Arts, dnd Scienceswas created as the National Humanities Faculty in 1968by Phi Beta Kappa, the American Council of LearnedSocietWs, the American Council on Education, and theNational Endownwnt for the Humanities. It became anindependent nonprofit organization in 1974, and in 1984changed its name to reflect its broadening work in thearts, sciences, and mathematics. National Faculty projectsare now conducted in all academic disciplines, includingthe sciences, mathermitics, and interdisciplinary pro-grams. Since its founding, the Faculty has operated

programs in all kinds of schools and school systemsevery state and in American schools abroad.

In order to serve the diverse needs of public schoolsand school systems as well as independent and parochialschools, the National Faculty established an organizationconsisting of a small central office staff, now headquar-tered on the campus of Emory University, in Atlanta;a regional office in Olympia, Washington; a national boardof trustees; and a membership of 400 eminent scholarsfrom almost as many colleges and universities through-out the country.

The National Faculty's mission is to improve theteaching of the humanities, arts, and sciences inelernentary and secondary schools through a process ofinservice education by which school teachers and collegeprofessors work together on the dkciplines they teach.The National Faculty builds an internal school structureto permit both the collaboration of the teachers withnational scholars and the collaboration of the school withnearby colleges and universities. Each project gives aschool the chance to implement a systematic methodfor improving discipline-based instruction and for usingthe resources of the nation's only national faculty.

The National Faculty disseminates both a philos-ophy and a process. Although each project is tailor-madefor an individual school setting, a common pattern ofactivities is developed at each site. These activitiesinclude identification of a core group of teachers whoare fashioned into a collegial unit; the development ofa detailed project plan to be implemented over time,ideally two or three years; a succession of two-day on-site visits during the school year from college anduniversity teachers who are members of the NationalFaculty; participation in summer institutes; sustainedattention to subject matter and to the primary texts andconcepts of specific disciplines; collaboration with facultyfrom local colleges; and an emphasis on local ownershipof the project by the teachers, with plans for continuingand expanding its impact.

Although projects are managed by the NationalFaculty staff, over time they become self-generating andself-directed. They add to teachers' academic resourcesand cultivate a spirit of openness and professionalismProject costs are recurring and vary greatly accordingto determined needs.

Project evaluations, both internal and external, haveincluded document reviews, interviews with partici-pants, observations awisiting scholars, and staff visits.Characteristics of Nalional Faculty projects thatrepeatedly appear in independent project evaluations are(1) tlw high quality of the faculty visitors; (2) theconsistent emphasis on subject matter; (3) the excellenceof the summer institute; and (4) the effectiveness of staffmanagenwnt (including cost effectiveness). Evidence of

72 I'ROGRAMS AND SERVICES FOR EDUCATORS

consistent effectiveness is also reflected in the patternof repeated funding of projects by major foundationsand corporations, especially the National Endowmentfor the Humanities and the U.S. Department ofEducation.

CONTACT:Dr. Benjamin LadnerPresident, Emory UniversityThe National Faculty of Humanities, Arts,

and Sciences1676 Clifton RoadAtlanta, GA 30322(no phone number provided)

STATE UNIVERSITY OF NEW YORK ATBINGHAMTONMore Math for More FemalesReference Number: 20183

More Math for More Females, funded by Title II of theEducation for Economic Security Act (EESA), is a

cooperative demonstration project involving 15 schooldistricts in Broome and Tioga Counties, local Board ofCooperative Educational Services (BOCES) and TeacherCenters, and the resources of the State University of NewYork (SUNY) at Binghamton.

The purpose of the project is to use the university'sresources, teachers of math and other disciplines, mathcoordinators, elementary teachers, guidance counselors,and parents to influence female students in grades K-12 to consider expanding their future math educationwhen given an opportunity to make that choice.

Research components of the project includestatistical data gathered from more than 2,000 eighth-grade students regarding their attitudes toward math,comparisons of the male/female math enrollments of all11th- and 12th-grade students in the participating schooldistricts (N=3,000+) for each of the past four years, andattitudinal data collected from the approximately 500participants in the 1989 career conference "Females +Math = Exciting Careers."

Major activities:( ) A graduate course for inservice teachers of participant

schools. In this course (Gender Mathematics: AppliedResearch and Classroom Intervention), teachers seekout the relevant research, define the parameters ofthe math gender equity gap, and develop classroominterventions suitable to grade level and subject.Teachers become classroom researchers, surveyingtheir students' attitudes, aspirations, and learningstyles prior to designing more equitable math lessons.Major components of this course are the confidence

Part Two

and competence activities, which require teachers todesign lessons using manipulatives, cooperativelearning, and problem solving as integral parts of themath lesson.

(2) An annual career confere:1ce, "Females + Math -Exciting Careers," which invites girls in grades 4-12and their parents or other interested adults to exploreconnections between math and the real work world.Keynote speakers, who have included ElizabethFennema, Sherry Fraser, Joy Wallace, and JudithJacobs, set the tone for the day by pointing outrelevant statistics regarding math, females, and theirfuture. With a choice of more then 75 workshopsoffered in three 1-hour sessions, the girls and adultsexplore careers, participate in hands-on math andscience applications, and meet more than 50 womenrole models from a variety of professionalbackgrounds.

(3) Services to the educational community, includingperiodic workshop offerings, a libraiy of referencematerials for use by participating schools, periodicpublicity in school district newsletters, reproduciblematerials encouraging math study for use during openhouse and curriculum nights, the development of aFamily Math curriculum in some of the participatingschools, and the involvement of a math coordinatoror other interested person from each school districtas an advisory board member to the project.

(4) Dissemination efforts, which have reached localchapters of educational and scientific groups, theAssociation of Mathematics Teachers of New YorkState, and regional and national levels of the NationalCouncil of Teachers of Mathematics. More Math forMore Females has been chosen as the only New YorkState project to participate in a regional interactiwtelecast of exemplary EESA-funded projects.CONTACT:Debra PertProject CoordinatorSUNY at BinghamtonCenter for Education and Social ResearchBinghamton, NY 13901(607) 777-6044

UNIVERSITY OF CALIFORNIA, DAVISNorthern California Mathematics Project (NCMP)Reference Number: 20395

Four major activities of the Northern CaliforniaMathematics Project (NCMP) are (1) an invitationalsummer institute for approximately 30 teachers per year;(2) school-year inservice programs dealing with issues


Part Two

of mathematics education; (3) a teacher-research andpublications program; and (4) collaboration oncurriculum-development projects, funded through othersources.

The summer institute provides selected teachers ofall grade levels (1) the opportunity to do mathematicsthrough courses in number theory, probability, oralgebra; geometry; and problem solving; (2) a chance todevelop their own ability to provide inservice workshopsfor other teachers; and (3) the opportunity to becomepart of a network through which teachers continue toshare ideas and discuss and debate issues related to theteaching of mathematics. School-year inservice programsserve to bring ideas, methods, and materials to otherteachers, some of whom may be less well prepared orless motivated to teach mathematics than summerinstitute participants. The teacher-research and publi-cations program provides teachers the opportunity topursue classroom-based research and makes usefulresults easily accessible to teachers.

For the next five years, NCMP teachers will beworking with secondary teachers from three local schooldistricts to develop integrated materials that emphasizeproblem solving through use of cooperative groups,manipulatives, and writing. These materials will bedesigned to replace current texts used in Algebra I,Geometry, and Algebra II classes. Pilot programs willbegin in approximately 20 schools.

The NCMP is a growing network of mathematicsteachers. So far, approximately 275 teachers have beeninvolved in some aspect of the program, and theuniversity continues to involve them in follow-upactivities and new programs. The NCMP was initiatedby the University of California at Davis (UC-Davis) andCalifornia State University, Sacramento, in 1982, and hasreceived major support from the California MathematicsProject since 1983. Local schools, school districts, andcounty offices of education support the major portionof the project's inservice component, and the researchand publications program is supported by the UC-DavisDivision of Education through its Center for CooperativeEducational Research. The College Preparatory Curric-ulum Devdopment Project is supported by the DwightD. Eisenhower Mathematics and Science Education Act.

CONTACT:Judith KyshDirector, Northern California Mathematics

ProjectUniversity of California, DavisDavis, CA 95616(916) 752-8393

STONEHILL COLLEGETeachers on Tour ProgramReference Number: 20591

Teachers on Tour is a project of collaboration ... of collegialsupport, reflection, training, mentoring, and scholarship.Unlike traditional (pull-out) inservice offerings, theTeachers on Tour initiative represents a vigorousinstructional improvement and professional-develop-ment effort that will draw on the considerable resourcesextant in the public schools, institutions of higher edu-cation, and communities of southeastern Massachusetts.

Based on a pilot program administered in Vancouver,Washington, Teachers on Tour is designed to reduce theisolation of classroom teachers and to foster a spirit ofpartnership and shared responsibility by(1) providing opportunities for lead teachers, college

faculty, prospective teachers, and other interestedcommunity members to plan and work togetherwith the focus on the act of classroom teaching,improving instruction, teacher education, and peermentoring;

(2) establishing a dynamic, teacher-centered modelinvolving all educational levels, through whichhundreds of effective lessons can be Wsseminatedfrom classroom to classroom, from community tocommunity;

(3) using the Teachers on Tour system to identify andrecruit lead teachers who can provide the supportneeded for beginning teachers to become confident,capable, and creative teachers.

During the academic year, teams of two to four Tourteachers will plan and deliver unit-based collegialinstruction to students in school and college classrooms.In undertaking these unique educational ventures,teachers and school administrators from across gradelevels and district boundaries may join with collegeprofessors, prospective teachers, and interested commu-nity members. Together, they will combine their talentsand expertise to decide how best to meet the needs ofchildren and the instructional goals of teachers and tocreate short-term teaching activities that satisfy thesegoals.

Ibur teachers may choose to work with peers onany level or in any content area. Teams are formed aroundcommon topics, concepts, skills, teaching interests,backgrounds, and concerns.

Teachers on Tour operates at a minimum cost byusing resources already at hand. Schools hostingTeachers on Tour pay substitute time and released timefor their district participant to be involved in the planningand debriefing sessions. The maximum cost to a district

74 PROGRAMS AND SERMES FOR EDUCATORS

for a Tour teacher's time and talent, therefore, is thatfor a substitute salary, travel, and the cost of materials.

Institutions of higher education and school district';participating in the Teachers on Tour collaborativeinitiative currently include Stonehill and WheatonColleges and the Avon, Stoughton, Taunton, and WestBridgewater Public Schools.

Stonehill students participating in the Teachers or,Tour program will fulfill the 20-hour fieldwork experiencerequired of students enrolled in pre-practicum courses(i.e., ED303: Secondary Classroom Management, ED304:Secondary Methods, and ED309: Mainstreaming).

CONTACT:Rita E. SmithDirector, Stonehill Education ProjectStonehill CollegeWashington StreetNorth Easton, MA 02356(508) 230-1056

UNIVERSITY OF NEW MEXICOAPS-UNM (Albuquerque Public Schools-University of New Mexico) Collaborative ProgramsReference Number: 20423

Since 1967, the Albuquerque Public Schools and theUniversity of New Mexico have participated in formal,contractual relationships designed to improve bothpreservice education in the university and inserviceeducation in the schools. At the center of U. lllaborativeeffort is an exchange of services contract, wnich placesfully certified university interns in public schoolclassrooms at reduced salaries. With the money "saved"through this device, the participating school districtallows veteran teachers to work full-time in teacher-education roles in both the university preservice programand the district inservice program. Currently, 46 internsrelease 2, career teachers. The program costs theparticipating institutions nothing.

The veteran teachers provide full-time teacher-education services in two major areas. First, about halfof the veteran teachers team-teach preservice methodscourses with the university faculty and supervise studentteachers in public school settings. The remaining veteranteachers provide support services to all beginningteachers in the district, teachers new to the district, andteachers who h,ve made grade-kvel or subject-areachanges. The veteran teachers, called clinical supervisorsand clinical support teachers, are selected by represen-tatives from the university, ii,,tria, and the teachers'professional association.

The benefits deriwd from the exchange of services

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are numerous and significant, and include better, morepractical teacher-education preparation for preservicestudents; strong entry-level support services for newteachers; improved instruction at both the university andschool levels; an inservice career enhancement oppor-tunity for veteran teachers; and a significant, well-supported entry to the profession for interns.

There is ample evidence of the collaboration'ssuccess, including repeated recognition and awards bynational educational associations. In addition, more than35 ot the 185 veteran teachers who have participatedin the two-year program have gone on to administrativeand other leadership positions in district schools in thestate and nation. Currently, approximately one fourthof the nearly 100 schools in the Albuquerque PublicSchool District are administered by principals who servedas clinical supervisors or clinical support teachers. Thisnetwork of well-prepared instructional leaders hasgreatly enhanced and extended relationships betweenthe district and the university.

In addition to the contract with Albuquerque PublicSchools, the University of New Mexico has several otherexchange of services (..intracts with other districts tosupport a variety of mutually beneficial activities.

CONTACT:Keith AugerCoordinator of Teacher EducationUniversity of New MexicoMesa Vista Hall, Room 3095Albuquerque, NM 87131(505) 277-9126

SAN DIEGO STATE UNIVERSITYInternational Studies Education Project of SanDiego (ISTEP)Reference Number: 20347

The International Studies Education Project of San Diego(ISTEP) is a collaborative effort of faculty at San DiegoState University and the University of California at SanDiego, working in partnership with local school districtsto better prepare school children for their future rolesas democratic citizens in an increasingly interdependentworld.

Since its inception in 1983, ISTEP has worked incooperation with affiliated school districts to provideleadership training to teams of classroom teachers anddistrict administrators, who in turn design staff-

Mopment programs for their own districts. Inaddition, the project offers a broad range of services toeducators and student teachers throughout the county,including a lending library of curriculum resources, a

83


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bimonthly newsletter, inservice workshops, and summerinstitutes. In October 1986, ISTEP was designated aregional resource center for the California InternationalStudies Project, a state-legislated project funded throughthe California State Department of Education. Significantamounts of in-kind and direct financial assistance areprovided by the two sponsoring universities; affiliatedschool districts provide administrative staff time, releasedtime from classroom duties for teachers, and a matchingbudget to support in-district activities. Additionalfunding is raised each year from private foundations andcorporate sources.

Central to the project is the Team-Based StaffDevelopment program, a collaborative, long-term staffand curriculum-development program currently beingundertaken with five affiliated school districts and 14school sites. Teams of lead teachers and key districtresource staff receive training, consultation, andfacilitation from ISTEP staff and faculty, designed toimprove international studies and foreign languagecurriculum and classroom teaching throughout thedistrict as a whole. In turn, leadership teams areresponsible for planning and implementing a wide rangeof staff, curriculum, and resource-development activitiesin their schools and/or districts. Team activities includebuilding staff, administrative, and community support;improving school and district communication networks;establishing collections of international studies instruc-tional materials; planning and conducting inserviceprograms for fellow staff; and participating in curriculumdesign.

The multiplier effect achieved through this trainingof trainers model is evident from the number of educatorsreached by ISTEP teams: From July 1, 1988, through April10, 1989, 576 teachers, principals, and school districtadministrators attended presentations of curriculummateriak and teaching strategies for improving inter-national studies instruction in grades K-12; thepresentations were organized and conducted by ISTEP-trained teachers. In districts that have been working withISTEP for several years, district social studies curriculumguides have been rewritten, collections of globaleducation materials have been added to media centers,and workshops in international studies have been madea standard part of district staff-development activities.

ISTEP has proven remarkably successful in theimpact of its programs due to a winning combinationof grassroots support by classroom teachers, adminis-trative support by school district offices, communitysupport by school boards and parent groups, and facultyand administrative support from within the sponsoringuniversities.

CONTACT:Dr. Elsie BeglerDirector, ISTEPSan Diego State UniversitySan Diego, CA 92182(619) 594-2412

UNIVERSITY OF ALASKAScience Fellows ProgramReference Number: 20696

The Science Fellows Program provides 15 secondaryscience teachers (science teachers of grades 7-12) withthe opportunity to attend three update workshops onvarious Alaskan science research topics during theacademic year. After each update workshop, the teacherspursue a short project in their home communities inconjunction with the workshop instructors/scientificresearchers. At the end of the workshop series, theteachers choose one of the collaborating researchinstitutions as a host for a one-month summer internship.University of Alaska at Fairbanks (UAF) credit is offeredto teachers participating in this project. The programwas funded with a fitle II grant for $86,000 from theAlaska Department of Education.

An advisory board (comprised of Alaskan scienceteachers, curriculum supervisors, and representativesfrom institutions involved in scientific research in Alaska)determines the theme and the structure of topic clustersfor the update workshops and sets the criteria forrecruiting teachers and scientific institutions.

The Science Fellows Program's two maincomponents:(1) Update workshops. Three times during the academic

year, UAF hosts update workshops. Teachers choosecategories such as health and physiology, fisheries,and geology and physics. From these categories, theyfocus their updates and employment opportunities.Teachers attend three different workshops on theirchosen topic during the academic year. Workshopsare held on Fridays and Saturdays and consist of threelectures/seminars on Friday morning (one on eachof the chosen topic clusters) focusing on newdevelopments in the fieki. During the afternoon, theteachers work with the lecturers in laboratorysessions, gaining hands-on experience with thetechniques described earlier and discussing how bestto translate the material presented into appropriateclassroom activities. The Saturday morning sessionsare organized to help the teachers design their follow-up and allow them to share and disseminatecurriculum ideas to their colleagues.

76 PROGRAMS AND SERVICE.; FOR FDUCATORS

(2) Sumnuy employmentlinhynships. After the third updateworkshop, the teachers choose one of the institutionsthat worked with their content cluster for aninternship experience. The internship is a onemonthposition, paid partially through grant funds. Partic-ipating research institutions are encouraged tosupplement the grant funds, but their financialsupport is not required. The participating institutionscan extend the length of this employment with theirown funds if the teachers agree and if the extensiondoes not interfere with the teachers' schedules.CONTACT:Nancy MurphyAssistant Professor of EducationUniversity of AlaskaFairbanks, AK 99775-0600(907) 474-6589

QUINNIPIAC COLLEGETitle II Inservice Institute: Computers in Math andScienceReference Number: 20174

The Computers in Math and Science program wasestablished in January 1986 through a grant from theConnecticut State Department of Higher Education anda supplemental grant from the Xerox Foundation. Thegrant was awarded under the auspices of Title II of theEducation for Economic Security Act. The program isan inservice institute for secondary teachers in math andscience designed to train them to use computers inclassroom instruction. During its years of operation, theprogram has served more than 225 secondary teachersfrom school districts throughout Connecticut.

Local education agencies assume the cost ofsubstitute teachers for participating faculty. The programis staffed by full-time members of the Quinnipiac facultyand master teachers in math and science from four schooldistricts in the state. Participating teachers are selectedon a competitive basis for 15 available places in the fiveareas of the institute: biology, middle school life science,chemistry, mathematics, and physics. Participants spendsix full days in workshop activities during the springand fall semesters of each calendar year. Faculty visitteachers on site to evaluate lesson plans using thecom pu ter.

Teachers learn to use the computer in the teachingof math and science The college uses the program asa demonstration of its commitment to a managementplan of service to local school districts in conjunctionwith its Master of Arts in Teaching program. Seventy-six percent of teachers surwyed report that the computer

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has become an effective teaching tool in their classroom.Eighty-two percent of the teachers who have completedthe institute have judged it an exceptional experience.All of the participants report some computer literacy andless fear of using the computer in the classroom.

CONTACT:D. R. ElkinsDean, School of Liberal ArtsQuinnipiac CollegeHamden, CT 06518(203) 281-8730

LOUISIANA STATE UNIVERSITYFrench Education Project (FEP)Reference Number: 20246

The French Education Project, created in 1987, constitutesan integral part of Louisiana State University's (LSU)Center for French and Francophile Studies and issupported by the departments of Curriculum andInstruction, French, and Italian. Its primary goal is toimprove the teaching of French in Louisiana schools andthroughout the South. To accomplish this goal, theproject receives additional staff and financial supportfrom the French Ministry of Foreign Affairs, the BelgianAssociation for the Promotion of Education and TrainingAbroad, and the Quebec Ministry of InternationalRelations.

The partnership segment of the project fallsespecially within the area of inservice educationconducted in cooperation with Louisiana parish schoolboards and the state department of education. Pastactivities have included immersion weekends to improvethe oral proficiency of 150 French teachers, specialsummer programs both here and abroad that havebenefited 100 teachers, and an interdisciplinary programinvolving 120 high school French and social studiesteachers. These programs have all been primarily fundedby the Louisiana Endowment for the Humanities, withadditional help from foreign governments.

Each year, French pedagogical courses are offeredsimultaneously in three locations via telelearning, whichpermits both oral and written multilocation liveinteraction using computers and telephones. Thesecourses are especially useful for the 200 individuals fromBelgium, France, and Quebec who come to Louisianato teach French in its public elementary schools.

The project also works with individual schooldistricts in designing curriculum guides, creatingclassroom material, and conducting research. In 1988-89, in cooperation with practicing teachers, it producedKit ou Double, a set of much-needed classroom activities


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for elementary school French programs. Currently, theproject is examining the problem of articulating foreignlanguage programs in elementary, secondary, and highereducation.

CONTACT:Robert C. LafayetteCoordinator, French Education ProjectLouisiana State University202 Peabody HallBaton Rouge, LA 70803(504) 388-2309

TOWSON STATE UNIVERSITYWrite to Learn Project (WTL)Reference Number: 20160

In 1988, the Write to Learn Project (WTL) beganoperations to improve teaching and learning ,in theBaltimore City public schools thwugh the use of writingas a learning tool. Developed as a partnership program,WTL is a joint effort of the Baltimore City Public Schoolsand the Maryland Writing Project housed at Towson StateUniversity. These two agencies are supported by theAbell Foundation, thereby creating a public/privatepartnership in service to Baltimore City teachers andstudents. WTL is committed to helping teachers in allsubjects, kindergarten through university, improve theuse of writing as a learning tool; to improving students'abilities in writing; to relating staff development tocurriculum development; and to providing education forteachers based on a teachers-teaching-teachers model.Premised on the National Writing Project model, WTLwill reach 270 Baltimore City teachers and 2,500 studentsduring three years of initial operation.

WTL creates an interlocking set of experiences--summer institutes, year-round inservice programming,conferences, and Wacher-researcher collaborativesinorder to foster change in teacher practice related to theteaching of writing, and to create a foundation for anongoing professional culture. Targeting 15 clusteredschools as pilot schools, further support is provided,including on-site coaching and parent education, school-based incentive grants, and opportunities for extendedon-site inservice programming. Both the Baltimore CityPublic Schools and the Maryland Writing Project atTowson State University provide financial and in-kindservices, staff, evaluation services, and leadership.

Evaluations of WTI. suggest that it is effective inaltering teachers' practice in the use of writing, indisseminating recent scholarship in composition, inenhancing teachers' sense of professional competence,in developing collegial relationships, and in effecting

student growth in writing. WTL has also facilitated theforging of partnerships between members of theeducational community unused to working together andwill provide a foundation of future programdevelopment.

Most significant to WTL's success has been theincorporation of two full-time WTL coaches and a projectfacilitator into the Baltimore City Public School's Officeof Staff Development. Ongoing programming developedby the Maryland Writing Project and Towson StateUniversity designed to support intellectual growth andrenewal for teacher and university colleagues has alsocontributed to the effectiveness of the program.

CONTACT:Elyse Eidman-AadahlAssociate DirectorTowson State UniversityHawkins HallTowson, MD 21204(301) 321-3593

UNIVERSITY OF ILLINOIS AT CHICAGONetwork for the Enhancement of TeachingReference Number: 20608

The Network for the Enhancement of Teaching is acollaborative partnership formed in 1988 between theCollege of Education at the University of Illinois atChicago and elementary and secondary schools in theChicago Public School System. The network involves 400teachers and 6,000 students in five high schools, and200 teachers and 4,300 students in seven elementaryschools. Over a period of five years, the cadres ofelementary and secondary schools will be expanded toinclude a larger number of schools in the city.

The cadre schools serve as models and facilitatorsof professional development and change for other schoolsin the Chicago system. The network develops a moreeffective and comprehensive alternative to traditionalapproaches to teacher learning and development. Thisalternative views the professional development ofteachers as an organizational change issue. It reflects theprocesses and conditions revealed by research asessential components of teacher professional develop-ment and systemic educational change. Its approach toteacher professional development corresponds to thatof national reports on improving the teaching.professioi,and to the recommendations of the Education Summitand the Illinois Blue Ribbon Cornmittee that aim toenhance the professionalization of teaching.

The network supports a range of activities designedto achieve two related purposes: (1) to enhance teachers'

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knowledge and skills and, thus, to increase their successin working with children in the classroom and (2) toenhance the professional work environments of schoolsand, thus, to create new opportunities for ongoingteacher learning and development at the school level.

Network activities include (1) a seminar series ontopics such as bilingual education, early childhoodeducation, parental involvement in schools, and success-oriented learning environments; (2) in-school and cross-school special-issue work groups; (3) a series ofinterrelated innovation projects; (4) a network newsletter;(5) an information and materials resource bank; and (6)an annual network-wide conference.

Activities are designed to develop teachers'knowledge and skills related to areas of classroominstruction and school improvement, consistent withtheir individual and collective needs and concerns. Theseactivities are further designed to reflect and promoteprofessional sharing and collaboration, participatorydecision making, the exercise of professional judgment,and collective responsibility for improvementall ofwhich are essential elements of systemic change andof teachers' work environments that support effectiveand ongoing professional-development opportunities forteachers at the school level.

The first year's activities of the network receivedenthusiastic support from the cadre schools, from theChicago Board of Education, and from The ChicagoCommunity Trust, which funded the project at $1 millionover five years.

CONTACT:Mark SmylieDirectorUniversity of Illinois at ChicagoBox 4348Chicago, IL 60680(312) 413-2409

SAN DIEGO STATE UNIVERSITYCooperative Writing ProgramReference Number: 20625

Now in its ninth year, the San Diego State University/San Diego City Schools Cooperative Writing Programhas expanded to include 55 schools, 20 secondary and35 denwntary. Over the years, the program has changedin response to need, but two goals have remainedconstant: to help students work to their full potentialand to improve the writing skills of ethnic groups thatare underrepresented at the university.

Academic Skills instructor Martha Johnson coordi-nates the program. She trains all the writers' assistants

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hired by the city schools and conducts seminars onwriting for teachers from all disciplines. This year, 80teachers from grades 4-12 attended a workshop sheoffered on how to integrate visual and verbal thinkingstrategies. Approximately 70 administrators from SanDiego city schools took part in a workshop that combinedwriting and drawing as tools for learning. ProfessorJohnson also edited Handbook for Writers' Assistants andSupervising Teachers, which is now used in all secondaryschools.

Three other Academic Skills instructors continuetheir work as writing consultants-in-residence atminority isolated high schools. They spend an averageof 20 hours a week at the schools, and their dedicationhas won them the respect of both faculty and students.At the San Diego High School Writing Academy, VirginiaMaggio is involved with every aspect of the school-widewriting program. In addition to working individuallywith teachers and students, she works closely with thedirector of the Writing Center planning demonstrationlessons and conducting workshops. Professor Maggiocoordinated an effort between the high school and theChildren's Museum of San Diego, which involved havingstudents write, act, and do the photography and art workfor a museum production. This highly successful projectis an example of collaborative learning at its best.

At Morse High School, consultant Patricia Johnson'sdedication helped earn a first prize at the Delmar Fairfor the school's magazine, Reflections. For eight years, shehas edited the publication and sponsored the school'swriting club. She also works closely with teachers inan effort to foster a school-wide writing program,frequently taking students through the writing processfrom planning to publication.

At Lincoln High School, consultant Terry Williamshas established herself as "the writing lady." Bydeveloping an ongoing school-wide writing contest, shehas motivated students who previously had refused towrite at all to submit essays, research reports, and poems.She and a writer's assistant have reached out into thecommunity, and business and community leaders haveresponded with prizes and praise. Student writers arehonored at assemblies, and their writing is displayed introphy cases. Now the school's best writers are honoredalong with the school's star athletes.

The consultants-in-residence also have offered aseries of workshops to help prepare college-boundstudents for this English Placement Test. Because theseworkshops help students develop the skills they needto succeed at the university, they have become a regularpart of the Cooperative Writing Program.

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PROGRAMS AND SERVICES FOR WUCATORS 79

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CONTACT:Donald D. BasileDirector, Academic Skills CenterSan Diego State UniversitySan Diego, CA 92182-1146(619) 594-6927

FITCHBURG STATE COLLEGECircle CollaborativeReference Number: 20200

In 1987, Fitchburg State Colkge and the LunenburgPublic Schor's established a three-year professional-development program as a joint effort to provide qualityschool-based staff-development programs that wouldaddress the system's goals. In order to accomplish this,a self-sekcted group of teachers enrolled in a pilotgraduate program leading to a Certificate of AdvancedGraduate Study (CAGS) in Professional EducationDevelopment.

The program's planning and management teamassessed the prokssional needs of the teachers and tlwgoals of the school system. This resulted in theimpknwntation of a year-long program designed toprovide training in the impkmentation of critical-thinking skills across the curriculum (K-12) and peercoaching as a process of enhancing instructionalefkctiveness in developing students' critical-thinkingskills. During the second year of the program, the CAGSstudents studied staff-development programs: Design,Impkmentation, and Evaluation. Its practicum requiredenrollees to be a member of a team and to design,implement, and evaluate a 12-week staff-developmentcourse for their K-12 colleagues. Forty percent of theteaching staff in the system participated in the programs,which included Peer Coaching, Critical Thinking Skills,and a year-long study group tided Alternative Programs:Ensuring Student Success in School.

During the second summer, CAGS students com-pleted graduate study in educational research and acourse entitled The Dynamics of Planned Change. Everystudent is currently involved in a school-based researchproject, which will be a component of his or her graduatethesis. The final year of required formal study will involvea graduate internship in professional development. Eachstudent will team with a colleague to design, delivev,and evaluate a course of study related to the needs ofthe teachers and the defined goals of the system statedin the recently developed system-wide strategic plan.In addition to the internship, CAGS students willcomplete their graduate theses during the third year ofthe project,

A CAGS Program in Professional Education Devel-opment is managed by a school-based planning andmanagement team, which includes school staff, admin-istrators, and college faculty. Grad '. ite coursework isschool-based; academic assignments relate directly to thegoals of the school system. All teaching and adminis-trative staff are welcome to attend and do attend manyof the posted sessions, which meet weekly on Wednes-days 2:30-5:30 PM. The collaborative project director andthe school system coordinator meet weekly to ensureproject success, availability of resources for staff, andgroup cohesion. The college and the system share costsrelated to program administration, and the students paytuition for graduate study.

The project has been evaluated by teachers as havinga significant impact on their knowledge, attitudes, andskills related to their role in the system. It has beendescribed by the superintendent as having a tremend-ously positive impact on the entire school system.Enrollment in the staff-development programs farexceeds expectations. As a participant in this project,the college is demonstrating its role as a change agentin educational reform and its ability to positively affectthe ongoing professional development of teachers in thefield.

CONTACT:Dr. Michele Moran ZideCollaborative Project DirectorFitchburg State College160 Pearl StreetFitchburg, MA 01420(617) 345-2151, ext. 3309

NORTH ADAMS STATE COLLEGENorthwest Regional Consortium for theImprovement of Math and Science TeachingReference Number: 20201

The Northwest Regional Consortium for the Improve-nwnt of Math and Science Teaching is a partnership of22 school districts in Franklin and Berkshire Counties,Massachusetts; North Adams State College; the North-west Regional Office of the Massachusetts Departmentof Education; and Berkshire and Greenfield CommunityColleges. It was formed by North Adams State Colkgein 1985 to strengthen math and science teaching at alllevels through the creation of a regional inserviceprogram and resource network.

The consortium serves to consolidate Title 11 fundingcoming into the region to local school districts and tohigher education. School districts contribute their TitleII allocations; North Adams State College receives higher

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education Title II funding on a competitive basis throughthe Board of Regents of Higher Education. Using thesepooled funds, the consortium provides a range and depthof services to K-12 teachers of math and scienceimpossible for a single district or college.

The consortium has developed symposia, inserviceworkshops, and consultancies to individual districts. Ithas compiled and distributed an inventory of arearesources for math and science teaching. Within the pastyear, the consortium has promoted access to and useof on-campus laboratory resources. Math labs atBerkshire and Greenfield Community Colleges; thephysics lab at North Adams; and the North AdamsTeacher Resource Center, which contains an extensivecollection of computer software, have offered workshops,demonstrations, and technical assistance on and offcampus. Also during the past year, the consortium hasestablished a formal link with a major high-technologybusiness in the area, which provides summer internshipsfor teachers, equipment loans and donations, workshopsand seminars for teachers, and enrichment and career-awareness programs for students.

An advisory committee, comprised of one or morerepresentatives of each partner, recommends programsand policies, coordinates the identification of needs ineach district, assists with the identification and solutionof problems, and assesses outcomes. North Adams StateCollege is responsible for project management, commun-ications, program development, and administration.Program evaluation is ongoing and includes evaluationsof each activity by participants and end-of-yearevaluations by member schools.

The consortium is a modd with broad implicationsfor establishing creative, effective ways to share limitedresources and promote partnerships among educationaldelivery systems. It has resulted in a comprehensive,region-wide program of resource development, coordi-nation, and inservice training that has served more than1,000 teachers each year.

CONTACT:Dr. Mary M. FuquaDean, Graduate and Continuing EducationNorth Adams State CollegeNorth Adams, MA 01247(413) 664-4511

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SEMINOLE COMMUNITY COLLEGEMathematics, Science, and Computer Teacher-Training Workshops and Development of K-8Astronomy CurriculumReference Number: 20230

Stimulating, knowledgeable teachers are the crucialelement in nurturing the next generation of leaders inmath, science, and computer-related technologies.Nearly 70 K-12 math and science teachers attendedSeminole Community College's (SCC) highly successful1988 teacher-training workshops. Continuing thatstimulation will be the focus for the future as the collegecontinue's its commitment to enhancing the professionaldevelopment of approximately 125 local math, science,and English teachers.

In 1989, five projects run by SCC faculty and theSeminole County Schools benefited at least 125 K-12teachers and thousands of their students. First, the mathworkshop featured computers and hand-held graphicscalculators as integral parts of the high school pre-calculus curriculum. The second project involved a teamof SCC and University of Central Florida physicsprofessors working with a local Advanced PlacementPhysics teacher, who ran a workshop to prepare morehigh school science teachers to teach AdvancedPlacement Physics in their high schools.

For the third workshop, several SCC astronomy andphysics faculty conducted the Planetarium Institute forteachers in kindergarten through middle school in orderto finalize planetarium shows and astronomy cui riculumfor several grade levels. College faculty led the teachersin developing activity packages to use in the teachers'classrooms, in conjunction with field trips to the college'snew planetarium. For the fourth workshop, SCC'sgeology, botany, and environmental science facultyoffered grade-school science teachers a workshop on theinterconnectedness of Florida's geology and biosphere,with special emphasis on the pervasiveness of water.

Finally, the newest technology in student-centered,computer-aided writing and desktop publishing was thefocus of a SCC English faculty's seminar encouragingmore middle and high school teachers to take advantageof current technology in the teaching of writing andjournalism in the public schools. These institutes resultedin long-lasting benefits to more than 9,500 SeminoleCounty students each year.

Through the state-administered Title II grantmonies, the college covered its faculty salaries andbenefits and consultant fees to conduct the workshops.The college paid the paraprofessionals and tutors neededto help participants complete the workshops andpurchased additional equipment and supplies to support


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workshop activities. Grant funds will also supportstipends for teachers attending one workshop. Thecounty schools are supplying stipends for the majorityof the teachers, paper supplies, and lab supplies. Boththe county schools and the college have recruitedparticipants.

CONTACT:Dr. Elaine A. GreenwoodDirector of Arts and Sciences ServicesSeminole Community College100 Weldon BoulevardSanford, FL 32773(407) 323-1450

UNIVERSITY OF PITTSBURGHInquiring School NetworkReference Number: 20235

The Inquiring School Network, as seen by Calfee ofStanford University, is a whole-school, staff-developmentplan guided by three basic themes: (1) the redefinitionof literacy through the use of language as a tool forthinking and for communicating; (2) the belief that allchildren can become successful readers and thinkers ifinstruction is coherent, consistent, and engaging; and(3) the reprofessionalization of teachers and administra-tors. The notions that provide the background for theInquiring School Network are summarized in a publi-cation (The Book, 1985) that is used in training sessionswith teachers.

The Inquiring School was implemented in thePittsburgh area in the 1988-89 school year with schoolsfrom four districts. During the 1989-90 school year, 14individual schools from six districts participated in thenetwork. A cadre of teachers and the principal attenda series of workshop sessions in which they learn moreabout the Inquiring School and how to implement itin their school. During the school year, follow-upmeetings are held with representatives from each of theschools to share, discuss, and solve problems. Technicalsupport is provided by teachers who participated in thenetwork during the previous year and the universitystaff, including teachers from Falk School, the university'slaboratory school.

Support is provided by all partners and is supple-mented with funding from grants from several localfoundations. School districts provide released time fortheir teachers. The School of Education, through itsInstitute for Practice and Research in Education and FalkSchool, has provided funding to cover workshop costs.A local consortium has helped to defray the cost ofsubstitutes for several of the districts. Foundation

funding provides for implementation and documentationsupport.

Activities in this network provide schools with theknowledge and support to implement a coherent,literacy-based curriculum in their elementary/middleschools. The university establishes partnerships thatprovide for in-depth study of schools and curriculum,specifically the literacy curriculum.

Evaluation data collected during the first year of theproject indicated positive changes in teacher practicesand in teachers' ability to implement lessons consistentwith the Inquiring School focus.

CONTACT:Dr. Rita M. BeanAssociate ProfessorUniversity of Pittsburgh5N25 Forbes QuadranglePittsburgh, PA 15260(412) 648-7211

LOUISIANA STATE UNIVERSITYMathematics/Science Semi-Specialist Pro!ect(MSSP)Reference Number: 20266

The need for better qualified mathematics and scienceteachers throughout the nation's precollege schoolprogram has become an immediate problem for personsconcerned with the quality of education. Perhaps themost apparent need for better qualified mathematics andscience teachers is in grades four to six. Professionalpreparation programs and certification requirements areusually the same for the primary and intermediate grades.Greater preparation in science and mathematics is clearlyneeded for teachers for the upper elementary grades inlight of the changing emphasis forced on schoolmathematics and science by the evolving technologicalsociety.

In the fall of 1988, the National Science Foundation(NSF) funded a three-year project joint venture betweenLouisiana State University and the local East Baton RougeParish School System to develop and test a model thatincludes 30 mathematics/science semi-specialists at thefourth- and fifth-grade levels. The typical elementaryschool in the East Baton Rouge Parish has two fourth-and two fifth-grade classes With the assistance andcooperation of parish personnel, 15 elementary schools(out of 66 in the East Baton Rouge Parish system) wereselected to use the semi-specialists. Companion teacherstaught language arts and social studies in the sameclasses.

The mathematics/science teachers in this NSF


program get released time to attend a monthly inserviceworkshop during the school year. They also participatein three consecutive six-week summer school programsinvolving a mathematics course, a science course, anda mathematics/science methods course. Since theteacher-participants typically have traditional elemen-tary certification (two introductory college-level coursesin mathematics and two in science), the program morethan doubles their subject-matter preparation. Theparticipants are generally volunteers for the program andare not selected by specific criteria such as academicbackground, special recognition as being a good teacher,etc. Thus, they represent the teachers now in the field,not a select group, as might be true at a typical summerinstitute to which individuals apply. Participants averageapproximately 10 years teaching experience. About onethird have traditional master's degrees in education.

NSF funding includes salaries for project personnel,participant stipends for the summer institutes, moniesto pay substitute teachers for the monthly inservicemeetings, and money for participants to purchasemathematics and science materials to use in theirclassrooms. Contributions from Louisiana State Univer-sity include released time for the project director duringthe academic year, participant tuition and fees forsummer school, and the salary for the school sitecoordinator. Contributions from the parish includepartial funding for monthly substitutes, classroom setsof calculators for each project, and personnel time forproject management.

The evaluation of the project is a continuous process.Based on evaluations collected after one year of operation,there are strong indications that the teacher-participantsare generally enthusiastic avout the program, and theywill make substantial prowess toward constructivemodification of classroom behaviors in mathematics andin science.

CONTACT:Dr. L. Diane MillerProject DirectorDepartment of C & 1223 Peabody HallLouisiana State UniversityBaton Rouge, LA 70803(504) 388-6017

WEST VIRGINIA UNIVERSITYThe Benedum Project and ProfessionalDevelopment SchoolsReference Number: 20285

The Benedum Project is an educational reform initiativeundertaken jointly by the West Virginia University

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(WVU) College of Human Resources and Education,other WVU schools and colleges, and nearby publicschools. The project, begun in 1989, has $1 million ininitial funding from the Claude Worthington BenedumFoundation of Pittsburgh, Pennsylvania.

The Benedum Project's main goals are to create"professional-development schools" (PDS) and toredesign WVU's preparation programs for schoolprofessionals. A hallmark of the project is its partnershipapproach to reform; the project is characterized by fullcollaboration between public schools and highereducation. Teams of educators from all colleges withinthe university that share in the preparation of teachersand from public schools in nearby counties are workingtogether to use th,Jaest of research and practice inachieving the project s goals. The Benedum managementplanning teamconsisting of the project's principalinvestigator, director, assistant to the director, and fourassociate directorssupports and facilitates the work ofthe interdisciplinary teams.

A central part of the Benedum Project is the selectionof three to six professional-development schools. PDSsites are similar in concept to teaching hospitals. Theyare places for teaching professionals to test differentinstructional arrangements,, for novice teachers tocollaborate with and learn from experienced practition-ers, for the exchange of professional knowledge amonghigher education faculty and public educators, and forthe formulation of new structures and innovativeprofessional-development opportunities designedaround the demands of the contemporary teachingprofession. PDSs established during the Benedum Projectare intended to be self-renewing sites of professionaldevelopment and educational improvement, whereinnovation and collaboration will continue to occur afterthe initial grant period ends.

The first professional-development schools wereselected through a collaborative process late in 1989. Allpublic schools in several counties of north central WestVirginia had the opportunity to endorse the principlesunderlying the PDS concept and to apply to becomea PDS site. Beginning in early 1990, the staffs of PDSschools identified site-based goals for the improvementof teaching and learning and collaborated with universityfaculty on projects designed to achieve these goals.

The financial and human resources needed initiallyfor the professional-development schools will come fromthe Benedum grant, from West Virginia University, andfrom the local public school systems. Additional PDSsites may be added in the future. Also, disseminationactivities are planned to facilitate similar school-collegepartnerships in other parts of the state.

Though the Benedum Project has just begun itsactivities, both formative and summative evaluation are

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being planned. The role of the associate project directorfor documentation, evaluation, research, and dissemina-tion was created with this need in mindto help ensurethat appropriate data and information are available sothat project processes and outcomes can be effectivelyassessed, and so that project information can be sharedwith others. An external evaluator from HarvardUniversity is collaborating with project staff onevaluation strategies.

CONTACT:Teresa FieldAssociate Director for Professional Development

SchoolsCollege of Human Resources and EducationP.O. Box 6122West Virginia UniversityMorgantown, WV 26506-6122(304) 293-5703

WEBER STATE COLLEGEWEMATH Network

c'-Reference Number: 20305

The Northern Utah Mathematics Network (WEMATH)was inspired in 1986 by the observation that teachers,mistakenly believing complete laboratories are neededto make computers instructionally useful, typicallyrestricted their computer use to word processing andrecord keeping. In the absence of available software, away was needed to train users and to produce usableprograms for classroom demonstration, using a singlecomputer, of such activities as drills, graphing, simu-lations, and data generation. The solution was to trainteachers w (1) use a computer creatively as a tool vastlysuperior to a chalkboard; (2) develop their own classroommaterials; and (3) share programs, ideas, and successesthrough both human and electronic networks.

In the first three years, more than 120 te,chers from83 middle and high schools throughout Utah, southernIdaho, and western Wyoming participated in summerworkshops and became iwtwork members. Morerecently, elementary teachers have been included. WeberState provides central trainint facilities and staff, aidedby major grants from AT&T, the National ScienceFoundation, the U.S. Department of Education Title IIprogram, and software vendors. Sch )ol districts supplycomputers, moderns to connect classrooms to thenetwork, and other forms of teacher support.

During sumnwr workshops, participating teachersfirst learn LOGO, BASIC, or other programminglanguages, then develop original instructional ideas intoclassroom demonstrations. Exemplary products are

edited and stored in a Weber State College computer,where they are accessible to all network users. Thisgrowing library contains several hundred programs.Periodic meetings and constant electronic accessreinforce training programs throughout the year.

The project has had a rejuvenating effect on bothcollege and school participants. Through the networkexperience, teachers have not only expanded theirrepertoire of teaching tools but gained deeper mathe-matical understanding of, and made original contribu-tions to, mathematical pedagogy. Positive effects on self-esteem, professional confidence, enthusiasm, and moralehave been obvious to both program staff and schooladministrators. Electronic monitoring of network use andclassroom visits by project staff validate increases inclassroom computer applications. Teachers have sharedtheir experience by presenting workshops to colleagues,giving papers at professional meetings, and talking toPTA groups. WEMATH was recognized in 1987 as anexemplary project by the U.S. Department of Education.

CONTACT:Dr. Patricia P. HenryProfessor of MathematicsWeber State CollegeOgden, UT 84408-1702(801) 626-6098

MONTCLAIR STATE COLLEGEProject THISTLE: Thinking Skills in Teaching andLearningReference Number: 20332

Project THISTLE: Thinking Skills in Teaching andLearning was designed to improve the basic skills ofcollege-bound urban students by working with theirteachers in an integrated process of curriculum and staffdevelopment. The major emphasis of Project THISTLEis on the preparation of classroom teachers to strengthenthe critical-thinking abilities of their students, helpingstudents to develop the skills and dispositions to engagein intellectually constructive and reflective encounterswith ideas within the content areas.

Planned as a cooperative higher education/localeducation agency venture involving Montclair StateCollege and the Newark Public Schools, Project TI-IISTLEhas been in continuous operation since 1979. Initially,Project THISTLE was funded by the New JerseyDepartnwnt of Higher Education, in the interest ofreducing the need for remedial support of poorlyprepared college entrants; in recent years, funding hasbeen provided by private foundations and MontclairState College. In Project THISTLE, basic skills such as

g4 PROGRAMS AND SERVICES FOR EDUCATORS -111Part Two

reading comprehension, analytic writing, and mathemat-ics problem solving are viewed as critical-thinking skills.Working with teachers to strengthen the teaching ofcritical thinking across the content areas involves themin improving their own understanding of curriculumplanning and the learning process.

To date, more than 300 Newark teachers haveundertaken the 18-credit graduate program in ProjectTHISTLE. At present, approximately 10 Montclair StateCollege faculty and 75 Newark teachers are activelyengaged in the project. In addition to the coursework,additional ad hoc sub-projects are added to meetteachers' perceived needs, requests for opportunities forservice, and further professional growth.

A series of evaluation studies has shown thatstudents whose teachers were enrolled in the projectconsistently outperformed their peers and exceeded theirown anticipated performance on standardized tests ofbasic skills.

Montclair State College has benefited from theproject in that it provides a vehicle for a cooperativerelationship with New Jersey's largest urban schooldistrict that is designed to help improve the quality ofinstruction and the likelihood of student success in thatdistrict. This is clearly an important part of the missionof the college. In addition, the project serves as aneffective tool for recruiting graduate minority students.The district benefits by having the services of the collegeavailable to teachers, and through them to students, toincrease the likelihood of graduation and collegeattendance by students.

In recent years, Project THISTLE has becomeassociated with the Institute for Critical Thinking atMontclair State College. Faculty involvement in ProjectTHISTLE has contributed to the college's ability toassume a leadership role in the field of critical thinking,particularly with regard to teacher education andprofessional development.

CONTACT:Dr. Wendy OxmanDirector, Project THISTLEMontclair State CollegeUpper Montclair, NJ 07043(201) 893-5184

UNIVERSITY OF KENTUCKYHolmes Professional Development TeamReference Number: 20653

In the fall of 1986, the University of Kentucky was oneof 123 research institutions invited to join the HolmesGroup, a group dedicated to teacher-educOon reform.

In response to the goals of the Holmes Groupto connectcolleges of education more closely with schools and tomake schools a better place for teachers to work andlearna pilot Holmes Professional Development Teamproject was initiated for the 1988-89 academic year, incollaboration with the Fayette County Public SchoolSystem. Six teams, four elementary and two secondary,experimented with new approaches to field experiences,student teaching, and professional development. Eachteam consisted of four classroom teachers, four universitystudents, one university representative, and the schoolprincipal.

Two major goals formed the basis of the team work.The first was to enable school and university personnelto work cooperatively on professional-developmentissues such as planning, evaluation of instruction, specialworkshops, and professional meetings. The second wasto improve the quality of instruction to pupils. Financialsupport for each team for materials, class activities, andtravel to professional meetings was provided by smallgrants from the Fayette County Public Schools and theAppalachian Education Laboratory.

Within these two broad goals, each team outlinedspecific instructional strategies, plans for professionalimprovement, and other related activities to guide theproject. Examples of instructional strategies include (1)enhancing students' understanding of economicsthrough integration in various areas of the curriculum(i.e., science, math, and reading) and (2) modifyinglanguage arts instruction to incorporate activities intoall aspects of the curriculum and give individual attentionto students experiencing difficulty learning to read andwrite. Professional-development activities were variedand numerous. Each team sent members to nationalprofessional meetings; two teams arranged for studentmembers to attend. Classroom teachers on three teamslectured at university classes, and two university teammembers presented demonstration lessons in participat-ing classrooms. Students and teachers on several teamsvideotaped lessons and analyzed their performance atteam meetings. One team conducted parent workshopsand initiated a parent tutoring program for studentsexperiencing reading difficulties.

A survey of participants, including parent volun-teers, indicates satisfaction with achieving the statedgoals. Teachers attributed professional growth to theteam effort and reported benefits for students resultingfrom use of innovative instructional activities and parenttutoring. An outgrowth of one team's work is theimplementation of a new language arts curriculum. Thecollaborative nature of the project, in which all memberswere considered equal nwmbers with complementaryroles, seemed to be a key factor in changing attitudesand bringim: about curricular changes.


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CONTACT:Dr. Sharon BrennanDirector of Field ExperiencesUniversity of Kentucky1-A Frazee HallLexington, KY 40506-0001(606) 257-1857

CLEVELAND INSTITUTE OF ARTBasic Art Support in the Curriculum (BASIC)Reference Number: 20402

Basic Art Support in the Curriculum (BASIC) is anoutgrowth of the Cleveland Institute of Art's commit-ment to serious, comprehensive art education forindividuals at all levels. Through the BASIC program,the institute sponsors workshops, seminars, and specialevents designed to offer personal enrichment opportun-ities to art education professionals in northeast Ohio'sprimary and secondary schools.

The project, instituted in 1986, is funded by theNational Endowment for the Arts, with matching fundsfrom the institute and additional support from theMartha Holden Jennings Foundation. BASIC workshopsare held twice a year, fall and spring, and have an averageenrollment of 70 teachers for the program. Using theinstitute's faculty or other outstanding artists, workshopsmeet 9-5 on Saturdays. They offer art educators anopportunity to experience a wide variety of disciplines,which not only helps them to develop as artists but alsoprovides them with sufficient information to incorporatethe new techniq,!es and ideas in their classrooms. Theworkshop programs range from Insights on Teaching Artto Multicultural Students, to How to Photograph ArtWork, and Computer Graphics. An informal luncheonis provided at mid day, along with a brief meeting. Thestate supervisor of art education was a recent guest andspoke on "Curriculum-Based Art Education," whileanother meeting focused on the experiences of two localart teachers who spent the summer in a New York-basedart educators program.

Evaluations are very positive. Art educators areexcited about the workshop program, which presentsexcellent instruction they can incorporate into theircurriculum. It also offers a camaraderie with other arteducators and establishes a linkage with a professionalart school. The institute profits from this program byhaving the chance to parade its facilities and instructorsbefore an influential group that holds a key place inthe admissions process.

Another aspect of the BASIC program is the VisitingArtist program. Instituted in 1987, the program gives

schools the opportunity to have a professional artist inthe classroom. The institute held six programs aimedat 900 elementary and middle school students last year.As with the BASIC workshop program, the institute usesits own faculty or selects outstanding artists. Studentsare able to observe professional artists at work in manymedia. Visiting artists often show and discuss slides oftheir own work and other fine examples, thereby creatinginteraction between the discipline and art history,aesthetics, and art criticism.

These programs are invaluable to the institute.Students stimulated by these encounters with art maybegin to see art as a career possibility or may developinterest in art as a consumer or as an advocation. Theresponse from the visited schools has been overwhelm-ingly positive.

CONTACT:William Martin JeanDirector of Continuing EducationCleveland Institute of Art11141 East BoulevardCleveland, OH 44106(216) 229-0895

DARTMOUTH COLLEGE/PHILLIPSACADEMYAndover-Dartmouth Urban Math Teachers'InstituteReference Number: 21219

The Andover-Dartmouth Urban Math Teacher's Instituteis an intensive four-week mathematics programconducted each summer for 30 secondary school teachersfrom the urban public school systems of Atlanta,Baltimore, Cleveland, Detroit, and Fort Worth. It issponsored jointly by Phillips Academy and DartmouthCollege and is conducted on the campus of PhillipsAcademy, in Andover, Massachusetts. Teach..:s selectedfor the institute attend at no cost to themselves or totheir school systems, since all costs are covered by thefoundation that funds the program. The program'sinstructors are seasoned members of the PhillipsAcademic Mathematics Department and professors fromthe mathematics department of Dartmouth College.

The Andover-Dartmouth institute contributes to theimprovement of mathematics education of minorityyouth by addressing the critical shortage of well-qualifiedmathematics teachers in several urban school systemswhere student populations are largely black or Hispanic.The specific objectiw2 is to upgrade the teachingcapabilities of experienced secondary-level mathematicsteachers who (1 ) teach in schools with large minority

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86 PROGRAMS AND SERVICB FOR EDUCATORS

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populations, (2) currently teach first-year algebra orgeometry, or (3) have not recently studied mathematicsor who lack a solid academic background in mathematicsand aspire to teach higher-level courses.

The program develops in teachers a deeperunderstanding of the content of high school mathematics,rather than focusing on graduate or college-level subjectmatter, and fosters a greater sense of confidence andeffectiveness. Attention to methodology is implicit ratherthan explicit. The design assumes that the participantsare experienced teachers who, more than anything else,need to improve their mastery of high school mathe-matics so that they can successfully take on teachingassignments above the level of first-year algebra.

All participants take three closely coordinatedcourses (four class periods a day) providing a total of23 hours of classroom instruction per week. Classes aretaught in sections of 15 participants each.

Two of these courses center on the algebra,trigonometry, and pre-calculus material normallycovered in a college-preparatory program. Much of thetreatment will be new to participants, particularly theheavy emphasis on basic function concepts, graphingtechniques, algebraic proof, inequalities, the wrappingfunction approach to trigonometry, and the solution ofsustained, demanding problems. The third courseintroduces computer programming, using Applecomputers and BASIC. The course helps participants usemicrocomputers to enhance their teaching of high schoolmathematics; it is not intended to prepare people to teachcomputer science. Primary consideration is given tocomputer use for problem solving.

One afternoon a week, a Dartmouth mathematicsprofessor presents a seminar on a topic relevant to highschool mathematics. After a question-and-answer period,the seminar adjourns for a social hour and picnic, imopportunity for informal discussion among participants,instructors, and the Dartmouth mathematician.

Institute courses do not include explicit study ofteaching methodology. This aspect of teaching isaddressed by participants' observation of mathematicsclasses in the (MS)2 Program, a Phillips Academy summerprogram in mathematics and science for talentedminority public high school students from grades 9-11.In these classes, institute participants watch experiencedPhillips Academy (MS)2 teachers teach high schoolstudents the same material the participants are studyingat the institute.

To further encourage professional growth, allinstitute members participate in the weekly eveningforums, which bring in recognized math educators asspeakers to stimulate a lively exchange of ideas amongparticipants about effective teaching strategies and otherissues relevant to the teaching of high school mathe-

matics. Much of the institute's success depends on itsresidential nature and on cooperative learningratherthan competitionamong 30 teachers from geographi-cally diverse cities.

To apply for participation in the Andover-DartmouthMath Teachers Institute, candidates must submit twoformstheir own application and a recommendationform filled out by either their school principal or mathdepartment head, and signed by both. These forms areavailable from the mathematics coordinator for eachtargeted city.

CONTACT:C. Dwight LahrDean of FacultyDartmouth CollegeHanover, NH 03755(603) 646-3999

IDAHO STATE UNIVERSITYThe League of SchoolsReference Number: 21063

The League of Schools was developed to address whatIdaho State University (ISU) and the local school districtssaw as a need for more effective teacher inservice trainingpractices. The League's purpose is to provide a processand vehicle for collaborative staff-improvement activities.The League of Schools currently consists of 15 southeast-ern Idaho school districts and ISU's College of Educationand College of Arts and Sciences. The participatingdistricts serve 31,375 students.

The project is staffed by a coordinator and asecretary. Half of the coordinator's salary comes fromthe member districts as dues and the remaining half fromthe College of Education. Classes or activities are fundedby the sponsoring district, teachers, or grants througha contract. Through this method, districts are able toreceive services at a reduced price.

Activities of the League of Schools are provided bvthe College of Education and the College of Arts andSciences at ISU as credit or noncredit workshops, courses,or activities. In addition, the League coordinates inserv iceactivities from other institutions or individuals. Mostprograms are delivered on a building/school district level.Multidistrict workshops are arranged for activitiesinvolving several districts. These workshops are cost-effective, and they contribute to collegiality amongdistricts.

The League of Schools emphasizes collaborativeplimning and programming among the ISU College ofEducation and administrators and teachers from theschools. School districts are encouraged to do annual


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needs assessments, and the training is based on directresponse to those needs. The collaboration strengthensthe college faculty, serving as a vehicle to promote changeand become more responsive to the needs of participatingschool districts, and provides valuable input into theuniversity's training programs for teachers, administra-tors, and other personnel.

The League's concept addresses not only the staff-development issue but also the larger issues of school/university cooperation, structural relationships and inter-institutional responsibility, and general schoolimprovement.

CONTACT:Angela LuckeyCoordinator, League of SchoolsIdaho State UniversityBox 8059Pocatello, ID 83209-0009(208) 236-3202

RIDER COLLEGEProfessional Alternatives Consortium for Teachers(PACT)Reference Number: 20188

The Hopewell Valley Regional School District joinedRider College's School of Education and Human Servicesin spring 1988 to establish the Rider-Hopewell ValleyProfessional Alternatives Consortium for Teachers(PACT). A steering committee of faculty and adminis-trators from the college and the school district designedthe program to address Hopewell Valley's desire torecognize its outstanding teachers and provide oppor-tunities for professional renewal, and Rider's need toestablish working relationships with public schoolteachers and to revitalize its Master of Arts in Curriculumand Instruction program.

In order to meet the goals of both the college andthe school district, the steering cornmittee designed aMaster of Arts in Curriculum and Instruction programthat reflects the needs of inservice teachers. Two field-based courses Practicum in Curriculum Inquiry, (mdPracticum and Research in Applied Learning Theoryare completed in the teachers' own classrooms andtaught by Hopewell Valley teachers. Four HopewellValley teachers, in recognition of the talents they haveto share with colleagues, will be responsible for the fidd-based courses. They will hold the rank of clinical adjunctinstructor at Rider College and will be designawd asPACT "support teachers." Thirteen Hopewell Valleyteachers have enrolled in the master's program as PACT"staff teachers." Two Rider faculty nwmbers will provide

training and ongoing collaboration with the supportteachers as they learn the skills required, and respondto the needs of the staff teachers they serve.

The PACT program is jointly funded by HopewellValley Regional School District and Rider College. Theschool district provides half-time release from classroomteaching responsibilities for the support teachers to coachand collaborate with staff teachers in their ownclassrooms; the college pays the support teachers forconsultation and guest teaching at the college. The staffteachers' tuition is paid in the form of reimbursementsfrom the school district and scholarships from the college.The college provides the two Rider faculty members withreleased time to fulfill their PACT responsibilities.

Initial training of the support teachers began insummer 1989, and the first field-based course was offeredin fall 1989. Anticipated benefits include these:(1) the development and refinement of a Master of Arts

in Curriculum and Instruction program that respondsto the needs of inservice teachers, develops theoreticalknowledge in the context of teachers' own practiceto overcome the traditional division between theoryand practice, and leads to immediate benefits for bothteachers and children;

(2) the continuing revitalization of Hopewell Valley andRider faculty members, as they share responsibilityfor the education of preservice and inservice teachers.

Rider-Hopewell Valley PACT is an adaptation ofJefferson County (Colorado) Public School's PACTprogram that reflects the needs, goals, and resources ofthe local participants.

CONTACT:Dr. Dennis BussAssociate Professor of EducationRider College2083 Lawrenceville RoadLawrenceville, NJ 08648(609) 895-5474

UNIVERSITY OF ALASKA AT FAIRBANKSUAF/Denali Science Teaching ProjectReference Number: 20181

At Denali School, Alaska's first magnet elementary schoolto focus on science, the staff has joined with the schoolclktrict administration and University of Alaska atFairbanks faculty in an effort to prepare teachers tosignificantly revamp science education. With a popula-tion of 400 in grades K-six and a staff of 20 teacherswho are actively seeking science training, Denali is anideal model for school-wide change. Given this impetusfor change and the identified needs of training teachers,


a three-year plan was developed, focusing on trainingin science content and methods to develop critical-thinking skills.

The specific goals of this project are as follows:(1) to increase knowledge of science processes and

science content in the life science area, with anemphasis on the Alaskan environment;

(2) to increase knowledge of current trends in scienceeducation and strategies for effectively teachingscience to young children.

These goals were accomplished by the developmentof a unique school district-university partnership duringthe 1989-90 academic year, affording teachers theopportunity to enroll in a year-long, specially designedscience course in the life sciences; undertake scienceinternships under the direction of university sciencefaculty; learn effective strategies for teaching science; andtravel to seminars and science conferences of nationalimpact.

The training efforts for year one emphasized guided-discovery science within the context of the Alaskanenvironment. The expected outcomes of these activitiesfor teachers were (1) increased knowledge and awarenessof ways to improve science teaching; (2) development

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of an educational philosophy for hands-on investigativescience; (3) awareness of new ideas, materials, and otherresources for teaching science, especially as related tothe local environment; and (4) development of skill andconfidence in teaching science so that the teachers canserve as catalysts to teachers at other schools withinthe district and state.

The project will also coordinate within the state withother established efforts to enhance science instruction,such as the Sea Week project, the Alaska ScienceConsortium, and state model science curriculum. Thisproject will serve as a model for collaborative effortsbetween higher learning institutions and local educa-tional agencies in Alaska and the nation. The budgetfor the project from August 27, 1989, to June 1, 1990,was $47,126.

CONTACT:Pat NelsonProfessor of EducationUniversity of Alaska at FairbanksGruening Building, 7th FloorFairbanks, AK 99775-0600(907) 474-6439

SECTION TWO:Recruitment and Retention, Preservice Programs,

and Early Career Support

STATE UNIVERSITY OF NEW YORKCOLLEGE AT FREDONIAFredonia/Hamburg Teacher Education CenterReference Number: 21075

The idea for the Fredonia/Hamburg Teacher EducationCenter rose out of a meeting in 1972 between theHamburg Central School District and the State Universityof New York (SUNY) at Fredonia's Education Departmentand Teacher Education Research Center. Participants metto discuss educational philosophies and desiredcompetencies for teacher education. What resulted wasa field center for the training of teachers as a consortiumeffort by Fredonia and the Hamburg schools.

The purpose of the ,:enter is to provide acompetency-based training program for elementary andjunior high teachers, in which classroom observation,supervision, and teaching-skills development arecoordinated with and reinforced by the instruction they

receive in learning theory and teaching methods forlanguage arts, mathematics, reading, science, and socialstudies. A steering committee comprised of represen-tatives of the building principals and teachers from theHamburg schools, faculty from Fredonia's EducationDepartment, college administrators, and undergraduateinterns provides direction for the center.

The preservice training provided by the centerincludes seminars ant?. internships. Methods seminarsled by the college faculty are conducted on site inHamburg. The seminars are organized according to theinterns' needs and classroom responsibilities. A majorfeature is that each seriOr participates in three 11-weekinternships in the Hamburg Central School District. Allaspects of the year-long program focus on five compe-tency areas: concerns for individuality, human relations,decision making, content skills and techniques, andphilosophical position.

After extensive evaluation, center staff report threespecific benefits of their preservice program: (1) theHamburg teachers who work with the interns have

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Part TwoPROGRAMS AND SERVICES FOR EDUCATORS 89

participated in the planning and structuring of theprogram, which promotes a higher-quality experiencefor interns; (2) college staff involved in the program arestrongly committed to the concept of a cooperativeapproach, which promotes a close working relationshipand mutual respect between the Hamburg teachers andadministrators and the college faculty; (3) being field-centered, the program quickly immerses the interns intheir role. This is further promoted by requiring internsto live in Hamburg for the entire year.

The Fredonia/Hamburg Teacher Education Centerreceived the 1985 Distinguished Program National Awardfrom the Association of Teacher Educators.

CONTACT:Dr. Matthew J. LudesChairperson, Department of EducationThompson HallSUNY College at FredoniaFredonia, NY 14063(716) 673-3311

VIRGINIA COMMONWEALTHUNIVERSITYCollaborative Teacher Education Program(CoTEEP)Reference Number: 21129

The Collaborative Teacher Education Program (CoTEEP)was initiated in 1984 by Richmond City Public Schools(RPS) and Virginia Commonwealth University (VCU) toestablish and document a collaborative approachintegrating preservice and inservice teacher education.The three-year pilot study was funded in part by theVirginia Department of Education. The partnershipinvolves participants in six Richmond elementary andmiddle schools, RPS central office personnel, VCU facultyand administrators, selected elementary educationmajors, and representatives from the Virginia Depart-ment of Education.

In support of the concept of teacher education asan ongoing, developmental process, CoTEEP movesstudents from earliest preservice experiences, throughprovisional certification as beginning teachers, tocertified teacher status. Throughout the process, studentswork with classroom teachers who are, in turn, workingwith VCU faculty in a sequence of supportive school-based leadership experiences leading to the designationof "mentor-lead teacher." Mentor-lead teachers havesupportive leadership roles in working with preservicestudents, beginning teachers, and peer teachers in theirschools.

CoTEEP and its resources are planned for four target

populations: preservice students, participating inserviceteachers, RPS schools, and VCU faculty. For preservicestudents, the programs provide a collaboratively plannedand supervised sequence of field experiences. Forinservice teachers, a sequence of innovative, on-siteworkshops/seminars carry prepaid VCU graduatecredits. For RPS schools, the programs bring consultantand resource services. VCU faculty have the opportunityto field-test ideas in classroom demonstrations and todevelop innovative inservice approaches.

CoTEEP has both immediate and long-rangeimplications for teacher education. The collaborativemodel is supported in the literature as a positive approachto inservice education. The comprehensive evaluationdesign responds to the need for documentation ofinserv ice approaches, including collaboration, cited in theliterature as a critical gap in the knowledge about teachereducation. Since its inception, the project has beenmodified in response to formative and summativeevaluation data.

CONTACT:John A. OehlerDean, School of EducationVirginia Commonwealth University1015 W. Main StreetRichmond, VA 23284-2020(804) 367-1308

CLEVELAND STATE UNIVERSITYTeacher Training Centers/Classroom TeacherEducators Urban/Suburban ConsortiumReference Number: 21054

To provide effective early field placement for preserviceteachers, Cleveland State University (CSU) establishedTeacher Training Centers. The four main goals of thecenters are to develop (1) congruence between universityinstruction and classroom practice; (2) communicationbetween school and university, including shared decisionmaking; (3) a corps of committed classroom teachers whoview participation in field experience as an opportunityfor growth; and (4) effective supervision of students' fieldexperience.

The present plan for field experience at CSU evolvedfrom a pattern of scattered placements into a structuredprogram in which all students are placed in one of sixcenters (two inner-city and four suburban). All centersare linked to the university with governance arrange-ments that include coordinating committees composedof "classroom teacher educetors," building principals,central office personnel, and a university representative.The center committees control the use of staff-


development funds granted by the College of Education.CSU's field experience program uses specifically

trained classroom teacher educators (CTEs) who workwith education students On a continuing basis. CTEsagree to work with preservice students, and methodsstudents or student teachers are placed in theirclassrooms continuously throughout the year. Inaddition, CTEs function as resource persons for otherteachers in their buildings who have field-experiencestudents but who are not CTEs themselves. CTEs alsoassist occasionally with university classes and participateon center committees. All CTEs enroll in special trainingcourses for graduate credit. The courses focus oninstructional supervision, as well as a familiarization withthe undergraduate curriculum as relates to fieldexperience. CTEs have full line auth( rity over studentteachers assigned to them, and are therefore compen-sated in accordance with their additional responsibilities.

Extensive evaluation of the centers and the CTEsystem shows that each of the four goals is being met.For example, a questionnaire revealed that CTEplacement students perceived their experience to bemore valuable than did those students who had a moretraditional experience. Thus, a congruence between thefield and college classroom components is perceived asleading to a more valuable field experience.

CONTACT:Robert H. Mac NaughtonProfessor and Director, Fidd ServicesCleveland State UniversityCleveland, OH 44115(216) 687-4572

CALIFORNIA STATE UNIVERSITY,STANISLAUSSingle Subject Credential Fieldsite ProgramReference Number: 21043

In an attempt to integrate theory and practice moresuccessfully in preservice teacher education, CaliforniaState University (CSU), Stanislaus, established the SingleSub;ect Credential Fieldsite Program. The goals of theprogram are to (1) provide students with a means ofmeeting the requirements for the California basiccredentials needed to teach in high school or junior highschool; (2) certify that the student teacher will have asolid foundation in the skillsboth performance-basedand knowledge-basednecessary to begin the processof becoming an excellent teacher; (3) ensure involvementof school district personnel in teacher preparation in avariety of ways; (4) provide the student teacher witha program that closely integrates theory and practice;and (5) provide the student teacher with skills for

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working with students from diverse culturalbackgrounds.

The program is divided into two semesters and onewinter intersession of four weeks. All university classesbut one are taught on site in a public high schoolclassroom. During the first semester, students' respon-sibilities include observing various classes, serving as ateaching assistant to learn about the many dimensionsof classroom life, and providing individual instructionto a junior high school and a senior high school studentfive days a week, with emphasis on diagnosis andremediation of learning difficulties. During the inter-session, students continue their coursework and observethe teachers with whom they will be student teaching.In the second semester, coursework cont'nues, and eachstudent teacher is responsible for teaching one class atthe high school level and one at the junior high schoollevel.

A director, who is a full-time CSU, Stanislaus, facultymember, is assigned to each site, or "center," whichhouses 20-30 preserv ice students. Most universitycourses are taught at the centers, and the same studentsand director stay together throughout the entireprogram. The director is also responsible for some ofthe student-teaching supervision. The responsibilities ofthe school district for each center are to provide aclassroom for the university's use and supplies such asdesks and phones. The program currently has threecenters.

The CSU, Stanislaus, Single Subject CredentialFieldsite Program was cited by the American Associationof State Colleges and Universities in its 1985 ShowcaseFo: Excellence competition for Developing MoreInnovative Curricula in Teacher Preparation Programs.

CONTACT:Jane DiekmanCoordinator, Department of Teacher EducationSchool of EducationCalifornia State University, StanislausTurlock, CA 95380(209) 667-3367

UNIVERSITY OF PITTSBURGHAdministrator in Residence ProgramReference Number: 20234

In 1986, the Department of Administrative and PolicyStudies at the University of Pittsburgh established theAdministrator in Residence Program. 'Me primaryfunction of this group is to interact with university facultywho have responsibility for the training and licensingof elementary and secondary school principals, assistant


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superintendents, and superintendents. This interactiontook place in classrooms with graduate students, infaculty meetings with educational administrationprofessors, and in school districts with teachers andadministrators.

Each year, four to six superintendents from westernPennsylvania are carefully screened and selected toparticipate. Fifteen superintendents have participated inthis program since 1986. These individuals are availqblefor consultation with the university faculty on items suchas program planning material, course content, certifica-tion requirements, and general reality testing of the worldof work. They function as guest lecturers and instructors,members of dissertation committees, mentors of studentsaspiring to be school administrators, and members offaculty research teams. They provide assistance inidentifying, developing, and implementing school-basedresearch. Participants in this program are involved threedays per month on average. Each receives a smallhonorarium to help defray the cost of parking and otherexpenses.

Many benefits accrue for both institutions. Univer-sity faculty are more aware of the need to relate theoryto practice, while superintendents experience a similarneed to relate practice to theory. The Department ofAdministrative and Policy Studies, the School ofEducation, and the university benefit by the excellentworking relationships (including excellent publicrelations) created by this program. School districts benefitby the establishment of long-term working relationshipswith individual researchers and research teams.

The benefits for the individual have been significantand far-reaching. Superintendents have had opportun-ities to (1) reassess their administrative styles, (2) reflecton their value systems, and (3) explore new researchand literature on topics directly related to their areasof responsibility. Educational administration faculty aremore informed as to the problems facing schooladministrators and opportunities available for school-based research. Faculty have established long-termprofessional relationships with practitioners that haveresulted in high-quality school-based research.

CONTACT:Nicholas DeFigioCoordinator, Administrator in Residence

ProgramUniversity of Pittsburgh5520 Forbes QuadranglePittsburgh, PA 15260(412) 648-7167

EASTERN MICHIGAN UNIVERSITYCollaboration for the Improvement of TeacherEducation (CITE)Reference Number: 20369

In 1985, Collaboration for the Improvement of TeacherEducation (CITE) was established when EasternMichigan University (EMU) received one of 30 three-year grants from the federal Office of EducationalResearch and Improvement. The grants are designed tofoster collaboration between higher education and localschool districts in an effort to use research to improveteacher education.

CITE brings teachers, university faculty members,and school administrators together to improve theprofessional core of a large teacher program at EMU,a program that recommends more than 1,000 initialelementary and secondary education teaching certifi-cates each year. The Ann Arbor Public Schools, LincolnConsolidated Schools, Ypsilanti School District, andWillow Run Community Schools became the collabo-rating districts because a majority of EMU studentscomplete their field experiences in these districts.

The CITE program consists of three key elementsthat together define its innovative character: (1) theintegration of contemporary research into a newlyrevised teacher-education program, specifically intothree core courses (Curriculum and Methods, Measure-ment and Evaluation, and Social Aspects of Teaching);(2) the development of a set of collaboratively designedfield experience activities that are based on contemporaryresearch; and (3) the creation of collaborative roles andstructures that will elevate and enhance the relationshipsbetween the university and the school districts.

The major goal of the CITE program is to developreflective pedagogical thinking in third-year educationstudents. EMU students are encouraged to use theresearch-based concepts and principles taught in thethree core courses in a reflective manner when makingdecisions about classroom events. The major premise isthat students need to begin to consider the classroomand social conditions that influence the application ofresearch-based knowledge, and not merdy to havestudents go out to classrooms to perform teaching skillsin a routine manner.

lb participate in CITE, students must enroll in theblock core classes. In addition, students go to a CITEclassroom teacher educator's school for a half-day eachweek to conduct activities assigned by their professors.While on site, the students are encouraged to experimentwith certain teaching and learning concepts and toanalyze lessons in light of student characteristics, schoolsettings, and districts. The field assignments, developed


by classroom teachers and university faculty, arestructured to facilitate this experimentation and analysis.These field assignments are continuously evaluated andrewritten by the classroom teachers and faculty so asto incorporate the most recent eesearch findings. Theculminating activity is a week-long mini-unit. Thestudent works all semester with professors and theclassroom teacher to develop ideas, materials, and plansfor this week.

A collaborative research team is involved incontinuous evaluation of the program. The team hasdeveloped an interview technique and a framework forcoding reflective pedagogical thinking. The student datais encouraging. In addition, more than 80 percent of thestudents expressed great satisfaction with the CITEprogram. Moreover, 96 percent of the classroom teachereducators saw a great benefit for EMU students and forthemselves. Teachers reported that they appreciated theopportunity to make a valuable contribution to thepreparation of teachers. They enjoyed assisting teachersas they begin their careers. In addition, they appreciatedthe collegiality afforded them by their participation inCITE. The CITE professors find the most satisfying aspectto be the ease with which course concepts can be takento a deeper level.

In 1988, Eastern Michigan University received theAmerican Association of Colleges for Teacher Education'sDistinguished Achievement Award for Using Researchin Teacher Education for the CI1E program.

CONTACT:Amy B. ColtonProject Director, CITEEastern Michigan University234 Boone HallYpsilanti, MI 48197(313) 487-2058

NORTHERN ARIZONA UNIVERSITYProgram for Learning Competent TeachingReference Number: 21064

Experiential programs, such as the one described below,have different objectives and goals from traditional on-campus classes. Semester goals are concerned withhelping students learn teaching skills. On-campus classesprovide information designed to help students laterwhen they start their classroom teaching experiences.These different goals result in different objectives anda completely different orientation.

In cooperation with Flagstaff Public Schools,Northern Arizona University has developed an alterna-

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tive track for elementary education majors called theProgram for Learning Competent Teaching. Now in itsfifth year, this program has been extended to coverpractically all of a student's required education coursesin two semesters. These blocks emphasize the personaland professional growth of students through a combi-nation of classroom teaching and academic learning.Students learn teaching skills by teaching daily underthe supervision of classroom teachers and universitypersonnel. They also participate in lectures, seminars,and demonstrations on-site.

Several aspects of this program are distinctive. BlockI content includes the various method courses relatedto language arts, bilingual teaching, and integration ofmusic, art, dance, and drama with academic learning.In the experiential part, the major emphasis is onclassroom teaching procedures and teacher-childinteraction.

Block II, the second semester, includes coursesrelated to science, mathematics, and social studiesteaching. Students are expected to demonstrateadvanced teaching techniques and teacher-childinteraction skills. A heavy emphasis is placed on personaldevelopment as measured by Perry's Scale and profes-sional development along the lines of David Berliner'steaching stages.

Student teaching is a continuation of the program.Students are evaluated on the basis of their teachingproficiency and encouraged to continue their personaland professional growth according to an individualgrowth plan. Contact with graduates will be by meansof a newsletter, now in the planning stage.

Student acceptance of the program has been verystrong, since all students are volunteers. Public schoolacceptance has been outstanding, with recruitingdirected specifically toward Block students in some cases.

CONTACT:Dr. Margaret HatcherAssociate Executive DirectorCenter for Excellence in EducationNorthern Arizona UniversityBox 5774Flagstaff, AZ 86011(602) 523-2641

UNIVERSITY OF LOUISVILLECenter for the Collaborative Advancement of theTeaching ProfessionReference Number: 20419

The Center for the Collaborative Advancement of theTeaching Profession, housed in the University of

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Louisville's School of Education, was designated in 1987as one of Kentucky's five statewide centers for excellencein education. Center activities are helping to establishprofessional-development schools in cooperation withlocal schools, supporting new efforts in collaborativeclassroom research and professional development,restructuring the School of Education's teacher-education curriculum in line with the recommendationsof the Holmes Group and other reform reports, anddesigning alternative programs to attract minority andsecond-career candidates to the field of teaching.

The center is funded by the Kentucky Council onHigher Education and serves the students and facultymembers of the School of Education and other units ofthe university, as well as the personnel and studentsof the Jefferson County Public Schools (JCPS) and otherschool districts in the university's service area.

Codirected by Raphael 0. Nystrand, dean of theSchool of Education, and Terry Brooks, administrativeliaison of the JCPS/Gheens Professional DevelopmentAcademy, the center's purpose is to implement changesin teacher education in concert with efforts to changethe conditions of teaching. The marriage between theSchool of Education and local schools, which character-izes the more than 20 center programs, ensures thatquestions of teacher-education reform are consideredwithin the context of the teaching profession and notsimply as matters of independent curricular change.

The day-to-day operation of the center is overseenby a steering committee comprised of university andJCPS administrators and faculty members. The center'sadvisory board, whose membership also consists of across-section of university and school district represen-tatives (both jcps and other systems), assists indetermining priorities, programs, and policies for thecenter.

Guided by the recommendations of the reports bythe Carnegie Forum on Education and the Economy andby the Holmes Group, the center is supporting modelextended and alternative programs in the areas ofelementary, secondary, and special education. Theseprograms are intended as a means of recruiting ablecandidates who may have pursued other careers first.In keeping with the philosophy of the professional-development schools, these teacher candidates work onteams comprised of experienced teachers, principals, andfaculty members from the School of Education. Theseprograms emphasize the integration of field experiences,content-area study, and pedagogy.

The center has also created six clinical instructorpositions. These teachers and administrators worktoward their Ed.D. degrees at the university, assist atJCPS school sites involved in school-restructuring efforts,teach introductory education courses in the Departments

of Early/Middle Childhood and Secondary Educationand supervise student teachers in those departments.They serve an important liaison function between theschool system and the university.

Ongoing evaluations of center programs areconducted by a university faculty member in the Schoolof Education's Foundations of Education Department.In the spring of 1986, a survey was administered to allteachers and administrators in the JCPS professional-development schools. The results yielded significantinsights on such factors as teachers' sense of efficacyand empowerment as a result of some structural changesin the professional-development schools.

CONTACT:Dr. Raphael 0. NystrandDean, School of EducationUniversity of LouisvilleLouisville, KY 40292(502) 588-6411

UNIVERSITY OF PENNSYLVANIAArchitecture in EducationProgram of thePhiladelphia Foundation for ArchitectureReference Number: 20547

Architecture in Education is a program that allows anarchitecture student to explore the values and methodsof teaching school children about the "built" environ-ment, to provide an important public service, and toorganize the theoretical and practical training the studenthas received in a way that heightens learning. Workingas part of a team with a classroom teacher and a practicingarchitect, the student develops weekly lesson plans andleads the class through exercises, field trips, andpresentations designed by the team. A final report isrequired.

Architecture in Education was initiated to increasevisual literacy and to educate future dedsion makersabout the elements that shape their surroundings. Theprogram was developed for Philadelphia-area schools,grades K-12. The goal of the program is to help studentsappreciate and understand the "built" environment, itshistory, and its relationship to other civilizations andcultures. It has been a successful program to a greatextent due to its unique capability to work within theestablished curriculum and across all disciplines, agelevels, and types of classes. The program has been usedin history, art, language arts, and science classes. Forexample, a course in social studies might include cityplanning exercises, or a math class might includeactivities on structures or mapping. It also reaches giftedand handicapped learners.

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Architecture in Education uses a team approach; thatis, a volunteer architect, planner, preservationist, orlandscape architect and a university student work witha teacher to develop an eight-week course. Classes meetonce a week for 11/2-2 hours. Each course varies anddepends on the unique composition of the team. As aresult, classes can address a range of topics relating tocitiesplanning and design, the history of neighbor-hoods, or structures and materialsin math, science,social studies, and language arts classes.

Certain basic concepts and goals are prescribed forlesson plan development under three main headings:perceptual, social, and technological. For example, oftenthe architects and architecture students will engage theyounger students in a discussion to encourage anaesthetic awareness of their neighborhood or the largerworld around them, or the students are encouraged tokeep a journal. Many groups devote one class to aneighborhood walk with picture taking or some otherexercise in which students often explore architecturaldetails, conduct their own oral histories, or examinemapping techniques.

Another positive outcome is that university studentswho work in the program often return as architects.University students are drawn from the graduatearchitecture program at the University of Pennsylvaniaand its undergraduate program in the Design of theEnvironment. Students receive credit and must turn ina notebook at the end of the course.

CONTACT:Lee CopelandDean, Graduate School of Fine ArtsUniversity of Pennsylvania34th and Spruce StreetsPhiladelphia, PA 19104(215) 898-8321

UNIVERSITY OF NEW ORLEANSPortal School Collaborative Project in Reading/Language ArtsReference Number: 20356

In January 1986, the University of New Orleans and theNew Orleans Public Schools established the Portal SchoolCollaborative Project in Reading/Language Arts as aneffort to strengthen teacher training and learning inurban elementary schools. The Portal School projectassists preservice teachers in developing a knowledgebase for the teaching of reading/language arts andlearning to think reflectively upon the teaching ofreading/language arts. The project assists inserviceteachers by demonstrating current, research-based

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instructional strategies and providing elementary at-riskstudents with enhanced opportunities for learning/literacy development. Through the Portal School project,University of New Orleans faculty members and publicschool teachers join in the preparation of teachers.University students receive six hours of course creditin reading and language arts methodology.

Financial support for this project has been minimal.The university provides payment for a public schoolteacher to serve as adjunct faculty for one of themethodology courses and as the liaison between theteachers in the school and the university faculty membersand students. The public schooi system provides a site.Any other costs involved (e.g., survey and personalitymeasurements needed for research projects; art suppliesused in teaching; travel to and from the school site) havebeen absorbed by the faculty members and studentteachers involved in the course.

Research has shown that the program enhancespreservice teachers' professional growth, especially theirreflective-thinking abilities. More specifically, separateresearch studies over the semesters the project has beenin existence have shown the following:(1) More hours (52) of teaching experience for preservice

teachers in natural school settings is more effectivethan fewer hours (10).

(2) Distinct developmental stages exist in preserviceteachers' reflective abilities.

(3) Preservice teachers enter teacher-education programswith differing abilities to think reflectively.

(4) Reflective thinking can be enhanced using particularstrategies such as dialogue journals.

(5) Teaching beliefs can be influenced by the type ofteacher-training experiences provided.

(6) Particular psychological and personality characteris-tics separate reflective persons from nonreflectivepersons.

Encouraged by the success of the Portal Schoolproject, a new dimension examining its benefits toelementary school children and classroom teachers isbeing developed in the hopes of securing state fundingfor the continuation of the project. New research woulddirectly examine the benefits of the project on theinterests and attitudes of at-risk children toward readingand language arts, their oral and written languageabilities, and their reading ability; it would also examineits impact on classroom teachers' increased knowledgeand presentation of research-based instructionalstrategies for reading/language arts lessons.

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CONTACT:Dr. Joan P. GipeProfessorUniversity of New OrleansNew Orleans, LA 70148(504) 286-7047

UNIVERSITY OF VERMONTThe CORE ProgramReference Number: 20325

The CORE partnership involves three elementary schoolsand a series of secondary school sites. In 1984, COREwas revised to include a nine-credit required coursesequence for prospective education majors before theirentry into the professional program. One three-creditfield experience course was built into CORE in orderto provide a hands-on, university-supervised, feedback-rich school experience for prospective majors. The course,Teachers and the Teaching Process (Ed 56), has becomeknown as CORE to colleagues in the field.

CORE is not a participation course in traditionalterms. Originally, campus-based faculty met with facultyfrom five schools to present ideas fundamental to Ed56 and to enlist support and participation. The Ed 56experience was guided by several assumptions:(1) Each school site's faculty would influence the design

of the Ed 56 experience on its site. Withoutparticipation of local school faculty, the universitywould not run the course. The school faculty membershad to experience ownership in teacher education.

(2) The experience would be contextually sensitive.Though there would be several common requirementsacross sites, the experience of each site would reflectthe specific site.

(3) University faculty would be on site wheneverstudents were on site. Faculty would be visible andparticipatory in the experience.

(4) Schools would be compensated for their contributionto teacher education.

(5) Public school teachers would have input into theprofessional quality of preservice students and wouldhave a voice in the acceptance of these students intothe professional course sequence.

(6) Internal funding would be sought to support theprogram, even though it was going to create a largerbudget than the usual campus-based offering.

During the course experience, the students complete10 observations structured by the CORE faculty andadapted to each school, carry on a reflective journaldialogue with their CORE instructors (tenured facultymembers at the university), work with students in their

elementary classrooms, interview school supportpersonnel extensively, and complete a professionalproject integrating research with an issue or problemthey identify as present at their field site.

Since the beginning of the CORE experience, severalchanges have occurred. Budgetary recessions within thecollege and department have caused certain costs to beshifted to the students. Currently, the elementary portionof the program is following the original model. A verysuccessful secondary site was closed after two years ofoperation because the university could not provideincentives at the original level of support. The secondarymodel has reverted to the more traditional passiveobservation mode. No middle school site currently existsbecause of external issues that affected the program.

Over the six years of the program, every sophomoreapplying to the teacher-education program has had theCORE experience. To date, this includes more than 400elementary education students and 140 secondaryeducation students. Some 75 public school teachers aredirectly involved with the program each semester.Principals serve as the lead public school contact at eachsite. Involved school personnel have become vocalsupporters of the internship experience and have voicedtheir support at politically useful times. More than 95percent of the students report that the experience ishighly useful to them in making their professionalprogram choice; the experience helps their decisionmaking because they feel the level of commitmentrequired by the career. The original team included onefaculty member and several graduate students. The entireteam now is tenure-line faculty.

The project is funded through the general budgetand a student fee. The costs include transportation tosites and a blanket grant to each school for itsparticipation. While small, the grant money is directlyfed to the participating teachers and is used in curricularefforts available to the university students.

Assessmen, of teacher participants indicates asubstantial commitment to the project. It allows themto express a commitment to the profession by demon-strating and explicating their choices as teachers in theday-to-day immediacy of their teaching lives. Theirdialogue with the students communicates a realisticviewpoint about the profession to students on the vergeof committing to a professional program. Combined withan ongoing seminar focusing on the school experience,the program offers the students a high level ofinformation about teaching as a potential career.

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CONTACT:Charles RathboneAssociate ProfessorUniversity of Vermont534B Waterman BuildingBurlington, VT 05405(802) 656-3356

SAN DIEGO STATE UNIVERSITYLa Mesa Middle School PartnershipReference Number: 20520

In 1984, San Diego State University and the La Mesa-Spring Valley School District's La Mesa Middle Schoolbegan a collaborative effort to improve the teachingeffectiveness and the pedagogical skills of both preserviceand inservice teachers. The purpose of this united effortis to attract, train, and retrain the middle school teachersneeded for the future.

Because California does not have a separatecredential for middle school teachers, and few preserviceteachers select the middle grades as their first choice,establishing an on-site teacher-education program on amiddle school campus seemed a logical way to introduceaspiring secondary teachers to the world of earlyadolescents.

The program's strengths have been many, includingthe following:(1) The planning and implementation of both teacher-

education curricula and school-site instructionalstrategies have been done by university faculty,district teachers, and administrators.

(2) Available research and professional experience inareas such as cooperative learning, peer coaching,clinical supervision, and middle school philosophyand organization have been used.

(3) Experienced teachers have been used as mentors toprovide support and assistance to teacher candidates.

(4) There has been a focus on teacher candidates,teachers, administrators, and university facultymaking decisions collaboratively on providingeffective learning environments for pre-adolescents.

Although the program has not received any specialfunding or financial support through grants or other softdollars, its development was encouraged by the recentsurge of reform reports that have persuaded colleges tojoin forces with school districts to improve teachertraining. This model program was designed to capitalimon that research. To date, participants in the programhave included 267 preservice teachers, 49 middle schoolfaculty members, 13 middle school staff members, and9 university faculty members and administrators. The

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program fosters an ongoing, effective, and systematicexchange of professional expertise, issues, and interestsamong the participants as partners in the training ofmiddle school teachers.

CONTACT:Clifford P. BeeProfessor of EducationSan Diego State University5300 Campanile DriveSan Diego, CA 92182(619) 594-6086

WINONA STATE UNIVERSITYWSU/ISD 535 Graduate Induction ProgramReference Number: 20249

The WSU/ISD 535 Graduate Induction Program is apartnership that provides an excharge of servicesbetween Winona State University (WSU) and Rochester(Minnesota) Public Schools. The program allows 15graduate students from Winona State to enter Roches-ter's elementary classrooms as graduate teaching fellows.

Each graduate fellow assumes full responsibility foran elementary classroom, as would any other beginningteacher. All fellows have completed Minnesota licensurerequirements. The Graduate Induction Program givesthem credit for one year of teaching experience. Duringtwo summers and three quarters, they receive afellowship and tuition waivers for credits leading to amaster of science in education.

Placing graduate fellows in Rochester classroomsfrees the regular classroom teachers to serve as clinicalsupervisors or curriculum associates. The clinicalsupervisors coach the fellows in self-identified areas ofgrowth, using collected data in a nonevaluative approach;other responsibilities include consultations, demonstra-tion teaching, instructional feedback, and emotionalsupport. The clinical supervisors serve as members ofthe Winona State University team of supervisors andas liaisons between fellows, school principals, programcoordinators, and the university faculty. They alsosupervise newly hired teachers and student teachersthroughout the Rochester School District.

Curriculum associates work on school districtcurriculum projects with instructional specialists fromRochester Public School These projects involvecurriculum planning, development, implementation, andevaluation. Curriculum associates also work with theclinical supervisors in providing the graduate fellowswith inservice training and instruction.

Winona State University and Rochester PublicSchools share program coordinators. They work directly

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with the clinical supervisors, curriculum associates, andgraduate fellows as resources, primary-support persons,and course instructors. Their additional responsibilitiesinclude program planning, recruitment, programadministration, and liaison work between Winona StateUniversity and Rochester Public Schools.

Central to the program's operation is the exchangeof services made possible by the unique restructuringof the university's and the school district's personneland monies. The program is sustained through reallo-cation of current resources (dollars/staff) and is notdependent on outside funding or additional districtfunding.

Various evaluation procedures are used to monitorthe program, such as surveys of current and pastparticipants and follow-up studies of graduate fellowswho have obtained full-time teaching positions.

In February 1989, the Graduate Induction Programreceived the Minnesota Governor's Award for Excellence.

CONTACT:Dr. Lora KnutsonCoordinator, Graduate Induction ProgramWinona State UniversityHighway 14 EastRochester, MN 55904(507) 287-2199

OKLAHOMA STATE UNIVERSITYThe Oklahoma Cooperative for ClinicalExperiences in Teacher Education (OCCETE)Reference Number: 20222

The Oklahoma Coopentive for Clinical Experiences inTeacher Education (OCCETE) is committed to cooper-ation among Tulsa Public Schools, member universities,the Oklahoma State Department of Education, profes-sional teacher-education organizations, and the Tulsacommunity in developing and implementing systematicclinical experiences in teacher education in Tulsa publicschools. The consortium of five Oklahoma universitiesand the Tulsa Public School System is committed to theimprovement of teacher education and to qualityeducation.

The purpose of OCCETE is to develop and imple-ment systematic clinical experiences in teacher educationin the Tulsa public schools. To accomplish this, OCCETEis governed by an advisory board that has set upcommittees on education, finance, governance, place-ment, and evaluation. These committees work togetherto make recommendations to the OCCETE advisoryboard in implementing clinical experiences. OCCETE isdedicated to, and given the responsibility of, giving

undergraduate students the best possible theoreticalbase in teacher education, along with realistic fieldexperiences and practices that prepare students forsuccessful career,; in teaching.

Two program areas that require a lot of the OCCETEboard's activities are student teaching and early lab andclinical experiences. As the state of Oklahoma requiresat least 45 clock hours of early lab and clinical experiencesbefore student teacning, the board is active in ensuringa proper placement with cooperating teachers in theschool district to provide a rewarding experience for eachstudent. On student teaching, workshops are conductedto help the student teacher achieve the full benefit ofthe classroom experience. Programs are also presentedfor the entry-year teacher, as well as ongoing inservicestaff development for the cooperating teacher.

Specific goals have been developed for assessing thequality of clinical experiences, and evaluations of theseactivities are made each semester. The OCCETE boarduses its own procedures to evaluate each of its programs.Recommendations are made to the board as well as tothe participating universities.

The board has established an effective committeestructure that involves it in active research and inimpleme: ting inservice and preservice activities. Datahave shown the OCCETE programs are properlydeveloped and administered by the member institutionsand the Tulsa Public Schools. OCCETE has goals thatare clearly stated and are evaluated each semester andyearly. These goals are research-based and adaptable byother teacher-education programs.

CONTACT:Dr. Steve MarksCoordinator, Clinical ExperienceOklahoma State University101 6UStillwater, OK 74078(405) 744-6252

CALIFORNIA STATE UNIVERSITY,HAYWARDOakland/California State University, Hayward,New Teacher Support ProjectReference Number: 20396

The Oakland Unified School District/California StateUniversity, Hayward, New Teacher Support Project isfunded by a grant from the chancellor's office of theCalifornia State University and the California StateDepartment of Education to increase the retention ofbeginning inner-city teachers. The pilot project served25 new elementary and secondary teachers in each of


its first two years. In 1988-89, it became district-wideand served approximately 200 new Oakland teachers.

Under the project, teachers with less than one yearof experience are paired with a teacher-consultant at theirsite. The new teacher receives four released days toobserve other teachers or to visit resource centers, whilethe teacher-consultant receives two released days. Bothnew teachers and consultants receive a $200 professionalmaterials stipend. In addition, new teachers attend amonthly elementary or secondary network meeting andmay receive crisis help from on-call district mentorteachers. Orientation Materials and support are providedat the beginning of the year.

Teachers with less than a year of experience whoare clustered at one of 10 inner-city schools receive twoadditional days of released time plus biweekly visits froma university consultant from the university's teacher-education program. New teachers with more than oneyear of experience are invited to attend network meetingsand they receive mentor assistance as neeaed. No directindividual support is provided.

The Oakland/Cal State, Hayward, New TeacherSupport Project is jointly administered by the Oaklandcoordinator of staff development and a Cal State professorof teacher educdtion. Management of different compo-nents of the program is carried out by a team of mentorsand post-mentors.

Project evaluation from the first two years forteachers receiving the most intensive level of supportshow a retention rate of 86 percent, as compared withother studies of new inner-city teachers reporting 60percent. In addition, judgments of classroom effective-ness by both principals and external evaluators weresignificantly higher for project teachers than for acomparison group of Oakland teachers. In 1988, the NewTeacher Support Project received the American Associ-ation of Colleges for Teacher Education's DistinguishedProgram Honorable Mention. Because of the project'ssuccess, the California state legislature extended itsfunding beyond the three pilot years to a fourthmaintenance year.

As an outgrowth of the project, two inner-cityelementary induction schools are being developed jointlyby Oakland and Cal State, Hayward. These schools willalso serve as intern sites for Cal State's new Urban InternProgram and a staff-development site for Oakland.

CONTACT:Louise B. WatersAssociate Professor, Teacher EducationCalifornia State University, HaywardHayward, CA 94542(415) 881-3009

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CLEVELAND STATE UNIVERSITYTeacher Induction ProgramReference Number: 21055

Cleveland State University (CSU) faculty introduced theTeacher Induction Program because they felt that first-year teachers are often left alone to devise survival tacticsduring their crucial early career stages. The program wasdesigned to help new teachers learn from experiencedteachers what to expect and how to handle variousclassroom situations. It also addresses the need forprofessional peer contacts.

The program consists of seminars on the CSUcampus. All local school systems are invited toparticipate. Each seminar is conducted in a workshopformat by four master teachers currently teaching in areaschools. All four course instructors have taught for oneyear at CSU as visiting instructors and ale selected toparticipate in the program. Each master teacherrepresents one of the four major teaching levels: earlychildhood, primary/intermediate elementary grades,middle school/junior high school, and secondary school.The curriculum covers five areas: management, directinstruction, home-school relationships (strategies forworking with parents and community groups), profes-sional behavior, and extracurricular activities. Thedelivery system for information and class discussion isdecided by the master teachers in conjunction with theparticipating new teachers.

By 1989, the program had served more than 150 first-year teachers, all of whom were unanimous in theirenthusiasm for the program assistance. All of theparticipants commented on the freedom provided bygoing to the CSU campus for discussion. Many said theseminars were a safety net that helped them survivetheir excitingbut often difficultfirst year. Many ofthe teachers developed social and professional relation-ships with their peers, which let them share experienceswith other teachers who were having the same problems.

CONTACT:Dr. Thomas W. FrewAssociate Dean, College of EducationCleveland State University1983 East 24th StreetCleveland, OH 44115(216) 687-3737


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HOWARD UNIVERSITYIntern-Mentor ProgramReference Number: 20382

Since 1986, Howard University's School of Education hascollaborated with the District of Columbia Public SchoolSystem in implementation of its Intern-Mentor Program.This program offers professional development to theschool system's beginning classroom teachers at the earlychildhood, elementary, and secondary levels.

Teachers in the program are afforded 12 hours ofgraduate study that can be applied to a master's degreein early childhood education, reading, or secondarycurriculum and teaching with concentrations in science,English, or social studies. By consortium arrangement,these credits are also transferable to master's programsat The George Washington University, Trinity University,the University of the District of Columbia, The AmericanUniversity, and Catholic University. Approximately 100interns and master teachers (called mentors) participatewith Howard each year. Howard faculty provide thetheory and subject-matter understanding to enhanceteaching effectiveness, and the mentors guide internsthrough actual classroom instruction. Both Howardfaculty and mentors visit classrooms to coach and toprovide support that teachers new in the D.C. systemneed to develop expertise and gain confidence. Classesare held on site in several D.C. public school buildings.

The internship is required of all new teachers andis included in the two-year probationary period beforeteacher tenure is granted. The cost of the program isborne partially by the school system and throughreduced tuition of $500 per three-hour course offeredby Howard University. The Intern/Mentor Program isa valuable recruitment incentive because it guaranteesnot only that beginning teachers will be assisted indeveloping professional teaching competency but alsothat more of them will remain in the system becausethey are effective. The financial assistance in obtainingthe master's degree also motivates them to continue,and thus increases their opportunities for upwardmobility and salary increments.

CONTACT:Dr. Rosa Trapp-DailAssociate Professor, Early Childhood EducationHoward UniversityWashington, DC 20059(202) 623-7343

STATE UNIVERSITY OF NEW YORKCOLLEGE AT PLATTSBURGHNorth Country Mentor/Intern Teacher ConsortiumReference Number: 20215

The North Country Mentor/Intern Teacher Consortiumwas created as an outgrowth of the pilot mentor/internteacher grant initially funded in 1987 by the New YorkState Education Department. This school-collegepartnership enabled four rural-based school districts toestablish a network of programs and resources for easingthe career transition of beginning teachers. The projectlinks the resources of SUNY-Plattsburgh, the NorthCountry Teacher Resource Center, four school districts,and the teacher associations within the districts.

In the program's first three years, 25 beginningteachers and 25 mentor teachers have participated inconsortium activities. The following objectives providedthe consortium's direction:(1) Improve the teaching performance of beginning

teachers.(2) Maximize the use of professional resources.(3) Improve opportunities for increased professional

growth and development through collaborationamong all constituencies.

(4) Improve understanding and support of NorthCountry mentor/intern programs among colleaguesand the community.The university provides both the project training

and evaluation expertise, while the teacher center isresponsible for organizing the activities. The project ismonitored by an advisory committee comprised ofsuperintendents, association presidents, and training andevaluation consultants from the university. In addition,four university professors serve as college connectors toeach of the four participating districts. The connectorsassist both interns and mentors at the local school siteas well as at the consortium level.

The consortium allowed interns to accelerate theirprofessional development and gain confidence in theirteaching skills. Mentors improved their teachingperformance and were given the time to reflect onteaching. Consortium members benefited from improvedcommunication through teacher/faculty networking, andthey achieved greater use of human and materialresources.

The effectiveness of this school-college partnershipcontinues to increase as more school districts join theconsortium. In rural upstate New York, the Mentor/InternTeacher project is maximizing access and using theprofessional resources of the university, the publicschools. and the teacher centcr to enhanie the growthof beginning teachers and mentors.


CONTACT:Dr. Michael P. WolfeDirector, Center for Teacher EducationState University of New York at Plattsburgh400 Sibley HallPlattsburgh, NY 12901(518) 564-2122

NEW YORK INSTITUTE OF TECHNOLOGYNYIT School Partnership with the New York StateEducation DepartmentReference Number: 20211

The New York Institute of Technology's (NYIT)partnership with the New York State EducationDepartment focuses on the professional development ofnovice elementary and secondary public school teachersin the Long Island area. Teacher Opportunity Corps(TOC) graduate fellowships are provided to 100provisionally certified teachers recommended by theirdistrict superintendents and principals. TOC teachersserving at-risk populations will become instructional-system design specialists through a 37-credit master ofscience in training and learning technology; they willalso receive permanent New York State teachercertification. Priority for fellowship awards is given toindividuals from groups historically underrepresentedin the teaching profession. Thus, the Teacher Opportu-nity Corps provides two particular benefits for thoseinvolved.

First, TOC is another excellent effort by the stateeducation department and NYIT to come to grips withone of the most critical and urgent of today's educationalproblemsthe student dropout crisis. Students at riskare those who are in danger of failing academically orof dropping out of school before achieving a high schooldiploma. The TOC program aims to train new teachers,who have not yet attained their master's degree andpermanent certification, to become specialists in meetingthe needs of at-risk students.

Second, the TOC program aims to increase thenumber of minority teachers working as professionalsin elementary and high school classrooms. To bring moreminority teachers into the profession, first considerationfor a TOC fellowship is given to minority applicants.

The TOC fellows' thesis project has a practicalaspect. Participants develop a complete instructionalsequence to be used in their own classroom in helpingat-risk students. The very practicality of the thesis projectmotivates the fellowship teachers not only to completethe thesis assignment but also to take it back with themto the classroom setting.

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The 'TOC program's $200,000 annual budget issupported equally by funds from NYIT and New YorkState. An advisory committee from participating publicschool districts assures an effective partnership.

CONTACT:Dr. Adrienne O'BrienDean, School of Media and ArtsNew York Institute of TechnologyFrench Chateau, Room 101Old Westbury, NY 11568(516) 686-7700

NORTH CAROLINA STATE UNIVERSITYBeginning Teacher: A Collaborative ModelReference Number: 20952

As a result of state legislation creating a two-yearprobationary period for beginning teachers, NorthCarolina State University's College of Education andPsychology created a unique extension professorshipposition. The goal of the appointment was to developa collaborative between the university and a number ofschool districts that would provide schools with acurriculum in developmental instructional supervision,a program for experienced teachers as mentors, and aprogram to select experienced teachers to becomementor educators/clinical professors. A further goal wasto build a network of school personnel to maintain andextend the program.

The model has been tested in six school districtsrepresenting the full range of size, socioeconomicbackground, and ethnic diversity. Evaluations indicatethat the model program has produced a cadre of teachereducators from the schools N40), a number of trainedmentor teachers (N500), and a functioning network, allwithin a three-year period. There is an interest in themodel by other institutions of higher education and stateand national professional groups.

The extension professorship model was based onthe results of national surveys indicating the need forfield-based, job-embedded, theoretically sound programsthat fit the needs of the school district personnel. Suchinstruction should also be carried out by universitypersonnel who have high credibility with both schoolsand universities. Due to the success of the program, andas a result of external funding, the model will be adaptedto the student-teaching component of the collaborative.The budget requirements are modest.

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CONTACT:Dr. Lois Thies-SprinthallAssociate ProfessorNorth Carolina State UniversityBox 7801 402 PoeRaleigh. NC 27695(919) 737-3221

UNIVERSITY OF WISCONSIN-WHITEWATERTeacher Assistance ProgramReference Number: 21120

The Teacher Assistance Program at the University ofWisconsin-Whitewater focuses on providing assistanceand support for first-year teachers. Participatingadministrators screen and select inexperienced teachers.When the first-year teacher signs a contract to participate,a team is formed consisting of an administrator of thelocal school, a mentor teacher teaching in the samesubject/grade level as the first-year teacher, and the first-year teacher. The university provides a consultant to eachteam.

Mentors complete the three-credit graduate coursePrinciples of Mentoring in the first semester and havethe option of a second-semester course, Enhancing theRole of the Mentor. Mentors become certified by theuniversity after completing the coursework andattending all the seminars. Once certified, mentors arenot required to take additional coursework.

First-year teachers enroll for three credits persemester, which can be applied toward a graduate degreeand used for licensure renewal in the state of Wisconsin.First-year teachers complete a professional growth planunder the guidance of the team. The professional growthplan assists the new teachers in identifying their concernsabout teaching and in organizing those concerns intomajor categories. The plan becomes a continuousworking document throughout the first year. Throughthe plan, each first-year teacher is encouraged to seekassistance from the mentor, faculty, and the principalat daily/weekly conferences. Additional support andassistance are provided by a university consultant inon-site meetings with the team.

Seminars are held monthly for all team membersand focus on common concerns of first-year teachers.Seminar topics have included classroom management,parent conferencing, motivation, techniques fur teaching,time management, learning modalities, and coping skills.

An experimental design involving 12 first-yearteachers and a control group of 12 nonparticipating first-year teachers was developed to evaluate the program,

All of the program participants completed their first yearof teaching, while only 10 of the 12 control group teacherscompleted their first year. Seventy-five percent of theprogram participants indicated they planned to beteaching in five years, while only 25 percent of the controlgroup indicated they had the same plans.

Other significant findings of the program:(1) Participating first-year teachers view teaching as

student/learner-centered, while the nonparticipantsview teaching more globally.

(2) Administrators reported fewer problems, disciplinereferrals, and staff and parent complaints withpfitticipating first-year teachers compared withnonparticipants.

(3) Mentor teachers said that they would work in theprogram and subsequent research and that theprogram had been beneficial to them due to theprofessional challenge, renewal, and recognition.Mentors reported the seminars were of special help.The Teacher Assistance Program was cited in 1980

by the Educational Testing Service as one of 20 exemplaryprograms for first-year teachers in the nation; theWisconsin Association of leacher Educators named theprogram its Wisconsin Program of the Year in 1984; theAmerican Association of State Colleges and Universitiesawarded the program its Showcase for Excellence Awardin 1985; and task force reports from the WisconsinDepartment of Public Instruction and the University ofWisconsin's Central Administration recommended sucha program of induction for all beginning teachers inWisconsin.

CONTACT:Dr. Dorothy TiedeCoordinator, Teacher Assistance Program2042 Winther HallUniversity of Wisconsin-WhitewaterWhitewater, WI 53190(414) 472-1895

SAN DIEGO STATE UNIVERSITYIHE/LEA Program for Teacher Retention andProfessional DevelopmentReference Number: 20346

Nationally, 50 percent of new teachers hired leave theprofession within the first five years, most of them afterthe first year or two. While this is happening, California'sschool-aged population is growing by 142,000 per year.Most of these children are in Southern California, andthe majority of them are LEP/FEP students, The state'steacher-training institutions cannot produce enoughnew teachers to meet this demand; hence, something


has to be done to increase teacher retention andprofessional development.

The IHE/LEA Program for Teacher Retention andProfessional Development, a collaborative effort toimprove training and upgrading of teacher skills witha view toward also increasing retention, has beenestablished as a major goal between three San DiegoCounty school districts and San Diego State University(SDSU). By the end of the project, all of the county'sschool districts will be involved. In this project, San DiegoState University will provide a training program, asdeveloped by the participating LEAs and the advisorycouncil.

Further goals were established in this collaborativeprocess. One goal was to improve classroom capabilitiesfor teachers of LEP/FEP children through the state'sProfessional Development Plan, which mandates 150hours of training per year. Development of this planbetween teachers and the LEAs provides direction forSDSU. Further, the plan should facilitate retentionthrough improved classroom skills, while increasingopportunities for career advancement so that teachersremain in the field of education.

Even more critical is the retention of new teachersthose in their induction year. A successful model for anInduction Year Program for regular classroom teachershas been developed at SDSU and will be adaptedspecifically for first-year teachers working with LEPchildren. A cluster leader approach will be used, withspecific instruction provided for the leaders to use withnew teachers in their schools.

CONTACT:Richard PachecoProfessor and Program DirectorSan Diego State UniversitySan Diego, CA 92182(619) 594-5863

FORT HAYS STATE UNIVERSITYSpecial Education Endorsement ProjectReference Number: 20179

The Special Education Endorsement Project was initiatedin 1986 as a joint effort by local public school admin-istrations and Fort Hays State University (FHSU) toaddress recruitment and retention of qualified special-education teachers. Experience had demonstrated thatfew qualified special-education teachers sought employ-ment in rural southwestern Kansas, and those who didtake a job did not stay long. The extreme shortage thatresulted made it imperative to develop a local sourceof qualified local teachers. Many persons in that area

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with baccalaureate, general education credentials werenot teaching. Most of these individuals were not ableto go to a university site for the coursework requiredfor the endorsement in special education.

The state of Kansas requires specific competenciesfor initial provisional endorsement in special education.The Department of Special Education at Fort Hays StateUniversity designates five courses (15 hours) to meetthese competencies. To provide this coursework, FHSU,the Ulysses School District, and the High Plains SpecialEducation Cooperative worked collaboratively to bringoff-campus courses to the local site. Two courses of threecredit-hours each were taught in the spring and threeadditional courses (also three credit-hours each) wereoffered during the summer semester. Persons success-fully completing this coursework were eligible forprovisional endorsement in special education.

The local school district and special-educationcooperative provide classroom facilities, practicum sites,special-education students, tr)asptortation for school-aged students where necessa6, an&salary enhancementfor university professors teaching in the summerprogram. FliSU provides faculty, faculty transportation,course content, texts and materials, and credentialing.The project was replicated in the northwest and southcentral areas of the state.

The collaborative provides summer school forspecial-education students and graduate courseworkleading to endorsement in special education forapproximately 35 teachers. Of those completingendorsement in summer 1989, all but two acceptedpositions in the immediate area. Because of theirpreexisting commitment to the area, the probability ofthese teachers staying in their positions is great,strengthening the consistency and quality of specialeducation.

CONTACT:Dr. Ninia SmithChair, Department Special EducationFort Hays State UniversityHays, KS 67601(913) 628-4213

UNIVERSITY OF MASSACHUSETTS ATAMHERSTThe Math English Science Technology EducationProject (MESTEP)Reference Number: 20192

The Math English Science Technology Education Project(MESTEP) is a partnership of the University ofMassachusetts (Amherst School of Education, the


Part Two

University President's Office), Massachusetts publicschools (led by Acton, Lawrence, Boston, Brookline,Framingham, and Concord), and Massachusetts corpo-rations (led by Digital Equipment Corporation, theMassachusetts High Technology Council, and the BostonPrivate Industry Council).

Since its inception in 1983, the project has beenguided by a MESTEP planning board, whose task groupsare involved with recruitment, development, graduatesupport, and placement. The administrative andacademic coordination of MESTEP is centered at theUniversity of Massachusetts's Amherst School ofEducation.

The purpose of the MESTEP partnership is to recruit,select, prepare, place, support, and retain diverse recentcollege graduates with strong academic majors in math,English, or science who are interested ii beginning theircareers by teaching. The partnership seeks to challengeand expand participants' knowledge, skills, andpropensity to be consciously reflective in the areas ofteaching and learning, social justice, and the potentialof new technologies for education.

MESTEP is a secondary certification programapproved by the Massachusetts Department of Educa-tion and is attached to the Secondary Teacher EducationProgram of the School of Education. Each componentof the 15-month combined M.Ed. and certificationprogram is designed to encourage a group of 22 to 24students to work closely in formal and informal rolesand relationships. The cohort-group aspect of theprogram builds a sense of collegiality and support thatis important for beginning teachers as they work toovercome the isolation of teaching.

MESTEP's design allows students to center theirmaster's degree program and beginning teachingexperiences around two paid internships that each takeplace during one semester of the academic year. Thetwo full-time internships allow students to teach for onehalf of the school year and to work in an educationalenvironment in a company setting for the other. Beforeand after the internships, the program immerses studentsin intensive summers of coursework. During the firstsummer, MESTEP candidates spend one month workingclosely together in courses in which they explore andpractice the work of a beginning teacher. Then, theprogram moves to a collaborative summer school, wherethe MESTEP interns student teach in the mornings andintensively plan and develop strategies with experiencedteachers during the afternoons.

The project's recruitment goals, including a 25percent minority participation target, have been met.More than 90 of the program's 123 graduates are currentlyin education, a number far above that reported in a recentstudy by the Massachusetts Institute for Social and

Education Research, which indicated only 17 percent ofnewly certified teachers in Massachusetts teach in thestate during their first five years. Program evaluation isprimarily accomplished through student feedbackgathered from course evaluations and through evalua-tions written at the end of the first summer and uponcompletion of the program. In addition, the program isevaluated by the industry and school supervisors whowork with MESTEP students and by employers ofMESTEP graduates.

CONTACT:Richard J. ClarkDirector, Teacher EducationSchool of EducationUniversity of MassachusettsAmherst, MA 01003(413) 545-1574

STATE UNIVERSITY OF NEW YORKCOLLEGE AT BROCKPORTTeacher Opportunity CorpsReference Number: 20232

The Brockport Teacher Opportunity Corps is a collabor-ative effort of SUNY-College at Brockport, the RochesterCity School District, and Monroe Community Collegeto continue to develop and implement an innovativeprogram focusing on the recruitment, retention, andteacher preparation of individuals from racial and ethnicgroups historically underrepresented in education. Theteacher-preparation program is designed to helpprospective teachers acquire the knowledge, skills, andattitudes to be effective in the middle and elementaryschools of New York State that serve a high concentrationof at-risk youth, particularly the Rochester City SchoolDistrict.

The long-term goal of the program is to developa self-feeding system for the Rochester City SchoolDistrict, in which pupils interested in teaching in theCity School District will be identified and mentoredthrough their public school years, entering a teacher-preparation program either at Monroe CommunityCollege or at SUNY-Brockport, and returning to theRochester district as teachers.

An advisory committee comprised of classroomteachers, college faculty, school district administrators,and college students in SUNY-Brockport's teacher-preparation program guides program development andimplementation that is designed to prepare the futureteachers for successful teaching in urban settings withhigh concentrations of at-risk youth.

The specific objectives for the 1989-90 TOC program


were the following:(1) to recruit and retain a minimum of 25 (and maximum

of 35) minority and/or economically disadvantagedstudents in the urban middle school-level teacher-preparation program;

(2) to expand the SUNY-Brockport TOC program toinclude elementary education students (minimum 5,maximum 10);

(3) to continue the support services and special seminarsfor the program's students that deal with testpreparation, study skills, intervention strategies forat-risk youth, middle school curriculum, cooperativelearning, and cognitive mapping

(4) in conjunction with the Leadership DevelopmentInstitute at SUNY-Brockport, to continue thementoring program that matches students seekingto enter the TOC program with middle schoolstudents in the Rochester district, and to expand thementoring program to include elementary students;

(5) to continue the recruitment component and specialseminars and support services with Monroe Com-munity College;

(6) to establish a formal articulation agreement in teachereducation between Monroe and SUNY-Brockport.

During the 1990-91 year, these objectives were tobe maintained and the following added:(1) to identify a minimum of 10 high school students

in the Rochester City School District who areinterested in a career in teaching

(2) to match the high school students with a TOCprogram student, who would serve as mentor to thehigh school students;

(3) to conduct a two-week program introducing educa-tion and teaching as a career for high school studentsin summer 1991.During the 1991-92 year, these objectives were to

be added:(1) to plan and implement an upward bound teacher-

education program in the middle schools of theRochester City School District;

(2) to match at-risk youth in middle school-leveleducation with the high school students whoparticipated in the 1991 summer program. The highschool students will serve as mentors and tutors forthe middle school students.CONTACT:Dr. Betsy BalzanoProfessor of EducationState University of New York at BrockportBrockport, NY 14420

(716) 395-5549

Part Two

PACE UNIVERSITYPace Teacher Opportunity Corps (TOC)Reference Number: 20265

The Pace Teacher Opportunity Corps (TOC) programresponds to the crisis-level shortage of teachers fromhistorically underrepresented minorities by offeringscholarships, special support services, and clinicalexperiences in New York City classrooms to undergrad-uate teacher-education majors from minority and/oreconomically disadvantaged backgrounds.

The partnership with New York City schools existsin two contexts:(1) Schools are used as a recruitment source, for high .

school seniors with a demonstrated interest ineducation and for paraprofessionals already workingin the system. (A third source, community collegetransfer students, forms the basis for dialogue betweenPace University and the Borough of ManhattanCommunity College, whose objective is a 2+2associate's/bachelor's degree articulation agreementbetween the education programs of the twoinstitutions.)

(2) Schools serve as a placement setting for observationand clinical experiences required of Pace studentsimmediately upon their entry into the Pace TOCprogram. Teachers are paid a stipend to mentor PaceTOC undergraduates during the experience. A specialseminar that provides the opportunity for TOCstudents to trade perceptions on their placementexperiences and to integrate educational theory withpraxis is required of all TOC students.The central experience of the TOC program is the

students' field experience, during which they progressfrom observation of a mentor to hands-on work at anindividual pace. These field experiences benefit TOCstudents in four ways: (1) they offer a live illustrationof good teaching and provide a model of professionalism(the mentor); (2) they provide a setting for practice ofeffective teaching with professional feedback; (3) TOCscholars are exposed to a realistic job preview, againstwhich they can align their professional expectations(unmet professional expectations are cited as a primaryreason for leaving teaching); and (4) talented TOCscholars are provided an "inside track" to a job offerin the very setting in which they have becomecomfortable and adept.

Other support services for TOC undergraduatesinclude tuition scholarships; a TOC counselor to addressacademic, personal, and career concerns; an individualeducation plan uniquely suited to their needs andbackground; and special preparation for the NationalTeacher Examination (NTE). An evaluation plan to


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monitor the NTE scores, subsequent certification status,and employment percentages for the TOC populationis awaiting data from the first graduates.

Fifteen undergraduates are currently served by thePace TOC program, which began in the Fall 1988semester.

CONTACT:Michael N. BazigosAssistant Dean, Funded Outreach ProgramsPace University41 Park Row, Room 414New York, NY 10038(212) 346-1472

VIRGINIA POLYTECHNIC INSTITUTE &STATE UNIVERSITYThe Tomorrow's Teachers ProgramReference Number: 20445

In 1970, black professionals comprised 12 percent of thenational teaching force at the elementary and secondarylevels; today, less than 5 percent of the teaching forcewill be black. This dramatic and widespread decreaseof minority teachers occurs at a time when the minoritypopulation in America's schools is approaching 30percent. Many of the most populous states will havea majority of minority student enrollments in less thanfive years. In 1985, 23 of the largest 25 school districtsin America had a majority of minority students and aminority of minority teachers.

To compound the problem, minority teachers areleaving elementary and secondary classrooms for careerselsewhere; the birth rate for minority populations isincreasing; and the rate of high school graduation andenrollment for minority students in postsecondaryeducation is declining.

To provide a steady flow of talented black studentsfrom grade 10 through the baccalaureate degree, VirginiaPolytechnic Institute & State University (Virginia Tech)and its College of Education have formed a partnershipwith the private sector and the Roanoke City PublicSchool System to encourage black students to reach theirfull potential and to select careers in teaching.

Students involved in the program will(1) be conditionally guaranteed admission to Virginia

Tech upon acceptance into the program;(2) receive financial aid in the form of tuition, room, and

board for four years if they agree to pursue a programleading to teacher certification and agree to teach inthe Roanoke community for four consecutive yearsfollowing graduation;

(3) be loaned a personal computer, printer, and modem

so they can communicate and network with otherproject students and with project officials;

(4) receive special consideration for summer employmentfrom various Roanoke contributors, the Roanokeschools, and Virginia Tech;

(5) receive tutoring, counseling, and support throughoutthe project so they will be prepared to enter theuniversity;

(6) be invited to attend various social, professional, andathletic functions at the university during their highschool and college years.Sidney E. Crumwell, Jr., a doctoral candidate in

curriculum and instruction specializing in second-language pedagogy and English as a second language,has been employed half-time to direct the Tomorrow'sTeachers Program. Two graduate project assistants workdirectly with the 14 high school students in the program.Anita J. Price, a master's student in administrative andeducational services specializing in guidance andcounseling, has been employed to work with studentsin the Roanoke area. The other graduate project assistantis Barbara J. O'Neal, a doctoral student in administrativeand educational services specializing in studentpersonnel services. Currently, 33 students are involvedin the Tomorrow's Teachers Program.

More than $300,000 has been donated for scholar-ships and operational expenses. Additional funds arebeing sought due to the overwhelming response to theprogram and an interest in teaching.

CONTACT:Sidney E. Crumwell, Jr.Virginia Polytechnic Institute & State University225 War Memorial HallBlacksburg, VA 24061(703) 231-5920

UNIVERSITY OF SOUTH CAROLINA ATAIKENSouth Carolina Teacher Cadet ProgramReference Number: 20094

"Its purpose is to attract quality students into theteaching profession, and it works," reports an indepen-dent research report evaluating South Carolina's TeacherCadet Program. "Some of our top students have indicatedthey decided to enroll with us because of theirinvolvement in the Teacher Cadet Program," commentedthe director of admissions after surveying why selectedstudents chose the University of South Carolina at Aiken(USCA). "Because of what I've learned in the TeacherCadet Program, I've changed my mind. I'm going tobecome a teacher, at least for a few years, because my

106 I'ROGRAMS AND SERVICES FOR EDUCATORS

people need role models who can inspire black children,"wrote a pung black woman in her course evaluation.These few examples highlight the value of the partner-ship between USCA and the school districts adjacentto the university's service area.

The South Carolina Teacher Cadet Program wasinitiated in 1984, and USCA has become its largest collegepartner. The concept, under the coordination of the state,created and funded a South Carolina Center for TeacherRecruitment. It has grown from four pilot sites to 104locations involving 19 colleges and universities in SouthCarolina.

USCA joined this teacher recruitment effort in 1985by establishing two cadet partnerships involving selectedhigh school seniors. Each year the number of schooldistrict requests for a program has increased. In fall 1989,the university was involved with eight sites and morethan 150 selected high school seniors. The programrequires a significant commitment of staff and supportat this level, and the quantifiable results (the numberand quality of the students enrolling in the university)is significant. In addition, the number of former cadetsmajoring in education at USCA and elsewhere, as wellas the positive community reaction, provides theevidence necesary for continuing administrativesupport.

CONTACT:Dr. James KauffmanAssociate Director, Teacher Cadet ProgramUniversity of South Carolina at Aiken171 University ParkwayAiken, SC 29801(803) 648-6851

UNIVERSITY OF HOUSTONThe Houston Teaching Academy (HTA)ASchool/College PartnershipReference Number: 20255

In 1987, the University of Houston and the HoustonIndependent School District (HISD) became partners inthe Houston Teaching Academy (HTA) by forming anAcademy School to focus on the preparation and renewalof teachers for inner-city schools. Urban city schools needteachers prepared to teach successfully in schools servinga wide variety of cultural groups and economic levels.Colleges of education need field service placements insupportive environments where their students candevelop the skills, sensitivity, and wisdom to work ininner-city schools. The goal is to decrease the attritionof teachers in inner-city schools. School district,university, and school advisory councils govern the HTA

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and meet monthly or weekly as warranted.The HTA provides a school site, where 10 to 20

student teachers are placed each semester. Thisconcentration of student teachers in one location allowsuniversity supervisors to reduce their travel time andto spend more time at the site. To reduce the variancebetween what the supervising teacher and the collegesupervisor expect k. f the student teacher, the studentteacher, the supervising teacher, and the universitysupervisor are required to attend a weekly three-hourseminar. The teachers receive college or career laddercredit, and the student teachers substitute the school-based seminar for the campus seminar required of otherstudent teachers.

HISD hires an HTA coordinator and provides fundsfor the teachers' college tuition and a $1,000 stipend.The school district also allocates space for HTA meetingrooms. The university has funded faculty to teach theseminars and other courses requested by the teachers(e.g., computer technology, English as a SecondLanguage, Math Methods, and Models of Teaching) atthe HTA site. An academy coordinator for the universityis funded and also serves as a student-teacher supervisor.

Objective observation data are collected at thebeginning and end of each semester for experimentaland control student teachers, as well as for supervisingteachers. Changes in instructional strategies aremeasured and analyzed. The 42 experimental studentteachers (representing four semesters of participation)changed significantly on seven interaction variables.They reduced their students' off-take rate by an averageof 9 percent, improved organization, and increasedinteractive instruction. The control student teachers didnot exhibit statistical change on the same set of variables.The supervising teachers also significantly improvedtheir classroom interactions (an increase of higher-levelquestions and increased student-engaged rate). Of the42 student teachers trained at the HTA, 80 percent areteaching in multicultural schools. Their school principalsrate them from good to excellent as first-year teachers.

CONTACT:Jane StallingsDirector, College Academy SchoolUniversity of Houston254 Farish HallHouston, TX 77204-5872(713) 749-3575

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Part Two

SECTION THREE:Teacher-Education Centers,

Alternative Certification Programs, Teacher Excellence Awards,and School-College Faculty Exchanges

YALE UNIVERSITYYale-New Haven Teachers' InstituteReference Number: 21046

In 1978, Yale University and the New Haven PublicSchools established the Yale-New Haven Teachers'Institute as a joint effort to strengthen teaching andlearning in the community's middle and high schools.The schools represent in microcosm urban publiceducation nationally in that more than 80 percent ofthe district's 16,500 students are black or Hispanic, andmore than half come from low-income families.

Studies of the program have shown how it hasincreased teachers' preparation in their disciplines, raisedtheir morale, heightened their expectations of theirstudents, encouraged them to remain in teaching in NewHaven, and in turn, enhanced student performance. Morethan one third of all the teachers currently teachingsubjects the institute addresses have completed theprogram successfully as many as 12 times; for many,participation is a regular part of their professional lives.The institute has repeatedly received national recogni-tion as a pioneering and successful model of university-school collaboration that integrates curricular develop-ment with intellectual renewal for teachers. The instituteassists other institutions and school districts with thedevelopment of similar programs for their own commu-nities. The university and the schools have maintaineda major financial commitment to the program and haveundertaken a campaign to raise an endowment to givethe institute a secure future.

Through the institute, Yale faculty members andschool teachers join in a collegial relationship. Theinstitute also is an inter-school and interdisciplinaryforum for teachers to work together on new curricula.Each participating teacher becomes an institute fellowand prepares a curriculum unit to be taught the followingyear. Teachers have primary responsibility for identifyingthe subjects the institute addresses.

In applying to become a fellow of the institute, eachteacher agrees to participate fully in program activitiesby (1) attending all talks and seminar meetings; (2)researching both the seminar subject and the unit topic;(3) meeting due dates in preparing a curriculum unit

consistent with institute guidelines; and (4) submittinga written evaluation of the program. Fellows who meetthese expectations become, for one year, members of theYale community, with borrowing privileges at theuniversity's libraries and access to other campus facilitiesand resources.

Upon successful completion of the institute, fellowsreceive an honorarium of $1,000 and may petition forcertification of their course of study. Any fellow whowishes institute studies to be recognized for credit ina degree program is advised to consult in advance withthe dean of the institution where he or she is enrolled.Fellows also are awarded CEUs applicable to fulfillingstate requirements for the periodic renewal of theirlicenses as professional educators.

CONTACT:James R. VivianDirector, Yale-New Haven Teachers' InstituteYale UniversityP.O. Box 3563 Yale StationNew Haven, CT 06520-3563(203) 432-1080

UNIVERSITY OF MARYLAND, COLLEGEPARKTeacher Education CentersReference Number: 21130

Teacher Education Centers were established in the mid-1960s as a result of efforts to join the University ofMaryland's College of Education with cooperating schoolsystems in a partnership to improve professionaleducation. Specifically, the purposes of a TeacherEducation Center are to (1) provide a vehicle forpersonalized and diverse preservice experiences, basedon a comprehensive preparation design and attentionto individual needs; (2) provide a range of accessibleinservice opportunities; and (3) mesh material, personnel,and knowledge resources to facilitate an integrated studyof educational needs and the production of newknowledge.

Each Teacher Education Center generally includesfour to six schools, which are identified as sites forpreservice and inservice professional development. The


schools in each center are geographically close and jointhe center voluntarily based on school administrationand faculty receptivity to the goals and responsibilitiesin the center. The key person in every center is the centercoordinator, who links the school system and the college,and facilitates all aspects of the on-site program. Eachcoordinator is jointly selected and appointed by theCollege of Education and the cooperating school systemin which the center is located. Selection processes arebroad-based, involving a joint search and screeningcommittee. In addition to the coordinator, there may bea center assistant, who works with the coordinator, aswell as' center staff, who work as cooperating teachers,program-development collaborators, resources forobservers and other inservice professionals, members ofadvisory and planning committees, and general supportfor all center-related activities. The institutionaladministration of the Teacher Education Centers isgenerally a joint responsibility of the College ofEducation's Office of Laboratory Experiences and theOffices of Staff Development in the cooperating schoolsystems.

On the college side, the faculty and staff of manydepartments and of the dean's office serve the centersas workshop leaders, consultants, course instructors,liaisons in the disciplines and other special areas,members of joint committees, and as general resourcesfor expressed needs in research, curriculum, and relatedprofessional areas.

The University of Maryland reports that in thecenters there is a greater access to new knowledge aboutteaching and learning. In addition, by working withstudents preparing to be teachers, experienced classroomteachers have many more opportunities for applying andsharing their newly acquired skills and insights. Theyalso report that sharing current instructional concernswith colleagues, supervisory personnel, and theuniversity faculty occurs significantly more in the centersthan in other school settings.

The University of Maryland, College Park, currentlyhas partnerships with public schools in Howard, Charles,Montgomery, Prince George's, and Anne ArundelCounties.

CONTACT:Dr. James HenkelmanActing Director, Office of Laboratory ExperiencesUniversity of Maryland, College ParkCollege Park, MD 20742(301) 454-8729

Part Two

SYRACUSE UNIVERSITYWest Genesee/Syracuse University TeachingCenterReference Number: 21124

The West Genesee/Syracuse University (WG/SU)Teaching Center was developed in the 1972-73 schoolyear when representatives of Syracuse University andthe West Genesee Central School District agreed tocollaboratively provide a program for continuous teachereducation, from the college freshman to the retired. Alongwith other activities, the program provides for work-shops, courses, pull-out activities, and long-term ongoingsupport programs for those individuals being phasedout of training. The center provides training for teachers,administrators, secretaries, parents, community resi-dents, and support staff.

The general purpose of the Center is to achieve ajoint sovereignty for teacher education shared by SUand the West Genesee Central School District. Morespecific goals are to(1) maintain the center's identity and sovereignty while

providing a continuous teacher-education programshared by Syracuse University/West Genesee CentralSchool District;

(2) design, implement, and evaluate model teacher-education programs cooperatively;

(3) integrate theory and practice, the on-campus withthe off-campus, and the preservice with the inservice;

(4) articulate the theoretical teacher-education faculty(college) with the clinical teacher-education faculty(school) in such ways that they work together asteams in the same place, on common instruction andsupervisory problems;

(5) work jointly to improve instructional programsprovided to the district's students by making availableuniversity personnel and other specialists as consul-tants to the center's staff meetings, workshops, andseminars;

(6) use theoretical base and research techniques toanalyi.e objectively and systematically what goes onin the classroom, and develop specific goal-orientedstrategies and curriculum materials for teaching andsupervision;

(7) eliminate the gap between preservice and inserviceteacher training);

(8) individualize professional developmentfor pre-professionals as well as for practicing professionals;

(9) use educational technology (i.e., computers, videoequipment) for training teachers to prepare studentsfor a high-tech era, to select software, and to evaluatethe most appropriate uses of hardware.


Part Two

Thrc,ugh the years, the center has been governedby a directing council. Teachers comprise 51 percent ofthe council; others include district administrators,university faculty and administrators, parents, schoolboard members, local businesspeople, parochial schoolofficials, and an official teacher union representative. Ithas been the responsibility of the council to determinecenter policy and to oversee programs.

The council believes that the power of the programcomes from the people involved. This power grows asthe people are provided opportunities to interact, togenerate ideas and materials, to translate theory intopractice, to recognize, and to implement their potentialfor excellence.

CONTACT:Gwen Yarger-KaneAssociate Professor and Coordinator,

WG/SU Teaching CenterSyracuse University162 Huntington HallSyracuse, NY 13244(315) 443-2684

CREIGHTON UNIVERSITYMetro Area Teachers Institute (MAT1)Reference Number: 20299

The purpose of the Metro Area Teachers Institute (MAI])at Creighton University is to provide the mechanismby which secondary school faculty development andcontinuing education can be coordinated, expanded, andmade more effective. MATI is achieving this goal throughthe centralization of related programs and the poolingof resources from participating school districts andCreighton University. The institute's programs are notreplacing formal undergraduate or graduate educationor impinging on individual district programs already inplace. The institute is enhancing both by complementingprograms already being offered.

MATI is run by and for the secondary schools incooperation with Creighton University. The universityprovides classrooms, instructional equipment, andsecretarial services; policy is set by the board of directors,consisting of representatives from the participatingschool districts. Currently, the following school districtsare participating: Omaha Public, Ralston, Westside,Papillion/La Vista, Council Bluffs, and Creighton Prepand the Catholic high schools.

The institute is providing specific programs forsecondary school teachers in any form that is deemedappropriateseminars, workshops, or lectures. Theprimary focus is on subject matter in the various

academic fields. Speakers and faculty for the lectures,seminars, and workshops are drawn from CreightonUniversity, participating school districts, or elsewhere,as the demand for expertise and availability dictate.

Although staff-development persons in the schooldistricts play a key role in advising the board as to whatprograms each district would like, a grassroots systemhas been developed to determine the teachers' interests.The system includes faculty discussions at the depart-mental and building levels, with lines of communicationthrough the district to the board. Participants in seminarsand workshops at the university become universityfellows during the time in which they are enrolled,providing them with access to the university's librariesand other research facilities. Certificates are awardedupon completion of the MATI programs.

Finally, the institute seeks to demonstrate a long-term collaboration, or partnership, between CreightonUniversity and the surroundirw school districts, apartnership that can provide curriculum materials of highquality pertinent to ,tudent needs and that can havea major influence on teaching and learning in the schools.

CONTACT:Dr. David HigginsonAssistant Academic Vice PresidentCreighton University24th at California StreetOmaha, NE 68178 (402) 280-2772

NORTHEASTERN ILLINOIS UNIVERSITYChicago Teachers' CenterReference Number: 20357

The Chicago Teachers' Center is an academic unit withinthe College of Education of Northeastern IllinoisUniversity. It was established in 1978 through a grantfrom the U.S. Office of Education as a professional-development center for elementary and secondary schoolfaculty. Teachers, school administrators, universityfaculty, and professionals within related areas of expertisework cooperatively to share information, support, andpractical day-to-day answers to the most immediateneeds of the classroom and the school milieu.

Recently, the center broadened its role by formingpartnerships for school improvement with otherinterested parties. Through public and private grantfunds, the center has coordinated a comprehensiveprogram of educational renewal and improvementfocusing on a number of key objectives:(1) providing teachers and practitioners with new and

effective resources, ideas, and approaches forclassroom instruction;


(2) developing educational policy by conducting theevaluation and research of educational programs;

(3) supporting and facilitating collaborative policymaking, management, and networking within andbetween schools;

(4) assisting inner-city youth in preparing for college;(5) disseminating, locally and nationally, model educa-

tional programs and research findings;(6) providing Northeastern faculty the opportunity to

develop a better understanding of educational issuesin Chicago schools;

(7) redesigning the preservice teaching program usingclinical schools and working relationships betweenclassroom teachers and the university's professors,better serving the needs of inner-city schools.The center's grant and contract program aids in

(1) the professional development of teachers, bydeveloping a professional culture, providing in-depthprograms, and assisting elementary teachers inscientific inquiry with students through Northeast-ern's preservice programs;

(2) the school dropout program, by reducing the dropoutrate at two Chicago public high schools and sixelementary schools;

(3) cooperative school leadership, by assisting teachers,administrators, and parents in developing leadershipand school-based management skills;

(4) college-prep programs, by funding a universityscholars program for inner-city youth, collegepreparation for high school youth through variousprograms, and a talent search preparing low-income,first-generation potential college students throughguidance and tutoring programs.The center views its interaction between the

university and local schools as a flow of benefits.Northeastern gains when its faculty members participatein center activities that enhance their capacities asteachers of both preservice students and professionals,find ready access to current information about schools,and fashion stronger collegial ties with teachers in thefield. The university also profits when its preservicestudents exchange ideas with experienced teachers,thereby building continuity between university studiesand eventual work. The schools gain when professorsshare their expertise in ways that encourage teachersto integrate theory into their work, and when traditionalbarriers of status and formal scheduling are modifiedso that professors and teachers can cooperativelyunderstand and confront daily classroom problems. Theschools also gain when university faculty recognize andrespect teachers' initiatives toward professional devel-opment, and when professors work with schools andlocal education agencies to identify new policies thatcan contribute to school improvement.

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CONTACT:Dr. Jerry B. OlsonAssociate Dean for School RelationsNortheastern Illinois University5500 North St. Louis AvenueChicago, IL 60625(312) 478-2506

UNIVERSITY OF WISCONSIN-PARKSIDERegional Staff Development CenterReference Number: 21057

The activities of the Regional Staff Development Centerpromote the support, recognition, and training of itseducational community: 3,500 educators from pre-schoolthrough university levels, their administrators, schoolboard members, and union officials. Within the two-county service area are both urban and rural schooldistricts, which vary in size from 11 to 1,700 professionalstaff. Member institutions include 26 public schooldistricts, Carthage College, Gateway Technical College,and the University of Wisconsin-Parkside.

While housed on the University of Wisconsin-Parkside's campus, the Regional Staff DevelopmentCenter is not solely a program of the university. It wasdeveloped and continues to be governed by theSoutheastern Wisconsin Educators Consortium forExcellence, a group of chief executive officers, teacherunion representatives, and board members representingall levels of education. Decisions regarding funding andprogram direction are made by regional boards on whichall institutions have an equal voice.

Some ongoing projects of the Center:(1) A monthly newsletter, Center Exchange, which provides

information on regional resources and professional-development opportunities.

(2) Grant-writing teams of university and K-12 schoolfaculty, who work together on grants from theNational Endowment for the Humanities and theNational Science Foundation.

(3) Alliances among educators in the same academicdiscipline (e.g., chemistry/physics, social studies,math, music), which establish close professional tiesamong middle level, secondary, and postsecondaryfaculty.

(4) Mutual interest groups, such as those for earlychildhood teachers, new teachers, exceptional-education teachers, librarians/AV specialists, andmiddle-level educators, which bring people togetheracross buildings, districts, and institutions.

(5) Study groups (e.g., cross-cultural, brain growth,learning) and beginning-teacher study committees,

PROGRAMS AND SERVICES FOR EDUCATORS HI

Part Tzvo

which continue to explore issues and models beforelaunching pilot projects.

(6) A beginning-teacher assistance program, whichprovides training for mentors and support seminarsfor beginning teachers.

(7) A fellows model of staff development, in whichteachers, working in a cohort group, receive intensivetraining in an area.The special staffing of the center provides a unique

opportunity for experienced teachers, on one-yearappointments, to develop their own professional skillswhile facilitating programs for their colleagues. Thesecenter associates represent a range of levels and districts.On a part-time basis, classroom teachers serve as programcoordinators and facilitate the activities of their specificalliances or networks. The center's permanent staffincludes a director, assistant director, and several part-time project coordinators.

CONTACT:Esther LetvenDirector, Regional Staff Development CenterUniversity of Wisconsin-ParksideBox 1000Kenosha, WI 53141-1000(414) 553-2208

UNIVERSITY OF SOUTH ALABAMASouth Alabama Research and Inservice Center(SARIC)Reference Number: 20289

As one of 11 regional inservice centers in the state ofAlabama, the South Alabama Research and InserviceCenter (SARIC) was created by the 1984 Alabama statelegislature to "establish centers which will providerigorous inservice training in critical-needs areas for thestate's school personnel." Determined by the state boardof education, these critical-needs areas include science,math, computer education, English/language arts, specialeducation, economics, and health education.

Located within the College of Education at theUniversity of South Alabama, SARIC serves more than5,000 professional educators in six area school systems.The center fosters a productive collaboration ofelementary, secondary, and higher education; the statedepartment of education; and state governmentaunique partnership. The center has a director from thefaculty of the College of Education and is governed bya 16-member board. The staff consists of a program-development specialist, an education resource specialist,and clerical personnel.

All programs are based on careful and continuing

assessments of the professional needs of teachers,administrators, and local school board members withinSARIC's geographic region. These surveys give directionin developing programs that provide effective continuingstudy in new knowledge and techniques, subject matterspecialization, teacher effectiveness, administrativeleadership, and other areas that may emerge as relevant.

Presented in a variety of formats, the programsattract thousands of teachers and administrators eachyear. After-school sessions focusing on instructionalimprovement are conducted at local school sites.Content-specific programs, lasting from a half-day to allday, are held at a central location, where participantsgather from throughout the SARIC area. System-wideTeacher Institute Days, administrative retreats, andleadership forums are further examples of SARIC'scommitment to meet the needs of its educationalcommunity.

The state department of education is responsiblefor monitoring the center and for providing an externalevaluation of SARIC's effectiveness. Trained staff fromthe Evaluation Center at Western Michigan Universityexamine every aspect of the center's activities. Asummary of the data collected indicates that the centerand its programs are highly effective.

CONTACT:Dr. Phillip FeldmanProfessor and Director, Research and Inservice

CenterUniversity of South AlabamaMobile, AL 36688(205) 460-6119

SAN DIEGO STATE UNIVERSITYModel Education Center (MEC)Reference Number: 20349

The San Diego State University (SDSU)-Cajon ValleyUnion School District's Model Education Center (MEC)is an educational partnership formed for developing afield-based training center where the educationalexpertise of each of the partners could be joined to aprogram that responded to the many recent calls forschool reform. This collaboration resulted from a yearof planning for the implementation of change and thecareful addressing of the educational needs of each ofthe partners.

Goals for three-year cycles were formed to movethe partnership forward. The goals of the MEC wouldfocus on(1) applying principles of school-effectiveness research

to improve achievement and create a more positive

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school climate;(2) strengthening the skills of classroom teachers

through opportunities to teach at the MEC or toparticipate in staff-development activities;

(3) providing collaborative on-site training and super-vision of SDSU student teachers;

(4) offering opportunities where exemplary classroomand supervisory practices could be observed;

(5) creating close university-school cooperation inshaping teacher training and curriculum coordination.The hallmark of this partnership is the team.

Participants have been involved in teams that are shapedto facilitate the shared responsibility of meeting the goalsof collaboration. The focus of the collaboration has beena model of planned change and process-productevaluation.

Data collected at the end of the first three-year cycleindicated that the partnership had been successful inraising achievement scores of children while simultane-ously creating an effective training center. Satisfactionof the various groups involved with the MEC is evidenceof a positive attitude and climate at the site. Thesechanges were accomplished through the collaborativeefforts of the partners focusing on the systematicimplementation of the program goals. The outcome ofthis collaboration has been the creation of a dynamiceducational center where everyone benefitsparticu-larly the children!

CONTACT:Dr. Marlowe BergSchool of Teacher EducationSan Diego State UniversitySan Diego, CA 92182(619) 594-1378

UNIVERSITY OF SOUTH CAROLINA ATAIKENRuth Patrick Science Education CenterReference Number: 20385

The purpose of the Ruth Patrick Science EducationCenter is to develop a lasting program to enhance scienceand math education within the schools of the CentralSavannah River Area (CSRA), an area encompassing 18counties in Georgia and South Carolina. The centerrepresents a partnership of the University of SouthCarolina at Aiken (USCA), local school districts, and theprivate sector. Located on the USCA campus with a staffemployed bv USCA, the center draws upon the expertiseof professional educators, engineers, and scientists fromcolleges, industries, and schools throughout the CSRA.It is funded through monies and services from local

Part Two

school districts, governmental bodies, and the privatesector, including foundations.

The center works within the established schoolsystem to enrich the teachers' and the students'understanding of science, technology, and the scientificthought process. The center encourages young peopleto think scientifically and attempts to demonstrate howuseful and exciting science can be. These goals areaccomplished through a multifaceted science enrichmentprogram, which emphasizes inquiry methods and hands-on activities, direct teacher education and assistance,development and distribution of science materials, anduse of community resources.

The center offers teachers of grades K-12 educationalinstitutes, workshops, courses, and programs that em-phasize hands-on approaches to science. Most of theseinservice programs currently are funded by the NationalScience Foundation. The center also sponsors educationalopportunities for CSRA students in grades K-12. Currentand future activities include summer science camps,science bowls, science seminars, student researchopportunities, and science education enrichment days.These activities are funded primarily by school districtsand the private sector.

The center is in the process of acquiring teachingmaterials and equipment. Some of the equipment willbe permanently based at the center and will be usedfor student and teacher hands-on learning. Otherequipment and materials will be available for teachersto check out on a scheduled basis. Also, the center hasprepared a reference catalog of CSRA resources lor localschools that includes guest lecturers, advisers, consul-tants, and field trip opportunities to local industries.

In summary, the Ruth Patrick Science EducationCenter is offering and developing many activities:educational programs for teachers, educational oppor-tunities for students, sdence equipment and materials,visiting instructors/lecturers, technical advisors, dis-plays/experiments, field trip opportunities, and sciencefair assistance.

CONTACT:Jeffrey M. PriestDirector, Ruth Patrick Science Education CenterUniversity of South Carolina at AikenAiken, SC 29801(803) 648-6851

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UNIVERSITY OF NORTH CAROLINA ATCHARLOTTEUNCC Public School Extension ConsortiaReference Number: 20275

The University of North Carolina at Charlotte (UNCC)is a growing university in a fast-expanding area ofCharlotte, North Carolina. It is an urban university whoseprimary constituency is a large urban school system. Theuniversity's teacher-education program is particularlycommitted to serving the large Charlotte-MecklenburgCounty school system. The system is comprised ofapproximately 22 school systems within 50 miles ofUNCC which look to the university as their primaryinstitution of higher education. With limited facultyresources, and no state funding for extension education,the Division of Extension long ago realized thatattempting to respond to inservice needs of schoolteachers in its service regions was fruitless.

The Iredell and Gaston Counties' extension centersdeveloped in response to this need for university-genera ted degree and certification coursework forteachers. The two centers, situated in schools 50 milesnorth and 50 miles southwest of the campus, serve ascentral locations where teachers from participatingschool systems can take coursework, receive advice andinformation concerning higher education and certifica-tion goals, and discuss professional needs. Currently, 400school teachers from a total of 13 school systems usethese centers.

Each center is supported by course registration fees;about 50 percent of course fees are paid for andreimbursed by the employing school system. The centerof extension programs at UNCC directs all activities atthe outlying centers with assistance from a part-time,on-site coordinator at each location.

Staff-development coordinators from participatingschool systems work regularly with the universityextension education director to evaluate current courseactivities, select new activities, and assess and predictfuture needs, "Low-incidence" education needse.g.,dance, foreign language, physical scienceare identifiedand strategies for funding and participation developed.Staff-development coordinators are responsible fordisseminating information about offerings to all teachersin their system so that promotional fees are negligible.

The centers provide a number of benefits to teachers.Course offerings are more uncommon and more varieddue to large participation. Fees are low and servkesnumerous, leaving schedules that are convenient for full-t ime working adults. Staff-development coordinators andpersonnel directors are able to collaborate the centers'needs and better prepare for staffing. Staff-development

and inservice programs are enriched by locally offereduniversity offerings. Offerings can be developed toaddress a specific emerging need, e.g., curriculumintegration, local earth science, records-based pedagogy.University faculty benefit from participating in thetraditional course activities, course development, andcontact with rural schools and leaders.

Course and program evaluation and growingparticipation indicates a high degree of satisfaction ininstruction and services from participating teachers andfaculty.

CONTACT:Ken BurrowsDirector, Extension ProgramUniversity of North Carolina at CharlotteCharlotte, NC 28223(704) 547-2424

POLK COMMUNITY COLLEGEPolk County Schools Summer Inservice InstituteReference Number: 20309

The Summer Inservice Institute, a cooperative effort ofPolk Community College and Polk County PublicSchools, was initiated in 1984. That year, the Floridalegislature began to allocate yearly funding for rigorousand intensive inservice training for the state's publicschool instructional personnel. The top priority of thistraining was to be science and mathematics forelementary, junior high, and senior high school teachers.Polk County Schools and Polk Community Collegeworked cooperatively in planning, designing, andimplementing the institute; the location was the college'scampus.

In addition to Polk Community College faculty, theinstitute's instructors have come from the other localuniversities and colleges and from the Polk Countyschool system. Participants in these 30- and 60-hour,summer institutes are teachers from all levels, K-12;attendance has ranged from 375 to 550.

The community college concept in Florida has beento make a college education available to all citizens inthe community. Planning with the local school districthas provided greater insight into the teachers' needsand students' achievements. Polk Community Collegehas brought to the planning table its findings on skillsand knowledge possessed by the college students whoare products of the local school system. This informationhas provided feedback for the school board in itsplanning. The summer institute has now shifted theplanning to "for the teachers," which indirectly affectsstudent achievement. Therefore, Polk Community

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College has been able to contribute to the educationalprocess at an earlier stage than the college level.

The Florida legislature requires that the courses beof rigorous content, placing emphasis on subject matterrather than methodology. When the Summer InserviceInstitute began in 1984, only two subjects were taught,mathematics and science. Althougn the major emphasisstill remains on mathematics and science, other subjectshave been added: social studies, computer education,exceptional student education, alternative education, andforeign languages.

The program is evaluated at the conclusion of eachinstitute class with a process and a product evaluation.Process evaluation requires each participant to completea questionnaire that assesses the degree to which specificobjectives have been addressed by class activities.Product evaluation addresses the degree to which theparticipant has achieved the specific objective of the class.

The rigorous training offered in the SummerInservice Institute is obviously welcomed by theteachers, as documented by their increasing numberseach summer. It is more difficult to measure the effectof the institute on the students because the effects ofthe institute are far-reaching, from attitude to knowledgegained by the teacher, and also complicated by logistics,numbers, and outside variables. But the consensus ofall involved is that the institute has provided a worthyservice and should continue in the future.

CONTACT:David BuckleyDirector, Physical, Mathematical, and

Engineering SciencesPolk Community College999 Avenue H, NEWinter Haven, FL 33881(813) 297-1026

WINTHROP COLLEGEAdvanced Placement English Training CourseReference Number: 20487

Since 1985, Winthrop College's Department of Englishannually has received competitive grants from the SouthCarolina Department of Education to teach a course thatprepares teachers for teaching Advanced Placement (AP)English courses in the schools of South Carolina.

Patterned on a format used in AP English courses,this course is taught jointly by a member of the WinthropCollege Department of English and a master teacher whocurrently teaches AP English in a public school,Participants receive three hours of graduate credit forthe two-week course, which has as its objectives (1) toexplore the concept of AP courses in English, (2) to review

Part Two

patterns for organizing AP English coursesboth theLiterature and Composition and the Language andComposition, (3) to review materials and developteaching strategies for successful AP English courses, and(4) to design appropriate writing assignments/evalua-tions and a tentative syllabus for an AP English course.

During the course, participants read four types ofliterature that frequently appear on the AP Englishexaminationa novel, a play, a nonfiction book, andselected modern poems. These works form the basis ofclass discussions and the development of AP-levelteaching strategies and writing assignments. Participantsalso engage in timed writings similar to those requiredof AP English students. Participants also take both ofthe AP examinations, so they will be better preparedto review them and discuss the characteristics of theexamination responses. The master teacher, who servesas a reader of the national AP English examinations,discusses with the participants strategies for preparingstudents for taking the annual examination.

Participants are selected by their school districts andapproved by the state department of education. Theirnames are sent to the college for enrollment in the course.The annual grant pays for tuition and fees for three hoursof graduate credit, salary for the master teacher, campusroom and board, materials and publications, honorariafor any consultants, and travel for two roundtrips foreach participant selected by the state. Other teachersmay apply and will be accepted based on theirqualifications and the availability of space. The courseis limited to 20 participants.

The grant for 1989 was $16,765. In addition, TheCollege Board provided Mellon scholarships for twoteachers from disadvantaged schools for a total of $1,300.

CONTACT:Dr. Joye P. BermanProfessor of English and Director,

Advanced Placement English Training CourseWinthrop CollegeRock Hill, SC 29733(803) 323-2171

GEORGIA STATE UNIVERSITYAlternative Certification Program for CriticalTeaching FieldsReference Number: 20308

Due to the critical shortage of secondary foreignlanguage, mathematics, arid science teachers, the GeorgiaDepartment of Education established an alternativecertification procedure whereby individuals can receiverenewable teaching certificates through a nontraditional

k)


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route. The department of education developed adocument, Alternative Certification Program for CriticalPaching Fields, which describes the process.

Individuals holding a degree in foreign language,mathematics, or science; having an overall GPA of 2.5;and receiving a passing score on the Teacher CertificationTest are eligible for a provisional teaching certificate. TheGeorgia alternative certification procedure prescribes aone-year internship under the supervision of a mentorand satisfactory completion of four pedagogical coursesor their equivalent in (1) identification and educationof children with special learning needs, (2) curriculumdevelopment, (3) teaching methodology, and (4) humangrowth and development.

In 1988, the state education department funded aneight-week summer institute for 23 interns (beginningteachers) and mentors (experienced teachers). Facultyat Georgia State University directed and coordinated thesummer institute, while the local school systemssupervised the year-long internship. The 23 internscompleted an internship under the supervision of amentor teacher during the 1988-89 academic year. Fundswere provided for an eight-week residential program inAthens, Georgia. Interns received a stipend, as well asexpenses for room and board. Mentors were alsosupported for their one-week training.

Due to the success of the 1988 institute, the statedepartment of education funded three institutes duringthe summer of 1989 at North Georgia College, GeorgiaSouthern, and Georgia State University (GSU). Thisabstract describes the alternative program al GeorgiaState University.

The GSU program provided funds for the trainingof 24 intern-mentor pairs. The institute for the internswas offered June 19-July 28, and July 17-18 for thementors. Although the institute was considerednonresidential, the last week of the institute was heldat North Georgia College in conjunction with its summerinstitute.

The goal of the institute was to provide a practicalapproach to the training of beginning teachers basedon the most current pedagogical knowledge and theobjectives outlined in APernative Certification Program forCritical Teaching Fields. The curriculum of the summerinstitute was organized holistically, by integratingconcepts from the following pedagogical themes:classroom management, curriculum, evaluation, methodsin the content areas, microcomputer technologies, humangrowth and development, and exceptional children andyouth. Throughout the summer, interns were involvedin a variety of laboratory activities microteaching,reflective teaching, peer teaching, and the developmentof mini-units of teachingdesigned to facilitate theintegration of content from methods, curriculum, special

education, and educational psychology.During the 1989-90 academic year, the interns

participated in a supervised internship during their firstyear of teaching. Mentors, who received specializedtraining dnring the summer, worked directly with theinterns throughout the year. Monthly, late afternoonseminars were held at Georgia State University for theinterns and mentors.

Various evaluation measures were employed,including questionnaires, attitude surveys, and video-tapes of the interns' classroom teaching.

CONTACT:Dr. Jack HassardProfessor of Curriculum and InstructionGeorgia State UniversityAtlanta, GA 30303(404) 651-2518

SAN DIEGO STATE UNIVERSITYNavy Fast Track ProgramReference Number: 20335

The Navy Fast Track Program is a joint project of theU.S. Navy (San Diego Region), the San Diego UnifiedSchools, and San Diego State University (SDSU).Planning began in 1986 involving the teacher-educationprogram of SDSU's College of Education, the naturalscience department of the College of Science, and theother aforementioned agencies to initiate an experimen-tal program designed to take advantage of the specialskills and technical degrees of persons separating fromactive duty in the Navy as mathematics and scienceteachers in the secondary schools.

Persons with academic degrees in engineering,mathematics, and the sciences have been activelyrecruited to enter an accelerated program of preparationtoward a full teaching credclatial in their respective fields.In the second semester of the program, candidates whosework is acceptable to the university and the San DiegoUnified Schools enter into an internship program inwhich they carry a regular teaching load in the districtschools under the supervision of both university anddistrict faculty. The internship carries nearly full teacher'spay and all normal teaching responsibilities. Theinternships are funded by the San Diego schools. Of thefirst cohort, all but one candidate is now serving as anintern.

The program requires constant cooperation betweenSDSU and district faculty and staff, as well as coordi-nation with the Naval District Command. Program staffhave followed a rigorous selection procedure, in thataccepted candidates each year must (1) have one or more

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of the requisite academic degrees from an accreditedinstitution, (2) have used their technical background inactive duty assignments and commands, and (3) possessoutstanding aptitude for secondary teaching. The lastrequirement involves candidate desire and attitude aswell as skills aptitude. Candidates are screened andinterviewed by one of the academic advisers and oneeach in mathematics, life science, and physical science.

The program has solved some difficult problems ofcredentialing and coordination, dealing with the variousteacher associations as well as preparing a smooth courseof preparation for candidates. The program has beensmaller than anticipated, probably due to rigorousselection procedures and the somewhat low profile ofteaching in the schools.

Currently, the staff is planning to merge the bestparts of the program into the mainstream of a moreflexible teacher preparation to take advantage of highlydeveloped skills and experience already in place in thesereentry candidates. The navy model will be expandedto include similar candidates reentering from all sources.The special work of the program office and theconsiderable work of both university and school facultyhave been jointly funded by the Fund for the Improve-ment of Post Secondary Education (FIPSE) and SDSU.(The program office is currently publishing the nationalFIPSE newsletter concerning all programs similar to thisone.)

An internal evaluation of program data at mid-courseindicates changes are needed in specific parts of thecandidate course of study, as well as identifies pointsof strength. There have been some surprises. The programstaff has not anticipated some problems, and the timingof program steps needs to be reworked. Most of theproblems identified have to do with coordination of stepsbetween SDSU and the San Diego schools. In particular,the tracking of these candidates as a seminar group withclass meetings at the school site has been a mixedexperience. The best parts of this effort will beaccommodated in the mainstream sequence once theprogram's experimental period is completed and theprogram further refined.

CONTACT:Norman F. DesselProfessor and Director, FlPSE ProjectSan Diego State UniversitySan Diego, CA 92182(619) 594-5157

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BRIDGEWATER STATE COLLEGEProject BridgeReference Number: 20187

Project Bridge is a joint venture between the PolaroidCorporation and Bridgewater State College to improvethe quality of mathematics and science instruction. Thiscollaborative approach is based on the belief that thesharing and exchange of professional skills, experience,and expertise by people in education and industry willhave a positive impact on the education of the nation'syouth.

The Career Transition Program of Project Bridge isdesigned for mid-career Polaroid employees seriouslyinterested in considering a career change to teaching.Through this unique teacher-education program,qualified Polaroid employees can explore the teachingprofession and become a certified mathematics or scienceteacher at the elementary, middle, or high school level.

Project Bridge is based on the belief that matureand seasoned technical and professional people inindustry have many of the skills needed in the field ofeducation. The program design is responsive to thespecial needs, concerns, and requirements of adultlearners and career-changing adults. The programincorporates a teaching exploration phase, speciallydesigned curricula, and ongoing support and counselingservices at Polaroid and participating colleges to meetthe special needs of participants.

CONTACT:Dr. David J. FreitasAssistant Dean, Academic AffairsBridgewater State CollegeBridgewater, MA 02325(508) 697-1227

UNIVERSITY OF VERMONTEmployment and Training Specialist ProjectReference Number: 20326

The goal of the Employment and Training SpecialistProject is to prepare special educators as school-basedemployment training specialists who plan and delivertransitional services to secondary-aged students labeledmentally retarded. The primary role of the school-basedemployment training specialist will be to ensure thatsuch students acquire the skills and/or supportsnecessary to be placed in transitional or supportedemployment or in postsecondary troining immediatelyfollowing graduation from high school.


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Employment training specialists will be employedin local high schools and regional special class programslocated in vocational centers. They wll (1) provide directvocational training at community-based employmentsites; (2) facilitate the development of transition plansthat include the participation of educators, adult servicesproviders, employers, parents, and students; (3) consultwith vocational educators to adapt vocational curriculumand instructional strategies; and (4) collaborate with adultservices agencies to develop jobs and locate supportsnecessary to ensure placement in transitional orsupported employment or postsecondary trainingimmediately following exit from high school.

By the end of the third year of the project, 26 school-based employment training specialists will receivegraduate degrees in special education. Potential graduatestuden:s will be recruited from regional special classprograms, vocational education area centers, vocationalrehabilitation, and mental retardation agencies, with theassistance of the state director from each agency. Thesestudents will have the option to complete the programin one year and two summers (full-time) or in two yearsand two summers (part-time). All students will berequired to complete 30 hours of graduate coursework,which includes an intensive internship experience.

Currently, the majority of young people in Vermontwho are labeled mentally retarded leave school withlimited vocational skikAnd few options for employmentor postsecondary vocational training. This proposedproject is intended to meet a critical need in Vermontto prepare special educators who have the skills andknowledge to work with students, parents, employers,and adult services providers to ensure that such studentshave the appropriate vocational education, training, andemployment experiences prior to graduation from highschool.

CONTACT:Susan B. HasaziProfessorUniversity of Vermont405A Waterman EuildingBurlington, VT 05405(802) 656-2936

SUSQUEHANNA UNIVERSITYTeacher Intern ProgramReference Number: 21175

In an effort to tap teaching talent currently not beingused, the Pennsylvania Department of Educationapproved the Teacher Intern Program, inviting holdersof baccalaureate degrees to gain teaching credentials by

completing professional education courses at anapproved Pennsylvania higher education institution. In1985, Susquehanna University was named one of thePennsylvania colleges and universities to offer theTeacher Intern Program.

After evaluation of personal interviews and lettersof reference, review of the candidate's transcript, anda preliminary assessment of any teaching competenciesacquired previously, the candidate is notified ofadmission or rejection to the Teacher Intern Program.Prior tr, receiving the letter of candidacy, the applicantmust successfully complete designated sections of thePennsylvania Teacher Certification Testing Program.

Prior to entering the classroom, the intern appliesfor an intern certificate, which is nonrenewable after threecalendar years; all course requirements must becompleted within this period. The intern is then eligibleto apply for an Instructional I Certificate.

As the students complete required coursework andobtain teaching positions, they are eligible to do theirstudent teaching experience on the job. This involvesin-house observations and monitoring, as well assupervision from the Education Department at Susque-hanna University. Generally, this takes place within a100-mile radius, but it may be done anywhere withinthe state.

The Teacher Intern Program provides an alternativeroute into the field of education. It allows indivicualsto make career changes based on personal preferencesand situational needs. It also provides school districtswith entry-level applicants who have a wealth ofexperience in a chosen field. This has proved to beespecially true in the academic fields of math and science.

CONTACT:Bonita K. TroxellTeacher Intern CoordinatorSusquehanna UniversitySelinsgrove, PA 17870-1001(717) 372-4240

PACIFIC UNIVERSITYAsian Languages ProjectReference Number: 20167

The Asian Languages Project began in fall 1986 at PacificUniversity in Forest Grove, Oregon, as a response tothe growing demand for Japanese language teachers.While Oregon had the second-highest number of publicschool Japanese programs in the nation (1,687 studentsenrolkd in 1988), the state had no certification programs.The Asian Languages Project's purpose was thus todesign what became Oregon's first and only certification

1 t!


program for Japanese language teachers. Four groupswere integral in this collaborative effort: departmentswithin the university, neighboring school districts, theJapanese community, and the business community. Anadvisory group of local Japanese language teachersserved as the focal point for meshing university andpublic school ideas.

Completed activities, in addition to state approvalof the endorsement program, included (1) seminars bylanguage consultants from Hawaii, the state with thelongest-standing and largest Japanese public schoolprograms; (2) two summer workshops for teachers,combining linguistic and cultural elements and drawingon national as well as community resources; (3)development of a videotape illustrating methods ofteaching Japanese and featuring members of the advisorygroup; (4) initiation of a pilot program for teachingJapanese in the elementary schools; and (5) the hostingof Japanese Day, an immersion day for the 140+ highschool students studying Japanese. The programcontinues with an annual Japanese Day, an expansionof the elementary Japanese program, plans for generatinga similar program in Chinese, and continued develop-ment of a materials center for university and public schoolteachers.

Funded originally by two consecutive grants fromTitle H of the Education for Economic Security Act issuedby the Oregon State System of Higher Education, otherfunding sources were generated. The program is nowsupported by the institution's Pacific InterculturalInstitute, established by a gift of more than $1 millionfrom the Matsushita Electric Corporation.

CONTACT:Dr. Linda TamuraDirector, Teacher EducationPacific University2043 College WayForest Grove, OR 97116(503) 359-2205

TEMPLE UNIVERSITYThe Asian Teachers ProgramReference Number: 20176

In dose collaboration with the School District ofPhiladelphia, Temple University submitted a proposaland was awarded a grant by the Metropolitan LifeInsurance Company to train a cohort of Asian Americanteachers to fill a growing need in the Philadelphia SchoolDistrict.

Philadelphia is home for many Asians fromCambodia, Laos, Korea, and elsewhere. In many cases,

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these Asian Americans were employed in their homecountry in professional occupations, including teaching.Such professionals who had to leave their home countryas refugees were unable to bring the necessarydocumentation proving that they had the educationaland occupational background to be certified as teachers.One of the unique features of the Asian Teachers Programis Temple University's commitment to provide a specialmechanism that screens the capabilities and back-grounds of these professionals, allowing them tomatriculate into a teacher-certification program despitetheir inability to provide the typical documentation.

The program is based on an intern teaching modelthat has been in place at Temple for several years. Inthis model, students with baccalaureate degrees arebrought to the university (usually during the summer)for an intensive program to prepare them for teaching.With this experience, students can qualify for an InternTeaching Certificate frr-m the state. Their program is thencompleted through a combination of on-the-jobinternships and part-time formal study during the nexttwo years.

In the Asian Teachers Program, the intern modelhas been augmented with an intensive language programthat occurs prior to any teaching experience. When thestudents have completed their language program andhave been certified by the university as proficient inEnglish, and when they have completed the initialteaching practicum, the Philadelphia school system willhire them as full-time teachers. During their first yearas teachers, students are provided with financial andother support. Mentorship and induction programs areprovided through the school district.

The program is coordinated by Temple Universityin collaboration with the school district. School districtpersonnel sit on the program advisory committee andprovide guidance and feedback to the program's director.

CONTACT:Dr. Gail Weinstein-ShrAssistant Professor of English EducationTemple University446 Ritter HallPhiladelphia, PA 19122(215) 787-3344

CENTRAL MISSOURI STATE UNIVERSITYFaculty Exchange ProgramReference Number: 20525

The Faculty Exchange Program was initiated duringsummer 1989 in conversations between the chair of theDepartment of Curriculum and Instruction at Central


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Missouri State University and the superintendent ofschools in Warrensburg, where the university is located.With so many areas of common concern, both partiesfelt a better understanding of the other's mission andworkplace would speed the solution of articulationproblems between them.

A faculty member from the Department of Curric-ulum and Instruction will be relieved of a portion ofhis or her university courseload to teach a ninth-gradecitizenship class at Warrensburg High School in orderto field-test procedures to be taught in a social studiesmethods course. In exchange, school system personnelwill teach a foundations of education course andsupervise the accompanying field experience in theWarrensburg schools.

The course responsibilities have been divided amongthe involved parties according to their areas of expertise;those parties, and their course responsibilities, are(1) superintendent of schoolsSchool Governance,

School Law, Philosophy of Education;(2) high school and elementary school principals

Curriculum, Effective Teaching(3) school system personnelObserving Teachers,

Classrooms & Schools;(4) assistant superintendent for financeFinancing

America's Schools, Today's Innovations-Tomorrow'sSchools;

(5) director of special servicesSocial Issues & Childrenat Risk, History of Education.Further opportunities for cooperation will be

explored as the current exchange progresses and morestaff members from each organization become involved.

CONTACT:Patricia A. Van DecarAssistant Professor of EducationCentral Missouri State University300 Lovinger HallWarrensburg, MO 64093(816) 429-4235

GENESEE COMMUNITY COLLEGEVisiting Faculty ProgramReference Number: 20575

Genesee Community College, in cooperation with areasuperintendents of schools, has created two visitingfaculty positions at the college. Visiting faculty memberswill be regular faculty members at schools in Genesee,Livingston, Orleans, and Wyoming Counties, Thepurposes of the Visiting Faculty Program are to (1) bringschool and college faculty into closer contact with eachother, (2) improve understanding of school and college

curricula, and (3) provide school teachers withprofessional-development experiences that might beuseful when they return to their positions in the followingschool year.

To fund the Visiting Faculty Program, GeneseeCommunity College will reimburse the home school fora participating faculty member's direct salary andretirement costs for the academic year; the facultymember will continue to be carried on the home school'sinsurance and other benefit programs. The home schoolprincipal and the superintendent of schools mustapprove each application.

Visiting faculty members will teach a full load, asdefined for regular community college faculty, and maybe expected to teach one course in the evening or, ifappropriate, at one of the college's off-campus instruc-tional sites. They will be expected to teach accordingto the college's calendar, which begins with ProfessionalActivity Days in mid-August and concludes withgraduation at the end of May.

Participants in the program will be selected fromamong teachers in the following subject areas: history,economics, psychology, human services, sociology,criminal justice, English, mathematics, speech, politicalscience, art, reading, computer science, and business.Faculty members selected for a visiting faculty positionshould hold a master's degree and must have taughtat least five years in the discipline in which they willteach. Visiting faculty members will participate in newfaculty orientation and regular professional-staffworkshops and will be encouraged to become involvedin college activities during the year.

Evaluation of the program will be formally under-taken in cooperation with the sponsoring schoolsuperintendents after three years.

CONTACT:Dr. Larene HoelcleActing Vice President for Academic AffairsGenesee Community CollegeBatavia, NY 14020(716) 343-0055, ext. 528

NORTHERN ILLINOIS UNIVERSITYDeKalb/NIU PartnershipReference Number: 20545

Northern Illinois University (NIU) and DeKalb Commu-nity Unit School District #428 have been involved in anIllinois state grant, which was obtained through theDeKalb school district. The purposes of this grant areto improve teacher education and to recognize teacherexcellence within the district.

Three major concerns were expressed early in the


planning stages for the DeKalb/NIU Partnership. The firstwas the concern for emphasizing the partnershipbetween a school district and the university. The clinicalmodel suggests that classroom teachers come on campusto teach, and that university professors go out into theschools to teach and consult. The response wasremarkable. Therefore, this concept was put into thegrant through the circulation of a Shared Resource Listgiving areas of individual expertise.

The second concern was the linking of theory topractice. In other words, how can the classroom teacherknow what the clinical student has experienced in themethods classes on campus? The classroom teacherswere encouraged at the beginning of the semester tofill out a very brief form stating what they would bedoing during a particular three-week period. Theuniversity professors, in turn, supplied the classroomteachers with brief overviews of what they would liketo see their students experience in the schools and acourse syllabus.

Third, the extended-day tutoring program was amajor concern of the school district, which wanted toprovide this service. Each school was given the freedomto come up with a workable tutoring program. All inall, the response was favorable. The junior studentteachers tutored before and/or after school for approx-imately two days a week.

Recognizing the teachers' efforts led to improvedmorale. It was their choice to apply for conferences andworkshops they thought worthy. Substitute pay wasincorporated into this reward. Some conferences, suchas teaching the slow learner, writing, and math, werebrought to the district. They were all well received.

The university codirector worked closely with thepublic school codirector in setting up and implementingthe overall program. The public school codirector positionwas a half-time release from teaching, which allowedtime for administration. The major invlvement cameabout through organizing the career incentives segment,which in turn recognized teacher excellence. The buildingcoordinator was chosen by merit. The responsibilitiesof this position involved orienting, overseeing, andsupporting the clinical students in the building,delivering weekly seminars on pertinent issues,organizing the extended-day tutoring program, andpromoting interest in workshops and conferences.

Evaluation showed positive acceptance in generalof the program. The strongest area was the clinicalstudents' respect for their cooperating teachers; theweakest was the cooperating teachers' rating of theprogram's success at closing the gap between theoryand practice. For a first-year program, the success ratewas considered high.

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CONTACT:Dr. Marilyn RuddyProfessor of Education, Curriculum,

and InstructionNorthern Illinois UniversityDe Kalb, IL 60115(815) 753-9096

GRAND VALLEY STATE UNIVERSITYThe Coalition for Excellence in Science and MathEducationReference Number: 20365

Initiated in 1984, the mission of the Coalition forExcellence in Science and Math Education is to providenetworks among government, business, and educationto improve mathematics and science education for K-12 students. The program's goal is to help schoolsproduce students who are scientifically literate and whopossess entry skills necessary for technologically basedprograms. By 1987, the coalition became a true regionalalliance of six area colleges (Aquinas College, CalvinCollege, Grand Rapids Junior College, Grand Valley StateUniversity, Hope College, and Muskegon CommunityCollege); teachers and administrators from three countyschool districts; and many regional businesses, indus-tries, and professional societies.

The coalition sponsors Science and Math UpdateSeminars twice yearly for teachers and outstandingscience and math students, as well as a variety ofinservices and workshops for teachers throughout theyear. The Coalition News is published monthly anddistributed to more than 2,800 readers. The coalition'sPeriodic Reports & Retorts is a chemistry newsletter witha statewide distribution of 900. Together with GrandValley State University, the coalition annually hosts aregional science olympiad; this year's event was attendedby more than 1,400 students and was the largest regionalolympiad in the country. The coalition also annuallysponsors the National Engineering Aptitude Test andNational Chemistry Olympiad Exam. During the 1988-89 school year, the coalition's programs and activitiesreached approximately 2,400 students, 1,800 teachers, and350 others.

The coalition was awarded a 42-month partnershipgrant from the National Science Foundation to fund itsRecognize Exemplary TeachersExpand, Enlist, andExtend (RET-E3) program. RET-E3 honored 20 outstand-ing science and math teachers this year. Many of theseteachers will work in industry internships during thesummer, then enter a curriculum-development phase.This special relationship between education and industry

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should result in increased relevance of science and mathmaterials in the classroom.

In March 1989, the coalition, in conjunction witharea school districts, received $95,000 in Math/ScienceChallenge Grant monies from the Michigan Departmentof Education. These funds will be used to develop teacherAlliances in math and science. Teacher Alliances in theareas of chemistry and physics have already been formedunder the auspices of the coalition. Funds will also beapplied to a mini-grant program for teachers to pay forspecial science and math projects, as well as to theindustry internship program for teachers. In addition,a portion of the grant will be used to plan for new regionalfacilities and programs in the areas of science andmathematics.

CONTACT:David O. TanisExecutive DirectorGrand Valley State University301 Loutit HallAllendale, MI 49401(616) 895-2238

CLEVELAND STATE UNIVERSITYVisiting Instructor ProgramReference Number: 21056

The purpose of the Visiting Instructor Program atCleveland State University is to identify a select numberof master teachers in area schools and to invite themto join the staff of the College of Education for one yearto add a special dimension in the training of futureteachers that could not otherwise be achieved. Thesevisiting instructors act as fellow teacher educators at thecollege while on leave of absence from their schools.While acting as college instructors, these master teachers

share their skills with students as well as interact withuniversity staff, which in turn contributes to theprofessional development of both the visiting instructorsand the university's faculty.

Selection of master teachers is based on theinstructional needs of the college, the expertise of thecandidate, and the availability of the candidate forreleased time from the cooperating school district. Afterbeing nominated by school superintendents or theirdesignees, the dean of the College of Education, collegedepartment chairpersons, and the director of fieldservices select candidates from the nominees. Since 1979,from two to five teachers have participated in the programeach year.

The specific goals of the program are to(1) increase the opportunity for College of Education

students to interact with and learn from outstandingmaster teachers;

(2) promote further collaborative efforts between areaschool districts and the College of Education for theimprovement of undergraduate teacher education;

(3) increase understanding of the role that quality masterteachers may play in undergraduate teacher-education programs;

(4) provide opportunities for classroom teachers to havea meaningful leave of absence from their schoolsystems while increasing their value as resourcepersons for the future;

(5) promote greater opportunities for master teachers toparticipate in the design and development of qualityteacher-education programs.CONTACT:J. John Harris IIIDean, College of EducationCleveland State UniversityRhodes Tower #1416Cleveland, Ohio 44115(216) 687-3737

1 3


SECTION FOUR:National Models of Faculty Development

and Professional Revitalization

MARYMOUNT COLLEGE AT TARRYTOWNAcademic Alliances in Foreign Languages andLiteraturesReference Number: 20251

The Academic Allia Aces in Foreign Languages andLiteratures are local collaborative groups of facultymembers who teach modern and classical languages andliteratures in elementary and secondary schools, colleges,and universities. These teachers meet monthly orbimonthly in local groups to discuss problems and toshare knowledge and teaching techniques in theirdisciplines.

The Alliances currently include more than 6,000faculty members who teach more than 350,000 students.They are located in 42 states and the Virgin Islands. Inaddition, many of the collaboratives regularly invitegraduate students, college language majors, and selectedhigh school students interested in teaching foreignlanguages to their meetings.

In each local Alliance, members meet to discuss thelatest developments in the field of foreign languageteaching and learning, to explore particular problemsaffecting the institutions represented by the Alliance, andto find creative solutions to these problems. Alliancesallow faculty to take collective responsibility for thepractice of their profession and for the improvement ofthe quality of their intellectual and professional lives.

In spring 1988, the national office for AcademicAlliances in Foreign Languages and Literatures atMarymount College at Tarrytown evaluated the effectsof participation in a foreign language Alliance group onteachers around the country. In areas such as improve-ment in teaching, professional growth, and professionalself-image, the positive response was between 60 percentand 80 percent. These figures are unusually high.

The national office is headed by Dr. Ellen S. Silber,professor of French. To facilitate the formation of newgroups and to support ongoing groups, Dr. Silber's officeprovides consulting services; organizational materialsand guidelines; speakers for national, regional, and localmeetings; press releases and press kits; and details onfunding opportunities.

In addition, Academic Alliances in Foreign Lan-guages and Literatures publishes the triannual news-letter Co Moran' and prepares a column for Foreign

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Language Annals.Funding for the national office comes from foun-

dation, corporate, and government grants. The NationalEndowment for the Humanities recently awarded thenational office $260,605 for a nationwide project titledForeign Language Instruction Through the Study ofLiterary Texts. Teams from each collaborative will attendone of four working conferences on the reading andteaching of literature.

CONTACT:Dr. Ellen S. SilberNational Coordinator, Academic AlliancesMarymount CollegeTarrytown, NY 10591(914) 631-3200, ext. 382

UNIVERSITY OF WISCONSIN CENTER-MARATHON COUNTYHistory Teaching Alliance/Central WisconsinForeign Language Advocacy GroupReference Number; 20315

The Marathon County History Teaching Alliance is acollaborative group of central Wisconsin's university andsecondary school faculty members that has been meetinginformally since 1983. University of Wisconsin Center-Marathon County history and political science facultymembers have met jointly with history and social studiesteachers from Wausau East, Wausau West, D.C. Everest,and Edgar High Schools. The Alliance is committed tosharing its members' interests and resources in an effortto strengthen ties as colleagues and to enrich theeducational experiences of the students who are theAlliance's common concerns. The Alliance establishedan ongoing discussion group in the 1986-87 academicyear, which devoted itself to an in-depth exploration ofthe Constitution as it relates to the problem of warfare.

The Alliance's goals have been to(1) maintain the collegial ties that have been established

thus far;(2) provide mutual support services, so the Alliance's

members can better serve their students;(3) reinforce the spirit of common commitment to the

educational process by sharing ideas usable inmembers' classrooms;

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(4) experience professional growth through the exposureto invited scholars and to current historical and socialstudies materials;

(5) develop in teachers, students, and the general publica clearer understanding of the institutions that arethe basis of the American political and social order.As these goals suggest, the group operates on the

assumption that secondary school and university facultyshould relate to one another as professional colleagues.Members engage in an intellectual dialogue that avoidsthe lecture technique and the transmission of knowledgefrom "possessors" to "receivers." It is essential to thesuccess of the project that the Alliance's members meetas teachers mutually engaged in the pursuit of greaterinsight into their profession and work.

At this stage of development, the Alliance hasestablished contacts and begun to function on a resource-sharing basis. Moreover, it has, over the past two years,taken a crucial step in the direction of discipline-basedinteraction. In 1986 and 1989, the National HistoryTeaching Alliance awarded the Marathon CountyAlliance major grants to engage in study of theConstitution and labor history. The Alliance believes thatengagement on a scholarly plane is essential if itsmembers are to reach their full potential as teachingprofessionals. This program offers a means wherebyinteraction may be sustained, and a mutually rewardingprofessional growth can continue. An ancillary benefithas been greater communication between teachers,which is important to the improvement of instructionat members' respective institutions, both secondary andpostsecondary.

While this description has focused on the HistoryTeaching Alliance, a collaborative group has also beenoperating in the modern foreign languages. Moreover,the university has embarked on an effort to create anAlliance with English teachers in northern Wisconsin.Thus, the program is moving toward a broad institutionalcommitment.

CONTACT:James LorenceProfessor of HistoryUniversity of Wisconsin Center-Marathon

County518 South 7th AvenueWausau, WI 54401(715) 845-9602

NORTH CAROLINA STATE UNIVERSITYThe Wake County CollaborativeReference Number: 21141

The Wake County Collaborative was formed in fall 1981on the campus of North Carolina State University(NCSU) in Raleigh. As part of a nationwide project titledStrengthening the Humanities Through Foreign Lan-guage and Literature Studies (developed by Dr. ClaireGaudiani and funded by the National Endowment forthe Humanities), the Raleigh team served as one of threemodel pilot groups that helped to spread the collabor-ative concept throughout the country. The Raleigh groupnow forms part of a national organization calledAcademic Alliances: School/College Faculty Collabora-tives. In 1987, the Wake Ccunty Collaborative receivedfunding from the North Carolina Humanities Councilto assist in establishing approximately 12 new profes-sional collaborative groups throughout the state of NorthCarolina.

The Wake County Collaborative consists of facultymembers from Wake County secondary and postsecon-dary institutions who meet in different locationsthroughout the area six times a year. Through a carefullyplanned, ongoing program of professional development,collaborative members address areas of mutual concernrelating to the teaching and learning of foreign languages.Team members engage in activities such as reportingon recent journal articles and books in the field of appliedlinguistics and foreign language pedagogy; evaluatingmaterials, textbooks, and testing instruments; anddiscussing developments in foreign language teachingmethods and techniques. Continuing education creditis available to participating public school teachers. Anewsletter entitled Wake Up!, edited and produced byDr. Mark Sosower, assistant professor of classics in theDepartment of Foreign Languages and Literatures atNCSU, is sent to all members of the team and reportson news of the collaborative, in addition to providinginformation on developments of current educationalinterest.

CONTACT:Dr. Arlene MalinowskiAssociate ProfessorDepartment of Foreign LanguagesBox 8106North Carolina State UniversityRaleigh, NC 27695-8106(919) 737-2475

124 PROGVAMS AND SERVICES FOR EDUCATORS

CENTENARY COLLEGENorthwestern New Jersey Academic CollaborativeReference Number: 20550

The Northwestern New Jersey Academic Collaborativewas formed in the spring of 1987 by public school andcollege educators to provide a forum for sharing ideas,information, concerns, and perspectives. After an initialmeeting attended by approximately 30 educators, thegroup decided to be interdisciplinary rather thandiscipline-specific. Most felt that diScipline-relatedworkshops and meetings were abundant. The maindesire of the participants was to transcend the divisionsof elementary school, secondary school, and college andmeet as true professionals with no hierarchical barriers.

The group is a part of the National AcademicAlliances founded by Dr. Claire Gaudiani. Althoughofficially coordinated at Centenary College, the groupmeets throughout the academic year at high schools andelementary schools, as well. A steering committee ofpublic school and college faculty plans meetings focusedon topics uf common interest. Each meeting is furtherplanned by a subcommittee that changes for eachsession. Such topics as student motivation, criticalthinking, and the role of liberal arts in curricula arediscussed. Participants share journal articles, informationabout the topic as it relates to their respective institutions,and literature about conferences relating to the topic.The collaborative's members, in addition, devise waysto make connections regarding the topic among all gradelevels.

The collaborative benefits each level of educationas its members become aware of what is happening withcolleagues in all participating institutions. Members formprofessional relationships and friendships with educatorswhom they would not have previously encountered.They often become aware of journal articles or researchprojects they might not have discovered otherwise. Thehierarchical nature of the educational structure, whichcan cause isolation and misunderstanding, is eliminatedthrough communication.

The collaborative currently operates informally, butit plans to pursue funding in the future. During summer1989, the executive committee met and discussed waysto extend the collaborative. One member of the groupis making a computerized list of names, grade levels,disciplines, and special interests of participants so thatothers can be aware of resource persons and colleagueswith similar interests. The collaborative has respondedto a need for communication among various levels ofeducation and continues to define itsdf and grow asa consortium of professional individuals who can learnmuch from one another.

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CONTACT:Dr. Eleanor CarducciAssistant ProfessorCentenary College400 Jefferson StreetHackettstown, NJ 07840(201) 852-1400, ext. 269

KENNESAW STATE COLLEGEKennesaw State College History-Political ScienceTeaching AllianceReference Number: 21270

The departments of history and political science atKennesaw State College seek to strengthen relationshipswith local school districts through a series of seminarsand other activities designed to create Alliances betweencollege professors and secondary teachers. In 1985,Kennesaw State College (KSC) was one of the first fivecolleges in the nation to receive a grant from the HistoryTeaching Alliance (HTA) to host a summer seminar forsecondary teachers, titled The Constitution and the Ruleof Law. Since that year, the history and political sciencedepartments have sponsored a total of four collaborativeseminars with secondary school teachers of U.S. historyand American government. The first two seminars, onconstitutional issues, were held during 1985-86 and 1987-88 and were wholly funded by the HTA. During eachof these two seminars, participants chose topics formonthly follow-up sessions held during the school year,as a means of continuing contact between KSC and theschools.

In spring 1988, the Georgia Council for theHumanities provided a grant for a collaborative seminar,titled Including the Excluded: Blacks, Women, and NativeAmericans Under the Constitution. The seminar met forthree 2-day sessions, with two days devoted to eachgroup. Scholars spoke on their topic during the first day;on the second, teachers met to devdop curriculummaterials based on the scholar's presentation. The twodirectors prepared lengthy chronological outlines ofmajor court cases and legislation involving blacks, NativeAmericans, and women, along with a bibliography foreach area. The outlines, bibliographies, and curriculummaterials were compiled into loose-leaf notebooks anddistributed to the participants. The teachers presentedworkshops to other history and government instructorsat their schools, sharing materials and information fromthe seminar.

The most recent collab:.'rative effort was a workshopon the federal courts, cosponsored by the National


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Archives-Southeastern Branch (Atlanta). It was fundedby a grant of $33,000 from the U.S. BicentennialCommission, in addition to $3,000 from the HTA.

One purpose of the workshop was to developteaching packets based on federal court records at theNational Archives. Prior to the workshop, the twoseminar coordinators visited the Archives to identifycases and select documents that might be useful in highschool classrooms. They subsequently researched thehistoric background of each case, prepared glossaries oflegal terms, wrote study questions for the documents,and prepared suggestions for further reading); thesematerials were included in an introduction to eacil case.Cases selected were landmark Supreme Court casesoriginating in the Southeast (Chishohn v. Georgia andGomillion v. Lightfoot, for example) or cases that wouldilluminate a particular historic period (the Antelope caseand the Lco Frank case, for example).

Following the two-week workshop, the coordinatorsprepared the cases for printing in two volumes, one of"landmark" cases and one of "historic" cases. These weredistributed to participants, to social studies coordinatorsin each system, to funding agencies, to state social studiescoordinators across the country, and to libraries. Morethan 300 have been distributed thus far.

Responses to the four seminars from the participat-ing teachers have been extremely positive. Virtually allof them stressed the importance of studying contentrather than teaching methods. Participants appreciatedthe informal nature of the classes, and that they weretreated as professional colleagues rather than as students.

KSC is now organizing statewide Alliances forhistory and political science teachers on the college andsecondary levels with a grant from the GeorgiaHumanities Council. Preliminary meetings to plan fora series of local and regional meetings have includedrepresentatives from 18 of the state's senior colleges andlocal school systems served by the colleges. Regionaland local Alliances, as a result of the efforts, also arebeing formed.

CONTACT:Dr. Helen S. RidleyProfessor of Political ScienceKennesaw State CollegeP.O. Box 444Marietta, GA 30061(404) 423-6251

NORTHEASTERN UNIVERSITYGreater Boston Foreign Language Collaborative(GBFLC)Reference Number: 21263

The Greater Boston Foreign Language Collaborative(GBFLC) was organized in 1983. Its formation wasfacilitated by a National Endowment for the Humanitiesgrant, Strengthening the Humanities Through ForeignLanguage and Literature Studies, of which Dr. ClaireGaudiani served as project director. Three facultymembers, two secondary-level chairpersons, a notedcollege-level expert on comparative literature (all stillactive members of the collaborative), and a high schooladministrator attended an organizational session inPhiladelphia.

The GBFLC was instituted as a place where foreignlanguage and literature teachers could get together todiscuss matters of mutual concern, learn about newclassroom techniques and grant opportunities, and,perhaps most important, create a supportive environ-ment. There are currently about 75 members of theGBFLC, of which 70 percent are high school teachers,25 percent college teachers, and the rest a mix ofelementary and middle school teachers of foreignlanguage. The Massachusetts institutions representedinclude Northeastern University; Simmons and BostonColleges; the University of Massachusetts-Boston; PineManor College; the Boston and Cambridge Public SchoolSystems; Newton North, Newton South, Wellesley, andWeston High Schools; and Brown & Nichols School.

The GBFLC is funded by dues of $5 per year. PineManor College provides the collaborative with a placeto meet and contributes to the expense of running themeetings. Expenses are minimal, consisting mainly ofpostage and refreshments.

Responsibility for most of the collaborative'sactivities is shared between cochairs (one secondary andone postsecondary) and a steering committee of eightmembers that meets five times per year. Four collabor-ative meetings a year are developed around practicalthemes, such as Techniques You Can Use in ClassTomorrow; Fulbright Teacher Exchanges; and Technologyin the Foreign Language Program (held in a high schoollanguage lab). Subgroups, holding separate meetings,focus on technology, oral proficiency, and the Educa-tional EQuality Project Task Force (of which thecollaborative is a member).

Member surveys done by the collaborative haverepeatedly shown that members find the meetingsinvigorating and directly effective on their teaching. Theyreport also that the collaborative has helped raise theirself-esteem as professionals and has led to many

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friendships, both professional and personal, amongpeople who would not ordinarily have the opportunityto meet.

CONTACT:Mary Ellen Kidd leAssistant ProfessorBoston CollegeLyons 302-AChestnut Hill, MA 02167(617) 437-2234

UNIVERSITY OF WISCONSIN-MILWAUKEEMilwaukee Area Academic Alliance in EnglishReference Number: 21269

The Milwaukee Area Academic Alliance in English beganin 1988. It is intended to serve all high school and collegeEnglish teachers and (as of fall 1989) middle schoollanguage arts teachers in a six-county metropolitanMilwaukee area. Announcements of the meetings, whichare held on Saturdays (on the teachers' own time), aresent to English departments at all public and privatehigh schools, middle schools, and colleges in the area.Each general meeting is attended by 35-40 teachers, fromall over the metropolitan area.

The Alliance's purpose is to bring area teacherstogether to share ideas, problems, and possible solutionsconcerning the teaching of English. Its approach is acommunal one; the intent is not to bring outside expertsin for inservice programs, but rather to provide a forumfor self-help. The Alliance has three general meetingsper year (fall, winter, and spring), which are plannedmonthly by a planning committee. At a given meeting,the program usually consists of short presentations bytwo or three teachers about their own experiences inthe classroom, followed by general or small-groupdiscussion by all those who attend.

The theme that ran through the 1989-90 meetingswas Bringing Literature to Life. The fall meeting providedan opportunity for teachers to share their enjoymentof their summer reading with other teachers and todiscuss possible incorporation of those works into theclassroom. The winter meeting dealt with using thetechniques of drama to bring literature to life in theclassroom. At the spring meeting, teachers shared theirideas and experience in using writing to enable studentsto enjoy literature.

The benefits of this effort are many, all stemmingfrom the opportunity for teachers to make contact withother teachers in the area. It augments the pool of humanresources available to any teacher who would like some

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assistance with a class. It provides a natural way to effectsmooth school-college articulation, since college teachersand high school teachers both learn what goes on inthe others' classrooms. In addition, and very important,it provides a major psychological benefit to teachers whofeel overworked, underappreciated, and isolated in theirown schools. Evaluations of the meetings held so farare overwhelmingly positive. Teachers report comingaway from the meetings with a sense of renewal andprofessionalism.

The Alliance has no dues or membership arrange-ments; the costs of supplies and program promotion areborne by the College of Letters and Science at theUniversity of Wisconsin-Milwaukee. The cost ofrefreshments at the meetings are borne by the teacherson the planning committee.

CONTACT:Jessica R. WirthAssociate Dean, College of Letters and ScienceUniversity of Wisconsin-MilwaukeeP.O. Box 413Milwaukee, WI 53201(414) 229-5891

UNIVERSITY OF SOUTHERNCALIFORNIAThe Mutual Learning Program for University andHigh School TeachersReference Number: 20154

The Mutual Learning Program for University and HighSchool Teachers was developed in fall 1983 by the LosAngeles Unified School District and the University ofSouthern California's (USC) College of Letters, Arts, andSciences to enable high school teachers to meet withuniversity professors to exchange ideas about thesubjects they teach and to build collegial associations.School districts throughout Southern California nowparticipate in the program, which provides a day ofreleased time for teams of high school teachers (eachmember of a team is from a different high school) tomeet with the university's teachers on the USC campus.The costs of substitute teachers are shared by theuniversity and participating school districts.

The goals of the program are as follows:(1) to provide opportunities for university and high

school teachers to share significant research andinstructional trends within the disciplines;

(2) to recognize the contributions that teachers aremaking to quality education;

(3) to provide opportunities for teachers to develop theirpotential;

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(4) to have university faculty and high school teachersunderstand each other's needs;

(5) to promote continuity between senior high schoolsand the university;

(6) to develop ways of upgrading student achievementat both the high school and university levels;

(7) to encourage teachers in high school and theuniversity to work together as professional colleagues.The program enables teams of six teachers from

different schools and school districts to spend a day withuniversity faculty who teach biology, chemistry, English,Latin, Spanish, French, history, mathematics, philosophyor ethics, physics, or journalism. During the day, thereare opportunities for teachers to meet informally withdepartment chairs and research faculty. Observingclasses being taught is an integral part of the program.Teachers are guests of the faculty for lunch and oftenmeet with those whose lectures they visited. Laboratoriesare explored, resources are discovered, materials andtexts are loaned, and plans are made for future meetingsbetween teachers and their newly discovered facultycolleagues.

Participating teachers are asked to complete anevaluation to suggest beneficial follow-up activities thatmay involve further contact with USC faculty. Teachersare asked to share their experience with their schoolsat a department meeting attended by the administratorresponsible for the department.

More than 750 teachers have participated since theprogram's inception, and many have attended more thanonce. The program is highly praised by teachers, whorate their experiences on an evaluation collected at theend of the day. School districts have continued to expandthe funding base for teacher participation. Teachers andtheir districts value the program for improving articu-lation between secondary and postsecondary faculty incontent areas vital to student success in college. Teachersappreciate the collegiality and ability to build networksof people and resources that can benefit their students.The university professors enjoy knowing teachers whoshare passion for their research and who work withstudents aspiring to attend college.

Many teachers return with groups of their studentsto visit faculty they met on the program. Universityfaculty frequently are invited to visit classrooms ofvisiting teachers. Some teachers have become involvedwith faculty in research during summer or after school.Program evaluations have served as a needs assessmentto generate ideas for development of other partnershipprograms.

CONTACT:Sherryl LucarelliDirector of Academic Relations


University of Southern CaliforniaLos Angeles, CA 90089-1.263(213) 743-0546

UNIVERSITY OF HAWAII AT MANOAHawaii Geographic Alliance (HGA)Reference Number: 20989

The Hawaii Geographic Alliance (HGA), with fundingfrom the National Geographic Society, Hawaii'sDepartment of Education, and the University of Hawaii,is dedicated to increasing geographic literacy in Hawaii.The Alliance began in 1987 as a pilot project on Oahuand was implemented statewide in 1989-90,

The HGA is one of a network of 34 statewidegeographic Alliances fostered in as many states by theEducation Foundation of the National GeographicSociety. The foundation seeks matching funds from astate source, which in Hawaii is the state departmentof education. In addition, the University of Hawaiiprovides substantial in-kind support, including officesfor the coordinator and secretariat.

The HGA encourages and coordinates geographiceducation programs and activities statewide. The HGAacts as a catalyst, mobilizing the energy of its manymembers: community college and university faculty, K-12 teachers, educational administrators, and others inthe community interested in bringing geography backto Hawaii's children.

The FIGA provides a variety of seivices andprograms, with the focus on the K-12 teacher as the keyto increasing geographic quantity and improvinggeographic quality, by infusing the five geographicthemes (location, place, movement, human-environmentinteraction, and regions) across the curriculum.

To_z.assist schools and teachers in developingcurriculum and strategies to improve geographic quality,the HGA(1) conducts after-school workshops and field trips at

individual schools on a first-come, first-served basis;(2) provides consultation services to improve geographic

education through needs assessment meetings,textbook reviews, and the like;

(3) provides geography lessons, activities, and curricu-lum materials thrvugh a library/resource center at theUniversity of Hawaii at Manoa;

(4) offers conferences, weekend and after-schoolworkshops for credit, and summer institutes toteachers.Goals of the HGA are to (1) develop and maintain

a viable Hawaii Geographic Alliance; (2) encourageteachers to infuse more geography across the curriculum;


(3) train a cadre of geography teacher-consultants andresource teachers who, through the multiplier effect, willbring geography to other teachers; and (4) provide apool of geographically sound lessons and resources forHawaii's teachers, with links with other resourcenetworks on the mainland.

The university's College of Education is alreadymeasuring effectiveness and benefits of the pilotprograms. The educators can call on reliable academicinput for their response to a widely felt need to upgradegeographic instruction; geographers anticipate a broadeipublic awareness of and support for their profession; andthe university affirms its community service function.

CONTACT:Thomas A. OhtaCoordinator, Hawaii Geographic AllianceUniversity of Hawaii at ManoaHonolulu, HI 96822

(808) 948-7345

UNIVERSITY OF MASSACHUSETTS ATAMHERSTWestern Massachusetts Five Colleges/PublicSchool PartnershipReference Number: 21048

Five Colleges, Inc. (consisting of Amherst, Hampshire,Mount Holyoke, and Smith Colleges and the Universityof Massachusetts at Amherst) has joined in a partnershipwith the 43 school systems of Berkshire, Hampden,Hampshire, and Franklin Counties in western Massa-chusetts. Founded in 1984, the collaborative providesopportunities for teachers of every grade level to remaincurrent with their field of academic interest andencourages relationships among teachers in the schoolsand colleges. Recent evaluation of the Western Massa-chusetts Five Colleges/Public School Partnership hasshown that as a direct result of its activities, teachers'morale and self-confidence have increased, feelings ofisolation among teachers have decreased, and collegefaculty feel more positive towald their colleagues in theelementary and secondary schools. Teachers reportsignificant change in curricula resulting from thepartnership's work.

The partnership is directed by a steering committeeof school and college administrators, teachers, andrepresentatives from the Massachusetts TeachersAssociation and the state department of education. Allactivities are planned and organized by subcommitteesof school and college faculty representing specificacademic disciplines. The partnership offers conferencesand seminars during the school year in mathematics,science, history, writing, foreign language, social sciences,

AMPart Two

and humanities. During the summer, research fellow-ships in mathematics, science, and the humanities areoffered, as are institutes in a variety of subjects includingspace science, foreign language and technology, NativeAmerican studies, and writing and computers. Task forcesdevelop resource directories and work on specificprojects during the summer. The partnership acts as areferral and resource center throughout the year andprovides au electronic bulletin board called SpaceMet/Physics Forum. A newsletter, the Partnership Calendar,

published four times during the academic year, is mailedto teachers throughout western Massachusetts.

The five colleges, through their consortium, FiveColleges, Inc., provided the initial funding for thepartnership and continue to provide a part of theoperating costs. Sources of funding for specific projectsduring the past five years include the school systems,the National Science Foundation, the General ElectricFoundation, the Massachusetts Board of Regents ofHigher Education, Education for Economic Security ActTitle II, the Massachusetts Foundation for Humanities

Public Policy, and the History Teaching Alliance,CONTACT:Mary Alice B. WilsonPartnership CoordinatorFive Colleges, Inc.P.O. Box 740Amherst, MA 01004(413) 256-8316

wrissmimmoBEREA COLLEGEHigh School-College Cooperative LearningProgramReference Number: 21233

The High School-College Cooperative Learning Programbegan in 1983 with a grant from the Andrew W. MellonFoundation. Program activities, currently taking placein 10 counties, include (1) weekend workshops in theliberal arts involving college faculty, high school teachers,and students; (2) inservice workshops for teachers; (A)a semester-long consultants' program where collegefaculty members teach along with the high schoolteacher; (4) a Foxfire consortium with er.stern Kentuckyteachers; (5) Academic Alliances; and (6) attempts atforming a multidistrict consortium in foreign language,ln addition, teachers from a wider areathe AppalachianTerritoryare invited to share in a seminar programoffered in a variety of subject areas.

The Mellon Seminars, as the seminar program iscalled, bring together teachers and scholars for a two-week period in the summer to allow for leisurely

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exploration of ideas leading to a strengthening ofknowledge and skills. The seminars are primarilydesigned to attract teachers with a wide range ofexperience and a varied background in education, sothat the learning is cooperative and communal. Bereaprofessors and visiting faculty lead dise.ussions andcoordinate activities. Participants, designated as Mellonfellows, are accepted on the basis of interest in theprogram.

The basic aims of the program are (1) to establisha cooperative learning relationship between the BereaCollege and high schools in the area and (2) to recognizeand celebrate outstanding teachers in the basic academicsubjects in order to encourage renewed enthusiasm forliberal learning. A participating teacher said of theprogram, 'We must be knowledgeable to some degreein all areas. To be a role model for a student, we mustknow more than one aspect. This seminar has awakenedand revitalized my intellectual curiosity and stimulatedmy desire to be a great teacher."

CONTACT:Jackie BettsProgram CoordinatorBerea CollegeBerea, KY 40404(606) 986-9341

SYRACUSE UNIVERSITYSchools and University Partnership forEducational Responsibility (SUPER)Reference Number: 21142

Schools and University Partnership for EducationalResponsibility (SUPER) is a partnership betweenSyracuse University and 12 school districts. Its purposeis to promote constructive collaboration among thefaculties of these institutions. The focus of the partnershipis on disciplines rather than grade levels.

The permanent staff of SUPER consists of a director,who is a Syracuse University faculty member, and a part-time graduate assistant. The main efforts of this staffinclude (1) building an information-disseminatingnetwork, (2) facilitating and publicizing programs, (3)organizing the discipline-area committees, and (4) actingas a contact between individuals from the variousfaculties.

The seven discipline-area committees (mathematicalsciences, special education and technology, giftedstudents, English, foreign languages, social sciences,science) design the SUPER programs. These committeesconsist of both university faculty and faculty from theparticipating schools, with half the committees chaired

by school faculty and half by university faculty. Thecommittees are free to propose any kind of collaborativeeffort that they see fit. Most of the programs thus farhave been either workshops or symposia. The school-university dualism within the committees ensuresprojects that are both current in the field and applicableto the schools. This school-university make-up is alsofound in the advisory committee that governs SUPER.

Typical workshops may have a wide focus (such asproblem solving and the new New York State-mandatedelementary science curriculum), or a more narrowconcentration on topics of interest to a smaller group(such as the Special Education and Technology Com-mittee's program on communication intervention). Oftenworkshop size must be restricted for the benefit of theparticipants.

Another effort currently in the planning stage grewout of a series of committee meetings and generalsymposia put forward by the SUPER committee on giftedstudents. This committee noted that the partnershipestablished between faculties can also become a directresource for the students themselves. Thus, thecommittee, together with faculty from the university'scomputer department, is proposing to establish acomputer network that will allow both high schoolfaculty and students to request information from andestablish a link to Syracuse University faculty. Work-shops will be conducted to instruct students and facultyon the use of the special network.

CONTACT:Dr. Ronald R. CavanaghVice President for Undergraduate StudiesSyracuse University304 Tolley Administration BuildingSyracuse, NY 13244-1100(315) 443-1899

UNIVERSITY OF FLORIDAHistory Teaching Alliance (HTA)Reference Number: 21267

Believing that teachers are the key to improved historyeducation, and that professional barriers separating pre-collegiate and college-level history teachers impoverishboth, the History Teaching Alliance (HTA) organizescollegially designed and community-based historycollaboratives. These draw history professionals frompre-collegiate and collegiate settings, museums, libraries,archives, and history organizations into sustained andregular contact through a year-long study of their chosentopic.

The History Teaching Alliance was established in

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1985, and since its inception more than 1,000 teachershave participated in 62 separate projects in 22 states.History Teaching Alliances feature a two-to-three weeksummer institute, followed by regular meetings through-out the academic year. They encompass a rigorousacademic component, guest presentations by specialistsin the chosen history field, discussions among theparticipants about the discipline and the practicalapplications of collaborative materials and themes, andevaluations of the program. Alliances are encouraged tomake use of local resources in their collaboratives andbuild community networks that will endure beyond theyear's study.

The History Teaching Alliance is a joint programof the American Historical Association, the Organizationof American Historians, and the National Council forthe Social Studies. It is also one of only eight programssponsored by the President's Committee on the Artsand the Humanities.

The HTA awards seed grants of $2,000 to $10,000to cover the costs of teachers' and directors' stipendsand some of the additional program costs, such asmaterials and honoraria for speakers. The HTA requiresits projects to demonstrate support from participatinginstitutions and school districts, but it will assist theproject directors in additional local and national fund-raising efforts.

HTA projects are staffed by a director responsiblefor financial administration and final reports and acodirector responsible for assisting in project design andadministration. Either position may be filled by a K-12teacher, a college or university teacher, a schooladministrator, or a public historian, but the project mustinclude a local school representative. Fifteen to 30teachers can enroll in each program. Guest speakers andparticipants are drawn from any appropriate institution.

Each of the projects is required to submit evaluationscompleted by the participants at the end of the summerprogram. Many also evaluate the academic-year sessions.In addition, the project director is responsible forcompleting a final report on the project. The mostcommonly reported benefits to K-12 teachers areintellectual renewal and empowerment. Teachers alsovalue the college and university contacts they make andthe access they gain to new resources. Participatingcollege and university teachers and public historiansmost commonly comment on their new appreciation forthe skills and motivation of K-12 teachers and what theyhave learned from them. They also gain a betterunderstanding of the community's school system thatprovides many of the students they will teach.

CONTACT:Jane LandersDirector, History Teaching Alliance

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University of Florida4131 Turlington HallGainesville, FL 32611(904) 392-0271

UNIVERSITY OF COLORADO ATBOULDERColorado Geographic Alliance (COGA)Reference Number: 21265

The Colorado Geographic Alliance (COCA) was estab-lished in 1986 as part of the national network of state-based Alliances supported by the National GeographicSociety. COGA is an organization of more than 2,500classroom teachers, administrators, college professors,and interested citizens dedicated to promoting andimproving geographic education in the elementary andsecondary schools of Colorado. Membership is free andopen to anyone interested in promoting geographiceducation.

A. David Hill, of the department of geography,University of Colorado at Boulder, is the coordinator.The steering committee is comprised of eight membersfrom the university and participating schools. COGA isfunded by matching grants from the National GeographicSociety Education Foundation and the state of Colorado,with supplementary support from the University ofColorado at Boulder. COCA offers a two-week summerinstitute for 30 participants selected from school districtsand the Board of Cooperative Educational Services.Institute participants become part of a regional networkof more than 150 educators who motivate, support, andtrain colleagues in knowledgeable and creative geogra-phy teaching.

COGA provides a cadre of experienced teachers whooffer inservice programs for K-12 teachers. Grants of $150to $500 are available for projects that strengthengeography curriculum. COGA also pays the materialsexpenses of students enrolled in special courses atColorado colleges and universities and provides liaisonsto geography teachers throughout the state.

CONTACT:A. David HillAlliance CoordinatorUniversity of Colorado at BoulderBox 260Boulder, CO 80309(303) 492-6760

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UNIVERSITY OF NORTH CAROLINA ATCHARLOTTEThe UNC Charlotte Area Local Physics AllianceReference Number: 20281

The UNC Charlotte Area Local Physics Alliance grewout of a southeastern regional workshop in April 1988sponsored by the American Physical Society (APS) andthe American Association of Physics Teachers (AAPT),with support from the National Science Foundation. Theworkshop was the first of a series of regional workshopsaround the country to improve physics teaching bybuilding school-college collaboratives. The first meetingof the UNC Charlotte group was in August 1988, whichwas followed by meetings pn a monthly basis at siteson college campuses, local high schools, and DiscoveryPlace, the area science education museum.

The Local Physics Alliance project is part of a broadnational effort with the APS and the AAPT, which aremembers of the Triangle Coalition for Science andTechnology Education working with the AcademicAlliances program. The need for Alliances arises fromthe isolation a physics teacher experiences as the onlyphysics teacher in his or her school, with no colleagueswith whom to discuss the challenges arising in physicsteaching. Oftentimes, the physics teacher's backgroundis in an area other than physics, and the need to shareand update physics knowledge is even more important.The Local Physics Alliance works toward keepingteachers current in their knowledge, thereby better ableto prepare their students for work and further study.School teachers gain access to resources and improvetheir professional competence, while college faculty gainunderstanding of the working conditions of their schoolcolleagues. Both school and college faculty benefit bythis sharing.

The UNC Charlotte Area Local Physics Allianceserves those within after-school driving distance,recognizing that the teachers will be back to school earlythe next morning. Approximately 50 high school physicsteachers are within the area, and the majority haveattended one or more Alliance meetings. The averagemeeting attendance has been around 15. The typicalmeeting will consist of a presentation by the host, asharing session by the participants, planning for the nextmeeting, and the "give-away" (an inexpensive demon-stration illustrating some physics principle) for eachperson to take back to the classroom. Special activitiesinvolving area students have also begun, including aphysics contest and competition and amusement parkphysics. So far, all expenses have been met through grantsand donationsan indication of the recognized need forthe Alliance's activities.

CONTACT:E. S. OberhoferAssociate Professor of PhysicsPhysics DepartmentUniversity of North Carolina at CharlotteCharlotte, NC 28223(704) 547-2505

INDIANA STATE UNIVERSITYPartners for Educational Progress (PEP)Reference Number: 20410

Partners for Educational Progress (PEP) originated in 1986in the School of Education (SOE) at Indiana StateUniversity (ISU). The purpose of the program is toencourage and support SOE faculty in workingcollaboratively with personnel in public schools on along-term basis. The underlying premises for thecollaboration are(1) that all participants are viewed as equal partners and

colleagues, not a hierarchy with the universityprofessor telling public school people the answer toproblems;

(2) that the work is done with others, not traditionaluniversity school research done "to" or "on" teachersand students;

(3) that the work is long-term, not a traditional one-shotconsultancy with the professor in the school briefly,never to return.The focus for the work is often open-ended and

loosely defined at the beginning. The agenda becomesestablished through discussion of mutual interests andconcerns.

PEP currently involves approximately 40 universityfaculty members working with about 20 projects. Theprojects vary in size: In one project, two SOE facultywork with three teachers, in another several secondaryeducation and counseling faculty work with 71 juniorhigh/middle schools. Most projects fall in that range.Settings also yaryfrom small rural districts with onehigh, junior high, and elementary school to a projectin the third-largest district in the state. The PEP programis funded with maintenance monies provided by ISU.Some projects are supported with grants from endow-ments and by state and federal sources.

A major benefit of working on a collaborative projectis that isolation is reduced for all participantsuniversityprofessors as well as public school teachers. Universityand school participants also report that their interestand enthusiasm in their work is rekindled. SOE facultygain first-hand knowledge of current issues faced bythose in the schools. Some report feeling reaffirmed that


they still have something to contribute. Others feelgratification in helping to bring about change. Publicschool participants report that university colleagues aidthem in reflecting about their work, in consideringalternative models, in drawing upon the literature, andin developing meaningful research. University professorsalso assist in brainstorming and in figuring out methodsfor getting help with problems. Perhaps most important,university faculty facilitate school faculty in takingownership and action with things school people believeare important.

CONTACT:Dr. Gail M. HuffmanAssociate Dean, School of EducationIndiana State UniversityTerre Haute, IN 47809(812) 237-2893

UNIVERSITY OF CALIFORNIA, DAVISArea 3 Writing Project (A3WP)Reference Number: 20311

The Area 3 Writing Project (A3WP) at the University ofCalifornia, Davis (UC-Dav is), is one of 18 teacher inserv iceprojects in the California Writing Project and one of 166in the National Writing Project. A3WP, now in its 13thyear, follows the Writing Project's model, with ailprograms based on the principles (1) that the best teacherof other teachers is a successful classroom teacher; (2)that teachers of all grade levels and segments of educationmust work collaboratively to effect change; (3) thatclassroom practice should inform research and vice versa;(4) that writing is fundamental to critical thinking andlearning in all subject areas; (5) and that teachers ofwriting must be active, effective writers themselves.

The Area 3 Writing Project provides a series ofinservice programs led by A3WP teacher-consultants.The workshops are coordinated with school-site teachersand administrators and are funded by the schools,Usually a series of 5 to 10 workshops,will focus on oneparticular aspect of writing. The inservice programs reach1,500 to 2,500 teachers per year.

A3WP conducts several programs during its summerinstitute. The core program, for 20 selected K-collegeteachers, is a five-week intensive program of workshops,writing, and explorations of research and theory. Anintensive three-week course of workshops on writingand reading is open to 20-35 college teachers. A summermultilingual program focuses on approaches to writinginstruction for language-minority students in bilingual,English as a Second Language, or mainstream classes.The multilingual program is an intensive three weeks.

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Other A3WP courses include the teacher-researcherprogram and the transition-to-college program. Theteacher-researcher program includes a year-long researchcourse for 15-20 classroom teacher-researchers and thepublication of a journal intended to give classroomteachers ready access to research findings. The transition-to-college program includes a group of 20 high school,community college, and university instructors workingtogether to create a new 12th-grade English course thatfocuses on multicultural literature, with an emphasis oncritical reading and analytical writing.

The Area 3 Writing Project is funded by grants fromthe California Writing Project ((University of California),funds from Student Affairs and University-SchoolPrograms/Division of Education (UC-Davis), and fundsfrom schools and districts in the greater SacramentoValley (foothill region).

CONTACT:Laura StokesDirector, Area 3 Writing ProjectUniversity of California, DavisDavis, CA 95616(916) 752-8394

LOUISIANA STATE UNIVERSITY1Amisiana Writing Project (LWP)Reference Number: 20245

The Louisiana Writing Project (LWP) is a new programbased on the National Writing Project (NWP), a nationallyrecognized teacher-teaching-teachers model in acoilaborative university-school program. A basicassumption of the NWP is that universities and schoolsmust work together, and the LWP is a collaborative effortbrought about by the hard work of Dr. David Englandof Louisiana State University, Marianne Fowler of thestate department of education, and Evelyn Alford of theEast Baton Rouge Parish Schools.

Because of recent implementation of a criterion-referenced writing test and other factors, the Louisianalegislature and state board of education have recognizedthe need to improve Louisiana students' writing.According to a report of the Southern Regional EducationBoard, writing achievement in Louisiana is lower thanin other southern states and significantly lower than inthe rest of the nation.

The LWP is a focused, long-range comprehensiveplan to improve student writing through the improve-ment of the teaching of writing in grades K-12. The projecthas set as its goal to provide two days of writing inservicetraining for at least one teacher from every school inthe state, or approximatdy 1,400 teachers. lb do this,

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the LWP uses teams of previously trained public schoolteachers who have completed the summer WritingProject institute at Louisiana State University (LSU), theUniversity of Southwestern Louisiana, or the Universityof New Orleans. In three teams of nine teacher-consultants, these people carry the message of the highlysuccessful National Writing Project across the state.

The teachers who receive this inservice training havecontinued contact with their teacher-trainers and withuniversity personnel. They are expected to take backto their schools the ideas from the workshops. Theseare the seeds that grow into a strong statewide networkof writing teachers and writing instruction.

At the same time, six regional local educationagencies (LEAs) are continuing participation in the LSUwriting project. In annual grants averaging $15,000, LEAsprovide funds to support training of 25-30 teacher-consultants. Training takes place during five-weeksummer institutes, with subsequent school-year staffdevelopment in participating districts conducted by theteacher-consultants trained during the summer.

The National Writing Project has a 15-year historyof success. In the years the Louisiana Writing Projecthas existed, it has produced nearly 100 excellent andactive teacher-consultants who form the strong base forthe burgeoning state network.

CONTACT:Sarah BurkhalterDirector, Louisiana Writing ProjectLouisiana State UniversityBaton Rouge, LA 70803-4728(504) 388-2441

UNIVERSITY OF OREGONOregon Writing Project/National Writing ProjectReference Number: 21045

The National Writing Project began in Berkeley,California, in 1974 as the Bay Area Writing Project. Itnow includes more than 160 projects in 46 states andabroad that have adopted the University of California/Bay Area Writing Project model

Essentially a staff-development program, theNational Writing Proj.-Tt (NWP) Llieves that the keyagent in educational cionge is the teacher. As a firststep, therefore, NWP site directors, in conjunction withschools and individuals, identify master teachers ofwriting in their geographic areas from all disciplines andlevels of instruction, elementary school throughuniversity. They then bring these master teacherstogether on university campuses for interwive summerinstitutes lasting four to five weeks. Aft.l. completing

the s immer institutes, these trained NWP teacher-consultants conduct staff-development workshopsduring the academic year in their schools and districtsto train teachers of English and other disciplines in newmethods to improve writing. In addition, they may meetperiodically as a group to renew and extend the advancesof the summer. Thus, the NWP model is a grassrootsprogram with built-in mechanisms for ongoing teachersupport and for extension of benefits to an ever-wideningcircle of teachers and students.

The Oregon Writing Project, e:-tablished in 1978, isone of the earliest affiliated sites ot the National WritingProject. Primary activities include annual summerworkshops for experienced writing teachers in Englishand other content areas, conferences, and in-districtworkshops. As reported by the University of Oregon,the success of the NWP model is the result of followingthese two principles: (1) selecting experienced teachersto teach and share with each other in workshop settings,rather than relying only on lecturers and outsidcconsultants, and (2) requiring writing teachers to write,so that they rediscover and maintain positive attitudestoward the importance of composition and toward theirown writing capabilities. Additional workshop sites havebeen established to form a statewide network frommetropolitan Portland to rural southern Oregon.

Evidence is mounting that the NWP model can beadapted for staff development in disciplines other thanwriting. In California, for instance, the success of thestatewide writing project has encouraged similar staff-development institutes and inservice teams in mathe-matics and science.

CONTACT:Dr. Nathaniel TeichProject Director, Oregon Writing ProjectDepartment of EnglishUniversity of OregonEugene, OR 97403(503) 686-3911

GEORGIA SOUTHWESTERN COLLEGEThe Southwest Georgia Writing ProjectReference Number: 20507

The Southwest Georgia Writing Project, an affiliate ofthe National Writing Project, was established on thecampus of Georgia Southwestern College in April 1985.The purpose was to improve student writing insouthwest Georgia, K-college. The project is committedto the notions of the National Writing Project: The bestway to improve student writing is (1) to improve theteaching of writing and (2) to interest teachers in their

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own writing. Thus the immediate focus of the projectis the K-college teachers and the teaching of writinga model that provides for teachers to teach other teachers.

The project serves teachers at all levels in this sectionof Georgia, a 23-county area of 44 school systems,including public and private schools, one private college,and five public colleges. The project is directed by a groupof educators comprised of the director and four associatedirectors. Also, the project is strongly supported, bothphilosophically and financially, by Georgia SouthwesternCollege and private donations through the GeorgiaSouthwestern Foundation.

Two major activities make up the project. First isthe summer institute, in which a group of 20 teacher-fellows come together to discuss, practice. and demon-strate effective methods of teaching writing and to readand discuss the most recent and valuable research incomposition. They also devote a great deal of time toimproving their own writing. During this summerinstitute, these teacher-fellows (consultants) worktogether in learning to teach writing to other teachers.

The second major activity is inservice programsduring the school year. Through the directors of theproject, inservice programs are planned for teachers inindividual school systems. In these 10-week sessions ofstaff development, the teacher-fellows work with otherteachers, teachers at all levels and in all content areas,on techniques for teaching writing. These inserviceprograms are directed by the project directors butconducted by the teacher-consultants.

The teachers in the summer institutes and theinservice programs are exposed not only to techniquesand research in the teaching of writing but also toopportunities to improve their own writing. Therefore,both the teaching and the writing skills of the teachersare enhanced. Perhaps the greatest benefit for theteachers is gaining the confidence to teach writing.

Thus far, the Southwest Georgia Writing Project hasconducted five summer institutes and six inserviceprograms in four school systems. The project has touchedmore than 150 teachers and, in turn, a tremendousnumber of students. Principals and curriculum directorsgenerally report an improvement in student scores onwriting tests. Teachers report confidence and success ingetting students to write. A research project focused ongrowth in student writing was conducted during the1989-90 school year.

CONTACT:Dr. Ondee RavanDirector, Southwest Georgia Writing ProjectGeorgia Southwestern CollegeAmericus, GA 31709(912) 928-1248

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TOWSON STATE UNIVERSITYMaryland Writing Project (MWP)Reference Number: 20161

The Maryland Writing Project (MWP) was begun in 1981in cooperation with the Baltimore Area Consortium forWriting Across the Curriculum. Housed since 1983 atTowson State University, the MWP has sponsored anannual summer teacher institute; numerous inserviceprograms in local districts; and ongoing conferences,speakers, meetings, and programs. The MWP has becomea leader in policy and programming related to writinginstruction in the state of Maryland.

In keeping with the National Writing Project model,the Maryland Writing Project encompasses teachers atall levels, K-university, and in all disciplines. Theseeducators enter the project through a five-week summerteacher institute. After successfully completing theinstitute, the educators become part of a collaborative,self-governing project. Project activities have grown anddeveloped since the MWP's inception in order to meetthe changing interests of its members and the educationalpriorities of Maryland school districts. Currently, theMWP supports a student writers workshop for studentsin grades 2-12, a technical writing institute, parent andpreservice education, and a biannual statewide confer-ence on writing.

One of the most important activities of the MWPis its research institute, winner of the 1985 Mitau Awardfor Innovation and Change in State Colleges andUniversities. The research institute provides year-longprogramming and support for educators, K-university,pursuing classroom research. Currently, the institute isone of only a few such endeavors designed to supportthe teacher-researchers. During academic year 1988-89,more than 1,150 teachers participated in these activities.

The MWP is largely self-supporting, receiving somesupport from Towson State University. Towson StateUniversity faculty, as well as faculty from Loyola College;the University of Maryland, Baltimore County; and areacommunity colleges, participate fully in the project'sactivities. Towson State provides facilities and fiscalauthority. Individual initiatives, such as the AbellFoundation-sponsored Write to Learn Project, aresupported through private funds. Staff, including twopart-time codirectors, an administrative assistant, and apart-time secretary, are provided for by a combinationof project funds and released time from Towson State.

Project evaluation is conducted in response toprogram or participant needs. Individual projects mayreceive extensive evaluation. Studies conducted to datesuggest that the MWP has provided a powerful catalystfor change in writing ins:ruction in Maryland and a


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source of instructional/curriculum leadership.CONTACT:Elyse Eidman-AadahlAssociate Director, MWPTowson State UniversityHawkins HallTowson, MD 21204

WINTHROP COLLEGEWinthrop Writing Project (WWP)Reference Number: 20489

The Winthrop Writing Project (WWP), formerly theCYLUC-W Writing Project, was established in 1983 asa staff-development program for the teaching of writingskills. As an affiliate of the National Writing Project, WWPis part of a program that fortifies more than 30,000teachers with large doses of professional pride andconfidenceand sets burned-out teachers on fire. TheWinthrop Writing Project is comprised of an invitationalsummer writing institute for teachetratgrades K-13 inall subject areas and a series of meetings during theacademic year where teachers continue to developwriting, ',eaching, and leadership skills. Participants ofthe WWP become teacher-consultants who conductinserv ice programs on the local, state, and regional levels.

The purpose of the Winthrop Writing Project is toimprove the writing skills of students by improving thewriting and teaching skills of their teachers. Theobjectives of the summer writing institute are to (1) studycurrent literature on writing theory and the teachingof writing); (2) improve writing skills for various modesand purposes of writing), (3) develop strategies for theteaching of writing; (4) examine the connections betweenthinking, writing, and reading of literature; and (5)promote inservice leadership skills.

The requirements of the summer writing instituteinclude (1) actively participating in discussions of readingmaterials and class activities; (2) completing three piecesof writing, each in a different mode, with one suitablefor publication in a class anthology; (3) participating inan editing/response group; (4) presenting a teachingdemonstration suitable for an inservice presentation ofapproximately one hour; and (5) keeping a responsejournal throughout the course.

Participants for the institute are selected on the basisof their qualities of effective teaching, commitment tothe teaching of writing, and willingness to engage instaff-development activities. These summer fellows, whoare sponsored by their school districts, receive a grantfrom WWI) to cover tuition for six hours of graduatecredit, books, and other educational supplies. In return,

the summer fellows agree to a long-term commitmentto the Winthrop Writing Project, including attendingmeetings throughout the academic year and eitherattending or presenting programs at local, state, andregional professional meetings. Teachers and adminis-trators who are not sponsored by their school districtscan also apply for the institute and will be accepted basedon their qualifications and on the space available.

The Winthrop Writing Project has directly affectedthe writing performance of students in the six schooldistricts of the Winthrop Olde English Consortium (York,Clover, Rock Hill, and Fort Mill, in York County; LancasterCounty; and Union County) through the more than 100teachers who have attended the summer institutes. Asa member of the South Carolina Writing Project, WWPserves five additional counties in South Carolina;participants have also attended from neighboring NorthCarolina.

CONTACT:Dr. joye P. BermanProfessor of EnglishDirector, WWPWinthrop CollegeRock Hill, SC 29733(803) 323-2171

UNIVERSITY OF SOUTHERNCALIFORNIAUSC/California Writing ProjectReference Number: 21051

The University of Southern California's (USC) USC/California Writing Project is a site of the California andNational Writing Projects. As with other National WritingProject programs, the project offers teachers anopportunity to become more proficient at teaching theirstudents to write: Project teachers write, examine thewriting process, and study the latest research, theory,and practice in the teaching of writing.

The focus of the USC/California Writing Project isa summer institute. During the institute, teachers meetfrom 9 AM to 3:30 PM four days each week. They writefrequently and meet in writing groups to listen to andrespond to one another's writing. They demonstratetechniques they have found effective, study with expertsin the field of writing, and work on ways of adaptingresearch findings for use in their classroom. Teachersreturn to their schools having discovered the theoryunderlying the sound teaching of writing and preparedto implement what they have learned.

In addition to the summer institute, the USC/California Writing Project conducts staff-development


workshops for Los Angeles Unified School Districtteachers and offers a two-week summer institute forteachers of Advanced Placement English students.

USC selects applicants for the summer institutebased on teachers' commitment to teaching writing,openness to new ideas, and willingness to accept theprofessional responsibility of sharing their expertise withtheir colleagues. The project particularly encouragesapplications from teachers of minority and nonnativestudents. Teachers who are selected receive an expensestipend and may choose to earn continuing educationcredits.

CONTACT:Dr. Betty BambergUniversity Project DirectorUSC/California Writing ProjectUniversity of Southern CaliforniaLos Angeles, CA 90089-0062(213) 743-5672

UNIVERSITY OF CONNECTICUTConnecticut Writing Project (CW13)Reference Number: 20446

The Connecticut Writing Project (CWP), established in1981-82, is the state site for the widely acclaimed NationalWriting Project. It is one of the major outreach programsat the University of Connecticut, working to improvethe quality of writing instruction and writing proficiencytheoughout the state. The CWP offers opportunities forgrowth and professional development to teachers ofwriting and to teachers in all disciplines who recognizethis worth of using writing as a means of learning anysubject matter.

Experienced and talented teaclwrs from all levelsof instruction, K-college, and all disciplines participatein summer institutes. These teachers investigate researchin the field, apply current theory to the practice of writinginstruction, and respond to and evaluate one another'swriting.

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Summer institutes of the CWP are held at the Storrsand Stamford campuses of the University of Connecticut.Sixteen teachers participate at each location. Theseparticipants, called summer fellows, are carefully selectedon the basis of written applications, interviews, andletters of recommendation from superintendents andcolleagues. Each participant receives a fellowship of$1,000 plus tuition for six University of Connecticutgradua te credits in English. Summer fellows then becometeacher-consultants for the CWP, presenting workshopsin area schools.

The CWP demonstrates its commitment to improv-ing the quality of writing instruction by(1) responding to requests to conduct needs assessments

of a school's current practices and goals regardingwriting;

(2) responding to requests to relate a school's curriculargoals to current research about writing and reading;

(3) responding to requests for CWP teacher-consultantsto conduct model lessons;

(4) responding to requests to conduct workshops foradministrators to aid analysis of a school system'spractices in terms of current research;

(5) establishing and coordinating Connecticut StudentWriters, a statewide magazine established to honorexcellence in student writing, K-12;

(6) hosting a statewide writing conference;(7) collaborating with the New England Association of

Social Studies teachers to publish Connecticut Originals:Writing in the Social Studies.In 1986, the CWP was designated a Center for

Excellence by the Connecticut state legislature and wasawarded a grant for $232,000.

CONTACT:Mary T. MackleyDirector, Connecticut Writing ProjectUniversity of ConnecticutBox U-25A, Room 345Storrs, CT 06269-1025(203) 486-2328


Part Two

SECTION FIVE:Programs for Leadership Development and School Management

for Teachers, Administrators, and Counselors

CALIFORNIA STATE UNIVERSITY,STANISLAUSProject AcceptReference Number: 20319

Research has identified school administrators as the keyto improvement in student learning and achievement.However, as noted by the 1978 California AssemblyEducation Committee Task Force, "many administratorsare neither prepared nor encouraged to be educationalleaders." In response to this need, California StateUniversity (CSU), Stanislaus, instituted Project Accept,designed to provide local, experienced school admin-istrators with leadership training and a leadershipbackground for practicing and aspiring administrators.The project provides the participants with the individ-ualized experiences, skills, and knowledge competenciesthat have proven to be the attributes of effective schooladministrators.

Assessment involves a systematic monitoring ofprogress, followed by a thorough exit evaluation of eachparticipant. This assessment is designed not only toprovide participants with an evaluation of strengths andimprovement needs with regaM to administrative skillsbut also to provide various school administrative staffwith independent and objective assessments of eachparticipant's readiness to assume administrativeresponsibilities.

Participants in the project must (1) have a highprobability of success; (2) currently be in a credentialprogram or be a teacher who is nominated by thesuperintendent or district; (3) be willing to receive on-the-job training in a local school district if the selectioncommittee recommends it; (4) be willing to takeadditional coursework and/or inservice beyond thecredential program, based on recommendations from theselection committee; and (5) be amenable to participatingin inservice programs beyond the regular training cycle.

Recent issues support the need for extensive trainingfor administrators. The two-tiered credential programrequire's upgrading of administrators' skills. Decliningenrollments and the continued drop in pupil's test scoresindicate a need for more highly trained administrators,while fiscal restraints and citizens' movements in generalrequire more sophisticated group and informationmanagement.

CSU, Stanislaus, reports that the project has resultedin an increased involvement between the School ofEducatieni faculty and public school administrators. Also,there has been an increased employment of educationgraduates of the university, the college's administrativecredential program is stronger, and there are betterschool administrators working with teachers.

CONTACT:Diana Mayer DemetruliasDean, School of EducationCalifornia State University, StanislausTurlock, CA 95380(209) 667-3145

STONEHILL COLLEGESuperintendents' Center for Public Leadership,Policy Development, and PlanningReference Number: 20329

The creation of a regional Superintendents' Center forPublic Leadership, Policy Development, and Planninglocated within the Joseph W. Martin Institute for Lawand Society at Stonehill College is an attempt to respondto the professional, personal, and policy needs of schooldistrict administrators as they work together to educateand influence sound educational policies and practiceswithin southeastern Massachusetts.

The center offers personal and professional growthand development opportunities to superintendents ofschools in at least two broad areas: The center servesthe ongoing growth and development needs of itssuperintendents (i.e., critical events and policy issues),and it provides a base and support for policy analysisand policy development from which to address issuesof interest and concern to the towns and cities ofsoutheastern Massachusetts.

The center focuses its energies and resourcesregionally. Companion programs are provided at thecenter for the region's municipal and private-sectorexecutives. its aim is to enhance and strengthen thestrategic role these leaders play in the governance oftowns and cities in this region and in planning for itsfuture.

he elected board of directors represents the South

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Shore and Old Colony Superintendents Associations,Metro South Chamber of Commerce, and the Massa-chusetts Association of Elected Municipal Officials.Funding for the center's activities is provided throughlocal district membership dues and a MASSLEAD CenterGrant.

CONTACT:Rita E. SmithDirector, Stonehill Education ProjectStonehill CollegeWashington StreetNorth Easton, MA 02356(508) 230-1056

BELLARMINE COLLEGELeadership Education (LE)Reference Number: 20420

The Bellarmine College Leadership Education (LE)program promotes the continued development ofleadership among committed career teachers, K-12. LEwas initiated in 1985 and is offered to all public, parochial,and independent elementary and secondary schools inthe metropolitan areas of Louisville, Kentucky, andsouthern Indiana. Participating schools sign a contractwith Bellarmine each year.

Leadership Education is the only teacher-orientedprogram offered through the Bellarmine Institute forLeadership Development (BILD). The purpose of BILDprograms is to offer unique educational services tounusually talented students and teachers (e.g., dual-credit, leadership training, enrichment courses). Tuitionrevenue from a Bellarmine College dual-credit program(the Advanced College Credit Program) funds LeadershipEducation. LE is offered at no cost to the teacher; usually,participating schools bear the expense of supplyingsubstitute teachers when LE is in session.

The program is designed to provide teachers witha probing study of community challenges that are ofconcern to education, business, and industry. LE meetsmonthly, on Fridays, over a period of seven months.Monthly topic days include studies such as urbanneighborhoods and civic history, social justice, localgovernment, economic development, media, arts andleisure, human needs and services.

Leadership Education pursues the following goals:(1) to identify outstanding teachers who have demon-

strated leadership abilities and a high degree ofconcern for educational and community issues;

(2) to provide educational activities that will familiarizeteachers with community needs, opportunities forimprovement, and resources for improvement;

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(3) to establish an effective dialogue among teacherparticipants and between teachers and communityleaders.The program is directed by the executive director

of BILD, who has primary responsibility for thedevelopment of topic-day programs and programevaluation. Assisting the director is a community boardof advisers, which lends professional expertise toprogram planning, assists with topic-day execution, andselects each year's class of LE teachers.

LE is evaluated immediately following each topicday; teachers evaluate the program, noting programstrengths and weaknesses. Information from thisevaluation is used by the director and advisory boardto plan programs for the following year.

Alumni of the program may join the LeadershipEducation Alumni Association. Through alumni activ-ities, LE teachers are very active in the community,serving as consultants on matters of educational policyand advocating the importance of education to thecommunity's quality of life.

CONTACT:Dr. Diane BennettDirector, Leadership EducationBellarmine CollegeNewburg RoadLouisville, KY 40205(502) 452-8161

UNIVERSITY OF PENNSYLVANIACenter for School Study CouncilsReference Number: 20292

Founded in 1943, the Center for School Study Councils(CSSC) of the Graduate School of Education at theUniversity of Pennsylvania was established to providea mechanism for school superintendents and others intheir districts to (1) meet and discuss common problems,(2) learn about developments in a variety of fields aboutwhich an educational leader must be informed, (3)conduct research into contemporary issues facingsuperintendents, (4) conduct educational activities intheir districts, and (5) provide easy access to theconsiderable resources of the University of Pennsylvaniafor member school districts

The CSSC currently operates as a resource partner-ship serving 58 affiliated school districts and superin-tendents in the Greater Delaware Valley and south centralPennsylvania, fostering school improvement by provid-ing development and enrichment activities to districtsuperintendents in their roles as educators, managers,and community leaders. It is comprised of three

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geographically based councils: the Suburban SchoolStudy Council (Group A), the Philadelphia SuburbanSchool Study Council (Group B), and the South PennSchool Study Council (Group D).

The CSSC holds monthly meetings that provide amechanism for school superintendents and others intheir districts to meet and discuss common problemsand to learn about developments relevant to their workin a variety of fields. In addition, research intocontemporary educational and educational managementissues is conducted, and easy access to the considerableresources of the University of Pennsylvania is provided.

Services provided include(1) staff-development and inservice programs using the

expertise of faculty from the University ofPennsylvan ia;

(2) borrowing privileges at the University of Pennsyl-vania's extensive library system;

(3) a member book service, which provides memberswith two to four new books per year selected to keepthem abreast of ideas relevant to their roles assuperintendents;

(4) access to free and/or reduced-costs consultants fromthe faculty of the University of Pennsylvania;

(5) NEWSBRIEFS, the CSSC newsletter, which focuses oncenter activities and research of interest to members.

Several CSSC projects are now under way. TheInstructional Design Support System (IDSS) uses thestudent database of the Wissahickon School District forinstructional analysis and decision making by teachersand administrators The system enables teachers andadministrators to probe program quality and its impacton students' experiences. Another project, the HighSchool of the Future, joins CSSC with three schooldistricts, enabling each district to create a high schoolof the future that responds to its community's desireswithin the context of educational, social, and otherchanges.

Other projects include (1) the Principal SelectionCriteria, which assesses the priorities, needs, andexpectations of students, parents, teachers, and others,and (2) the Using Animals in the Classroom project,which addresses the value of using pets in the classroomand the responsibility it entails.

Funding is shared jointly by Penn's Graduate Schoolof Education and the participating school districts. Thecabinet is comprised of the elected presidents and vicepresidents from the membership of each of the affiliatedcouncils (A, B, and D). The chair of the cabinet rotatesamong the presidents of the affiliated councils. Theexecutive director and staff of the center are providedby the Graduate School of Education.

CONTACT:Dr. Harris J. SokoloffExecutive Director, Center for School

Study CouncilsUniversity of Pennsylvania3700 Walnut StreetPhiladelphia, PA 19104-6216(215) 898-7371

LOUISIANA STATE UNIVERSITYProject LEADReference Number: 20151

Since 1987, Leadership in Educational AdministrationDevelopment (LEAD), a technical assistance networkdesigned to help principals solve critical school problems,has been in place in Louisiana. Due to the program'ssuccess and acceptance by principals, the LouisianaDepartment of Education presents this training as a two-year internship for new principals and assistantprincipals. The faculty in educational administration atLouisiana State University (LSU) now offers technicalassistance to educational administration faculty at sevenother universities, who, in turn, provide training andtechnical assistance to beginning principals and assistantprincipals in their respective regions. The network willserve approximately 175 principals and assistantprincipals yearly. As of July 1990, the successfulcompletion of the internship is required for principalshipcertification.

LSU works with the fixulty at the seven centersin the delivery of an assessment sysem and deliversan instructional leadership model, titkd ConsequenceAnalysis, that teaches beginning principals and assistantprincipals how to effectively define and solve keyinstructional problems. Faculty at each regional centerwork closely with cohorts of beginning principals andassistant principals as they learn through simulationduring the first year of training and as they implementthe model in their schools during the second year oftraining.

A field manual guides the LEAD faculty in theproblem-solving seminars and supports the principalsand assistant principals in leading an in-school actioncommittee. The field manual provides five performanceobjectives and supporting material that help principalsand assistant principals implement ConsequenceAnalysis in their schools.

Successful completion of the five problem-solvingobjectives is verified through the use of a triangulationinterview procedure. Three interviews are conducted byLEAD faculty, one with the LEAD school administrator

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and two with members serving on the principal'sproblem-solving committee. Each person is considereda point of view. Together, the three represent more thanone organizational role or position. The principal andcommittee members are interviewed separately in orderto cross-check perspectives.

Experienced administrators serve as mentors for thenew principals and assistant principLis in the program.The mentors serve as rote models and resources forsolving administrative problems for the interns.

LEAD is supported with funds from the LouisianaDepartment of Education through the Administrators'Leadership Academy; the U.S. Department of Education,Office of Research and Improvement, Education NetworkDivision; and the participating universities through theLeadership in Educational Administration Developmentprogram. A policy advisory board comprised of leadersfrom business and industry, local and state government,education, and professional-development organizationsserves to develop policy for the project.

CONTACT:Dr. Joseph W. LicataDirector, Project LEADLouisiana State University101 Peabody HallBaton Rouge, LA 70803(504) 388-6886

TEMPLE UNIVERSITYThe Pennsyhtania LEAD InstituteReference Number: 20240

The Pennsylvania Leadership in Educational Adminis-tration Development Institute (PA-LEAD Institute) isdesigned to improve the kadership skills of schooladministrators and personnel who aspire to be educa-tional kaders in Pennsylvania. The overall goal of thetraining/technical assistance program of the PA-LEADInstitute is to enable schools in Pennsylvania to instituteresearch-based improvement programs that provideeffective and efficient educational and related servicesfor all students in the Commonwealth. Thus, the dualfocus of the training/technical assistance program is onaccommodating both the program improvement needsof individual schools and the training needs of individualeducational leaders who design and implement improvededucational programs and practices.

The PA-LEAD Institute collaborates with a networkof regional college-school-state training affiliate teams.This network delivers a statewide educational leadershiptraining/technical assistance program for improvingPennsylvania schools. Regional teams of training affiliateslink the training resources of higher educational

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institutions with the resources of inservice trainingproviders. Local schools and intermediate units on thecollege-school-state teams serve as demonstrationsettings for the institutionalization of school improve-ment programs through educational leadership training.

The design of the training/technical assistanceprogram is based on three principles. The first principleholds that the implementation of research-based,innovative school improvement requires educationalleaders who possess knowledge of state-of-the-artresearch and practice in effective teaching and schooleffectiveness, competency in effective management andhuman resource development, and expertise in applyingtheir knowledge and capabilities to the design andimplementation of school improvement progrmns thatmeet the learning needs of students and the trainingneeds ot professional school staff.

The second principle is that the congruence betweentraining and the expertise required for implementationof school programs is a critical element of effectivepreservice and inservice efforts. The final principle is that,if training programs are to be effective in supportingthe implementation of school improvements, they mustinclude systematic, ongoing staff development tailoredto the training needs of personnel responsible for,implementation.

Specifically, the PA-LEAD Institute's training andtechnical assistance program develops the instructionalleadership and executive skills required to perform fivecategories of related tasks. These tasks are to(I ) identify school district and agency-specific needs,

priorities, and resources for improvement;(2) identify and develop relevant programs and practices

for curriculum and staff development;(3) develop school improvement programs that address

clearly delineated, building-level improvementsobjectives;

(4) develop and operate implementation plans thatinclude redeployment of school resource!; andrestructuring of organizational and staffing patterns,if necessary;

(5) evaluate the implementation and effectiveness of theschool improvement programs to be developed bytrainees.

Although school principals and assistant principalsare the primary candidates for participation in the PA.LEAD institute, it is also of value to other administrators.Superintendents, school, and district personnel respon-sible for curriculum development and instructionalimprovement, and professional-developnwnt rrsonnelfrom local education agencies, the PennsylvaniaDepartment of Education, and other educational groupswithin the Commonwealth also profit from the training.


Part Two

CONTACT:Dr. Jo Ann ManningProject CoordinatorTemple University Center for Research13th Street and Cecil B. Moore AvenuePhiladelphia, PA 19122(215) 787-3012

OAKLAND UNIVERSITYMeadow Brook Leadership AcademyReference Number: 20406

The Meadow Brook Leadership Academy evolved outof a series of discussions in spring 1984 between thedean of the School of Human and Educational Servicesat Oakland University, the superintendent of Macomband Oakland Intermediate School Districts, and thedirector of continuing education at Oakland University.The context for these discussions included calls for statecertification to address the absence of any certificationrequirements for school administrators in Michigan, agrowing interest among administrators for managementand leadership training, and the educational reformmovement's focus on the significant role of the principalin providing instructional leadership.

The mission of the Principals' Center of the MeadowBrook Leadership Academy is to support elementary andsecondary principals in their efforts to improve schoolsby prnviding them with a program of professional-development activities directed toward instructionalleadership, management skills, and self-renewal. Theseactivities (1) encourage different ways of thinking aboutcommon problems, (2) transform school problems intoopportunities for school improvement, (3) encourageclarification of assumptions guiding practice, (4) offeropportunities for shared problem solving and reflection,(5) provide a context of mutual support and trust inwhich personal and professional renewal is establishedand developed, and (6) improve educational leadershipand management.

The Principals' Center addresses these areas:(1) instructional leadership, including currkulum and

instruction, staff development, evaluation of instruc-tion, instructional planning and design, and instruc-tional observation, diagnosis, and supervision;

(2) management skills, including planning, problemsolving, decision making, organizing, leadershipapproaches, needs analysis, goal setting, andinterpersonal and communication skills;

(3) self-renewal, including stress management, speaking,writing and listening skills, and assertiveness training.

Each session of the academy's programs is evaluated

by participating administrators. Evaluations haveconsistently cited the high quality and relevance of theMeadow Brook Leadership Academy's programs.

CONTACT:Howard RobinsonExecutive Director, Meadow Brook Leadership

AcademyOakland UniversityRochester, MI 48309-4401

(313) 370-3060

UNIVERSITY OF OKLAHOMADanforth Principal Preparation ProgramReference Number: 20209

The University of Oklahoma's Danforth PrincipalPreparation Program provides alternative approaches foridentifying, preparing, and certifying principals. TheUniversity; Guthrie, Millwood, Noble, Norman, Okla-homa City, and Shawnee Public School Districts; theOklahoma State Department of Education; and DanforthFoundation have worked collaboratively to develop andimplement this program.

The five objectives established by Danforth Foun-dation for the Preparation of School Principals Programhave been used to structure the University of Oklahomaprogram. These objectives are to(1) provide the opportunity for university personnel and

practicing school administrators to work together toprepare highly competent school principals;

(2) identify and encourage able persons to becomecandid.ates for the principalship early in theireducational careers;

(3) develop learning experiences for principal candidatesusing schools, the university, and communityorganizations as the learning environment;

(4) identify and organize learning experiences thatrequire collaborative teaching efforts of the universityfaculty, school district personnel, and communitymembers;

(5) prepare principals with an emphasis on experientiallearning, allowing them to demonstrate mastery ofskills and knowledge traditionally expected for theposition of principal and to demonstrate competencyin schools and the community beyond thosecommonly expressed in today's schools.The University of Oklahama Danforth program

differs from traditiona: educational administrationprograms in a number of wi:ys:(1) A four-step selection process of self selection or

nomination, app1ication, paper screening, andinterviews is implemented by the collaborative


partners; traditionally, students self select, and if theymeet the university's admittance requirementc, theyare enrolled in a graduate preparation program.

(2) Candidates complete the program as a member ofa cohort group; traditionally, each person registersfor courses whenever he or she can schedule them.

(3) Courses are scheduled in a predetermined, sequencedorder so skills learned in one course can be expandedor reviewed in future courses; traditionally, coursesare not sequenced, so it is not possible to build onprevious learning.

(4) The school districts provide each candidate with a90-day, paid internship; traditionally, students do nothave an extensive internship.

(5) Each candidate works with a mentor principal duringthe internship; traditionally, programs do not providea structured mentoring component.CONTACT:Frank 0. McQuarrie, Jr.Visiting Assistant ProfessorUniversity of Oklahoma820 Van Vleet OvalNorman, OK 73019(405) 325-1523

TEXAS A & M UNIVERSITYPrincipals' CenterReference Number: 20219

Texas A & M University has achieved national recog-nition for its exemplary preparation program forelementary and secondary school principals, and it isincreasingly noted for leadership in Texas and the nationfor its provision of support services to practicingprincipals. The board of regents of Texas A & MUniversity acknowledged this effort in February 1985 byformally approving the establishment of the Principals'Center. The mission of the Principals' Center is to supportelementary and secondary school principals throughpreparation, assistance, and research.

A congress of principals provides essential adviceand leadership from the field. The congress, whichrepresents all grade levels and geographic regions ofTexas, serves as a governing body to id Atify emergingproblems and concerns of Texas principals.

The Principals' Center sponsors professional staff-development activities directed toward instructionalleadership, management skills, and self-renewal forprincipals. The Principalship Institute provides intensivetraining in critical management skills and instructionalleadership for new and prospective principals (preser-vice). The Principals' Center Summer Academy is an

Part Two

intensive skill-development and renewal experience heldfor 100 principals from Texas (inservice). Workshops andseminars are organized to meet the specific needs ofprincipals as requested (inservice).

The center provides a clearinghouse for informationto principals in Texas. A telephone hot line with an 800number is available to link the school principal with theresources of the Principals' Center. The Network newsletteris published throughout the academic year anddisseminated across the state to school administrators.

The Principals' Center participates in a nationalnetwork of principals' centers and similar organizationsand agencies. It hosted the National Principals' CentersConvention in San Antonio, Texas, in 1986, where morethan 70 recognized and established principals' centersacross the nation participated. The Texas A & M centeris participating in professional staff exchanges with othercenters.

The center also assesses and develops job skills ofpresent and prospective principals. It develops materials,procedures, and delivery systems for effective preserviceand inservice training of principals. It also develops abody of knowledge undergirding the role of the principalin elementary and secondary schools.

CONTACT:Dr. David HinojosaAssociate Professor and Director,

Principals' CenterTexas A & M UniversityCollege Station, TX 77843-4226(409) 845-2766

UNIVERSITY OF PITTSBURGHWestern Pennsylvania Principals' AcademyReference Number: 20233

In 1986, the University of Pittsburgh, the city ofPittsburgh schools, two intermediate units, the AlleghenyConference, and four local foundations established aPrincipal's Academy in a joint effort to strengthen theleadership in the 65 school districts located in thepartnership area. The program is a three-year commit-ment on the part of the principals, with a new groupbeginning each spring.

The program's focus is self-renewal during the firstyear, developing a program of change for each buildingthe second year, and carrying out the new program withsupport from the academy during the third year. Theprimary purpose established for the academy is toprovide opportunities for practicing principals to becomeactively involved in their own personal and professionaldevelopment.

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Principals in partnership with all participatingmembers agreed to the following goals: (1) to create apeer group network; (2) to offer training and skilldevelopment; (3) to enhance individual talents; (4) toprovide opportunities to discuss important issues thataffect principals and education; and (5) to provide anopportunity for mentoring relationships.

The major reward for all members in the partnershipis the improvement of education in western Pennsylvaniaand to develop a collegial relationship among all thepartners. Funding is provided by the foundations, theAllegheny Conference, individual school districts, andthe University of Pittsburgh.

A director and coordinator are the only staff, onefrom the university and the other a principal from aschool district. Other staff involvement and input comefrom all the partners. A planning committee for eachgroup plans the session, while a steering committee ofall the partners creates the policy.

Evaluation is ongoing, and the program's evalua-tions have been extremely positive. A doctoral disser-tation that includes a total evaluation is available onrequest.

CONTACT:Joseph S. WerlinichDirector, Western Pennsylvania Principals'

AcademyUniversity of Pittsburgh5P32 Forbes QuadranglePittsburgh, PA 15260(412) 648-7159

OAKLAND UNIVERSITYThe Oakland Counselor AcademyReference Number: 20408

The Oakland Counselor Academy, located in OaklandCounty, Michigan, is a professional-developmentprogram for school counselors that has been imple-mented through the collaborative actions of the countyregional educational agency (Oakland Schools) andOakland University. The academy offers in-depth,professionally related programs that are both informa-tional and skill building.

The Oakland Counselor Academy grew out of areview of professional development needs and oppor-tunities for the 349 school counselors located in the 28Oakland County school districts. In 1985, a task forcecomprised of school counselors, guidance supervisors,professional organization officers, and counseloreducators was formed to review possible options. Afterconsiderable discussion and reflection, it was decided

to establish an academy to (1) provide professional-development activities for counselors; (2) developawareness of contemporary, social, and educationalproblems; (3) develop skills and techniques in dealingwith current issues; and (4) develop and apply skills inhelping students.

Four characteristics of the Oakland CounselorAcademy are the following:(1) The academy offers a full-year program, with at least

one full-day session offered each month fromSeptember through April. Each participant is expectedto attend all sessions.

(2) Planning for the academy's program is based onparticipants' recommendations suggestions fromother guidance professional' , nd an analysis ofdeveloping trends.

(3) The programs focus on knowledge acquisition andskill building and are offered at various sites in thecounty.

(4) CEUs and university graduate credits are madeavailable on an optional basis.

Topics covered in the academy sessions includegroup counseling, substance abuse, divorce and blendedfamilies, significant loss, children of alcoholics, studentmotivation and educational climate, career guidance andassessment, ethical and legal issues, suicide prevention,public relations, time and stress management, and career-development computer software.

The academy benefits by the coleadership of auniversity professor, who has an in-depth knowledgeof research in the field, and two county schoolconsultants, who spend their time working 3t school siteswith practicing 'counselors.

Each year, a new cohort of 28 counselors participatesin the Oakland Counselor Academy. Evaluations indicatethat by using a highly focused programmatic approach,with a cohort of professional counselors, counselingpractice is significantly enhanced for the benefit ofchildren and adolescents in Oakland County.

CONTACT:Howard SpleteProfessor of EducationOakland UniversityRochester, MI 48309-4401(313) 370-4173

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EASTERN MICHIGAN UNIVERSITYRational Approaches to Practical School-WideDiscipline (RAPSD)Reference Number: 20370

With the success of student rights litigation and adramatic increase in the frequency of serious behavioralproblems, the task of administering school discipline hasbecome increasingly complex. Research indicates thatschools lack a consistent, systematic discipline programthat administrators, teachers, and students can clearlyunderstand, articulate, or implement. Teachers andadministrators point to disruptive behavior as the singlegreatest in-school barrier to effective instruction.

The Eastern Michigan University (EMU) RationalApproaches to Practical School-Wide Discipline (RAPSD)was instituted at EMU in 1985 to provide K-12 teachers,counselors, and administrators with knowledge aboutthe collaborative administration of discipline in schoolsettings. The program helps educators become aware ofthe role socioeconomic status, race, sex, and legal issuesplay in discipline management. It assists schools inmaking decisions about discipline based on policy,information, and programming.

The RAPSD program consists of a three-dayworkshop and year-long on-site assistance to a school.During the second year, participative parental progressgroups are formed at the schools to provide parents withskills that can help them extend learning into the home,increase their confidence in working with schoolpersonnel, and establish better rapport betweeneducators and parents.

The goals of the program are to (1) help teachers,counselors, and administrators learn to develop andapply a rational model for effective school discipline toa specific school and classroom; (2) afford teachers a moreordered instructional environment; (3) increase time-on-task; (4) free teachers from student disruption; (5)improve the academic achievement of students; (6) teachstudents that there are logical consequences to disruptivebehavior; and (7) provide parents with skills that extendlearning into the home and help them communicate moreeffectively with their children and the school.

Program content includes (1) helping schoolsestablish a philosophy of discipline; (2) establishing andtraining a behavior alert team (BAT) for the school; (3)learning how to gather and use information on whichto make decisions about discipline; (4) understandingemerging legal issues related to discipline; (5) buildingan effective environment that focuses on cooperation,consistency, and leadership; (6) developing instructionalplanning that positively affects discipline; (7) managingthe mainstreamed student; (8) examining research on

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effective teaching.; and (9) working with parents tomanage discipline in the schools.

The RAPSD program works with school districts,who contract for the services to a building. Ann ArborHuron High School and the Taylor School District's WestJunior High School are among the Michigan districtscurrently participating. Discipline-management pro-grams also were developed in Minneapolis and St. Paul,Minnesota; Detroit, Jackson, and Lansing, Michigan; andMilwaukee and Kenosha, Wisconsin.

In addition to promoting the school-site relation-ships, the Washtenaw and Wayne County IntermediateSchool Districts and the EMU College of Educationcosponsor an annual discipline conference designed forteachers, administrators, school board members, andother educational policy makers who want to developa positive, systematic schoolwide approach to schooldiscipline.

In schools that have adopted the RAPSD approachto discipline management, significant declines have beenreported in student absences, tardiness, fighting,discipline referrals to administration, and suspensions.These schools have reported an increase of on-taskinstructional time and have indicated increases in studentachievement for at-risk student populations.

CONTACT:Trevor GardnerAssistant Professor of Teacher Education and

Director, RAPSDEastern Michigan University234 Boone HallYpsilanti, MI 48197(313) 487-1418

SOUTHWEST TEXAS STATE UNIVERSITYClassroom Management and Discipline ProgramReference Number: 21044

The Classroom Management and Discipline Program wasinitiated to assist local Texas school districts inmaintaining and improving school discipline. it is astatewide university-school-community partnershipfunded by the Office of the Governor, Criminal JusticeDivision, and operated by Southwest Texas StateUniversity. Due to the high correlation between childrenin trouble at school and children eventually in troublewith the law, criminal justice funds are being investedin the schools as an innovative delinquency-preventionprogram.

Program goals are to (1) provide training andtechnical assistance to help school districts maintain andimprove school discipline; (2) reduce dropout rates,school disruptions, truancy, drug use, and school crime;

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(3) develop alternatives to school suspensions; (4)implement programs to enhance the overall learningenvironment; (5) provide leadership and resources forimproved school discipline and academic achievement;and (6) facilitate university-school-community network-ing and linkages.

The core of the program is four week-long summertraining sessions for school teams of four to fiverepresentatives. The training is action oriented, with eachteam developing a plan to improve school discipline andprovide alternatives to out-of-school removal. The focusof the training is on effective classroom-managementtechniques and strategies to reduce school disciplinaryproblems. Follow-up technical assistance is available toschool districts that send teams to the training.Participation in the program is open to school teamscomprised of school teachers, other school personnel,board members, parents, juvenile or criminal justiceprofessionals, involved community members, and (a teamrequirement) at least one administrator.

In addition to the discipline courses conducted inthe summer, the program also provides (l ) technicalassistance to local schools for the development and

implementation of disciplinary programs andapproaches; (2) regional training and inservio.: programsfor local school districts and other agencies; (3) a

specialized text developed for use in the program andas a practical reference; and (4) a resource directory ofprograms, organizations, and individuals that provideassistance to teachers, school districts, and youth servicesworkers.

The Classroom Management and Discipline Programhas secured additional funding from the U.S. Departmentof Education to provide substance abuse education andprevention services throughout the state and to operatea dropout-prevention program focusing on one highschool and its nine feeder schools in a large urban schooldistrict.

CONTACT:Margaret E. DunnDirector, Classroom Management and Discipline

ProgramSouthwest Texas State UniversitySan Marcos, TX 78666(512) 245-2438

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COORDINATION, DEVELOPMENT, AND ASSESSMENTOF CURRICULUM AND INSTRUCTION

Introduction

A natural arena for cooperation between schools and colleges is the development and evaluationof courses, even entire curricula, for the purpose of improving student achievement. Schooland college faculty are combining their talents to figure out what students need to knowand how best to teach them. Together, they are working to design learning materials, includingadvanced computer software, to more fully integrate powerful learning technologies intoinstruction. The- programs and agreements featured in Section One, "Curriculum andInstructional Materials Development," include those created for major curricular revision andfor better articulating instruction in various content areas as students move from school tocollege. An inservice training component for teachers is often key to these cooperativearrangements.

Section Two, "Instructional Research, Evaluation, and Testing," presents a group ofprograms whose primary focus is education research and evaluation in critical areas suchas teacher education and staff development, curriculum design, student assessment, the processand content of instruction, parenting skills, the special needs of certain at-risk populations,and the relationship of schools to their communities. Through such collaborations, schools,colleges, and universities pool their talent and resources to create research agendas, setpriorities, disseminate results, and improve communication among institutions at all levels.

A rapidly growing category of collaborative programs is represented through the examplesin Section Three, "Tech-Prep 2+2 and Coordinated Vocational-Technical Programs." This sectiondescribes how such programs are intended to carefully articulate the sequence of instructionfor students in grades 11-14that is, during the final two years of high school and twoyears of technical or community college. Such programs can shorten the time required toearn an associate's degree, reduce duplication of instruction or the need for remediation,and make better use of scarce community educational resources. Inherent in the partnershipmodel is a close working relationship among school faculty, college faculty, and the businesscommunity regarding curriculum development and assessment of student learning. Manyof the cooperative models feature the option for high school students to earn college creditsfor completing approved course sequences. In addition to improved curricular articulation,other benefits of these programs include resource-sharing agreements, counseling and career-awareness services, student scholarships, and special incentives and services forunderrepresented and disadvantaged students.

The final section, "Regional and Statewide Inter-Institutional Articulation Councils andAgreements," features examples of broad and full-featured regional and statewidearrangements. Such arrangements often involve linking institutions and agenciesincludingstate education departments, educational associations, multiple colleges and universities, andlarge numbers of school districtswith business and industry over a wide geographic area.Activities and goals quite often are multifaceted, including broad-based curricular reform,career counseling, programs for at-risk and disadvantaged students, and inter-agencyagreements. Several of the councils featured have developed comprehensive articulationagreements specifically to facilitate communication, promote the sharing of resources, andprovide a forum for long-range educational planning.

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148 COORDINATION, DEVELOPMENT, AND ASSESSMNI OF CURRICULUM AND INSTRUCTION

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SECTION ONE:Curriculum and Instructional Materials Development

FITCHBURG STATE COLLEGEMathematics and Science Curricula Revision K-12Reference Number: 21112

The major goals of the Mathematics and ScienceCurricula Revision K-12 project at Fitchburg StateCollege were to revise the mathematics and sciencecurriculum, provide inservice training to all teachersteaching these subjects in grades K-12, integrate selectedsoftware programs in these curricular areas, and continueto select software to support the revised curriculum.Fitchburg State College mathematics, science, specialeducation, and computer science faculty and adminis-trators and math and science teachers from LeominsterPublic School participated in project planning, imple-mentation, and evaluation.

To achieve its major goals, Fitchburg State Collegeproposed six subgoals. They include(1) setting up the organization to include a project

planning committee, a curriculum piloting committee,and a task force and meeting with outside readers,who will evaluate written materials;

(2) delivering inservice training;(3) providing documentation for summative evaluation

of the curriculum, including student performance;(4) pilot-testing the curriculum;(5) setting up a special education task force to examine

the revised curriculum and to recommend its use indirect service provided to students in resource roomsettings K-12;

(6) purchasing appropriate computers, peripherals, andsoftware to address the goals and objectives of themathematics and science curriculum.As a result of the project, the Leominster Public

Schools have a mathematics and science curriculum forgrades K-12. The curriculum was developed by the staff,and all staff have been trained to implement it at eachgrade level. Computers and software are being used bystudents and staff in laboratories and in classrooms. Allstaff are computer literate. Fitchburg State Collegereports that it has gained increased respect andaccountability in the field, true collaboration has beenmodeled, and a bridge has been built for ongoing projectdevelopment.

CONTACT:Dr. Michele Moran ZideCollaborative Project DirectorSpecial Education DepartmentFitchburg State College160 Pearl StreetFitchburg, MA 01420(508) 345-2151

GEORGETOWN UNIVERSITYGeorgetown University Articulation ProgramReference Number: 21236

In 1977, in collaboration with District of Columbia PublicSchools, Georgetown University began an effort toimprove the teaching of critical reading and writing inlocal schools. From fall 1977 through spring 1981, Englishteachers from Georgetown and from all 12 of the District'spublic high schools worked together to consider waysof improving the teaching of composition and literature.

Objectives of the program reflect suggestions madeby those teachers who participated from 1977 to 1981.Those suggestions included bringing together teachersof varied backgroundsfrom many different disciplinesand levels, from both public and private schoolsandalso faculty, administrators, and students; and extendingwork done by these groups to others by publication andwide dissemination of curricular materials.

To meet these objectives, teachers from junior highthrough graduate school attend five workshops per year;each workshop is coordinated by a GeorgetownUniversity faculty member who is participating in theprogram. Within each workshop, the responsibility forselecting the materials to be studied and directingparticular meetings is shared among participants. Thefall semeste- is devoted to open-ended explorations ofconcerns to be addressed on both theoretical andpractical levels. The development of curAcular materialsfor classes and for wider dissemination is done in thespring.

There have been several results of the collaborationbetween these college and pre-college educators,including (1) a nationwide interest in their "Writing inthe Humanities" curricular materials; (2) the WritingCenter Associates Program for high school teachersseeking master's degrees in English, who, working witha Georgetown professor, combine the study of compo-


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sition pedagogy with the study of literature; (3) an annualsummer meeting in which 10 Georgetown facultymembers meet with approximately 30 high school,community college, and college teachers in variousdisciplines to discuss ways of approaching writinginstruction; and (4) publication of a journal, CriticalLiteracy, with each issue devoted to a specific topic ofprofessional interest to local schools and colleges.

CONTACT:James F. SlevinChairman, Department of EnglishGeorgetown UniversityWashington, DC 20057(202) 625-4220 or 625-4949

TENNESSEE BOARD OF REGENTSTennessee Collaborative for Educational ExcellenceReference Number: 21266

Major national problems in education have resulted froma lack of correlation between expectations of those whocomplete high school and the expectations needed forcollege entrance and academic success. Through theTennessee Collaborative for Educational Excellence, theTennessee Board of Regents (TBR) addresses thedifferences in those expectations in order to increase thelikelihood that students will be prepared for academicsuccess in college.

The Tennessee Collaborativ for EducationalExcellence grew, therefore, from ,) relatively obviousassumption: Student learning can be improved if boththe policy makers and practitioners of all parties in highereducation and secondary education who were interestedin improving student academic preparation for collegewere brought together. That assumption has refined theemphasis of the collaborative for the past five yearsthrough joint sponsorship by the Tennessee Board ofRegents, the state department of education, the stateboard of education, the University of Tennessee, and TheCollege Board.

Since its inception, the collaborative has beenrecognized nationally by The College Board as the mostcomprehensive statewide strategy for addressing howhigh schools and colleges can pool resources and energyto improve student learning. Subsequently, CollegeBoard representatives report that four other states haveinitiated statewide collaboratives modeled on featuresof the Tennessee collaborative.

To identify the academic preparation needed forcollege success, The College Board sought the bestjudgments of hundreds of educators at high schools andcolleges nationwide. This consensus is described in the

College Board publication Academic Pr paration for College,which outlines academic competencies students needfor success in college. In Tennessee, legislative citationof this publication then provided a focus for K-12 andhigher education faculty and administrators to worktogether to help students meet expectations for academicsuccess.

One of the distinctive features of the collaborativeis that for five years, more than 250 K-12 and collegeteachers have been meeting on a regular basis to fashionways to help students develop competencies needed foracademic success. These teachers meet as six task forcesrepresenting those academic disciplines thought to bemost important in leading to adequate preparatim forcollege: English, foreign language, science, mathematics,the arts, and social studies. A Guidance Counselors TaskForce and a newly formed Vocational Education TaskForce address additional issues in student preparationfor academic success.

Each task force is comprised of approximately 35persons-20 from public school education and 15 fromcolleges and universities. The task forces have been veryimportant contributors to the Tennessee CurriculumFrameworks and Guides and the new admissionsrequirements for public colleges in Tennessee. Addition-ally, they have made recommendations annually thataddress questions and concerns of academic policy,teaching strategy, and instruction.

The nationally distinctive breadth of accomplish-ments is illustrated by the following:(1) The development (and subsequent recognition by the

Ford Foundation) of Middle College High School atShelby State Community College, in collaborationwith Memphis City Schools, is an innovative, majoreffort to develop a public school whose curriculumis heavily influenced by the Green Book to ensurethat all its high-dropout-risk students will meetcollege admissions requirements.

(2) Local initiative projects provide seed money annuallyfrom the Tennessee TBR for campus initiatives tostrengthen curricula and improve teaching strategies.The projects require joint participation by highereducation faculty and local school teachers andadministrators, who work together at the local levelto refine ways to help students develop academiccompetencies needed for college success. The localinitiative projects provide for collaborative activitiessuch as inservice projects, workshops in academicareas, and discussion groups. This year, the TBR hasfunded requests for mini-grants from 28 local initiativeprojects involving more than 950 teachers in science,math, social studies, English, arts, and foreignlanguages.

(3) 'The Tennessee Collaborative Academy brings K-12

150 COORDINATION, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

and college teachers together as academy fellows forone week in the summer, where they share anddevelop methods of helping students acquireacademic competencies in English, the arts, foreignlanguage, social studies, mathematics, science, andcounseling. These teachers also work in interdisci-plinary groups to develop workshops and teachingunits designed to help students achieve the compet-encies needed for college success.

(4) In Nashville, a pilot project developed by the TBRand The College Board is designed to empowerparents to become a part of their children's academicsuccess. This one-year pilot, endorsed by theNashville Urban League, involves Pearl-Cohn Com-prehensive High School and its two major feederschools, whose enrollment is approximately 70percent black. Monthly workshops on parentingeffectively, helping students develop good studyhabits, preparing for academic success, and so forthare being held for 262 students and their parents.At the pilot project's conclusion, it will then bedisseminated to other urban areas.

(5) Major projects involving communication of expecta-tions for high school students and requirements forcollege admission, as well as curriculum reviews inthe colleges, have helped students prepare foruniversity admission and for making smoothtransitions in academic programs.The TBR developed two sets of reports, which

provide feedback to high sch9ols about enrollment ofrecent graduates as fir-st=tifile freshmen in systeminstitutions. The TBR's annual Freshman Enrollment and

Placement Feedback Report accompanies data sent toaudiences concerned with public policy issues. TheFeedback Report provides information about studentpreparation in the specified high school course units thatconstitute the admission requirements and remedial/developmental enrollment of first-time freshmen,including student test score feedback data. High schoolsand TBR institutions can use this information forreviewing and planning curricula.

From these years of cooperation toward accomp-lishing common goals, the collaborative now has a betterunderstanding of how people can work together totranslate consensus into improved opportunities forstudents, and it has many more students taking seriousacademic courses in high school. Also, high schools andcolleges involved in the collaborative have looked morecarefully at curriculum through its commitment to theGreen Book and to academic preparation of students.

Major citations of the collaborative's success include"Collaboration Works Well for Tennessee" in AcademicConnections and "Tennessee Educators Hold Model EQCollaborative" in The College Board News.

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CONTACT:Dr. Bene S. CoxAssistant Vice Chancellor for Academic AffairsTennessee Board of Regents1415 Murfreesboro Road, Suite 350Nashville, TN 37217(615) 366-4400

PORTLAND STATE UNIVERSITYNorthwest Institute for Science Education (N1SE)Reference Number: 20421

In 1985, a group of high school teachers from the Portlandarea met with faculty from the Department of Chemistryat Portland State University to discuss ways in whichthey might improve chemistry curricula in their schools.In response to these inquiries, a series of Saturdayseminar programs for high school teachers and theirstudents was developed. The success of these programsand others that followed led to the formation of theNorthwest Institute for Science Education (NISE).

NISE is a service organization designed to assistteachers and to supplement science curricula in gradesK-12. The institute sponsors programs in all of thedisciplines of science instruction, with an emphasis onopen communication between pre-college and universityfaculty. All NISE programs and services are designedand directed in a collaborative effort with the teachersthey serve. It is the philosophy of the founders of NISEthat pre-college science teachers need a regional resourcefrom which they can obtain professional development.This resource must offer the following:(1) A continuous program of opportunities in which

teachers can contribute as well as receive up-to-datecontent instruction in all the science disciplines.Emphasis should be placed in the areas of scienceprocess and content understanding, hands-oninstruction, and access to local science professionals.

(2) Relevant courses and workshops in which partici-pating teachers can earn graduate-level science credit.

(3) A vehicle in which science teachers can developcommunity leadership and establish themselves asscience professionals.

NISE is operated under the auspices of Portland StateUniversity (PSU) and draws on the expertise of manylocal and national faculties and industries. The sciencefaculty at PSU includes 103 members, in the departmentsof anthropology, biology, chemistry, geology, andphysics and physical scientists from the geographydepartment. Programs and services of the institute donot compete with or duplicate the efforts of schools ofeducation. Rather, they contribute by offering in-depth

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and integrated science content courses, workshops, andseminars aimed at better equipping teachers with currentand useful science background and technology. Pre-college science students benefit from these programs byhaving greater access, directly and through theirteachers, to exciting laboratory experiences. Students areintroduced to applications of scient qc principles toeveryday life, to new technologies, to environmentalconcerns, and to ideas for research experiences and careerpossibilities.

The service area of NISE varies depending on theprogram. Teachers from all parts of Oregon as well asIdaho, northern California, and southwest Washingtonhave participated in summer workshop programs.Activities that run during the academic year serveteachers and students within a reasonable drivingdistance of Portland (the 26th largest metropolitan areain the U.S., with approximately 2 million residents).Within this region, there are more than 500 elementaryschools, 30 junior high schools, and 100 senior highschools.

NISE has program alliances with numerous nationaland regional agencies. Most important, however, is theclose association NISE has with teachers and adminis-trators from both public and private schools in the region.

CONTACT:William G. BeckerDirector, N1SE ChemistryPortland State UniversityP.O. Box 751Portland, OR 97207(503) 464-3811

UNIVERSITY OF VIRGINIACenter for the Liberal ArtsReference Number: 20295

The Center for the Liberal Arts at the University ofVirginia has three purposes: (1) to assist the schools indefining what Americans need to know, (2) to improvethe teaching of each of the academic disciplines taughtthroughout Virginia, and (3) to provide a national modeldemonstrating that universities have the responsibilityand the capacity to help reestablish the central premiseon which schooling must be basedknowledge ofliterature and language, mathematics and science, andart and history.

Since its inception in 1984, the center has(1) initiated projects in American literature, the arts,

British literature, chemistry, classics, French, German,history, mathematics, physics, and Spanish andinvolved 220 arts a .1c1 sciences faculty members-142

from the University of Virginia and 78 from 37 othercolleges and universities;for a total of 3,690 Virginia teachers, created graduatecourses, lecture series, and inservice programs in the11 disciplines listed above, as well as various specialprograms, including statewide satellite TV courses inphysics and chemistry; language and cultureworkshops for Classics, French, and Spanish teachers;10-day institutes and weekend workshops forteachers of Shakespeare; summer study programs inSpain, Greece, Italy, and Great Britain; year-long paidsabbaticals for teachers at the University of Virginia;summer grants for teachers of the arts; and a 15-monthstudy/travel program to enable social studies teachersto acquire a greater knowledge of the languages,history, and culture of Asia;raised $1,670,223 from foundations, school districts,and educational agencies, in addition to the $413,243received in state support fundsa ratio of 4:1;established cooperative programs with, among others,the Folger Shakespeare Library, Monticello, the NorthCarolina Shakespeare Festival, Piedmont VirginiaCommunity College, the Richmond English-SpeakingUnion, the Virginia Commission for the Arts, VirginiaTech, and the Wolf Trap Foundation for the PerformingArts;received state and national awards and recognitionfor "leadership in the rejuvenation of secondary andelementary education" (state board of education),"innovative and creative programming" (NationalUniversity Continuing Education Association), andproviding a model "unprecedented in its cooperativeaction between a leading university and a state schoolsystem" (National Endowment for the Humanities).CONTACT:Marjorie P. BalgeAssistant DirectorUniversity of VirginiaP.O. Box 3697Charlottesville, VA 22903(804) 924-7654

EXPERIMENT IN INTERNATIONALLIVING-SCHOOL FOR INTERNATIONALTRAININGPeace and Global Resource Exchange (PGRE)Reference Number: 20809

The Peace and Global Resource Exchange (PGRE) wasinitiated in January 1988 to meet expressed needs of localarea schools and the Experiment in International Living-School for International Training (E1L-SIT). An effective

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coordinated exchange service providing means andmethods to integrate a global/peace perspective intocurriculum studies now links the area schools with theEIL-SIT campus. 'This service provides area teachers andstudents ready access to the wealth of multiculturalresource opportunities available on campus. In turn,international students on campus are provided oppor-tunities to interact with teachers and students of thelocal community, communicating in English andbecoming involved with the American culture. For thefirst time, through an ongoing coordinated exchange ofpeace and global studies resources and services, the areaK-12 schools and EIL-SIT have become partners"actinglocally, thinking globally."

During the 1988-89 school year, 21 schools wereserved within a tri-state area. Services include theInternational Visitors in the Classroom program; resourcematerials available for checkout that include internationalfilms, videos, and student activity guides; teachertraining), a bimonthly newsletter; and consultants.

The PGRE staff consists of the full-time coordinator,work-study students, and/or interns when they areavailable for service. A steering committee, consistingof volunteers representing each partner community andthe coordinator, is the decision-making body. Individualsrepresenting each school/department served composethe liaison committee through which the coordinatorreceives and dispenses information.

Up to this time, EIL-SIT has provided the majorfunding and facilities for operation. Area schools payeither through an annual consortium membership or ona fee-per-service basis. A mini-grant from NAFSA helpedduring the six-month pilot project phase. Furtherfinancial support through funding agencies has yet tobe secured.

To date, completed evaluation forms and increaseddemand for services indicate that the exchange serviceis meeting felt needs of the EIL-SIT and area schoolcommunities.

CONTACT:Ward HeneveldDirector, Peace and Global Resource ExchangeKipling RoadP.O. Box 676Brattleboro, VT 05301(802) 257-7751, ext, 307

COKER COLLEGEDarlington County Project 2061Reference Number: 20486

In 1988, Coker College, the South Carolina Governor'sSchool for Science and Mathematics, and the Darlington

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County School District formed an alliance to approachthe American Academy for the Advancement of Science(AAAS) to participate in Phase II of its Project 2061:Science for All Americans. This proposal was acceptedby AAAS to begin implementation in the 1989-90academic year.

During the 1989-90 academic year, representativesof the three institutions developed the framework of aK-12 curriculum based on the recommendations in thesix reports that concluded Phase I of Project 2061. InApril and May, a fully developed first-grade curriculumwas prepared. During June and July, a workshop washeld on the Coker College campus for every first-gradeteacher in the county system, to introduce them toProject 2061 in general and to the newly developed first-grade curriculum in particular. Before the end of summer1990, curriculum materials were printed for use withevery first grade in the county system.

During the 1990-91 academic year, a fully developedsecond-grade curriculum following the Project 2061recommendations is being prepared. In the summer of1991, a five- or six-week workshop will be held on theCoker College campus for every second-grade teacherin the county system to introduce them to Project 2061in general and to the newly developed second-gradematerial in particular. In addition, a two-week evaluativeworkshop will be held on the Coker College campuswith the first-grade teachers. This same general formatwill be followed for the next 12 years, as the Project2061 curriculum is phased into the Darlington CountySchool Systemone grade level per year.

All three members of this alliance are excited bythe potential benefits. The Darlington County SchoolSystem envisions a significant improvement in theeducation it makes available. The Governor's School forScience and Mathematics will be enabled by itsparticipation to fulfill that part of its mandate includingactivities to elevate the general level of science andmathematics instruction statewide. Coker College isexcited about the opportunity to participate in such aformative experiment at the national level, as well asto affect its immediate geographic region in a positiveway.

CONTACT:Dr. Malcolm C. DoublesProvostCoker CollegeHartsville, SC 29550(803) 332-1381

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STEVENS INSTITUTE OF TECHNOLOGYCenter for Improved Engineering and ScienceEducation (CIESE) ProjectReference Number: 20194

During the 1988-89 academic year, Stevens Institute ofTechnology, through the Center for Improved Engineer-ing and Science Education (CIESE), actively pursued aninitiative to improve mathematics education in thenation's schools. This initiative began in response tostudies indicating that computer technology has thepotential to significantly enhance the teaching/learningprocess. The National Research Council, the NationalCouncil of Teachers of Mathematics, and others haveurged greater use of computer technology in mathemat-ics instruction, especially at the high school level.

Stevens seeks to establish five model computer-based mathematics programs in cooperation with avaried group of New Jersey school systems. Thesesystems are quite diverse in terms of their economic andsocial characteristics. All of the collaborations have beenendorsed by the respective boards of education and haveinvolved administrators at all levels. A total of 30 highschool teachers in Bridgeton, Hoboken, Newark,Maplewood/South Orange, and Tenafly are participating.

Three Stevens faculty members are meetingregularly with teachers at the model schools to discusssoftware and related curriculum integration opportun-ities and to observe new initiatives. The faculty membersare also overseeing the development of selected softwarematerials, organizing an annual conference, andconducting a summer workshop. Graduate students andconsultants are also participating in support of theseefforts.

The school systems are providing released time forteacher participation, contributing half of the summerstipend, and making a best effort to provide facilitiesand software for implementation activities.

Stevens and the school systems seek to demonstrateimprovements in mathematics instruction. Stevens willengage in the development of manuals and videomaterials for national dissemination efforts. Funding iscurrently being provided by government, foundation,and corporate sources, with a significant contributionfrom Stevens.

Assessment of classroom impact and changes in theschool system infrastructure is being pursued by theEducational Testing Service. Overall project organizationand implementation is being evaluated by the BankStreet College of Education.

CONTACT:Edward A. FriedmanProfessor of Management and Director, CIESE

Stevens Institute of TechnologyHoboken, NJ 07030(201) 420-5188

UNIVERSITY OF CONNECTICUTUniversity of Connecticut Program in WesternCivilizationReference Number: 20995

The University of Connecticut Program in WesternCivilization was initiated in 1987 with the award of agrant from the National Endowment for the Humanities(NEH) to implement a model course for secondaryinstruction. Its purpose is to create a course in the historyof Western civilization that will incorporate the best incurrent scholarship, yet be accessible to college freshmenand outstanding high school juniors and seniors. Thecourse has a core of themes and subjects taught by allinstructors, but individual teachers are encouraged toemphasize specific areas in which they have particularexpertise.

The population served is comprised of approxi-mately 2,000 students per year on the campuses of theUniversity of Connecticut and 1,000 juniors and seniorsin high schools that participate in the University ofConnecticut Cooperative Program. The program is staffedby seven professors at the University of Connecticut and52 high school instructors.

The most important activities of the partnership aresummer teacher workshops on specific aspects ofWestern civilization and a resident teaching fellowshipprogram on the Storrs campus of the University ofConnecticut, which provides stipends for distinguishedsecondary school instructors to teach the Westerncivilization course at the college level. The grant programalso sponsors outreach seminars in which experts invarious fields speak about their areas of expertise to highschool teachers. Periodic course preparation seminars atwhich participating college and high school facultydiscuss the implementation of the model course also areheld.

The high school teachers who prticipate in theprogram look upon the university professors primarilyas a source of expertise. The university itself provideslibrary resources and colloquia otherwise unavailable tohigh school teachers. The high school instructors alsoreport that the outreach and course preparation seminarsprovide an opportunity for fellowship with otherteachers of European history that they otherwise wouldnot have.

The high school teachers are valuable to theparticipating university professors both as intellectual


gadflies and as a reality principle. The teachers have abreadth of vision that scholars immersed in a narrowfield often lack, and titeir front-line experience in highschool classes has given them an outstanding capacityfor clear thought and plain speech. All of these qualitiesmake the high school teachers valuable contributors tothe design of the model course.

The program was evaluated in spring 1989 by Prof.Thomas Adams of the NEH. He advised the universityto provide more opportunities for the high schoolteachers to participate in the outreach seminars and toseek inner-city teachers for the program. He character-ized the effort to design a model course in Westerncivilization for both high school and university use asunique and suggested it might be used in other states.He also said that the college prof.?ssors and high schoolteachers in the program had established a genuine peerrelationship.

CONTACT:Marvin R. CoxDirector, Program in Western CivilizationUniversity of ConnecticutBox U-103241 Glenbrook RoadStorrs, CT 06268(203) 486-2253

STATE UNIVERSITY OF NEW YORKCOLLEGE AT BROCKPORTGenesee River Valley Project PartnershipReference Number: 20184

In 1987, the teachers at Dag Hammarskjold ElemeatarySchool in Rochester, New York, began to alter :heircurriculum, emphasizing local history for their students,an inner-city population at risk. After only a single year,they achieved important, measurable results. Accordingto an evaluation conducted by the Human MotivationTeam of the University of Rochester, the "analysis ofthe data indicated that the Genesee River Valley Project(Partnership) made a significant impact on stLdentvariables which research has shown to correlate eitherdirectly or indirectly with school performance." Thereport found that the project "achieved its goal ofchanging some important student attitudes towardschool" and that "students, teachers, and administratorsare enthusiastically engaged in what is going on in SchoolNumber 6."

What is going on in School Number 6 is education.The enthusiasm in the building begins with the teachers,84 percent of whom have signed up for the three-creditcourse offered after school by the State University ofNew York (SUNY) at Brockport under the auspices of

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a two-year Metropolitan Foundation grant. Suchenthusiasm is infectious, and the students have beenbitten. The student body is 96 percent minority, andsince the program was instituted, attendance hasincreased; the percentage of students missing classes hasbeen almost halved. School disciplinary actions havedramatically decreased, with 1988 short-short-termsuspensions at one third the 1986 level. Finally, studentachievement scores have increased in almost all areas.On the California Achievement Tests, for example, thepercentage increase at School Number 6 was more thanseven times the district average in reading and twicethe district average in math. Tests of reading skillsrevealed that 73.3 percent of the students in 1986 fellbelow the 50th percentile, a figure that was reduced to56.3 percent in the next two years. In math, the numberof students below the 50th percentile has been reducedfrom 55.3 percent to 35.5 percent. Moreover, in the fiveskill areas targeted for improvement by the RochesterCity School District, the scores for each increased. Fourof the five areas, interestingly enough, were in math-ematics, even though history and geography are at thecore of the curriculum.

Despite their initial success, the teachers at SchoolNumber 6 realized that they needed to know more aboutthe Genesee Valley, and they turned to SUNY atBrockport for assistance. The result is the MetropolitanFoundation grant and the multidisciplinary courses thathave been designed for this faculty. For the 1988-89academic year, the courses were largely historicalsurveys, with additional material on architecture, social/ethnic groups, and industrialization. These courses havebeen designed to afford the faculty of School Number6 a broader context for local history, an approachconsistent with current historical scholarship taking abig problem or a big question and applying that to alocal situation.

CONTACT:Kenneth P. O'BrienChairman, Department of HistorySUNY at BrockportBrockport, NY 14420(716) 395-2377

SAINT PETER'S COLLEGEInstitute for the Advancement of Urban EducationReference Number: 20324

The Institute for the Advancement of Urban Educationis the project that Saint Peter's College has undertakenwith the support of the Governor's Challenge GrantProgram for Independent Colleges, administered by the


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New Jersey Department of Higher Education. The majoremphasis of the institute is the development of improvedinstructional techniques for urban students fromkindergarten through college.

College faculty and teachers from 10 elementary andsecondary schools in Hudson County have formed studyteams in oral and written communications, mathematics,critical thinking, and computer-assisted instruction, andnew teams are to be added in business, history,international and intercultural studies, natural science,and social science. The teams meet with outsideconsultants to seek out and test new methods ofinstruction appropriate to the urban students that theyserve. Successful techniques are presented to othercollege and pre-college teachers during summerworkshops for further testing and refinement. The besttechniques will be disseminated through publicationsand annual symposia that will be broadcast nationwideby satellite.

The institute also includes an adult re-educationcenter, which will offer placement testing and self-pacedremedial instruction for adults seeking to enter or re-enter college. The center will be open on evenings andweekends, as well as during normal school hours, andwill be available for use by any adult for the purchaseof a college ID card. College faculty have prepareddiagnostic tests that are administered and analyzed bya computer, which will then direct the student toappropriate computer-assisted instructional materials,both commercially and internally developed, for help indeficient areas. Information about the software used willbe published.

Remedial programs for second-semester seniors inthe six high schools in the institute will be taught byhigh school teachers using computer and paper materialsfrom the program. Students who would not qualify foradmission to the college will be offered after-school andsummer programs, with periodic placement exams.Successful students will be given a place in the nextfreshman class.

The college and schools will be linked both bycomputer and by television via satellite. All schools willreceive a personal computer with a modem (to connectto the college's mail and bulletin board service) and asatellite antenna and monitor. The college's televisionfacilities will be improved and will include an opticalfiber link to a satellite transmitter. Programs andsymposia will be televised to the schools regularly andwill include telephone links for audience participation.

The activities of the institute began in March 1989and will continue through December 1991.

CONTACT:Dr. Samuel T. MorneweckProject DirectorSaint Peter's College2641 Kennedy BoulevardJersey City, NJ 07306(201) 915-9181

UNIVERSITY OF GEORGIAProject 2061 and Scientific LiteracyReference Number: 20481

The rural school curriculum development team forProject 2061: Science for All Americans and ScientificLiteracy of the American Academy for the Advancementof Science (AAAS) is drawn from 25 practitioners fromthree rural school districts surrounding Athens, Georgia.The University of Georgia is a partner with the ruralteam in efforts over the next two years to develop analternative curriculum model for use by other rural schooldistricts and other states. The university's faculty provideconsultation with planning and expertise in the contentareas of mathematics and science. The university's roleis to assist, not direct, as needed.

The population served is comprised of 25 teachersand administrators representing K-12 educators in threerural school districts (Elbert, Greene, and OglethorpeCounties). AAAS funds the project, school districtsrelease team members throughout the year, and theuniversity contributes four faculty members. A retreathas been held, a steering committee formed, andcurriculum work began in summer 1989.

Benefits derived are (1) a prototype K-12 curriculumwith the potential for influencing mathematics andscience education in rural areas across the United States;(2) an expanded knowledge base for practitioners toimprove curriculum and instructional delivery in theirlocal districts; and (3) a field experience setting for facultyand academic departments for improving the contentand teaching of mathematics and science in teachereducation.

CONTACT:Russ YeanyUniversity CoordinatorProject 2061 and Scientific LiteracyUniversity of Georgia212 Aderhold HallAthens, GA 30602(404) 542-1763

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TRINITY COLLEGE OF VERMONTSmall School Institute (SSI)Reference Number: 20172

The Small School Institute (SSI) was established at TrinityCollege of Vermont in 1988 through funding from theEllis L. Phillips Foundation. From its inception, theprimary purpose of SSI has been to assist teachers insmall, rural schools in Vermont to improve instruction.

The institute is directed from the educationdepartment of Trinity College and is currently workingwith two small elementary schools with enrollments of100-150 students, in grades K-6. The schools are 40 and90 miles from the college.

The institute is designed to respond to needsidentified by the collaborating elementary schools.Resource materials and personnel are then matched withthese needs through SSI funds. College faculty,consultants, and teacheis compose the resourcepersonnel, while curriculum matelials, books, kits, andprojects are typical of materials brought into the schools.

General activities consist of workshops, seminars,and courses conducted by the Trinity College faculty,collaborative ventures between individual school andcollege faculty, and the use of college students to assistwith instruction in the school classrooms.

The benefits to both partners have been substantial.The elementary school faculty has benefitted fromincreased access to resources, released time forcurriculum development, and the chance to experiencecollege faculty working in their classrooms. For thecollege faculty, it has been a chance to work with andlearn from practicing teachers and to try out new ideasin a practical settinga genuine reality check.

Evaluation is informal, ongoing, and comprehensive.Modifications in the style of collaboration occurconstantly in response to needs identified by both schooland college faculty.

CONTACT:Dr. Tim WhitefordAssociate ProfessorTrinity College of Vermont208 Cokhester AvenueBurlington, VT 05477(802) 658-0337

UNIVERSITY OF KENTUCKYCentral Kentucky Curriculum Supplement ProjectReference Number: 20441

The Central Kentucky Curriculum Supplement Projecthas two goals. The first is to develop printed materialsfor use in mathematics and science classrooms in themiddle grades; to develop guidelines for teachers usingthese materials; and to develop content backgroundrelated to these classroom activities, including referenceand mathematical and scientific justification of theteaching ideas. The second goal is to develop and expandon the pool of teachers who are comfortable conductingquality inservice workshops for other teachers.

Six mathematics and science teachers worked in twoteams during the summer of 1989 to develop resourcebooklets. Both groups looked for ways to integrate theteaching of science in mathematics classes and vice versa.The main thrust of the project is to tap the rich resourceof energy and ideas of outstanding classroom teachersand to give them the responsibility for the direction ofthe project. The booklets were distributed by the sixteachers to 30 teachers who participated in a two-dayworkshop at the beginning of the 1989-90 school ycar.These teachers were expected to lead inservice work-shops on the use of the material in their own schoolsystems during the academic year. In addition, the sixteachers from the development team conducted severalworkshops during the year on the use of materials.

CONTACT:Donald B. ColemanProfessor of MathematicsUniversity of Kentucky731 Patterson Office TowerLexington, KY 40506-0027(606) 257-4802

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SECTION TWO:Instructional Research, Evaluation, and Testing

UNIVERSITY OF ILLINOIS AT CHICAGOCenter for Urban Educational Research andDevelopment (CUERD)Reference Number: 20702

The Center for Urban Educational Research andDevelopment (CUERD) is dedicated to the improvementof educational opportunity for children and youth, withparticular attention to the problems and chlemmasassociated with elementary and secondary schools in theChicago metropolitan area.

The center is part of the College of Education ofthe University of Illinois at Chicago (UIC) and supportsseveral innovative partnerships between university andschool professionals working to improve the quality ofurban education. The three major components of thecenter are (1) the Chicago Area School EffectivenessCouncil; (2) the Network for the Enhancement ofTeaching; and (3) the Early Outreach Program. The centeris funded by the UIC and the Joyce Foundation.

The center supports programmatic and sustainedresearch focused on schools as organizations, teachersand administrators, children, the process and omtentof instruction, and the relationship of schools tc tieircommunities. A major priority is the impact this workhas on minority students, their academic and socialachievement, and their readiness to succeed in postse-condary educational programs and employment. Thecenter's research is conducted by university faculty andteams comprised of university faculty members, schoolpersonnel, and community agents.

A goal of the center is to increase the likelihoodthat minority students will be prepared to enter andsuccessfully complete programs in institutions of highereducation. Center outreach activities include urbanliteracy programs for minority youth, high schoolrecruitment, identification and mentoring of promisingelementary and secondary students, and universityrecruitment and retention programs.

The center provides a range of research-baseddevelopment services to assist preservice and inserviceteachers and school administrators to adopt thosepractices educational research has demonstrater to beeffective. While educational research suggests "bestpractices," there is a paucity of evidence as to how toeffectively move the results of this research into practice.A goal of the center is to develop a research-based model

of technology transfer.The center draws on faculty expertise from the entire

UIC campus to provide a coordinated and vigorousattack on the problems of urban educational systems.Graduate students are supported by the center andobtain critical experience in every phase of research anddevelopment. Campus committees guide the center'smission, provide a campus perspective, identify facultywhose work is complementary, and suggest the needsand purposes the center might address. Communitycommittees made up of school practitioners andrepresentatives from policy, business, and communitygroups identify common concerns, assist in thedissemination process, serve as a conduit to increase theinfluence of new knowledge in appropriate sites, andiorm the center as to community needs andexpectations.

CONTACT:Lascelles AndersolDirector, Center for Urban Educational Research

and DevelopmentUniversity of Illinois at ChicagoBox 4348

Chicago, IL 60680(312) 996-2423

*SOUTHWEST TEXAS STATE UNIVERSITYLBJ Institute for the Improvement of Teaching andLearningReference Number: 20210

The LBJ Institute for the Improvement of Teaching andLearning is a research and development branch of theSouthwest Texas State University's School of Education.It focuses on promoting collaboration between theuniversity and the public schools for the purpose ofimproving the educational programs in both settings.The LBJ Institute, which was established in 1985, is

founded on a belief that university faculty frequentlyhave expertise that can help solve problems in the publicschools and that public school practitioners can helpshape the teacher-education program to make it moreresponsive to the ever-changing demands and day-to-day realities of today's public schools. Based on theseunderlying principles, the LBJ Institute functions as anumbrella organization to strengthen relations with

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central Texas school districts on a variety of fronts.Specifically, the goals of the institute are to

(1) encourage and support collaborative school-basedresearch and development projects through compet-itive mini-grants offered each semester;

(2) coordinate a wide variety of training and professional-development opportunities for public school anduniversity educators;

(3) function as a vehicle through which proposals canbe developed to secure external funding to supportmore extensive collaborative efforts in the publicschools.A wide variety of research and development

activities operate through the LBJ Institute. Eachsemester, a competitive mini-grant program is offeredthrough the institute through which School of Educationfaculty can apply for released time and operating dollarsto support collaborative projects with the public schools.These projects must involve meaningful collaborationwith public school educators and address one or moreidentified priorities of area public school educators.Generally, two to four such projects are supported eachsemester through LBJ Institute mini-grants, with a totalof 11 projects supported to date. The LBJ Institute alsocoordinates professional conferences and meetings forpublic school and university educators. More than 10such activities have been sponsored during the pastschool year. More than 15 grant proposals to obtainexternal funding to support collaborative projects on avariety of topics involving the School of Education andthe public schools have been submitted in the past twoyears. A number of these have been funded and areadministered through the institute.

In addition, the LBJ Institute offers research supportto faculty by assisting with the preparation of pr r,salsand manuscripts, providing faculty-developmentstipends, and coordinating a faculty seminar seriesthrough which faculty discuss their research efforts andfindings with their peers. Finally, the institute plays alinking function in efforts targeted toward the improve-ment of education that involve the School of Educationand other schools within the university.

The LBJ Institute is supported in a combination ofways. The School of Education provides released timefor one faculty member to direct the LBJ Institute. Theday-to-day operation of the institute is supported bya small operating budget supplied through local funds.School districts contribute in-kind support to the variousLBJ projects in which they participate, providingconference and meeting facilities, postage and duplicat-ing expenses, materials and supplies, and other availableresources. Additional funding to support LBJ Instituteactivities is obtained through a variety of short-termgrants. Efforts are also currently under way to solicit

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contributions from private donors to establish an LBJInstitute Endowment to provide ongoing support for thelong-term operation of the institute.

A wide variety of evaluation data has been collectedthat demonstrate the effectiveness of the LBJ Institutein meeting its three priority goals. Such data includeletters from school districts participants in the mini-grantprojects and others, conference evaluations, and thenumber of research and development dollars generatedthrough grant proposals that are funded by externalagencies.

CONTACT:Leslie Huling-AustinDirector, LBJ InstituteSouthwest Texas State UniversitySan Marcos, TX 78666(512) 245-2039

UNIVERSITY OF PENNSYLVANIABridging The Gap (BTG), Collaborative for WestPhiladelphia Public SchoolsReference Number: 20697

Bridging The Gap, established in February 1987, is aresearch and intervention project designed to increasearticulation and direct interaction between feedersubsystems in Philadelphia School District One. Theobjective is to prevent dropouts by introducing a systemsapproach (i.e., analysis and solutions) to changing policiesand practices in the transition between elementary andmiddle and between middle and high schools thatcontribute to the dropout rate. The program has focusedon children making the transition from HarrityElementary School to Turner Middle School and fromTurner to Bartram High School.

Bridging The Gap (BTG) formed transition teamsconsisting of administrators, teachers, counselors, andparents. The multiethnic and racially diverse teamsexamined how transitions were managed within andacross grade school levels. The teams were assisted byconsultants from the University of Pennsylvania'sGraduate School of Education and Fels Center ofGovernment. Special attention was given to how gapsin students' knowledge and socialization limit successas students enter the next level of schooling.

The approach used in this project has been actionresearch involving participants in problem diagnosis,planning, implementation of solutions, and evaluation.The process has been recurring, starting with an interestof one constituent group and expanding to include allrelevant stakeholders. Schools within a subsystemlearned with and from one another through a series of

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mini-research studies, inter-school visitations andobservations, and workshops. Specific programs toaddress the needs of at-risk students have been designedand implemented. The transition teams located at eachschool level produced the activities within and acrossschool levels.

Specific activities have included(I ) weekly meetings of in-school transition teams,

monthly meetings of administrators, and monthlyjoint meetings involving all team members to confrontthe pattern of blaming other segments of the system,increase contact and interaction between all partic-ipants, develop a larger awareness of the dropoutproblem and its early origins, and redesign strategicor leading parts of the system;

(2) mini-research projects using school-based recordsand student and faculty surveys to answer questionsregarding the transition process and their own andstudents' perceptions of it;

(3) extensive cross-visitation of teachers and administra-tors across levels of thQ feeder systems;

(4) meetings of all faculties of the schools to identify anddevelop solutions to transition-related problemsaffecting at-risk students.

As a result of Bridging The Gap activities, memberst-f the transition teams recognize that dropout rates areaffected by systemic problems, particularly at transitionpoints, and have ceased to blame other participants.Parent involvement has increased substantially (a recentparents' night had the highest attendance in more thannine yearsmore than 200). Teacher and administratorparticipation with BTG has spread beyond the transitionteams. Redesign of the freshman center has includedcreation of a career center (with a faculty member andcomputer as resources); an attendance contest; and anin-house suspension program for students. An Adopt-A-Student program was initiated in the elerhentaryschool and is being considered in the middle and highschools. At-risk elementary school students wereidentified for the middle school, and special counselingand reading assistance have been arranged. Pen palprograms were established between students and theircounterparts in the next school level in order to demystifythe school into which the students would be transferring.Orientations at the middle school and high school wereheld for elementary and middle school students,respectively.

Bridging The Gap has been supported by theCollaborative for West Philadelphia Public Schools, bythe Metropolitan Life Foundation, and by the GraduateSchool of Education of the University of Pennsylvania.

CONTACT:Dr. Norman NewbergDirector, School ProgramsGraduate School of EducationUniversity of Pennsylvania3700 Walnut StreetPhiladelphia, PA 19104-6216(215) 898-1819

UNIVERSITY OF CALIFORNIA,RIVERSIDECalifornia Educational Research Cooperative(CERC)Reference Number: 21202

Founded in 1988, the California Educational ResearchCooperative (CERC) is a unique partnership amongcounty offices of education, local school districts, andthe School of Education at the University of California,Riverside. It is designed to serve as a research anddevelopment center for cooperating districtscombin-ing the professional experience and practical wisdom ofpracticing professionals with the theoretical interests andresearch talents of the School of Education faculty.Through a Research Planning Council, the CERCprovides a cooperative forum for systematic study andjoint action to resolve pressing problems facing publicschool leaders.

As implied by the term "cooperative," funding forthe enterprise is provided by the university, as well asby the county and school district partners. For 1988-89, the university contributed $132,000, the Riverside andSan Bernardino county offices of education eachcontributed $30,000, and each of 19 member schooldistricts contributed an amount equal to $1 per averagedaily student attendance.

Pooling fiscal and personnel resources to supportimproved educational planning and decision making forthe mutual benefit of all members is the primary purposeof the CERC. Participation in the CERC provides memberdistricts and county offices with access to researchplanning and evaluation resources far superior to thosethat could be provided by any individual school system.The university reaps the benefits of collaboration withprofessional educators and involvement in pressingschool improvement problems. Working together, schoolsystem leaders and university scientists undertakecooperative research, evaluation, and planning activitiesthat are both high in quality and of immediate practicalvalue. Local and county districts gain access to a broadrange of information, analysis, training, and consultationservices through membership in the cooperative.

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The work agenda for the CERC is designed to createa balance among research significance, school districtneed, and graduate student learning. Much of the actualresearch is conducted by graduate students, workingunder the direction of and in close collaboration withSchool of Education faculty. Major research projectsauthorized by the CERC Research Planning Council andunder way as of June 1989 included studies of schooldropouts, studies of costs and effects of year-roundeducation, student promotion and retention policies,organizing for the opening of new schools, and marketresearch for school organizations. An initial study onclass size was completed in 1989.

CONTACT:Douglas MitchellProfessor of EducationUniversity of California, RiversideRiverside, CA 92521(714) 787-3026

OLD DOMINION UNIVERSITYAlan Rufus Tonelson Teaching and LearningCenterReference Number: 20197

The Alan Rufus Tonelson Teaching and Learning Centerwas developed in 1988 as a center of inquiry designedto explore the nature of urban elementary education.In response to the urgent need to assist at-risk,elementary-aged children in predominantly AfricanAmerican urban schools, the Darden College ofEducation of Old Dominion University and the NorfolkCity public schools jointly established a center tofacilitate the investigation of classroom, school, home,and community variables that impinge on studentacademic achievement and school success. Simply stated,the goals of this collaborative effort are to improve thequality of teacher preparation, to alleviate problemsassociated with teaching the young urban student, andto contribute to building a stronger teaching profession.

Funds for the Tonelson Center are being providedby Old Dominion University and the Norfolk City publicschools. Additional funding is being sought throughgovernment agencies and private foundations.

The Tonelson Center is housed in Monroe Elemen-tary School, a Norfolk public school serving 450 childrenfrom the surrounding inner-city community. In the firstyear of the project, Old Dominion University faculty,Monroe Elementary School staff, and Norfolk Cityadministrative personnel determined project goals andobjectives, and prioritized these objectives. Additionally,project staff members have collaborated with the public

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schools in conducting workshops designed to delineateproject details to the surrounding community and toprovide training to school personnel in order to facilitatethe achievement of project goals. Research activitiesconducted include an examination of(1) the attributional assumptions and the knowledge

base of a sample of elementary education majors(about to begin their student teaching) related tobehavior management and instructional strategies inthe classroom;

(2) how elementary teachers in an urban school allocatetime for daily activities (instructional and noninstruc-tional) in the classroom;

(3) attitudes and beliefs regarding teaching in a low-income urban school in comparison with a middle-class suburban school environment.

Through a fuller understanding of the process ofurban education, the Tonelson Teaching and LearningCenter is becoming an integral component of the urbaneducation community.

CONTACT:Stephen W. TonelsonAssociate ProfessorDepartment of Child Study and Special EducationOld Dominion UniversityNorfolk, VA 23529(804) 683-3226

GALLAUDET UNIVERSITYNational Research to Development Network forPublic School Programs for the Hearing ImpairedReference Number: 20447

The National Research to Development Network forPublic School Programs for the Hearing Impaired consistsof 16 public school programs around the United Statesand Canada that serve large numbers of hearing-impairedadolescents. The programs in the network are the HoraceMann School in Boston; Bergen County, New Jersey;Philadelphia Public Schools; Allegheny Intermediate Unit#3; Pinellas County, Florida; Broward County, Florida;the regional day programs in Dallas, Austin, San Antonio,and Houston; Orange County and San Diego UnifiedSchool Districts in California; Hinsdale South HighSchool in Illinois; the A.G. Bell School in Columbus, Ohio;and the Toronto Metro School District.

The network got off the ground during the summerof 1986. One of the unique features of the network isan orientation toward the research-to-developmentprocess in which school personnel participate with theresearch staff in defining problems, developing solutions,and working out appropriate research or interventionprocedures. The school people contribute in outlining


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and defining future work, in providing input aboutproblems and solutions, and in developing insights intothe interpretation of research results.

The network operates on a seven-step research-to-development process in which the participating schoolsand the university have partnership roles. Out of thisworking partnership, three initial areas of concern weredefined: school achievement, social integration ofhearing-impaired adolescents, and postsecondaryopportunities for hearing-impaired graduates of theseprograms.

The first project that went from the first stage ofthe process (in which school personnel define the need)to the last stage (a national demonstration and evaluationproject) was a writing improvement project that stressedteaching writing as a process, not a product, and thepromotion of writing through a nonjudgmental use ofjournal writing.

The second project seeks to aid hearing-impairedadolescents become more integrated into the largerschool society by teaching them strategies for copingand for communicating with peers. This project has gonethrough the initial stages of the process, and preliminaryinstrumentation has been developed in order to measureplanned interventions. The two interventions are aprogram to identify at-risk hearing-impaired studentson the basis of their responses to stressful situations,and a program to train hearing students to assist as peerinterpreters for hearing-impaired students in socialsituations.

The third project is in the problem identificationand definition stage. Pilot projects are currently beingconducted to identify appropriate instrumentation.

CONTACT:Thomas N. KluwinProfessorGallaudet UniversityKDES/PAS 9Washington, DC 20002(202) 651-5205

ARIZONA STATE UNIVERSITYCenter for Academic PrecocityReference Number: 20011

The College of Education Center for Academic Precocityis a program of research-through-service that is focusedon finding and helping intellectually able young peopleof all ethnic, social, and economic backgrounds. Thecenter provides service's to Arizona's academically ableyouths, their families, and schools.

Well-validated, systematic procedures are employedto identify children and adolescents who reasonextremely well. Educational alternatives are then offeredto help them experience learning at a level and pacecommensurate with their exceptional abilities anddeveloped skills. Educational guidance is also providedto highly able youths and their families and schoolofficials to assist them in determining appropriatelychallenging and socially effective educational alternativesto the typical schooling process. The scope of activitiesis guided by the principle of creating an optimal matchbetween the student's assessed academic needs andavailable educational alternatives. Rigorous academicclasses are conducted during the academic year andduring the summer months. Both residential andcommuter programs are available.

The center also provides testing services for studentsin grades 2-10. The Arizona Talent Identification Systemis used to identify students in these grades who reasonextremely well mathematically and/or verbally. Thecenter then uses the test results to facilitate theeducational progress of those youngsters who are eagerto moveahead quickly via academically oriented summerprograms and educational counseling. A fee is chargedfor testing. Additionally, the center offers indivic:ual.assessment services for academically able students from4 to 17 years of age. Services available include a verbaland mathematical reasoning ability assessment and acomprehensive academic evaluation for able students,which includes an evaluation of the child's reasoningabilities, a detailed diagnostic evaluation of a child'sachievement in the verbal and mathematics areas, apersonalized family conference, and a comprehensivereport. A fee is charged for the individual assessment.

CONTACT:Dr. Eleanor FlakeDirector, Center for Academic PrecocityCollege of EducationArizona State UniversityTempe, AZ 82587-2711(602) 965-4757

MISSISSIPPI STATE UNIVERSITYStarkville-MSU Teacher Education PartnershipProjectReference Number: 20584

As a cooperative effort between the College of Educationat Mississippi State University (MSU) and the StarkvilleMunicipal Separate School District, a model kindergartenwas established in January 1979. Program evaluationreports were made at the end of each school year,

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162 COORDINATION, DEVELOPMENT AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

reflecting changes in children affected by the programand analyses of those changes. This was made possiblewith the establishment of a database that includeddemographic information on each child in addition totest scores, observational data, and information fromparent questionnaires. Through all six and one-half years,significant change was noted from pre-test to post-test.Initial longitudinal studies showed that by the end ofthird grade, there was a significant difference in academicachievement between those children who attended thepublic school kindergarten and those children who didnot attend kindergarten. This effort continued throughMay 1985, at which time kindergarten funding andsupport came from the state as a result of the MississippiEducation Reform Act of 1982.

Monies from the university that had been allocatedfor the Cooperative Demonstration Kindergarten (CDK)were then used to establish the Early ChildhoodCurriculum and Evaluation Center. Since 1985, thosemonies have allowed faculty at Mississippi StateUniversity to continue the longitudinal studies of theCDK children, report findings of the studies to regionaland national conferences, and attract other grant moniesto the university. At this point, kindergarten inMississippi had been firmly established within the publicsystem of education, and faculty at Mississippi StateUniversity felt that new efforts should be expended anda broader perspective should be encouraged forcontinued collaboration with faculty and administratorsof the Starkville Municipal Separate School District.Therefore, it was proposed that cooperation between theMSU's Department of Curriculum and Instruction andthe Starkville Municipal Separate School District beginanew, but with a change in emphasis and title to theStark ville-MSU Teacher Education Partnership Projectoperated through the department's Curriculum andEvaluation Center.

There are several purposes of this project. The firstis to continue the longitudinal research begun in 1979.The data bank now available is the largest single-districtdata bank known in the state or region. It seemsimperative that the CDK children be followed throughtheir public school experience. The second purpose isto have faculty at Mississippi State University andStarkville become partners in teacher training inelementary, secondary, and special education. Practicumand student teachers will benefit the Starkville PublicSchools during these experiences by providing serviceto teachers and students. A service to Mississippi is thatMSU students who have had practicum and student-teaching experiences in the Starkville public schools willbe hired to teach in schools throughout Mississippi. Thelast purpose is to implement staff-development programsfor faculty in the Department of Curriculum and

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Instruction and in the Starkville public schools.Partnership activities include

(1) continue longitudinal studies of the CDK children;(2) assign education majors to appropriate practicum and

student-teaching experiences;(3) work together in evaluation, curriculum development,

and parent education;(4) work together on research and grant projects;(5) work together to plan and implement staff-

development programs for Curriculum and Instruc-tion faculty and for teachers in grades K-12;

(6) devise a channel of appeal for problem areas;(7) make suggestions for an adjunct faculty resource list;(8) plan for internship programs;(9) encourage Starkville teachers and Curriculum and

Instruction faculty members to travel to other schooldistricts to demonstrate teaching techniques, sharecurricular ideas, and/or observe other model class-rooms. Funds for substitute teachers will be availablethrough the MSU Curriculum and Evaluation Center.CONTACT:Gloria C. CorreroProfessor and Associate Department HeadMississippi State UniversityP.O. Box 6331Mississippi State, MS 39762(601) 325-3747

KENT STATE UNIVERSITYNortheastern Ohio Coalition of High Schools forthe FutureReference Number: 20257

Operating on the premise that the high school staff isin the best position to plan, implement, and evaluatesecondary school reform, the Northeastern OhioCoalition of High Schools for the Future was formed.The coalition is comprised of Kent State University, theUniversity of Akron, Cuyahoga Community College, andfive high schools. The major purpose of the five-yearreform effort is the redesign of the organizationalstructure of the high school.

The purposes of the coalition are (1) to provide afinancial base for the planning stage of individual schoolreform projects; (2) to facilitate the process of planningfor individual multistaged school reform proposals; (3)to assist in the research aspects of the individual schoolreform projects; (4) to evaluate project outcomes; (5) toprovide the linkage between the project schools andother educational, corporate, government, and civicagencies; and (6) to disseminate project outcomes to othereducation policy makers and practitioners.

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In the initial phase of the project, leadership teamsand resource persons were selected from five area highschools. The leadership teams, along with members ofthree participating universities, came together for a two-week workshop. Three primary goals emerged from theworkshop: (1) to increase the knowledge and researchbase related to high school reform; (2) to train theleadership teams to facilitate staff planning at the schoolsites; and (3) to enable the five teams to formulate anaction plan for the development of a site implementationproposal.

Kent State reports that since the five site teams beganPhase I of the High Schools for the Future project in1984, some notable changes have occurred in both theday-to-day collegial interaction at the specific sites andin the joint coalition efforts of the five teams. The processof team building, cooperative decision making, andplanning for change has resulted in the teams success-fully addressing the initial goals and objectives.Cooperative efforts within and between teams haveresulted in increased professional collegiality; intra/inter-district networking; assumed responsibility for on-sitereform planning; increased participation by overall staff;and enhanced cooperation among business and industry,local school districts, and northeastern Ohio universibesand colleges.

Further plans are to establish Professional Devel-opment Centers (PDC) representing specific instructionalareas. Each center will be chaired by a person selectedby the particular task force. In this way, leadership ofthe project is spread over a large group of participantsrather than one or two higher education institutions. ThePDCs are designed to serve the coalition as peer-assistedinservice training to reach the goal of a community ofteachers teaching teachers.

CONTACT:Dr. Richard HawthorneDirector, Northeastern Ohio Coalition of High

Schools for the FutureKent State University404 White HallKent, OH 44242(216) 672-2580

THE OHIO STATE UNIVERSITYThe Ohio Early College Mathematics PlacementTesting Program (EMPT)Reference Number: 21098

The Ohio Early College Mathematics Placement Testing(EMPT) Program is an opportunity for high school juniorsto take a version of a university mathematics placementexam administered in their local high school. The purpose

of the EMPT Program is twofold: to inform high schooljuniors of their present level of math proficiency andto compare those levels to college entrance requirements.Test results and associated information about specificcollege mathematics requirements can be used forcounseling purposes by high school guidance counselors,mathematics teachers, parents, and students. Fundamen-tally, the Ohio Early College Mathematics PlacementTesting Program is an attempt to deal more directly withthe problem of remediation at the college level by givingstudents an accurate description of their mathematicscompetency while they still have another year in highschool to schedule appropriate college-preparatorymathematics courses.

High school remedial courses are seen as preferableto college remedial courses for several reasons: In college,courses are review courses taught at an accelerated pace,while a slower pace is possible in the high school;remedial courses in college are merely duplicating thehigh school curriculum, thereby wasting resources; andstudents needing remediation in college may be delayedfrom graduation from college by as much as a year.

In order to participate in the EMPT Program, highschools apply to The Ohio State University and agreeto provide suitable space, time, and proctors toadminister the exam; a contact person to facilitate gettinganswer sheets back to Ohio State; and opportunities forcounselors and mathematics teachers to counsel students

. regarding appropriate senior-year mathematics courses.The board of regents sends individual reports to eachstudent as well as a summary report to high schoolsindicating the student's projected college math place-ment and identifying the remedial math courses thatwould be needed at the student's preferred college oruniversity. The report also gives students informationabout the mathematics curriculum at their choice of col-lege or university, as well as the mathematics require-ments of two college majors selected by the students.

Aside from the obvious benefits of the program foraddressing the problem of remediation at the collegelevel, Ohio State reports that the program is fosteringa feeling of good will between college mathematicsdepartments and high schools throughout the state ofOhio. In addition, significant high school curriculumrevision has been initiated as a direct result of EMPT.

CONTACT:Dr. Bert K. WaitsProfessor and Director, The Ohio EMPT ProgramThe Ohio State UniversityMath Department231 W. 18th StreetColumbus, OH 43210(614) 292-0746

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UNIVERSITY OF PENNSYLVANIAProject START (Student Teachers as ResearchingTeachers)Reference Number: 20988

Established in 1987, Project START (Student Teachers asResearching Teachers) at the University of Pennsylvaniais the innovative teacher-preparation and teacher staff-development program leading to the master of sciencein education and initial state teaching certification at theelementary level. The objectives of the program include(1) providing preservice training of elementary schoolteachers and inservice teacher development; (2) givingstudent teachers exposure to and practice in classroomresearch and research methods; (3) providing social andorganizational structures within which preserviceteachers can interrogate their teaching experiences inrelation to the perspectives of both classroom teachersand university-based teacher educators fosteringclassroom research by student teachers and cooperatingteachers; and (4) ex,- ,ining the effectiveness of acollaborative arrangement that combines preserviceteacher education with inservice teacher development.

Currently, some 20 student teachers, an equalnumber of experienced cooperating teachers, and fouruniversity supervisors engage in classroom researchprojects on methods theories and practices of teachingusing dialogue journals, oral inquiry sessions, video andaudio tapings, weekly nwetings, and monthly seminars.The project uses (1) weekly meetings of student teacLers,cooperating teachers, and university supervisors withineach school to reflect, read, and write about issues oftheory and practice; (2) monthly seminars of allparticipants from all sites to discuss and collaborativelyshape inquiry projects and for special workshops on suchtopics as the use of ethnographic research methods inthe classroom, teacher research as change agent and ascontribution to the field of educational research, and howto use audio and video taping and journal keeping asdocumentary processes; (3) cross-visitation and confer-ences for student teachers and cooperating teachers; and(4) master's degree program coursework.

In addition to encouraging student and cooperatingteacher research, the project itself is designed to (1)document and analyze the effectiveness of a collaborativearrangement that combines preservice teacher educationwith inservice teacher development; (2) explore the waysadults (cooperating teachers and supervisors) learn tohelp other adults (student teachers) learn to help childrenlearn; (3) examine the ways a community of school/university teacher educators functions, changes, anddevelops; (4) investigate the ways students and teachersuse language to make sense of and structure their

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teaching experiences; (5) explore the patterns ofknowledge, questions, and problem-solving strategiescooperating teachers and teacher educators share withstudent teachers, and how these compare with theknowledge base generated by traditional universityresearch; and (6) investigate the impacts on curriculumreform of a highly reflexive approach to teachereducation. Preliminary analysis of data indicates thatthere is a dynamic and synergistic relationship betweenresearch on practice and practice itself.

Project START is supported by the Graduate Schoolof Education at the University of Pennsylvania and bygrants from the Northeast Region of the Holmes Groupand from the Milken Foundation.

CONTACT:Dr. Marilyn Cochran-SmithDirector, Project STARTUniversity of Pennsylvania3700 Walnut StreetPhiladelphia, PA 19104-6216(215) 898-7378

ITHACA COLLEGEPre-School Language Enhancement ProgramReference Number: 20686

The Department of Speech Pathology and Audiology atIthaca College offers a Pre-School Language Enhance-ment Program to the greater Ithaca area's day-careproviders. An average of 60-70 children at four to sixsites are seen on a semester basis. Approximately 40percent of the community's identified agencies/providershave received this service since its January 1989 inception.Although no outside funding is in place, efforts tofinancially support and expand the program are underinvestigation.

The Pre-School Language Enhancement Programinvolves student clinicians working in conjunction withgraduate assistants and the day-care instructors and/orprogram directors. This team is then supervised bynationally certified and/or state licensed speech-languagepathologists who are members of the faculty orprofessional staff at Ithaca College.

In an effort 13 coordinate with the site's individualeducation component, each team develops a languageenrichment curriculum plan. The curriculum plan isdesigned to facilitate the child's efficient and appropriateuse of verbal language based on interactive, small groupsand meaningful experiences. An emphasis on illustratingapproaches for language enhancement is the ongoingfocus. A primary intent of the program is to provideeach agency with a model for language enrichment that

COORDINAHON, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION 165

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can be generalized into the setting.At the end of each semester, a summary report is

written identifying program analysis and recommenda-tions. The report is sent to each participating agencyalong with a program evaluation form. Agency feedbackhas indicated strong agreement that the Pre-SchoolLanguage Enhancement Program provided each centerwith (1) an organized and usable curriculum guide thatdearly described goals and objectives and (2) increasedinformation regarding normal speech and languagedevelopmental milestones. In addition, both graduateand undergraduate student clinicians expressed verypositive comments about the efficacy of working withyoung children in a natural environment. The programis scheduled to continue with expansion of the numberof sites anticipated in the near future.

CONTACT:Marie SanfordClinical Supervisor, Speech Pathology and

AudiologyIthaca CollegeDanby RoadIthaca, NY 14850(607) 274-3248

NORTHERN MICHIGAN UNIVERSITYThe Michigan Mathematics Early Placement Test(MMEPT)Reference Number: 21157

The Michigan Mathematics Early Placemtmt Test(MMEPT) program was established in 1986 to try toreduce the large proportion of entering universitystudents who need remedial mathematics instruction.The' MMEPT program's purpose is to encourage studentsto prepare well in mathematics in high school in orderto avoid the delays, the extra expense, and the reducedprobability of success that they will encounter if theyenter colkge deficient in mathematics. The program'sinstitutional sponsor is the Presidents' Council, StateUniversities of Michiganan association of the presi-dents and chancellors of Michigan's 15 public univer-sities. MMEPT is administered by Northern MichiganUniversity's Glenn T. Seaborg Center for Teaching andLearning Science and Mathematics.

MMEPT serves high schools throughout the stateof Michigan and offers a 32-item, multiple-choice test,which is administered in the school. The testing isvoluntary on the part of both schools and students.Schools have discretion in choosing who will be tested,and may administer the test at their convenience betweenDecember and June.

Each student who takes the MMEPT receives anindividual letter that indicates and explains the student'sscore. The student is told what it would mean in termsof likely mathematics course placement if he or she wereto be entering college with the reported score. In addition,the test asks the students to indicate two fields of studyin which they have an interest, and their letters givethem some information about the mathematics they canexpect to encounter while studying these fields in college.In addition to the letters to students, the service includessummary reports to the schools.

MMEPT is funded by the state of Michigan throughthe annual Higher Education Appropriations Bill. Thereis no cost to the students who take the test, and schoolsonly pay for return postage on testing materials. Theprogram operated on a budget of $160,000 during 1988-89 and was staffed by an academic program director,two professional administrative staff members, asecretary, and several student workers, all of whom werepart-time workers. A committee with representativesfrom the mathematics departments of all 15 state-supported universities provides policy advice.

The program's growth provides a measure, of itssuccess. After a small pilot offering in 1986, the programwent statewide in 1987, serving 28,000 students in 345of Michigan's 900 high schools. By 1989, it served 44,500students in 408 high schools in all parts of the state.Reaction to the program by the high schools has beenhighly favorabk.

Detailed annual reports on the MMEPT have beenprepared each year. The report for 1986-87 is availablefrom ERIC (ED 292 828), Nui the other reports can beobtained from the Seaborg Center at Northern MichiganUniversity.

CONTACT:John 0. KiltinenProfessor of MathematicsNorthern Michigan UniversityMarquette, MI 49855(906) 227-1600


SECTION THREE:Tech-Prep 2-F2 and CoordinatedVocational-Technical Programs

MT. HOOD COMMUNITY COLLEGESuccessful 2+2 Tech Prep DevelopmentReference Number: 20500

Mt. Hood Community College (MHCC) providedleadership for the formation of a cooperative consortiumto pursue development and implementation of a 2+2 tech-prep model. The Mt. Hood Regional CooperativeConsortium sets direction for program development, andconsortium members have been the primary commu-nication link to individual teachers at each school.Members represent the breadth of the program, withrepresentatives of the seven secondary school districtsin the MHCC service area, the Multnomah CountyEducation Service District, the Private Industry Council(Job Training Partnership Act), and the Oregon Depart-ment of Education.

Planning began in 1985-86, with the program kickoffheld September 1986. MHCC invited members of theconsortium and administrators and selected faculty fromhigh schools and MFICC to participate in the AmericanAssociation of Community and Junior Colleges' (AACJC)teleconference "Community College Partnerships: TheHigh School/Community College Connection." Discus-sion following this conference led to the developmentof articulated program agreements between regional highschools and MHCC.

To provide a common framework for all participants,the consortium adopted the following 2+2 tech-prepmission:(1) a planned sequence of classes in grades 11-14 (two

years in high school + two years at MHCC);(2) the opportunity to receive MHCC credit for skills

and knowledge learned in high school;(3) the opportunity to shorten the time necessary to earn

an MHCC associate's degree;(4) the opportunity to pursue more advanced course-

work at MFICC, because prerequisite skills werelearned in high school;

(5) a connected high school/MHCC program that willprepare people for high-demand careers.The challenge before the consortium was to plan,

collaborate, support fellow members, and develop jointprograms that meet the educational needs of studentsand schools. The issues of turf battles, inadequateresources, logistical difficulties, resistance to action, and

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community image building were critical to the deliber-ations. The consortium has focused on stressing theeducational needs of students, improving programs, anddeveloping new curriculum programs and agreementsas required to implement the mission and goals.

An unexpected benefit surfaced immediately. Bybringing high school and community college counter-parts together, new professional relationships developed.MHCC was viewed by high school instructors andadministrators as an institution interested in what wasbest for the region's students, willing to share itscurriculum-content expertise and to recognize thequality of high school programs.

Since the program's inception, high school andcommunity college instructors have continued to developarticulation agreements and identify other curricularareas for connection. By 1987-88, further refinement ledto the development of competency-based programs anda review of how high school students earn communitycollege credit. In the beginning, many articulationagreements required competency testing by communitycollege faculty to validate the earning of college credit.As a result of the professional relationships and jointcurriculum planning between faculty, a level of trust hasemerged, causing the revision of agreements to eliminateor modify the testing criteria. New and importantprofessional relationships have been forged, strongercurriculum and course content have been developed, andtangible advantages to the student are available.

The Mt. Hood Regional Cooperative Consortium alsohas supported efforts to ensure expanding student accessto the connected program and focused on networkingspecial education teachers and voc-tech teachers to betteridentify and provide 2+2 tech-prep access to disadvan-taged and handicapped learners. An emerging focus isto expand the 24-2 tech-prep concept into a 2+2+2program. For exam.Ile, discussion is currently under wayto connect the 2+2 hospitality-tourism tech-prep programwith the bachelor's degree program at Portland StateUniversity.

The enthusiasm generated by these regionalsuccesses has resulted in a new regional cooperative highschool programthe Vocational Interdistrict Program(VIP)which might not have been realized without theleadership and mediation skills of MHCC. This programstarted in September 1988, with nine regional highschools sharing voc-tech programs that are offered on


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a limited basis, usually due to equipment costs and/orspace requirements. Students will be able to access anyvoc-tech opportunity available in the region by attendingthe high school where the program is located part time.MHCC supported the districts in clarifying the visionand guiding VIP to implementation. This program alsowill assure additional student access to developed 2+2tech-prep programs, whether offered at their home highschools or not.

Community and business involvement has beeninfused in the development of all consortium activities.Each program articulation group used business andindustry representatives to provide input on curriculumcontent. Two business representatives served as liaisonswith the local chamber of commerce and served on itsbusiness/education partnership council. Through thislinkage, partner relationships have been developedbetween the business community and related VIPcourses and 2+2 tech-prep programs. Exciting develop-ments are taking place. Work experience sites have beendeveloped, job shadowing opportunities have beenformed, mentorships are viable, equipment has beendonated, and faculty professional-development oppor-tunities are being implemented. Meanwhile, business andindustry are exhibiting their commitment to assistingwith the development of a qualified work force.

Due to AACJC President Dale Parnell's vision of the2+2 tech-prep program, these programs and the promisefor continued program development are a reality. Mt.Hood Community College has provided leadership ina new partnership with gratifying results valued by allwho are involvedespecially the students.

CONTACT:Dr. Jack D. MillerDean, Community and Vocational

Development, and Consortium ChairMt. Hood Community College26000 S.E. Stark StreetGreshman, OR 97030(503) 667-7313

FULLERTON COLLEGEManagement of Manufacturing: A 2+2+2Articulated ApproachReference Number: 20455

Approximately 12,000 high school students are enrolledin the Fullerton Joint Union High School District andmore than 19,000 in Fullerton College. This cooperativeprogram serves both populations, covering more than50 square miles of North Orange County, California. Thefirst core career was offered in fall 1989.

The Management of Manufacturing 2+2+2 articula-tion effort, which extends a current high school-community college career articulation program to thebaccalaureate level, will enable Fullerton College andCalifornia State University (CSU), Los Angeles, to presentto the seven community college members of theconsortium, other California community colleges, and theother CSU campuses a complete program/curriculumpackage for the immediate implementation of anarticulated 2+2+2 program In the management ofmanufacturing.

Three community colleges in southern California (ElCamino, Fullerton, and Rio Hondo) joined forces withthe Technology Exchange Center to address the effort,initially focusing the curriculum on manufacturing,training, and issues related to improved competitivenessthrough increased productivity and enhanced productand process quality. This curriculum, unique in thecountry, combines training in many of the newtechnologies that industry is employing to increaseproductivity and restore competitiveness with the variedneeds of the information worker of the 21st century.Program development was accomplished with amultilevel, multitasking curriculum structure directlyinvolving more than 20 representatives from industry.

Each of the six core courses of the curriculum iscompetency-based; and, as a result of efforts of FullertonCollege in its currently funded vocational programarticulation project, each major component of thecurriculum has been articulated with the local NorthOrange County Regional Occupational Prograin (ROP)and with feeder high schools in the Fullerton high schooldistrict.

This project is built on the foundation of two earlierprojects in which Fullerton College played a leadershiprole: (1) the consortium currently completing thedevelopment of a new certificate and associate's degreeprogram in the management of manufacturing (2) anda three-year effort, initially funded by the college district,to implement a broad array of 2+2 articulation programs.

The model used to administer the Management inManufacturing project is adapted from the latterarticulation program, which reflects several key aspectsof the proposed project. The administrative model callsfor (1) the establishment of a steering committee, (2) theappointment of project directors, (3) the appointmentof a program manager from each participating segment,and (4) the establishment of a curriculum review teamwith faculty content experts and industry consultants.

The steering committee, consisting of educatorsrepresenting each of the three participating segments(ROP/high schoo13, community college, and CSU), as wellas representatives from business and industry, isprimarily responsible for guiding the project, for setting


and making policy decisions, and for serving as theclearinghouse of information to be taken back to eachof the three segments. Each steering committee member,including the three business and industry executives,will contribute time (about 50 hours each) to the workof the committee.

Two project codirectorsRon Krimper, dean ofinstruction, and Kathy Baker, director of relations withschoolshave shared the overall responsibility forproject administration. Mr. Krimper is responsible fortasks related to the curriculum, the curriculum itself, thecurriculum review team, and the internal logistics andmanagement necessary to make the project work. Mrs.Baker chairs the steering committee and is responsiblefor drafting the final articulation agreement with CSU-Los Angeles and for liaison with the counseling staffsof all segments.

Funding is shared among El Camino, Fullerton, andRio Hondo Community Colleges and the TechnologyExchange Center and includes $43,047 in-kind local fundsand $30,986 in state funds, for a total cost of $74,033.

The project includes a new certificate and associate'sdegree program in the management of manufacturing,a competency-based curriculum for six new core coursesin the management of manufacturing reflecting directindustry input, a recruitment program targeted towardbringing women into a nontraditional career inmanufacturing management, a model articulationagreement for Fe-vocational and basic skills with a ROPand high schools, and a model articulation agreementfor a baccalaureate-level 2+2. For every other college inthe consortium and, ultimately, in California, it willexpedite their efforts to implement the program andachieve complete 2+2+2 articulation and to better servethe needs of business and industry in manufacturingand service in providing well-trained informationworkers.

CONTACT:Kathleen A. BakerDirector, School and College RelationsFullerton College321 East Chapman AvenueFullerton, CA 92634(714) 992-7528

NORTHEAST TEXAS COMMUNITYCOLLEGE2+2 Automotive Transportation TechnologiesProgramReference Number: 20466

The competency-based 2+2 Automotive TransportationTechnologies Program being developed by Northeast

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Texas Community College and the Independent SchoolDistricts of Daingerfield-Lone Star, Mount Pleasant, andPittsburg in rural northeast Texas is a five-year programserving a population of approximately 48,000.

The program was launched to satisfy an acute needfor qualified service technicians for the transportationindustry. Discussions with manufacturers, dealershipand truck fleet service organizations, and tradeassociations revealed that much additional training wasrequired after employment to provide effective servicepersonnel. Graduates at both the secondary andpostsecondary levels were not entering the job marketwith skills sufficient to the 'tasks required.

Under the program, the three secondary systemsinvolved entered into an articulation agreement with thepostsecondary institution. Under the guidance of atechnical advisory committee comprised of representa-tives from the secondary and postsecondary institutions,business and industry, the Texas Education Agency, andthe Texas Higher Education Coordinating Board, a newcompetency-based curriculum was developed and iscurrently being installed.

The training, which begins in grade 11 and continuesthrough postsecondary grade 14, qualifies both thesecondary and postsecondary graduates for employ-ment. Secondary graduates, after successfully completingthe first two years of the program, are qualified foremployment as automotive service technician's assis-tants. Postsecondary graduates completing the asso-ciate's degree program are qualified as automotiveservice technicians. At the postsecondary level, studentscan qualify as technical specialists in one or more ofeight specialty areas as defined by the National Institutefor Automotive Service Excellence, the designatedindustry licensing group.

Under terms of the articulation agreement, second-ary institutions agree to evaluate and recruit studentsthey believe have the qualificatiOns necessary tocomplete the program; offer and maintain coursesdeveloped; track and evaluate student progress; and sendprogress reports to the postsecondary institution.

The postsecondary institution has the responsibilityof (1) helping to evaluate and recruit secondary students,(2) upgrading secondary instructors' technical knowl-edge, (3) offering an associate's degree curriculum, (4)providing an adequately trained faculty to administerand teach the curriculum, (5) maintaining all trackingrecords and providing them to employers on request,(6) and tracking student progress through at least oneyear of employment.

The program is designed to benefit partners byupgrading the quality of instruction and providingstudents with the necessary skills to gain and holdemployment after graduation. Data demonstrating


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program effectiveness are being collected as the programis installed in increments.

CONTACT:Dr. Jack ForemanExecutive Dean, Resource DevelopmentNortheast Texas Community CollegeP.O. Box 1307Mt. Pleasant, TX 75455(214) 572-1911

DELAWARE TECHNICAL ANDCOMMUNITY COLLEGETech PrepReference Number: 20424

In January 1987, Delaware Technical and CommunityCollege joined with the statewide vocational schcoldistricts to form a consortium designed to supportDelaware's 2+2 effort. Originally designed for vocationalstudents, the Tech Prep program soon spread tocomprehensive high schools, affecting general curricu-lum students.

The Delaware Tech Prep Consortium is funded bythe state legislature and Perkins Vocational Act. Anexecutive director administers the daily operationsthrough an approved constitution, by-laws, and aprocedural manual. The procedural manual is acompendium of models designed by the executivedirector and approved by the consortium. The compen-dium includes models for the involvement of business,industry, and unions; community groups and craftcommittees through the Developing a Curriculum(DACUM) process; the Delaware Business, Industry,Education Alliance and the chambers of commerce;government agencies; program articulation for 2+2curricula; and student progress, recruitment, andmatriculation to Delaware Technical and CommunityCollege in the associate's degree program. The consor-tium conducts workshops and seminars to bringsecondary and postsecondary instructors together todesign 2+2 technical curricula and certify advance collegecredit competencies.

Students participate in two programs. The articu-lated course program permits the students to pursuetechnical courses in their home high schools, while othersattend on-campus courses with postsecondary students.

Through June 1989, 15 technologies had beendeveloped, encompassing 38 courses. Since Tech Prepbegan, 600 students have participated, earning more than3,600 advanced college credits to Delaware Technical andCommunity College.

CONTACT:Dr. James R. CampbellExecutive Director, Tech PrepDelaware Technical and Community College1.T.D. 1898 North Dupont HighwayDover, DE 19901(302) 739-6163

MIDDLESEX COMMUNITY COLLEGEMiddksex Community College/Lowell HighSchool/Greater Lowell Regional VocationalTechnical School 2+2 Scholarship ProgramReference Number: 20909

In 1986, Middlesex Community College began collab-orating with Lowell High School and the Greater LowellRegional Vocational Technical School to offer a dual-creditscholarship program. Through this program, selectedhigh-risk high school students with no plans to go onto college are invited to enroll in courses at MiddlesexCommunity College for both their high school diplomaand college degree credit. Students who participate inthe program do so free: their tuition costs, textbooks,and advisement services are provided by the college.Funding through the Lowell Plan in the city of Lowellhas allowed for a maximum of 20 students to participateeach year. Students who are not funded through LowellPlan scholarships are eligible to participate on a fee-waiver basis: Such students pay only the cost of tuitionand course materials.

In order to operate this program, college personnelwork closely with high school guidance personnel.Guidance counselors select, screen, and schedule eligiblestudents into Middlesex Community College classes,while the college provides close academic advisementand reporting of academic progress back to the highschools. An attempt is made to encourage high schoolstudents, through their enrollment in college courses,to explore career or academic areas they think they mightwish to pursue through a full degree progiarn once theygraduate from high school.

Although this initiative has been modest to date,it has accomplished precisely what it was establishedto do; both the college and the high schools viewexpansion of it as providing substantially increasedaccess to students from Lowell who require encourage-ment to pursue further education. Of the students whoparticipated last year, 60 percent went on to college asa result of their involvement in this scholarship program.Although the program did not in prior years targetminority students, half were minorities; plans for thefuture include specific recruitment of minority students.

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170 COORDINATION, DEVEWPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

In a similar, but unrelated, initiative, MiddlesexCommunity College works closely with the NashobaValley Regional Technical Vocational School to offer afull year of college coursework to selected seniors atNashoba Valley. Students from the school recognizemany of the same benefits as do the students from Lowell:They begin to inlinerse themselves in a college experienceand are able to enjoy the advantage of dual enrollmentand dual credit. .

The college expects to expand these programs andbroaden its involvement with other area high schoolsin an attempt to encourage students whose plans donot necessarily include college to continue theireducation in degree and certificate programs that meettheir needs and may help in shaping their goals.

CONTACT:Charmian B. SperlingDean, Staff and Program DevelopmentMiddlesex Community CollegeSprings RoadBedford, MA 01730(617) 275-8910, ext. 5-406

COMMUNITY COLLEGE OF RHODEISLAND2+2 Tech-Prep Associate Degree ProgramReference Number: 20508

The Community College of Rhode Island (CCRI) hasestablished a 2+2 Tech-Prep Associate Degree Programwith 17 high schools in Rhode Island as part of a nationalpartnership effort being promoted by the AmericanAssociation of Community and Junior Colleges.

After extensive planning and promotion, theprogram began in September 1987, and six high schoolsvolunteered to participate with the community college.Initially, an alternative program of study designed toprovide students with the basic skills needed to pursuea career in a technical field was implemented at thesecondary level, and career-development activities wereplanned at the college. As the program developed, otherhigh schools entered into a partnership with thecommunity college, and this year a total of 17 secondaryschools are actively involved with the 2+2 program. InRhode Island, 2+2 is a statewide program and is availableto students from inner-city, suburban, and rural areas.

The 2+2 program targets those students who areenrolled in unfocused general education programs thatprepare them for neither work nor college. The kindsof students likely to enroll in the tech-prep associate'sdegree program are those who may not do well in thetheoretical college-prep courses or who do not want to

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enroll in vocational programs. They are more likely torespond positively to an applied curriculum that willprepare them for a successful technical career.

The program begins in the 11th grade and culminateswith an associate's degree in a technical field. While inhigh school, students enroll in a focused core curriculumof math and communications and take Principles ofTechnologyall taught in an applied setting. Thesecourses provide a foundation of basic academicproficiency so that the students will be better preparedto pursue and successfully complete studies in a technicalfield at the postsecondary level. Students who success-fully complete the high school portion of the programare guaranteed acceptance into the technical programsat CCRI.

While in high school, 2+2 students visit thecommunity college on several occasions to obtaininformation on career opportunities in technology andto visit the technical labs to get a first-hand look at theprograms at CCRI, including chemical technology,instrumentation, electronics, and engineering. Last year,more than 200 high school sophomores, juniors, andseniors participated in this event.

To date, more than 500 students are participatingin the 2+2 tech-prep program in Rhode Island at thesecondary level, and this number is projected to increasesubstantially as the program gains momentum, studentinterest increases, and additional high schools join. Thefirst group of students who completed the high schoolcomponent of 2+2 entered CCRI last year. Of the schoolsreporting, approximately 25 percent of the studentsparticipating in the program entered CCRI in technicalprograms. A substantial number entered other postsec-ondary institutions as well.

New initiatives for 2+2 were developed for imple-mentation in 1989; 2+2 programs in allied health andbusiness technology were developed following the tech-prep model and will be under way as of September 1989in some schools. Ties with business are being streng-thened, and a mentoring program will be available forthose students who need additional support andencouragement.

Initially, the 2+2 program received funding from theOffice of Higher Education to provide staff and materials,and the participating high schools received funding fromthe Department of Vocational and Adult Education toimplement the Principles of Technology curriculum.Program activities are planned and coordinated by theproject director, Judith Marmaras, with assistance froman advisory board of secondary school and communitycollege faculty and administrators. The project directorreports directly to the vice president for academic affairs.

During the past two years, the 2+2 program hasgained a tremendous amount of support and generated

1"/S


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much enthusiasm at the comprehensive and vocationalhigh schools and at the community college. The appliedtech-prep curriculum and career-development activitieshave been well accepted by both students and teachers;representatives from the high schools and collegecontinue to work in a cooperative effort to providestudents with a focused, goal-oriented program of studyand with a number of support services to help themsuccessfully pursue an associate's degree and a careerin a technical field.

The proposed goals, objectives, and activities of the2+2 program are evaluated on an ongoing basis andmonitored in accordance with the measurable objectivesand projected timelines. The evaluation plan includes(1) documentation of participating schools and thenumber of students enrolled in the program, (2)documentation of all inservice/orientation workshops, (3)evaluations completed by students, teachers, and staff,(4) computerized tracking of 2+2 students enrolled atCCRI, and (5) documentation of minutes of advisoryboard and committee meetings.

CONTACT:Robert SilvestreVice President for Academic AffairsCommunity College of Rhode Island400 East AvenueWarwick, RI 02889(401) 825-2142

BRISTOL COMMUNITY COLLEGETech Prep/2+2 Associate Degree ProgramReference Number: 21100

In 1986, Bristol Community College, in conjunction withnine comprehensive and two regional vocationaltechnical high schools, developed a strategy to designa challenging and systematic program of study for the60-70 percent of hig:. school students nationwide whosecareer choices will not likely require a bachelor's degree.

The prime focus of this project was to address theneed for a rigorous and focused program of study forthose students currently enrolled in general courses incomprehensive high schools. The initiation of acollaborative agreement by Bristol Community Collegewith participating school districts emphasizes thedevelopment of academic core courses at the high schoollevel that would ensure t logical progression to thecommunity college and eventually to the work place.The core courses developed are aimed at two careerclusters, Business Technologies ;.nz.1 EngineeringTechnologies, The program of study is designed to allowstudents in their junior year of 'nigh school to select a

Tech Prep/2+2 Associate Degree Program option evenas students now select a business or college-preparatoryprogram.

The college has developed an excellent relationshipwith the 11 participating school districts. The college hasprovided numerous services to each participating districtincluding (1) presentations to school committees, faculty,staff, students, and parents' organizations; (2) duplicationof programs of study; (3) development of promotionalmaterials including brochures and videotapes; (4) grantdevelopment; and (5) technical support. The college hastaken the initiative to develop linkages to support theTech Prep/2+2 program not only with participating schooldistricts but also with other agencies that have providednearly $250,000 in support of the project.

The college has also actively involved more than60 faculty members from the college and participatingschools and has provided both curriculum and staff-development opportunities. In fiscal year 1990, it wasexpected that a minimum of 77 faculty and 400 studentswould participate in various components of the program.

The success of this program is demonstrated in thefollowing statistics:(1) Students enrolled in the program are averaging one

letter grade higher than they did in their previoushigh school work, although they are enrolled inconsiderably more challenging courses.

(2) Attendance has been markedly improved forparticipant:, in the program; i.e., students average lessthan one fifth the number of tardies and one thirdthe number of absences as do students enrolled innon-tech-prep sections.

(3) Every senior enrolled in the program applied to andwas accepted at one or more colleges or universities.

The project has received both state and nationalrecognition and is being replicated throughoutMassachusetts.

CONTACT:Edward R. Terceiro, Jr.Assistant Academic DeanBristol Community College777 Elsbree StreetFall River, MA 02720(508) 678-2811, ext. 185

ERIE COMMUNITY COLLEGEHigh Sci tool Articulation AgreementsReference Number: 20494

Formal vocational and technical program articulationagreements between academic departments at ErieCommunity College and local high schools began in 1985.

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The purposes of the discipline-specific student transferagreements are to (1) enrich curricula at both secondaryand postsecondary levels, (2) save students time andmoney, (3) increase retention rates and career-development opportunities, (4) and serve as a majormarketing and recruitment tool. All articulationagreements follow state education department guide-lines for postsecondary and secondary occupationalprograms. The voc-tech linkage documents (1) covereither course waivers or advanced credit, (2) establishtracking systems to measure student progress andpersistence, and (3) contain prescriptions for periodicreview and assessment.

Since 1985, specific department-to-department andschool-system umbrella articulation agreements havebeen formalized with the Buffalo School System andBoard of Cooperative Educational Services (BOCES)centers. Academic department linkages exist forautomotive technology, culinary arts, computer informa-tion systems, visual graphics, hotel management,construction technology, dental lab technology, andconstruction repair technology.

There are other goals for student transfer partner-ships. It is the college's intention to have all partiessupport jointly registered programs, which will allowadults taking high school occupational evening coursesto be eligible for financial aid under existing stateeducation department regulations.

The ultimate goal is the effective maintenance ofa regional 2+2+2 technical education continuum andsupport system whereby a student can follow anaccelerated transfer pathway in a number of vocationaland technical programs from high school throughassociate's and bachelor's degrees. A 2+2+2 continuumis stimulating technical education marketing andrecruitment efforts, fostering career pathway devdop-ment, enhancing minority and target student popula) ionaccess initiatives, and supporting faculty currency andexchange.

Hundreds of local occupational high school grad-uates have successfully participated in formal andinformal articulation pathways and completed the 2+2+2continuum since 1985.

CONTACT:George A. ThomasVice President for Academic AffairsErie Community CollegeMain Street and Youngs RoadWilliamsville, NY 14221(716) 634-0800

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MACOMB COMMUNITY COLLEGEProject DraftReference Number: 20434

Project Draft, established in 1987, is a partnershipbetween the Utica Community Schools; MacombCommunity College; C-P-C Technology Core, GeneralMotors Corporation; Modern Engineering; TechnicalServices, Inc.; RCO Engineering; and CDI TransportationGroup. Project Draft is designed to help drafting studentsform a career goal in a technical occupation (draftingand design), and to encourage students to continue theirtechnical education, and/or training at a postsecondaryinstitution. The design-dependent companies areexperienOng dynamic and rapid changes. These changesare placing demands on an already severely depleteddesign labor market: More highly trained technicalpeople are needed.

The partnership goals are to(1) increase awareness and knowledge of design-related

careers;(2) encourage students to pursue design-related careers;(3) provide a "planned" educational program that will

lead to full-time advanced drafting/design employ-ment immediately after program completion;

(4) develop an articulated drafting program betweensecondary and postsecondary institutions;

(5) develop a secondary and postsecondary transitionprogram;

(6) expand the number of cooperative education and full-time placement sites;

(7) offer teachers inservice opportunities.Utica Community Schools and Macomb Community

College, are collaborating to develop an articulatedcurriculum that will facilitate the transition of studentsfrom secondary to postsecondary design programs. Theongoing articulation process involves developing andevaluating common tasks in the secondary andpostsecondary design curriculum.. By completing thedrafting/design articulated program, Utica students earnadvanced placement status at Macomb CommunityCollege.

All Project Draft partners have made six- to eight- _r commitments to proactively support this tech-prep

project so that students are better prepared t6 hit ,theground running. The design-dependent firms sponsortours, provide speakers and technical assistance, and hireteachers and cooperative education students. C-P-C hasaffirmed that General Motors and its strategic partnerswill hire students for full-time positions once they havesuccessfully completed the 2+2 tech-prep designprogram.


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In the first year, more than 500 students participatedin the tours. Although project participation wasvoluntary, most of the student and teacher participantswere actively involved in the secondary drafting program.Students were given pre-tests and post-tests to assesstheir knowledge of engineering and/or design careers.Test results indicated that secondary students had littleknowledge of engineering and design before touringindustrial facilities. The data suggest that Project Draftactivities help students to clarify their high school courseselections and career goals. Consequently, many ProjectDraft participants elect to stay in the tech-prep program.In some classes, enrollments increased 80 percent overthe year before the program began.

Because of Project Draft's importance to MacombCounty's economic development, each partner hascontributed time, resources, and staff to make theprogram successful. A $25,000 tech-prep grant defrayedmost of the new costs Utica schools incurred for theproject. Project Draft has been so successful that plansare under way to expand the project to include moreindustrial partners, curricular areas, and secondaryschools in other districts.

CONTACT:Dr. James VartyDean, Academic and Corporate ServicesMacomb Community College14500 Twelve Mile RoadWarren, MI 48093(313) 445-7408

KIRKWOOD COMMUNITY COLLEGEHigh School Health Science ProgramReference Number: 20461

yecently, the state of Iowa has sought ways to enhancevocational offerings in its secondary school districts. Anew funding formula was introduced to reimburse schooldisiricts participating in jointly sponsored programs at1.5 times the state average per-pupil cost. At the sametime, the Health Science Department at Kirk woodCommunity College was investigating the possibility ofdeveloping a core curriculum for its health programs.With the incentive of a small state grant, the articulatedHigh School Health Science Program was developed.

The goals of the program are to(1) develop a lwalth occupations core curriculum at the

secondary level that would articulate to nine healthcareer programs at the postsecondary level;

(2) develop curriculum that helps high school studentsexplore a broader range of health career options;

(3) provide students with an employable skill upon

program completion.Faculty from the programs offered at Kirkwood

participated in developing a matrix of health carecompetencies, ordered from highest to lowest identifi-cation with specific health careers, The competenciesrequired of a nurse aide/orderly were found to includemost of the core competencies required in any healthprogram. These competencies were sequenced in a corecurriculum so as to provide efficient pathways inarticulation to Kirkwood health programs.

A two-semester high school program was developedthat included a 120-hour nurse aide certification, withoptions for rehabilitation aide and home health aide. Inaddition to mastering employable skills, studentscompleting the program receive transfer credit for fourcourses at Kirkwood: Introduction to Health (2 SH),Health Care 1 (1.5 SH), Health Care 11 (1.0 SH), and CPR/First Aid (.5 SH). Students entering the nursing programat Kirk wood receive additional ceedit for NursingFundamentals (4.5 SH) after completing a two-semester-hour nurse aide advanced placement course.

This program is designed to serve the college'sservice area, which includes large metropolitan schooldistricts in Cedar Rapids and Iowa City and small ruralschool districts in surrounding counties. School districtscontract with Kirkwood to provide all instruction, payingthe actual costs plus a 15 percent administrative fee.Nonexpendable equipment and supplies remain theproperty of the school district and reduce the cost ofthe program in subsequent years. The local school districtclaims student enrollment for state reimbursement atan enhanced rate. The college does not collect tuitionor claim enrollment for contact-hour reimbursement. Thesecondary school districts benefit from the partnershipby being able to provide their constituencies withvocational offerings cost-effectively. Kirkwood benefitsin marketing its programs by the increased visibilityoffered by the articulated program. By maintainingsupervision over the instructional content, the HealthScience Department at Kirk wood has reduced thequestions of equivalency that generally block articulationagreements.

A unique feature that has been added to thearticulation agreements is the priority enrollment policy.Program students applying ,to Kirkwood programs canrequest priority enrollment consideration for the nextavailable start date.

The 1988-89 school year was the first full year ofoperation. (This program was pilot-tested during 1987-88.) Articulation agreements and operating budgets weredrawn up for five separate school districts, of which threewere small rural communities. A total of 56 students wereenrolled and provided classroom and clinical instructionat locations convenient to the school district. The smallest

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174 COORDINATION, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION...

class registered 7 students and the largest class registered21 students. Of those, 46 students completed theprogram, representing an overall attrition of 18 percent.Of 37 seniors completing the program, 21 are pursuinghigher education in a health career, 15 of whom arerequesting priority enrollment and using the articulationpath at Kirkwood. Seventeen of the completers arecurrently working as aides in the health care field.

Two of the informal objectives of the program havenot been accomplished: Only one of the graduates hasbeen encouraged to consider an allied health career otherthan nursing, and only two males were encouraged toenroll in the program. No students were certified in thehome health aide option; this is being reevaluated fordeletion from the program options because home careproviders have been reluctant to provide clinicalexperience for high school students. Kirkwood is cur-rently looking at developing a career optior that wouldnot involve direct patient care for those interested inhealth careers with limited patient contact.

An evaluation of graduate success in Kirkwoodhealth programs will be conducted in the coming year.

CONTACT:Dr. John L. McCabeDepartment Head, Health SciencesKirkwood Community CollegeBox 2068Cedar Rapids, IA 52406(319) 398-5613

EASTERN IOWA COMMUNITY COLLEGEDISTRICTPrinciples of Technology (PT)Reference Number: 20511

Employment opportunities in the technical fields aregrowing nationally at a tremendous rate. The expandingtechnology within these fields has altered the needs ofthe labor market, thus requiring a more highly educatedand highly skilled work force. In order to prepare foremployment in technical occupations, students need tohave a broad understanding of the principles thatunderlie modern technology. The Eastern Iowa Com-munity College District (E1CCD) has worked inpartnership with the Area Education Agency (AEA), theArea Planning Council for Vocational Education, andschool districts in its service area to implement acoordinated approach to technical education.

Principles of Technology (PT) was developed by theCenter for Occupational Research and Development andthe Agency for Instructional Technology and funded bya consortium of 35 state and provincial education

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agencies. PT is a two-year high school course in appliedphysics designed for students who plan to pursue careersin a technical field. PT teaches students technicalprinciples that will not become obsolete as technologychanges. The course focuses on practical principles inphysical science and how these technical principlesgovern the behavior of modern equipment.

In Iowa, 60 school districts are authorized by thestate department of education to offer Principles ofTechnology. Since the program is shared between someschool districts, PT is available at approximately 50 sitesin the ,tate. Five high schools in the E1CCD service areacurrenuy offer PT: Bellevue High School, East CentralCommunity High School, Muscatine High School,Northeast Community Junior-Senior High School, andPleasant Valley High School.

According to Harold Berryhill, of the Iowa Depart-ment of Education, "Thanks to the Area PlanningCouncils (APCs), many schools in Iowa have imple-mented the Principles of Technology program. The APCsfamiliarized the schools with Principles of Technologyand gave them support in writing grant proposals tofund the program." The APC has assisted the E1CCDand the AEA in the cosponsorship of several workshopson Principles of Technology. Additionally, school districtshave been assisted in the writing of their grant proposals,and the local Job Training Partnership Act has purchaseda full set of the Prindples of Technology curricularmaterials for the AEA to make available to local schools.

PT is directly articulated with many of thevocational-technical programs offered by the EICCD:heating, ventilation, and air conditioning; dieseltechnology; auto body repair; auto mechanics; industrialtechnology; and automated manufacturing technology.High school students who complete the two-yearPrinciples of Technology course with a grade of B orbetter may receive credit for certain courses requiredin these programs offered at E1CCD. Students may alsoreceive credit when they earn less than a grade of B,if they can pass a competency exam at the EICCD. Inaddition, students will have the opportunity to test outof certain courses in the areas of drafting and design,and electronic engineering technology by passing acompetency-based assessment.

CONTACT:Dr. David ClaeysDean of Academic AffairsScott Community College500 Belmont RoadBettendorf, IA 52722(319) 359-7531

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(NORM HARRIS COUNTY COLLEGEDISTRICTNHCC/SISD Automotive Technology ProgramReference Number: 20834

Recent economic changes in states such as Texas haveforced educational institutions to re-examine how theycan meet student needs effectively and economically.School districts, where growth of new programs and theaddition of physical facilities to accommodate themseemed virtually limitless, find themselves makingdifficult choices as they adjust spending to stay withinlocal and state budgetary cuts. North Harris CountyCollege (NHCC), a suburban community college in theHouston area, and Spring Independent School District(SISD), one of the city's feeder-school districts, areworking together to find a solution that will providea quality automotive technology program for high schoolstudents.

When SISD planned for the 1986-87 school year,administrators realized that facilities had to be addedto accommodate vocational-technical programs. Class-room space was allocated based on a proposed buildingto house automotive technology. Sharp increases inconstruction costs and decreased state funds forconstruction soon precluded the building program. Atthe same time, NHCC vocational and technical plannerslooked at similar budget constraints. Although they facedno shortage of space, they did realize that the continuedsuccess of their program required expensive updatingof equipment. Administrators began a series of nego-tiations to determine whether a cooperative effort mightallow students to pursue training in an area where thereis a strong local job market. Transfer of the program tothe college campus would free high school classroomspace for other classes and reduce expenditures forcapital equipment and instruction. It would allow SISDto honor its commitments to other programs whileindirectly funding equipment purchases at the college.

Fall 1986 was the first semester for the sharedprogram to be in place. The contract provided that amaximum of 20 first-year and 20 second-year automotivestudents in high school would come to the collegecampus for the automotive technology training. SISD hada total of 56 studenk interested in the first-year program.The final selection of 20 students was determined bythe district. Those in the first year of the program metfor 200 minutes three afternoons per week.

The introductory courses in the first two semestersare enhanced versions of those taught at NHCC to itsstudents: Mechanical Practices and Auto Engines I. Thetextbook was compatible with both the high school andthe college curricula. Minor adjustments in course

content were made to ensure that the new coursesincluded all essential elements as defined by the statefor secondary classes. High school seniors completingthese introductory courses were eligible to enroll in oneof three selected evening auto courses meeting for sixto eight contract hours per week. The college reservedfive slots in each section for these contract students. Aspart of the pre-enrollment process, each advancedstudent was asked to list first, second, and third choices.All students were placed in either their first or secondchoice.

In addition to monies paid by SISD to the collegeand designated for capital expenses, supplies, andinstructor salaries, the district also provides studentswith textbooks and tools. The only expense for studentsenrolled in this program is transportation. The originalplan included SISD busing students to and from the twohigh schools, which were close to the college. However,students requested and were allowed to form car pools.As a result of this joint effort, SISD anticipated significantsavings for 1986-87. The capital expense money was usedby the college to purchase more equipment for theautomotive lab. This equipment can and will be usedby all students enrolled in NHCC automotive classes.

The first-year contract automotive students can earncredits while enrolled as high school students (creditsaccrue toward an associate of applied science (AAS)degree if they meet stated requirements). These collegecredits are valid when students successfully completethe second year of the automotive program at NHCC,graduate from high school, and continue their educationat NHCC. The first-year students then receive retroactivecredit for the courses they completed in their junior year.

The second-year students participate in the earlyadmissions program. Since the state reimburses thecollege for these students' instruction, SISD pays onlytuition and fees. Students receive dual credit for bothhigh school and college; one credit does not replace theother. Depending on the courses students choose duringthe second year of the automotive technology program,they can earn as many as 20 hours of potential collegecredit as high school students.

An unexpected but very positive outcome of theprogram has been that students are apparentlytransferring their college-appropriate behaviors to thehigh school environment. Students report that while theyare learning responsibility in the automotive lab, theyare also applying this discipline to the academic coursesin high school. Their grades in other classes areimproving. A recent survey of students revealed thatstudents were positive in their assessment of theprogram. They found the quality of instruction beyondtheir expectations, enjoyed interaction with olderstudents, and appreciated the responsibility they have


as students in a college environment.College personnel involved in the program are

enthusiastic about it. It is a strong and successful programthat makes a different contribution to the communityit serves. Co-oping between the two educational entitieshas allowed for purchase of more equipment for allstudents and serves as a recruitment tool for the AASprogram in automotive technology for those studentsinterested in developing better skills before entering thejob market. Administrators are currently investigatingsimilar cooperative efforts with SISD and other feeder-school districts. Electronics, welding, and child care seemlikely areas where pooling of resources, instructionalfacilities, and personnel could reduce costs while meetingthe needs of area students who want and need vocationaltraining.

CONTACT:Gail C. PhillipsDivision Head, Applied TechnologyNorth Harris County College District2700 W.W. Thorne DriveHouston, TX 77073(713) 443-5675

MILWAUKEE AREA TECHNICAL COLLEGEMilwaukee Area Technical College's High SchoolReference Number: 21227

Milwaukee Area Technical College's (MATC's) HighSchool is a fully accredited secondary school for anyone18 years of age or older not enrolled in any other highschool. It is designed for those who want to begin orcontinue working toward a high school diploma. Classesare also open to high school graduates who wantrefresher or additional courses required for entrance atmArc or other schools. Also, the evening division ofMATC's High School enables area high school seniorsto make up deficiencies so that they can graduate withtheir class. A summer session offers both day and eveningclasses. A formal graduation is held each spring.

Courses are held at the Milwaukee campus and atvarious evening centers in the MATC district. Becausemany adult students are employed, there are no setschool hours. Students may attend day or evening classesand remain at school only during classes for as few as4 or as many as 20 hours a week. High school general-educa tion courses enriched by timely subjects make upa typical, individualized program. Survey courses invocational fields are offered to help students developgoals geared to their abilities and aptitudes. Selectedbusiness courses in MATC's Adult-Vocational Divisionmay also be taken for high school credit. Specific diploma

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requirements include eight semesters of English; six ofsocial studies; four of math; four of science; and one eachof computer education and health. All of MATC's specialservices and facilitiessuch as free tutoring and snechtherapy, the gym and pool, concerts, workshops, andthe libraryare available to MATC's High Schoolstudents.

MATC's High School accepts credits from any highschool that meets national accreditation requirements.Special evaluations are used to grant credit byapprenticeship, military experience, correspondencestudy, and similar activities. Legal residents in MATC'sdistrict pay a minimal fee for courses.

CONTACT:Don WojczynskiAssociate Dean, MATC's High SchoolMilwaukee Area Technical College1015 N. 6th StreetMilwaukee, WI 53203(414) 278-6965

LOWER COLUMBIA COLLEGEHigh School/College Vocational ArticulationReference Number: 20987

Lower Columbia Co llew's cooperative project with KelsoHigh School has become a program of discovering mutualbenefits for students and professional staff. The originalplanning effort developed a smooth transition from highschool to college for Kelso students who desired a two-year technical degree at Lower Columbia College.Cooperation was focused in two directions: thosestudents who were interested in office administrationcareers, and those who sought careers in automotivetechnologies. At the end of the process of examiningeach institution's curriculum, representatives found thatthey could eliminate from one quarter to one full yearof Lower Community College coursework for studentscompleting related vocational programs at the highschool.

Thus far, only a few students have completed therequirements for advanced placement. This limitedimpact exists due to the relative newness of the programand the need for higher visibility among students andparents about the advantages of the cooperative program.

The continued communication between the schooland the colkge has led to a number of other significantareas of cooperation. Representatives from the collegecurrently are working to articulate courses in theoryrelated to modern industrial technology. The high schoolfaculty has already instituted a Principles of Technologycourse, the first of d two-year sequence, and will teach

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COORDINATION, DEN FLOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION 177

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technically oriented students the physics and chemistryprinciples that underlie modern technology. The college,in return, will rewrite its related instruction in a numberof occupational programs to prevent Kelso graduatesfrom having to repeat concepts already studied in theirhigh school program. The Kelso High School initiativehas been a prime reason for the college to re-examineits own requirements for related instruction and willundoubtedly lead to the college's streamlining andupdating its curriculum.

A second outcome of the cooperation has been insharing faculty and facilities in the automotive technol-ogy programs. The high school received the resignationof its automotive instructor in late summer. In the prioryear, the high school principal and the automotiveinstructor had arranged for a segment of their second-year automotive program to be taught at the college'scampus because the college had the more currentequipment for teaching alignment and brake laboratoryexperiences. Due to this previous joint effort, theprincipal turned to the college to help provideinstructional services for the high school program. Inthe current high school program, the college's instructorteaches the advanced students on the college's campusso that the students have the advantage of moresophisticated equipment. For the first-year students,another college instructor teaches at the high school.From prior experience, the high school environment wasfound to be much better for teaching initial conceptsand laboratory methods.

Each of these arrangements has led to closer workingrelationships and increased levels of cooperation. All ofthose involved acknowledge that the benefits have thusfar outweighed the increased need to coordinate efforts.The project members see the relationships as dynamic,with changes occurring yearly as the two institutionsbetter understand how to serve students seekingtechnical skills.

CONTACT:Donald FullerDean for InstructionLower Columbia CollegeLongview, WA 98632(206) 577-3428

CLARK COUNTY COMMUNITY COLLEGE/CLARK COUNTY SCHOOL DISTRICTClark County Community College/Clark CountySchool District Articulation ProgramReference Number: 20456

In 1985, the president of Clark County CommunityCollege (CCCC) and the superintendent of Clark County

School District (CCSD) met to plan how their respectiveinstitutions would meet the accelerating pace oftechnological advancements and how those advance-ments would affect the future of the technical curriculaof the college and the high schools of Clark County.One basic consideration of the technological evolutionwas determined to be the critical employer demand forqualified personnel. The series of meetings initiated ajoint commitment on the part of the college and theschool district to provide a continuing flow of well-qualified employees for the major industries andbusinesses of southern Nevada. The commitmentculminated in the formation of the CCCC/CCSDArticulation Program.

The CCCC/CCSD articulation board, cochaired bythe president and superintendent, provides direction forthe program. Subcommittees consisting of representa-tives from business, industry, and labor organizations,as well as CCCC and CCSD faculty and staff, wereestablished in the following areas: resort occupations,drafting, graphic arts, health occupations, business andoffice administration, refrigeration and air conditioning,electronics, automotive technology, and marketing.

The subcommittees focused their attention oncurriculum development and how to nurture thearticulation process between those courses taught in thehigh schools and the technical programs at CCCC. Inaddition, a public relations subcommittee was estab-lished to develop promotional materials and to informthe general public about the Articulation Program. Videoand audio public service announcements were distrib-uted to radio and television stations.

It was also recognized that the high schoolcounselors are the front line in helping students makeappropriate high school class selections and careerchoices. To ensure successful coordination of CCCC'sand CCSD's counseling efforts, the following activitieswere created: (1) a CCSD high school counselor wasassigned to a CCCC counselor to serve as a liaison andresource person to high school counseling staff; (2) theCCCC 2+2 Rh Prep Guide was distributed to junior andsenior high school counselors; (3) recruiting dates wereformalized with each high school; and (4) inservicemeetings with the CCCC and CCSD counselors wereestablished.

CONTACT:Mary R. MalleyCoordinator, CCCC/CCSD Articulation ProgramClark County Community College3200 East Cheyenne AvenueNorth Las Vegas, NV 89030(702) 643-6060, ext. 487


TEXAS STATE TECHNICAL INSTITUTEAdopt-A-School, Articulation, LinkageReference Number: 20429

Texas State Technical Institute (TSTI) is the only Texas-supported technical college system. It was establishedby the Texas legislature in 1965 as part of the Texas A&MUniversity system. In 1969, the school separated fromTexas A&M and evolved to its present configuration offour campusesAmarillo, Harlingen, Sweetwater, andWacoand two extensions in Abilene and McAllen. Theenrollment is approaching 10,000 students system-wide,with both associate's degrees and certificates ofcompletion being offered. The state of Texas has beendivided into service areas by the system administration,The Waco campus serves the largest area, (roughly theeastern half of Texas), and data/information from theWaco campus is used here to describe various programs.

Adopt-A-School. The Adopt-A-School program followsthe national model of community involvement with thelocal schools. TSTI-Waco has adopted the largest localhigh school. Activities range from providing baked goodsfrom the college's food service technology program, toclassroom presentation and demonstrations by theprinting or electrical wiring and conduction programs.Adopt-A-School was started in 1986; since then, 628service hours and an estimated $2,133 have been donated.

Articulation. Texas House Bill 72, Second CalledSession, 68th Legislature, 1984, directed the state boardof education to develop both a long-range plan for publiceducation and a master plan for vocational education.In the long-range plan, an articulation program wasidentified as a viable activity for the public schools topursue. House Bill 72 and the Master Plan for VocationalEducation stimulated TSTI-Waco to implement anarticulation program in 1984.

The articulation program is a simple program ofawarding credit for the certified competencies and skillsa person possesses, regardless of where the skills wereacquired. The college interacts primarily with highschools and the process can be simplified as follows:(1) A written agreement is developed between the

Independent School District and TSTI-Waco.(2) At the high school's request, specific competencies

within a specific course are compared.(3) A written agreement identifies common com-

petencies.(4) Any student attending TSTI-Waco may receive credit,

based on certification and written agreement, aftersuccessfully completing courses using the certifiedcompetencies.

Basically, the program allows for a shorter periodin school and less expense, or allows students to enroll

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in courses that can enhance their knowledge and skills.Linkage. The TSTI-Waco Linkage program became

opera:ional in fall 1990. This program currently involves21 high schools from McLennan County. TSTI-Waco will,in essence, become the area vocational-technicaleducational center, offering subjects impractical for thelocal high schools to offer. Following is an overview ofthe program:(1) High school students are selected to participate in

the program.(2) Standard catalog courses are offered either as "stand

alone" (only high school students) or "main-streamed" (with college students).

(3) High school students are bused to the college campusto take courses or participate in a satellite programat the high school.

(4) Linkage program students receive high school creditfor TSTI college courses; should they elect to enrollat TSTI after high school graduation, they can alsoreceive credit for the same courses through advancedplacement.CONTACT:Harry E. ClairCoordinator, Collaborative ProjectsTexas State Technical Institute3801 Campus DriveWaco, TX 76705(817) 799-3611, ext. 2058

METROPOLITAN COMMUNITY COLLEGECurriculum Articulation AgreementsReference Number: 20458

Metropolitan Community College participates in severalarticulation programs with area schools within itsdesignated four-county area. Articulation providessecondary students with a systematically plannedcurriculum in a chosen occupational area, as well as witha process to follow as they work toward their educationaland career goals. Articulation is one path to educationalexcellence for vocational students. It is an approach thatbenefits the students, all institutions involved, and theeconomic development in this time of rapidly advancingtechnology.

The college currently has articulated agreementswith four major school districts. Vocational areas areemphasized in these agreements; however, the collegeis assessing possible general-education articulations.Program areas currently articulated include accounting/bookkeeping, air conditioning, heating and refrigeration,architectural drafting, auto body, auto mechanics,business management, civil engineering, commercialphotography, drafting and design, electronics, merchan-


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dising management, office skills technology, smallengines, and welding and fabrication.

The college articulates in two ways: (1) it hassecondary students on campus enrolled in college creditcourses, using college equipment, and (2) it has highschool students involved on their own campuses,enrolled in their high school's courses and receivingadvanced college credit.

Articulated understandings for programs in whichsecondary students come to the college campus includethese:(1) Assigned instructors shall meet college qualifications

for the program area.(2) Texts and other instructional materials shall be those

used by the college in similar courses.(3) Attendance and examination standards shall be

consistent with college and high school regulations.(4) Final letter grades for each student shall be assigned

according to the college's grading system, and thesegrades shall be sent to the appropriate school.

(5) Credits earned through these courses may beapplied to an associate's degree of the college.

(6) Students shall meet course prerequisites.(7) Students are expected to abide by college policies

and are entitled to normal college services andfacilities.

(8) Tuition and fees for all courses taught by the collegeshall be in keeping with those established by thecollege. The fee for nonstandard courses will be setper student per semester.

(9) A high school instructor may be used if availableand qualified. The college shall reimbmse theapplicable school districts according to the college'spart-time faculty pay schedule.

(10) Transportation shall be the responsibility of eachschool district.The college is working on a variety of new ventures

in the area of articulation and partnerships and looksforward to future collaborations. It hopes that suchventures will provide the incentive for students to

consider the college upon their graduation, but, asimportant, it is making an effort to provide neededtechnical preparation and competence that will aidgraduates in finding jobs.

CONTACT:Dr. Karen WellsVice President, Educational ServicesMetropolitan Community CollegeP.O. Box 3777Omaha, NE 68103(402) 449-8431

HAWAII COMMUNITY COLLEGE,UNIVERSITY OF HAWAII AT HILOCredit-by-Articulation ProgramReference Number: 20501

Recognizing that the education process is lifelong andthat preparation for work and for quality of life is sharedby all levels of schooling, the Hawaii district, the statedepartment of education, and the University of Hawaiiat Hilo's Hawaii Community College are in agreementthat program excellence, better use of financial resources,and the preparation of the work force of tomorrow canbest be achieved by cooperation among the publicsecondary and postsecondary institutions on the island.

The Credit-by-Articulation Program enables anefficient and effective movement of students through aneducational sequence in business education at HawaiiCommunity College. By recognizing competenciesgained through previous high school coursework,students will be able to make a smooth transition tothe world of work without duplication of effort, withoutloss of valuable time, and without the burden of addedexpense.

The objectives of the program are to (1) provide anarticulated, continuous curriculum spanning twoeducational systems, resulting in an associate of sciencedegree; (2) minimize duplication of efforts through betteruse of resources and time; (3) provide students, especiallythose wishing to further their vocational training, witheducational options; (4) motivate students who otherwisemight not have plans to pursue studies beyond highschool; and (5) improve the attractiveness of vocationaleducation.

The Credit-by-Articulation Program formally beganin 1989, but it is built on a system-to-system agreementsigned in 1987. The program is leading the way foradvanced placement and tech-prep agreements in severalother vocational fields.

CONTACT:Joni OnishiArticulation CoordinatorHawaii Community CollegeHilo, HI 96720-4091(808) 933-3314

JACKSON COMMUNITY COLLEGETech-Prep PartnershipReference Number: 20431

In 1987-88, faculty and administrative representativesivom Jackson Community College (JCC) and the Jackson


County Intermediate School District (JCISD) met as theJCC/JCISD Technology Education Committee to plan fortechnology education for all students in Jackson County.It was soon clear that Michigan's tech-prep initiative wasa reasonable vehicle for reaching the goals of betterpreparing the county's students for their technologicalworld, reducing the dropout rate, and helpingnoncollege-bound students to redirect their effortstoward planning for postsecondary education.

In 1988, the effort was launched with five local schooldistricts, targeting the seventh grade and high schoolgrades for curriculum and counseling activities; this year,all 12 districts are expected to participate in at least oneelement of the project.

The major activities in 1989-90 were(1) career awareness, college exposure, and mentoring

for disadvantaged sixth graders in the Jackson PublicSchool s;

(2) coursework for seventh graders in technologyeducation in preparation for writing their EducationalDevelopment Plans (EDPs) in the next year;

(3) counseling interventions for a sample from thepopulation of students who prepared EDPs theprevious year (their eighth or ninth grade) and haveexpressed interest in a career in manufacturingtechnology;

(4) continued curriculum development for technologyeducation in the middle school;

(5) initial curriculum development for the technical coreskills and applied academic courses for high schoolstudents;

(6) expansion of the EDP process into adult educationin all school districts;

(7) inservice training for a group interested in transform-ing at least one local district into a demonstrationmodel for the educational structure and process foundto be most appropriate for the needs of high schoolgraduates.

In 1989-90, students in from grade six through theassociate's degree and adults had an opportunity toparticipate, with special attention to maintaining theinvolvement of students who are most likely to dropout of high school or not continue to postsecondaryeducation. In the following two years, about 70 teachersand 1,000 public school students will work developingand piloting curricula and counseling programs.

Tlw critical curricular challenges to be met includingdetermining (1) when and how the technical compet-encies are to be achieved and (2) what will be the mosteffective curricular strategies for students otherwiseheading toward the dead end of general education.Faculty teams addressed those questions in 1989-90 byanalyzing their current curricula and determiningmodifications that are moving students toward the goals

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of the tech-prep program during this and next year whilenew models and courses are being identified ordeveloped.

Clearly, the current images of tech-prep's future willchange a great deal as the advisory groups, faculties,counselors, parents, and students confront their ownrealities and evaluate their strategies and solutions. Thebasic goal will be the thread of continuity and the tiethat enables cooperation: that students who would notbe well served by the current configurations of academicor vocational-technical education, and heretofore wouldhave drifted through high school in general educationor dropped out, will discover purpose for their educationand will pursue a mastery level of technical competencein one occupation before considering the first stage oftheir formal education complete.

CONTACT:Allaire GeorgeVice President for Academic AffairsJackson Community CollegeJackson, MI 49201-8399(517,, 787-0800, ext. 110

MARICOPA COUNTY COMMUNITYCOLLEGE DISTRICTCoordination of Occupational-VocationalEducationReference Number: 20513

Coordination of high school-level and communitycollege-level occupational and vocational programs wasinitiated by the seven Maricopa County CommunityColleges and surrounding secondary-level districts in1984 in response to the Arizona Vocational EducationAct of 1982. The goal of this act was coordination ofprograms so that students could progress withoutduplication of time, effort, or expense.

Course credit articulation and resource coordinationhave been the predominant forms of articulationdeveloped. Course credit articulation is the granting ofcollege credit for mastery of competencies equivalent toa college course. Resource coordination is the sharingof faculty, facilities, and equipment.

Course credit articulation. Course credit articulationagreements are currently in effect between the MaricopaCounty Community Colleges and 11 surrounding highschool districts. The number of high school graduateswho have taken advantage of course credit articulationhas been disappointing. It is believed that the rnajorproblem was that high school graduates did not havea clear understanding of what they needed to do toreceive the college credits they had earned. As a result,

1 S


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the process has been revised and a new procedure,whereby college faculty make a direct mailing to highschool graduates, was pilot-tested at three high schooldistricts. Results are eagerly anticipated.

Resource coordination. Resource coordination has beena success. Probably the best example is the relationshipthat exists between Phoenix College and Metro Tech VIP,the Phoenix Union High School District Area VocationalCenter. Several hundred college students completePhoenix College occupational classes in Metro Tech VIPvocational laboratories each semester.

One 2+2 tech-prep program is currently operational.Mesa Community College and Mesa Vo-Tech, which isthe Mesa Public Schools Area Vocational Center, havedeveloped a true 2+2 machine trades tech-prep program.Since this articulation agreement became operational, anumber of students have made satisfactory progress.Finally, Gate Way Community College has just employedan articulation specialist and will be working to developtrue 2+2 tech-prep programs w;th the Tempe Union andPhoenix Union High School Districts.

Coordination of occupational and vocationaleducation programs is under way in the Greater Phoenixarea. While the processes are still under development,the commitment to make high school-to-communitycollege articulation a reality exists, and a pOsitive outcomewill result.

CONTACT:John BradleyOccupational Program SpecialistMaricopa County Community College District3910 East WashingtonPhoenix, AZ 85034(602) 392-2307

HAGERSTOWN JUNIOR COLLEGEComprehensive Program ArticulationReference Number: 20780

In d n effort to prevent the repetition of previouslymastered learning, Hagerstown Junior College and theWashington County Board of Education signed acomprehensive articulation agreement in 1975. Over thepast 15 years, staff and faculty from the two agencieshave developed 11 program or area agreements thatprovide credit at the college level for material masteredat the secondary level.

The population served by the agreements are thehigh school students of Washington County, Maryland.Over the length of the agreement, approximately 200students have earned articulated credit. One of the moreattractive features of the program is its low cost. Staff

from the school board and the college serve on programarticulation committees. They meet several times eachyear to fine tune the agreements. Close cooperation issought from the counseling staffs of each participant.The result is an efficiently functioning process with littledirect cost.

The benefits derived by the schools are a validationof their quality of instruction. Parents, students,politicians, and members of the general public areregularly made aware that the education provided bythe secondary system is of sufficient quality to meritcollege credit. At the postsecondary level, the mainbenefit is recruitment; currently, the college attracts thehighest percentage of seniors who attend college of allthe Maryland counties.

Assessment of the program has been formative tothis point, Accreditation bodies for both the countysystem and the college have identified the program asone of the essentials of excellence in both systems.

CONTACT:Michael H. ParsonsDean of InstructionHagerstown Junior College751 Robinwood DriveHagerstown, MD 21740(301) 790-2800

BURLINGTON COUNTY COLLEGEPartnerships With the Secondary SchoolCommunityReference Number: 20469

In July 1988, Burlington County College was awardeda three-year Challenge Grant of $1,155,000 from the NewJersey Department of Higher Education to work inpartnership with the community, high schools, minoritygroups, and business-industry community to improvethe technological skills of the county work force andprovide innovative learning options designed to supportpostsecondary success of high school students, especiallyminority students, who would not otherwise continuetheir education.

Partnerships With the Secondary School Commu-nity is one component of the Challenge Grant and isan outgrowth of the strong relationship BurlingtonCounty College has developed with the county schooldistticts. The partnership targeted seven high schoolswith approximate populations of 7,000 students, 600educators, and 4,200 parents. The purpose of thepartnership is to establish course articulation agreementswith the selected high schools and to provide the at-risk students and their parents with information


programs on career and college awareness. Leadershipfor the partnership was provided by the high schoolsteering committee, which was comprised of equalrepresentation from high school personnel, parents, andcollege personnel.

The partnership sponsored five major activities:(1) career awareness presentations in which the nature

of the future work force and the skills needed toparticipate in these occupations are highlighted tostudents in their high schools;

(2) college awareness workshops in which parents of at-risk students are offered the high school articulationprogram, financial aid, and the benefits of postsecon-dary training, reaching out to them in nontraditionalforums;

(3) college visits in which high school personnel, parents,and students tour the college's laboratories to witnessdemonstrations of the technology that will propelfuture industries;

(4) course articulation in which a novel instructionalobjective mapping approach is used by faculties fromboth the high schools and the college to award collegecredit for appropriate high school courses;

(5) two full scholarships aimed at at-risk students in thesecond and third quartile of their senior class rankingfor each high school.

The partnership has directly served more than 1,300students, 200 parents, and 175 educators from the highschools. The articulation efforts have resulted in eightagreements during the initial year of the Challenge Grant,with 50 other agreements projected over the next twoyears.

CONTACT:Bill LakeHigh School Articulation CoordinatorBurl;ngton County CollegePemberton, NJ 08068(609) 894-9311, ext. 376

ILLINOIS EASTERN COMMUNITYCOLLEGEArticulation AgreementReference Number: 20045

In 1987, Illinois Eastern Community College joined forceswith the Clay, Jasper, Richland, and North WayneRegional Vocational System; Twin Rivers Regional

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Vocational System; and Edwards, WaStrie, Wabash, andWhite Regional Vocational System to work on acomprehensive 'articulation agreement for the systems.The purpose of the agreement is to provide a procedurethat will enable students from the area high schools tocontinue their education and training at Illinois EasternCommunity College through a coordinated curriculumthat ensures continuity of instruction and eliminatesunnecessary duplication of training or education.

A steering committee was formed to oversee theterms of the articulation agreement. The membershipof this committee consists of the superintendents of theeducational service regions, the chairperson of the boardof control of each system, the directors of the threeregional vocational systems, and representatives ofIllinois Eastern Community College,

The major objective of the articulation agreementis to ease.the transition between high school and thecommunity college, to allow students to transfer withoutunnecessary delay or duplication in their training oreducation as long as they satisfy the general and/orprogram-specific entrance requirements of the commu-nity college. The parties involved share instructionalresources, facilities, and personnel, as well as encouragethe development of new relationships and proceduresto share equipment and exchange personnel withbusiness and industry.

The benefits derived from the program includeproviding inservice and staff-development activities forfaculty and staff of both the postsecondary andsecondary systems at lower cost and higher quality thanwould be possible without the agreement. Students willbe able to complete programs earlier, as well as completehigher-level courses, The program has not been in effectlong enough to evaluate its effectiveness.

CONTACT:E. Kenton PeakDirector of Educational ServicesIllinois Eastern Community College305 N. West StreetOlney, IL 62450(618) 395-4351, ext. 2280


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SECTION FOUR:Regional and Statewide

Inter-Institutional Articulation Councils and Agreements

CALIFORNIA STATE UNIVERSITY, CHICONorthern California Academic Partnership CouncilReference Number: 20352

The Northern California Academic Partnership Councilis a consortium of schoordiStricts, middle schools, juniorand senior high schools, community colleges, anduniversitiesall acting together to improve the prepa-ration of students for college. It was organized in 1984to implement the then-newly published Statement ofCompetencies in English and Mathematics Expected ofEntering Freshmen, which had been developed jointlyby the academic senates of the University of California,California State University (CSU), and Californiacommunity colleges.

Since 1984, the Academic Partnership Council hasexpanded its focus to other competency statements, asthey are developed, and also to the state departmentof education's Model Curriculum Standards, with theiraccompanying frameworks. All its activities bringsecondary and postsecondary faculty together toimplement these key curricular documents. Serving therural counties of northern California, the AcademicPartnership Council fosters communication amongeducational institutions and coordinates a network ofactivities that affects curriculum and improves thecompetencies of secondary students.

Its goals are to increase the number of students whocome to college from rural high schools in northernCalifornia and to assure that students arrive with thecompetencies necessary to succeed. The strategy of theAcademic Partnership Council is to improve instructionthrough better dissemination, implementation, andarticulation of curriculum. It aims to help teachersdevelop the knowledge and skills necessary to functionat their best in the classroom so that they, in turn, canprepare students to achieve the level of competenceexpected by colleges and universities. Its activitiesinclude regional conferences in English, literature,mathematics, science, foreign language, history, andsocial science; local institutes and workshops in mostof the same areas of study; the Chico Diagnostic Testingin Writing Project (involving 500 high school juniorsannually); development of the CSU-Chico MathematicsProject; cooperation with the summer mathematics andwriting projects and the Northern California Mathemat-

ics Diagnostic Testing Project.There has been no general, formal evaluation of the

program.CONTACT:Anne NordhusAssistant to the ProvostCalifornia State University, ChicoChico, CA 95929-0110(916) 895-6101

TRI-STATE UNIVERSITYSteering Committee for Improved Participation inPostsecondary Education (SCIPPE)Reference Number: 21214

The Steering Committee for Improved Participation inPostsecondary Education, or SCIPPE (pronounced"skippy"), is a coalition of professional associations andother groups concerned with the fit between secondaryand postsecondary education. SCIPPE's long-range goalis to improve Indiana high school graduates' collegeparticipation and success rates.

SCIPPE's public-sector membership includes theIndiana Commission for Higher Education, IndianaDepartment of Education, Indiana Association of CollegeAdmissions Counselors, Indiana Association for Coun-seling and Development, Indiana Student Financial AidAssociation, Indiana Coalition of Blacks in HigherEducation, Indiana Council for the Advancement andSupport of Education, and Indiana Secondary SchoolAdministrators. The private sector is represented throughthe memberships of the Indiana Chamber of Commerce,Indiana Economic Development Council, and IndianaFarm Bureau.

SCIPPE's first project was developing a privatelyfinanced brochure distributed to every 9th, 10th, and11th grader in the state. Entitled It's Up to Me!, thebrochure emphasized the value of higher education(including postsecondary technical education), theaffordability of higher education, and the importance ofplanning early in high school for whatever life aftergraduation might bring. The brochure's most importantcontents were a high school planning chart and aninvitation to cach student to discuss his or her highschool plan with a counselor.

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The next steps in SCIPPE's campaign includebuilding local networks (colleges, schools, businesses,service groups) to reinforce the message that high schoolplanning is important, and making financial arrange-ments for annually producing and distributing enoughbrochures for 9th-grade students. The 1987-88 school yearwas the first year of this statewide campaign. Activitiesincluded publishing a second edition of the brochure,identifying campuses willing to work with targetedstudents and to support the campaign financially, anddrawing on the resources of the Indiana CollegePlacement and Assessment Center.

The center serves as a major resource for SCIPPE'slong-range plan to improve college participation andsuccess. Funded by the General Assembly, it commun-icates directly with 9th-grade students and their parentsabout many of the topics addressed in the brochure.It intends eventually to discuss with parents whatproficiency test scores might mean in terms of theirchildren's preparedness for college and work. In 1987-88, the center moved beyond a first-year effort involvingnearly 5,000 students and their families to attempt toreach every 9th grader in the state. In 1988-89, the centerserved nearly 70,000 9th-grade students while continuingservice and research with the initial pilot group, thenin the 11th grade.

CONTACT:Louis T. LevyDirector of AdmissionsTri-State UniversityAngola, IN "6703(800) 347-4878

UNIVERSITY OF HAWAII AT MANOAHawaii School/University Partnership (HSUP)Reference Number: 20320

The Hawaii School/University Partnership (HSUP) joined13 other states in the National Network for EducationalRenewal (NNER), under the leadership of Dr. JohnGood lad, in October 1986. Tbe agenda for NNER is "thesimultaneous renewal of schools and the education ofeducators."

A five-year commitment was made by the Universityof Hawaii at Manoa (UHM), the Hawaii State Departmentof Education, and the Kamehameha Schools/BishopEstate to work collaboratively as equal partners in aschool renewal effort. Several features contribute to theuniqueness of the partnership; it is a statewide schoolsystem, it has a strong presence of private schools, itis geographically isolated, and it serves a multiculturalpopulation.

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The mission statement for this partnership is "tosolve collaboratively the major problems related to theeducation of school-aged youth in Hawaii." The agendaof the partnership is to address the real and vexingproblems that have persisted year after year in the publicschools, engage in a process of critical inquiry, and actas a unified body based on mutual benefit and mutualgovernance. Special attention is given to the education-ally disadvantaged, who may include at-risk students,minority students, or both.

Task forces have been established to focus on suchareas as school success in preventing at-risk studentsfrom dropping out and mainstreaming for students inK-12. Two school districts have been selected to test-pilot several strategies. One problem area identified bythe schools and the university relates to the difficultiesstudents have in making the transition from elementaryto intermediate school and from intermediate to highschool. Therefore, a high school and an intermediateschool are test-piloting a transition program using a"school-within-a-school" concept, in which approxi-mately 150 students selected randomly at each site areassigned to a core of teachers. Several success strategies,supported by research, will be incorporated into theprogram (i.e., heterogeneous grouping, cooperativelearning, etc.). An at-risk prevention model has also beentest-piloted at an elementary school as part of itsguidance program. Curriculum development for thisprogram incorporates the 4-MAT Learning Styles.

Other task forces are addressing issues related topreservice and inservice education for both teachers andprincipals. Highlights of their recommendations include(1) collaboration of personnel twin all member institu-tions; (2) recruitment and retention of quality candidates,including representatives from minority groups; (3) useof mentor teachers and principals; (4) reassessment ofcurrent course offerings; and (5) establishment of paidinternships.

Coordination and leadership for HSUP is providedby the executive director and a five-member executiveboard. Budgetary costs are shared equally among allpartners. A broader network of partners has beenestablished that includes members from the businesscommunity, teachers' and principals' unions, parent/student associations, and other community institutes andagencies.

CONTACT:Juvenna M. ChangExecutive DirectorUniversity of Hawaii at Manoa1776 University Avenue, #124Honolulu, HI 96822(808) 948-7709


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KENT STATE UNIVERSITY-ASHTABULACAMPUSPartnerships ProgramReference Number: 20057

Recognizing as vital the need to have an educated andtrained work force for the Information Age, the Ashtabulacampus of Kent State University initiated the Partner-ships Program in 1987. This program was designed toencourage and facilitate high school students' access tohigher education and to promote the importance ofpostsecondary education and lifelong learning.

Increased interaction among area school districtsand the university is an integral part of this program.Articulation agreements are established, and allianceswith the university and the area school systems arestrengthened through this program so a smoothertransition between the levels of education can beaccomplished. Cooperative programs of study are offered,and sometimes the students receive both high schooland university credit for coursework successfullycompleted through the Partnerships Program. Theprogram coordinator regularly monitors the academicprogress of students who are registered for universityclasses and provides intervention (remediation, timemanagement, study skills assistance, etc.) if necessary.

High school students are invited to Kent-Ashtabula's campus for programs that provide insightinto career choices and preparation tor the future jobmarket: technical training, a university degree, or trainingfrom a proprietary school. The purpose of this activityis to give students the opportunity to visit a collegecampus; discuss academic and career plans; and receivea brief orientation on career choice, postsecondaryinstitution choice, admission procedures, and financialaid. Students also are able to talk with faculty membersin the students' chosen areas of interest.

A portion of this project involves a program ofawareness designed for the elementary and junior highstudents to apprise them, their teachers, and their parentsof the importance of career goals, lifelong learning, andthe need for career training b2yond high school.

To date, the success of this program is encouraging.The number of area high school students choosing topursue postsecondary education or training is increasing,growing by 13 percent in a two-year period. This gainis a positive sign for this geographic area of relativelyhigh unemployment. The impact of this venture also issignificant considering that in Ashtabula County only48.5 percent of the residents 18 years old and older havea high school diploma (1980 Census). So far, of thePartnerships Program participants taking universitycoursework, 52 percent are first-generation college

students.CONTACT:Roxana ChristopherCoordinator, Partnerships Program and

Developmental EducationKent State University-Ashtabula Campus3225 West 13th StreetAshtabula, OH 44004(216) 964-3322

UNIVERSITY OF VERMONTCooperative Planning Model in VermontReference Number: 20865

The purpose of the Cooperative Planning Model inVermont is to develop, implement, and evaluate a modelfor state-level and local-level inter-agency collaborationbetween the Department of Employment and Trainingand the Divisions of Special Education, VocationalEducation, Mental Retardation, and VocationalRehabilitation.

The program's goal is to enhance the transitionalservices available to Vermont youth labeled "mentallyretarded." This goal will be achieved through a varietyof planning, implementation, and evaluation activitiesdesigned to increase the number of such youth who areplaced in competitive or supported employment or inpostsecondary vocational training prior to or immedi-ately following graduation from high school.

The project includes the following majorcomponents:(1) a statewide planning component (Year 1) involving

the development of a statewide inter-agency agree-ment; the development of a state-level ..olicy ontransition planning; the development of monitoringinstruments for following up on students aftergraduation; and the development of processes andmodels that local districts can follow to develop local-level inter-agency agreements;

(2) ar. implementation component (Year 2) involving theselection of four model demonstration sites; theestablishment of local-level advisory boards; thedevelopment of local-level inter-agency agreements,monitoring instruments, and transition planningprocesses and instrumentation; and the implemen-tation of the transition planning and outcomemonitoring processes;

(3) a replication component (Year 3) involving theselection of four additional model demonstration sitesin which the processes in the implementationcomponent are replicated and refined;

(4) an evaluation and dissemination component (Years

. . .

1 9 3


1, 2, and 3) in which each of the components isevaluated and disseminated to state, regional, andnational audiences.CONTACT:Susan B. HasaziProfessor, Special Education DepartmentUniversity of Vermont405A Waterman BuildingBurlington, VT 05405(802) 656-2936

LOS ANGELES PIERCE COLLEGEPAC Articulation CouncilReference Number: 20430

In 1985, in response to a perceived need to improverelationships with local high schools, Pierce Collegeformed the PAC Articulation Council with the two highschools in the Las Virgenes Unified School District.

Since that time, representatives from Pierce College,Agoura High School, Calabasas High School, and theLas Virgenes District Office have met monthly. Repre-sentatives included the president, administrators andfaculty from the college and the assistant superintendent,principals, and faculty from the high schools. Thesemeetings have focused on develop:11g resources forstudents and staff, articulating courses and programs,and learning about needs and operations of eacheducational system.

Articulation activities include(1) the development of an adult education program at

Agoura High School;(2) an articulation agreement for course equivalency;(3) reviews of course content in English and math;(4) design of a 2+2 program in automotive service

technology;(5) implementation of a professional growth program for

teachers;(6) Project Socrates, a program to promote careers in

teaching;(7) a 2+2+2 honors program for advanced college credit.

In addition to the direct programmatic benefits, thecouncil has enabled the college to expand its servicesto other high schools outside the Las Virgenes District.Pierce is now engaged in similar activities with schoolsin the Los Angeles Unified School District. Without theexperience derived from working with the articulationcouncil, Pierce would not have been able to know howto approach issues in the much larger Los Angelesdistrict.

Overall, these council discussions have created anatmosphere of mutual understanding and support that

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has enabled the college and its high school partners todesign and implement new programs that are moreresponsive to student and staff needs.

CONTACT:Robert GarberAssistant Dean, Student DevelopmentLos Angeles Pierce College6201 Winnetka AvenueWoodland Hills, CA 91371(818) 719-6406

ALLAN HANCOCK COLLEGECentral Coast Articulation Group (CCAG)Reference Number: 20444

In spring 1986, Allan Hancock College and three areahigh school districts in Santa Barbara County, California,formed the Central Coast Articulation Group (CCAG).Representatives from each district joined with represen-tatives from the county office of education, the RegionalOccupational Program, and Allan Hancock College toaddress issues of concern to local educators. Two otherschool districts and a four-year school, CaliforniaPolytechnic University. have since joined the group. Thisgroup has met monthly since then for the purpose ofplanning, monitoring, and directing articulation andother collaborative activities between the institutions.

The first priority identified by group members wasthe need to coordinate instruction between the highschools and the community college in order to providea smooth transition for transferring students. Commonofferings were identified and a series of faculty meetingsin various disciplines took place. Up to this time, morethan 30 meetings involving high school and collegefaculty and counselors from eight schools in a numberof different disciplines have occurred. In vocational areas,these meetings have resulted in articulation agreementsguaranteeing advanced placement and credit to studentswho pursue the articulated program at Allan HancockCollege.

Other important projects of the CCAG includefollowing:'1) A Fine Arts Day, where students from all area high

schools meet at Allan Hancock College. This day isa series of workshops with a hands-on emphasis andopportunities to meet with college faculty and discussart programs.

(2) Early registration for high school seniors interestedin attending Allan Hancock College. Students spenda day at the college and complete necessaryassessmeni, orientation, advising, and registrationprocedures. Student guides provide brief tours of the

COORDINATION, DEVEI.OPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTION 187

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campus and answer questions from the student pointof view.

(3) A variety of intervention programs with high-riskstudents, conducted by the California PolytechnicUniversity and Allan Hancock College in an effortto reduce junior high and high school dropout rates.Faculty and student mentors visit the schools andselected groups of students come to the campus tocontinue the mentoring process.A number of joint activities and priorities are

planned each year, and Allan Hancock College now offerssome college classes at tle high school locations.

CONTACT:Dr. Marylin OrtonAssociate DealAllan Hancock College800 South College DriveSanta Maria, CA 93454(805) 922-6966, ext. 276

SANTA BARBARA CITY COLLEGESanta Barbara Articulation CouncilReference Number: 20454

To increase career and educational opportunities for highschool students, the Santa Barbara Articulation Councilwas established jointly by the Santa Barbara High SchoolDistrict and Santa Barbara City College (SBCC) in 1986and now includes Carpinteria Unified School District andSanta Barbara County Schools. With the support anddirection of the superintendents and presidents,representatives from the districts work together topropose and oversee joint programs that enable studentsto move from high school to college without loss of timeor resources. The council implements and supportsprograms that focus on curriculum and programs,providing direct services to students and to educators.

Faculty have developed articulation agreements indrafting, graphics, automotive technology, landscapehorticulture, nursing, and electronics. Under theseagreements, students successfully completing appropri-ate high school or regional occupational program (ROP)courses receive credit for the SBCC articulated courseand advanced standing in the SBCC program. Theagreement in nursing extends to a 2+2+2 program inwhich the high school/ROP and SBCC courses lead toentrance to the baccalaureate program at California StateUniversity-Dominguez Hills. Faculty meet to discusscurriculum and teaching methods, to tour facilities, andto attend workshops. Counselors meet twice a year toupdate, inform, and continue communication betweenhigh school and college staffs.

Direct services to students include special senioractivities, college courses taught on high school sites,and special target group activities. To ease the transitionto SBCC, on-site testing for seniors is provided as wellas a released day for them to attend orientation/advising,visit college classes, and participate in priority registra-tion. Advanced student programs provide concurrentenrollment of approximately 300 high school studentsin SBCC courses each semester. English and math coursesare taught at high school sites.

Higher education options and opportunities arepresented to underrepresented minority students injunior high, with follow-up interest surveys and collegetours. Elementary, junior, and senior high classes ofEnglish as a Second Language hear about the value ofhigher education and specific college programs fromSBCC bilingual:representatives. The students also visitSBCC and meet Hispanic faculty, staff, and administra-tors. For underrepresented students and their parents,a presentation on California higher education is followedby a college fair with more than 75 representatives fromfour-year institutions. A bilingual booklet summarizeseducational options for high school dropouts. Providinginformation on all of these services, a bilingual newsletteris distributed to parents of high school students, faculty,and staff.

In 1987, the council was selected as a model programby the California Community College chancellor's office.An evaluation survey indicated the council's success inmeeting its objectives.

CONTACT:John RomoVice President, InstructionSanta Barbara City College721 Cliff DriveSanta Barbara, CA 93109(805) 965-0581

PORTLAND COMMUNITY COLLEGEPortland Area Vocational Technical EducationConsortium (PAVTEC)Reference Number: 20027

The Portland Area Vocational Technical EducationConsortium (PAVTEC) was formed early in 1986 and islocated on the campus of Portland Community College.PAVTEC is comprised of career and vocational technicaleducation representatives from Portland CommunityCollege and 27 public high schools from the 13 districtslocated within the college district, Region IX, The OregonState Department of Education's Division of VocationalEducation, the private Industry Council, regional


coordinators of career and vocational education, theOregon Bureau of Labor and Industries, NorthwestRegional Laboratories, IBM, Associated General Contrac-tors, and the state Advisory Council for Career VocationalEducation are also active participants in PAVTEC. Inaddition, the Oregon Alliance for Program Improvementserves as a consultant to the consortium.

PAVTEC's mission is to strengthen the workingpartnership between high schools and the communitycollege to provide the highest quality articulationvocational-technical courses and programs possible tothe citizens of the Portland area. The consortium focuseson the question of how to coordinate secondary andcommunity college curricula and how to train in responseto demands for occupational education that meetsemployment needs, while also facing problems withbudgets, enrollments, and educational opportunities.These demands have increased the efforts of PAVTECto strengthen the vocational curricula between the highschool and the community college.

PAVTEC activities are designed to increase facultyand administrators' awareness of the need for articulationbetween the high school and the community college.Planning workshops provided by PAVTEC includepresentations of working models and the developmentof district-wide goals for cooperative ventures. Activitieshave also included participation in the AmericanAssociation of Community and Junior Colleges' nationalconferences; workshops for faculty providing informa-tion on modification of curriculum and instructionalstrategies for disadvantaged and handicapped youth;inservice classes for vocational faculty; publication of anewsletter and the 2+2 Tech Prep Guide; and otherproposals, projects, and agreements.

Most of the participating school district boards ofeducation and the Portland Community College boardof directors passed a resolution endorsing PAVTEC,which indicates their commitment to support cooper-ative efforts between the school district and thecommunity college in assisting youth, including thosewho are disadvantaged and handicapped, to becomeemployable. Also included in this resolution areprovisions to support access to vocational programs,articulation of vocational programs including the 2+2tech-prep/associate degree concept; and to provide forregional planning for vocational-technical educationbetween high school districts and the community college.

Students continue to benefit. Their teachers havereceived inservice training to upgrade their skills.Counselors can help students plan their courses withthe 2+2 tech-prep handbook leading to communitycollege training. Principals have helped direct the 2+2connection, and more programs are connected with thecommunity college. High school students earned 783

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college credits in 1987-88an increase of 149 percentover the previous year. Students should benefit evenmore significantly in the future. Since spring of 1986,projects have resulted in more than 60 agreements inspecific subject areas among and between the 13 districtsand the community college.

In Oregon, a portion of Carl Perkins Act funds hasbeen directed toward regional cooperative articulationactivities as described here. The positive relationship ofhigh school and community college faculty andadministrators has been considerably enhanced throughparticipation in PAVTEC. The strong possibility forpassage of pending state legislation that will set policyand provide state funding for connected secondary andcommunity college programs promises to bring the stateof Oregon into full partnership with local schools,colleges, and the federal government in 2+2 programdevelopment. An infusion of state funds can provide theresources required to implement those programs mostcrucial to Oregon's economic recovery and needed byyoung people and adults. Connecting programs not onlybetween secondary and postsecondary sc:lools but withbusiness and industry in a true 2+2 partnership willassure the most effective programs possible.

Models and structure for more extensive articulationare in place because of past efforts. Opportunities forstudents, better communication, sharing of resources,cooperation, and strong awareness of programs existbecause of the funding available to regional cooperativeplanning and the consortium's effort.

CONTACT:Dr. Donald M. JohnsonAssociate Vice President, Vocational/Technical

EducationPortland Community CollegeP.O. Box 19000Portland, OR 97219(503) 244-6111, ext. 2573

ASHEVILLE-BUNCOMBE TECHNICALCOMMUNITY COLLEGERegional Articulation in Vocational Education(RAVE)Reference Number: 20497

The Regional Articulation in Vocational Education (RAVE)project brings together six public school systems andtwo community colleges in western North Carolina.These are Asheville City Schools, Buncombe CountySchools, Henderson County Schools, HendersonvilleCity Schools, Madison County Schools, TransylvaniaCounty Schools, Asheville-Buncombe Technical Commu-

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nity College, and Blue Ridge Community College. Theseschools are joined by the Land-of-Sky Regional Councilin sponsoring this project.

The result of three years of planning, the project'sprimary goal is to arrange and coordinate vocational-technical curricula in the high schools and communitycolleges in such a way that students can move smoothlyfrom one level to the next without encountering undueduplication or gaps in course content. Other objectivesinclude saving students time and money, as well as moreeffectively preparing employees for the region'sbusinesses and industries.

Planning involved projecting future employmentneeds by extensively surveying the region's businessesand statewide forecasts and studying the vocational-technical curricular offerings of both secondary andpostsecondary schools.

RAVE is organized around a series of committees:the executive committee, which makes policy, comprisedof superintendents, college presidents, private-sectorrepresentatives, the Regional Council director, andrepresentatives from each state educational system; theimplementation committee, which designs specific plansfor implementation, comprised of vocational directorsand college deans; and curriculum committees comprisedof teachers in each subject area from the high schoolsand community colleges, which use input from regionalemployers in the field to identify competencies anddesign learning activities and experiences to preparestudents for effective employment. Course content wasrevised at both levels as needed. Criteria were developedthat allow students to receive advanced placement creditat the community colleges for competencies satisfied atthe high school level. The determination of such creditwill be made before the student leaves the high school.

A computer tracking system has been developedto quantitatively evaluate the project. Students can betracked from the high schools through the communitycolleges and to employment. The project is evaluatedqualitatively by all participants. A major benefit alreadyis the line of communications opened between highschools and community colleges.

Funding for the early planning and implementationwas supplied by the North Carolina Department of PublicInstruction, North Carolina Department of CommunityColleges, Tennessee Valley Authority, AppalachianRegional Commission, Z. Smith Reynolds Foundation,McClure Foundation, and Ecusta Corporation. In fall1989, funding was taken over by the two statedepartments. Future funding will be the responsibilityof the educational agencies directly involved.

CONTACT:Pat PhillipsDirector, RAVE

Asheville-Buncombe Technical CommunityCollege

340 Victoria RoadAsheville, NC 28801(704) 254-1921, ext. 364

TRUCKEE MEADOWS COMMUNITYCOLLEGEJoint Occupational CouncilReference Number: 21255

The Truckee Meadows Community College/WashoeCounty School District Joint Occupational Council cameinto being in 1986 as a result of both agencies receivingfunding from Carl Perkins Act funds through the stateof Nevada. Nevada's state plan calls for school districtsand community colleges that have similar occupationalprograms to have a joint advisory technical skillscommittee for each of those programs. Then, an overalljoint college/district advisory council oversees theindividual technical skills committees and makesrecommendations to the college and the district.

The council(1) receives information from the joint technical advisory

committees, Employment Security, and other entitiesregarding vocational-occupational education needsand opportunities;

(2) comments on the scope of vocational offerings anddirection the college and district should take inplanning for program improvement;

(3) reviews and comments on district and collegeapplications for federal and state grants;

(4) assists in the promotion of vocational-occupationaleducation;

(5) submits an annual report to the Superintendent ofthe District and the President of the College. Thereport shall contain advice and recommendations forthe improvement of vocational-occupationaleducation.

The Truckee Meadows Community College/WashoeCounty School District Joint Occupational Council servesone community college (enrollment approximately 9,000students) and six high schools in one school district (highschool enrollment approximately 8,900 students).

The council's activities are coordinated through arepresentative of the district and a representative of thecollege, who jointly share the responsibilities of keepingthe council informed about the occupational programs.Clerical support for projects is shared by the agencies.

Among the benefits the school district and thecollege have received from the council are the following:(1) recommendations on programs and the directions

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programs should take;(2) support of occupational programs for state funding,(3) assistance with the establishment of a dual-credit

program in order for high school students to receivehigh school credit toward graduation and communitycollege credit also;

(4) support of high school partnerships with businessand industry;

(5) assistance with the promotion of cooperativeeducation;

(6) review of short-range and long-range goals.The impact of the council is difficult to measure.

Administrators of both the district and the college listento the recommendations of the council; legislatorsrespond to concerns these members express. The schooldistrict and the community college rely on the councilto provide them with the views of labor and managementin business and industry, in the government, and inpublic and private organizations. The council serves asan important link in the educational process to helpinstruction reflect the needs of the community.

CONTACT:Dr. Elsie DoserAssociate Dean, OccupationsTruckee Meadows Community CollegeReno, NV 89512(702) 673-7134

AMERICAN RIVER COLLEGEPartnership: American River College ArticulationCouncilReference Number: 21173

In 1988, three institutions in the Sacramento, California,areaAmerican River College, the Grant Joint UnionHigh School District, and the San Juan Unified SchoolDistrictcreated a formal articulation council. Thoughthe council was initiated by the three CEOs, membershipwas broadened to include key instructional and student-

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services managers in each district. The council electedthree cochairs, one from each district, to serve as asteering committee between the council meetings heldin October, January, and April.

The council established six objectives for the firstyear of its operation, and it created specific subcommit-tees to address these objectives. The subcommittees were(1) College Freshman Composition, (2) At-Risk Students,(3) Early Start for Eighth and Ninth Graders, (4) Faculty-to-Faculty Departments, (5) College Courses on HighSchool Campuses, and (6) Counseling Interface.

The work of the subcommittees complementedseveral ongoing projects among the districts that werealready in place, including a number of programmatic2+2 arrangements in technical and business areas. Afterthe inception of the council, 2+2 arrangements wereextended to additional disciplines including art, earlychildhood education, mathematics, and science.

Important unanticipated spinoffs have resulted fromthe council. One in particular is a concept to promotestaff diversity through a "grow-your-own" project, i.e.,middle school and high school students with a potentialand interest in teaching will be identified and monitoredthrough community college and state university.

As the council entered its second year, its successesled to a decision by the college to create a full-timearticulation specialist to service the operation of thecouncil and its subcommittees.

The early success of the council has already attractedneighboring districts. Center District joined in 1989-90,and discussions are occurring with neighboring RanchoCordova District regarding its participation in the council.

CONTACT:Stephen M. EplerVice President, InstructionAmerican River College4700 College Oak DriveSacramento, CA 95841(916) 484-8411

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Part Four

PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTEEI-IARING OF EDUCATIONAL RESOURCES

Introduction

Part Four contains a rich but diverse collection of school-college partnerships. Section One,"Coordinating Councils and Consortia for School Improvement," presents many models formulti-institution cooperation. The Tennessee Board of Regents' Tennessee Collaborative forEducational Excellence, for instance, brings together policy makers and practitioners fromschools and colleges throughout the state interested in improving student preparation forcollege; this effort is coordinated by the state Board of Regents, the University of Tennessee,the state department and board of education, and The College Board. Similarly, the NewYork Alliance for the Public Schools brings together the resources of New York City-areauniversities, the board of education, and representatives of teachers' and principals' associationsto design and implement solutions to the problems facing New York City's public schools.

A second model of multi-institutional collaboration involves a single higher educationinstitution working with a consortium of participating school districts on major problemsor issues. Stanford's School Cooperative provides such a forum, focusing on the improvementof "curriculum and instruction through research and professional development for schoolpractitioners and Stanford faculty." Likewise, Berkeley's School-University Partnership for

Educational Renewal (SUPER) is concerned with school effectiveness, strengtheningeducational research, and improving the professional education of teachers and administrators.

Many consortia are concerned with the overarching topic of school reform, i.e.,fundamentally restructuring a school's organization, decision-making processes, andcurriculum, with building faculty and administrators in the driver's seat. The University ofAkron's High Schools for the Future and the University of Arkansas at Fayetteville's ArkansasEducational Renewal Consortium have such goals as part of their ambitious initiatives, Muchof this work is influenced by the ideas and activities of John Goodlad's National EducationalRenewal Network.

Section Two, "Adopt-A-School," describes programs modeled on a popular and widelyemulated programa simple but effective type of school-college partnership that pairs acollege with a local elementary school, junior high school, or high school. The college usuallydonates the time and expertise of its faculty for "guest" appearances, provides student tutorsand volunteers, and opens campus events and activities to the school's students and teachers.Sometimes a local business or civic organization is also involved in the program, lending'its members' expertise and resources. Among the ways participating colleges almost alwaysbenefit is the extraordinary community goodwill such a program sparks.

rection Three, "Tutoring and Volunteer Programs," contains examples of partnershipsaimed at providing academic tutoring and other volunteer services, often performed by collegeundergraduates but sometimes employing peer tutors. This group of partnerships illustratesvery clearly the mutual rewards of collaboration; those who are tutored obviously benefitfrom the individual attention, while the tutors themselves gain work experience and thesatisfaction that comes from helping others.

Section Four, "Magnet Schools," profiles partnerships focused around schools with specialmissions. While the concept of magnet schools is familiar to most, these programs are distinctivedue to the close relationship they build between a school and a cooperating college or university.

Section Five, "Resource-Sharing Agreements," describes programs under a broad rubric.These arrangements are directed toward effectively sharing resources between and amongschools and postsecondary institutions. Cornell University's Committee on Education andthe Community, for example, enriches the local education community in many ways, bycontributing faculty and staff expertise, by providing scholarships for inservice teachers, andby donating surplus equipment for res2arch and instruction to schools.

192 PROGRAMS TO MOBILIZE, DIRECT AND PROMOTE SHARING OF EDUCATIONAL RESOURCES

SECTION ONE:Coordinating Councils and Consortia for School Improvement

PATHS/PRISM, The Philadelphia Partnershipfor Education ConsortiumPhiladelphia Renaissance in Science andMathematicsReference Number: 20383

PATHS/PR1SM, The Philadelphia Partnership for Educa-tion Consortium, has been working to strengthen artsand science education in the school district of Philadel-phia since 1983. Founded in response to SuperintendentConstance E. Clayton's desire for a city-wide consortiumof businesses, universities, and foundations, PATHS/PRISM has offered a broad variety of teacher-centeredprograms in the arts and sciences. PATHS, the Phila-delphia Alliance for Teaching Humanities in the Schools,and PRISM, the Philadelphia Renaissance in Science andMathematics, began in 1983 and 1985 respectively,merging to form a single program in 1987.

Major programs conducted by PATHS/PRISMinclude a Writing Across the Curriculum project, whichcurrently involves teams of teachers in 240 of the schooldistrict's 270 schools, and a Science Kits for ElementarySchools project, which,Through the work of The FranklinInstitute Science Museum, has developed hands-onmaterials for science instruction for every elementaryclassroom throughout the city. In addition, each summer,as many as 20 different intensive, four- to six-weeksummer institutes on American and world history,interdikiplinary arts, foreign languages, secondaryphysical science, and literature have been offered forhundreds of teachers. Teachers may also apply forindividual mini-grants or school-based collaborativegrants to conduct projects of their own design, andsymposia and colloquia are a regular feature of the schoolyear.

Over the past six years, each of the 270 schools hasbeen involved in one or more of these many projects.Eight thousand of the 12,000 teachers have taken an activepart in study, collaborative work, and curriculumdevelopment, and all of the city's 200,000 students havebeen affected.

Thirty-five colleges and universities in the Philadel-phia area participate in the partnership, providinggraduate credits for institutes; laboratory, library, andclassroom facilities; cost-free course auditing; andconsulting services. The city's 14 major corporations haveprovided annual funding support, industrial internships,

Part Four

and technology instruction for teachers .nd facilities forsymposia and events. Other support has come primarilyfrom the Pew Memorial Trust, the school district ofPhiladelphia, the Rockefeller Foundation, Bell ofPennsylvania, ARCO Chemical Company, the NationalScience Foundation, the National Endowment for theHumanities, and a host of others.

PATHS/PR1SM's goals are to assist in increasing thehigh school graduation rate, with a larger percentageof graduates competent in writing, mathematics, science,history, and the arts and able to enter productive jobsand handle college-level work without remediation.Some indicators are beginning to show local communitycollege and university reductions in remedial writing.A major new program will put renewed emphasis onincreasing minority participation in science andmathematics education and careers throughout theregion. Evaluations of each project indicate increases inteacher involvement with curriculum development anddecision making for improved arts and scienceseducation. Case studies of classrooms and portfolios ofstudent work, as well as teacher workshops on studentassessment, are being sttdied. Budgeted at $4.3 millionfor fiscal 1990, PATHS/PRISM is the largest public/privatepartnership in the country dedicated to the arts andsciences in the schools.

CONTACT:Dr. Frederick M. SteinDirector, PRISM1930 Chestnut Street, Suite 1900Philadelphia, PA 19103(215) 665-1400

UNIVERSITY OF CALIFORNIA, BERKELEYSchool-University Partnership for EducationalRenewal (SUPER)Reference Number: 21252

The School-University Partnership for EducationalRenewal (SUPER) is a working partnership between theGraduate School of Education at the University ofCalifornia (UC), Berkeley, and K-12 clusters of schools.SUPER is designed to strengthen educational research,improve the professional edtration of teachers andadministrators, and increase school effectiveness. Itscentral purpose is to develop models for implementing


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institutional change that encourage lasting improve-ments in educational practice at the school site andwithin schools of education.

SUPER works toward educational reform in fivegeneral areas: preservice and inservice professionaleducation, practice-sensitive research, school-siteplanning, policy analysis and professional discourse, anddissemination of lessons learned through the project. Todevelop new methods of preservice professionaleducation, SUPER offers workshop series for teachersand administrators, coordinates SUPER Saturdays,assists in placing student teachers in SUPER schools,and supports design teams focusing on special topicsin curriculum and instruction. To develop a communityof practice-sensitive researchers who work collabora-tively with research-sensitive practitioners, SUPERsurveys participants to identify areas in which researchcan contribute directly to practice, provides directsupport for several research projects, sponsors a monthlyresearch colloquium, and disseminates research findings.To improve school-site planning, SUPER appoints school-site liaisons, supports school-site planning teams, holdsmonthly cluster meetings for liaisons and partnershipfellows, conducts an annual two-day planning institute,and conducts an annual review process to develop goalsand strategies by which these goals can be achieved.

To support policy analysis and professional dis-course, SUPER publishes SUPER News (a monthly projectnewsletter), SUPER Notes, and occasional papers andconducts a monthly school-university seminar on schoolchange. Participants in SUPER also encourage profes-sional discourse through publications. For example, Prof.Bernard R. Gifford, principal investigator of the SUPERproject, edited two issues of EducatWn and Urban Societyfeaturing articles on the broader topic of collaborationand focusing on speciiac lessons learned through SUPER.A number of others have shared their knowledge andexperiences through articles published in journals andthrough presentations given at conferences.

To disseminate the lessons learned through SUPER,SUPER collects information about the project and itsimpact on participating institutions and organizes theinformation so that it can be used by others to strengthentheir own working school.university partnerships.

New activities are developed in response to whatis learned from those activities currently under way.SUPER initiates and supports projects within acontinuing cycle of research, design, and implementationand will continue to seek ways to institutionalize thisprocess within the UC, Berkeley, Graduate School ofEducation and participating schools.

CONTACT:Dr. N. H. GabelkoDirector, Graduate School of Education

University of California, BerkeleyBerkeley, CA 94702(415) 642-4027

UNIVERSITY OF AKRONHigh Schools for the FutureReference Number: 20437

The High Schools for the Future project was developedat the University of Akron in response to issues raisedby several recent major research reports on Americansecondary education. Operating on the premise that thehigh school staff is in the best position to determineand implement secondary school reform, four Ohiouniversities and five high schools formed the NortheastOhio Coalition for High Schools for the Future.

The purposes of the coalition are(1) to provide financial support for the planning staff

of individual school reform projects;(2) to facilitate the process of planning for school reform

proposals;(3) to assist in the research of school reform projects;(4) to evaluate project outcomes;(5) to provide the link between the project schools and

other educational, corporate, government, and civicagencies;

(6) to disseminate project outcomes to other educationpolicy makers and practitioners.

With grants from federal and state agencies, theprivate sector, and local school districts, coalitionmembers and selected teams began the planning stagesfor a five-year high school reform effort.

The major purpose of the project is the redesignof the organizational structure of the high school. Twogoals direct this reorganization plan: (1) making teachersmore active participants in the planning and decision-making processes and (2) using more efficiently thehuman and material resources available to improvestudent learning and quality of life.

In the initial phase of the project, leadership teamsand resource persons were selected from the five areahigh schools. The leadership teams, along with membersof the four universities, came together for a two-weekworkshop to address the common reform elements thathave emerged from research on improving secondaryschools. These reform elements include:(1) more effective use of existing instructional time;(2) optional use of extended school day and school year;(3) improved organizational structure, including a house

or unit plan and differentiated staffing and/or careerladders;

(4) revision of curriculum with emphasis on English

194 PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES

language usage and a balanced common core ofacademic, career, and vocational courses;

(5) preservice/inservice staff-development centers;(6) comprehensive evaluation systems to assess curric-

ulum, school climate, stu ient progress, staff morale,and instructional effectiveness.CONTACT:Dr. Walter YoderProfessor and Director of Student TeachingThe University oi AkronCollege of Educaf.on228 Zook HallAkron, OH 44325-4201(216) 375-7961

TENNESSEE BOARD OF REGENTSTennessee Collaborative for Educational ExcellenceReference Number: 21266

The Tennessee Collaborative, which began in 1985, hasalways been linked closely to The College Board'sEducational EQuality Project. In 1985, The College Boardsupported a series of model projects across the count-yseeking to implement the view of academic preparationdescribed in Academic Preparation for College, the GreenBook. When Tennessee inquired about participating inthe models project, it soon became clear that its proposedprogram exceeded the scope of the models project. TheCollege Board recognized this and chose to fund theTennessee Collaborative for Educational Excellenceseparate from the models project. The College Board hasrecognized the Tennessee Collaborative as a mostcomprehensive statewide strategy for addressing howhigh schools and colleges can pool resources and energyto improve student learning.

The collaborative is sponsored jointly by theTennessee Board of Regents, the University of Tennessee,the state department of education, the state board ofeducation, and The College Board. This collaborativegrew from a relatively obvious assumption: Studentlearning can be improved if both the policy makers andthe practitioners of all parties in higher education andsecondary education interested in improving studentacademic preparation for college are brought. together.That has remained the emphasis of the collaboratiw.

The collaborative is designed to bring K-12 andcollege teachers and administrators together to find waysto help more students reach their educational goals. Forseveral years, there have been six task forces representingthose academic disciplines thought to be most importantin leading to adequate preparation for college: English,foreign language, science, mathematics, arts, and social

Part Four

studies. There has also been a guidance counselors taskforce and a newly formed vocational education task force.Each task force is comprised of approximately 35persons-20 from piblic school education and 15 fromcolleges and universities. The task forces have been veryimportant contributors to the Tennessee CurriculumFrameworks and Guides and the new admissionsrequirements for public colleges in Tennessee. Addition-ally, they have annually made recommendations thataddress questions and concerns of academic policy andteaching strategy and instruction.

Other noteworthy accomplishments that havegrown out of this effort include the Tennessee Colla-borative Academy, a week-long summer academy forcollege and high school teachers to work together oncommon themes growing out of the Green Book andthe Rainbow Series published by The College Board;approximately 30 local initiative projects each yearinvolving activities and inservice projects in the variousdisciplines to strengthen curricula and improve teachingstrategies; the creation of Middle College High School,a public school whose curriculum is heavily influencedby the Green Book to ensure that all its students (whohave been selected because they are high dropout risks)will meet college admissions requirements; and majorprojects involving communication of expectations forhigh school students and requirements for collegeadmission, as well as curriculum reviews in the colleges.

From these years of cooperation toward accomp-lishing common goals of increasing student preparationfor academic success, the Tennessee Board of Regentsnow has a better understanding of how people can worktogether in order to translate its consensus into improvedopportunities for students, and mar ! more students aretaking serious academic courses in high school. Also,the collaborative's high schools and colleges have lookedmore carefully at curricu'...m through the commitmentto the Green Book and to academic preparation ofstudents.

Major citations on the collaborative's success include"Collaboration Works Well for "rennessee" in AcademicComiections, and "Tennessee Educators Hold Model EQCollaborative" in The Colkge Board News.

CONTACT:Tennessee Board of RegentsDr. Bene CoxAssistant Vice Chancellor for Academic Affairs1415 Murfreesboro Road, Suite 350Nashville, TN 37217(615) 366-4400

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STANFORD UNIVERSITYStanford/Schools Collaborative (S/SC)Reference Number: 20695

The Stanford/Schools Collaborative (S/SC) was estab-lished in the summer of 1986 with a grant from theWilliam and Flora Hewlett Foundation. Following asuccessful pilot year, the collaborative sought fundingto continue partnerships created in 1986-87. Grants fromthe William and Flora Hewlett Foundation, the Davidand Lucile Packard Foundation, and the Walter S.Johnson Foundation, in combination with support fromStanford University and participating school districts,enable the collaborative to support an array ofpartnerships between Stanford and local school districts.

The collaborative's mission is to improve curriculumand instruction through research and professionaldevelopment for school practitioners and Stanfordfaculty. The three goals of the collaborative are to(1) expand and enhance the professional development

of teachers and administrators in partner districtsthrough research and support;

(2) help improve the district's instruction and curriculathrough research and support;

(3) strengthen the collaborative process betweenresearchers and practitioners in order to shape facultyresearch agendas and professional training in bothuniversity academic departments and the StanfordUniversity School of Education.The collaborative has developed an array of

partnerships to accommodate the diverse needs andinterests of the schools and the university. Formalactivities include a small grants program for collaborativeresearch projects; the Alliance for School-Based Change,which helps school-site teams modify, restructure, ortransform parts of their program to improve what theydo for children; a Professional Development Center,which provides research and professional-developmentopportunities to Stanford faculty and practitioners in fiveneighboring districts; and three series of forums formentor teachers, principals, and superintendents. In

addition to these formal activities, collaborativeadministrators work informally with participants tomatch the needs and interests of individuals from theuniversity and the school districts, as well as to promoteimproved understanding among the two. A steeringcommittee of equal numbers of university and districtrepresentatives guides the overall activities of thecollaborative.

Activitiel sponsored by the collaborative during1988-89 attracted more than 700 participants. Fifty-threepercent of the Stanford School of Education's facultyand staff participated in an S/SC activity or on one of

its planning committees during this time. Practitionersfrom more than 60 school districts in the San FranciscoBay area were involved in collaborative-sponsoredactivities, as well. Participant response to those activitiessponsored by the collaborative is very supportive andpraiseworthy.

The Stanford/Schools Collaborative focuses equallyon the processes of building relationships acrossparticipating institutions and on the actual activities andproducts that come from these networks of educators.The collaborative, through its activities such as theschool-based change project and teacher-initiatedresearch efforts, brokers connections and assists inbringing the worlds of educational research andeducational practice closer together.

CONTACT:Beverly CarterDirector, Stanford/Schools CollaborativeStanford UniversitySchool of EducationStanford, CA 94305(415) 723-1240

COLUMBIA UNIVERSITY, TEACHERSCOLLEGENew York Alliance for the Public SchoolsReference Number: 20254

The New York Alliance for the Public Schools is a uniquecollaboration between community leaders and profes-sionals in the field of education in New York City.Founded in 1979 under the auspices of New YorkUniversity, the alliance is dedicated to the principle thatquality public schools are essential to the social fabricand economic health of New York City. Through an arrayof programs designed to enhance and support publiceducation, the alliance brings together the leadership ofthe city's teachers' and principals' associations, the boardof education, civic and corporate leaders, and a workingconsortium of the Jeans of education at FordhamUniversity, New York University, St. John's University,Teachers College, and the City University of New York.

Broadly formulated, the aims of the alliance are to(1) increase the role of the universities in the enhance-

ment of public education;(2) strengthen the commitment of the business and

professional communities to the public schools;(3) close the gap between public perception and actual

performance of the city schools.During 10 years of operation, the alliance has

sUccessfully designed and implemented a spectrum ofinnovative programs that address many of the major

I% PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES

concerns faced by the public schools. For example(1) Improving School Leadership. The High School Principals

Center, in continuous operation since 1982, providesa comprehensive program of professional develop-ment for all of New York City's high school principalsand many assistant principals. The center is operatedcollaboratively by the five universities.

(2) Enhancing the Curriculum. Through the Cadre ofAdvanced Mathematics Instructors (CAMI) and OralCommunication Skills Programs, teachers are pro-vided with advanced university coursework and/orspecial training programs, enabling them to institutenew course offerings at their schools.

(3) Recognizing Excellence in Education. An annual awardsprogram, begun in 1984, honors outstanding publicschool teachers.

(4) Increasing the Number of Minority Teaclwrs. Theuniversities in the alliance consortium are paired withhigh schools in a program to introduce talentedstudents to the range of careers in education.

(5) Revitalizing Public Support for the Schools. Following amultifaceted, city-wide campaign to heightenawareness of the strengths and achievements of thecity's schools (Go Public!), the alliance launched aprogram combining training in public relations with$500 seed grants. Nearly 200 grants have beenawarded to help schools launch their own communityrelations projects.

(6) Increasing Students' Career Awareness and Readiness Thealliance operates MENTOR programs in 10 profes-sional fields, including law, engineering, banking,advertising, and health care. More than 80 firmscontribute staff time and resources to these programs,which serve more than 1,600 junior and senior highschool students each year. Professionals from the firmswork with a class of students at their partner schoolin a hands-on program that is integrated into theregular curriculum. MENTOR programs also includeannual meetings for all participants, seminars to giveteachers background information about the industry,and after-school clubs or internships as follow-upopportunities for students who have demonstratedspecial interest in the given fields.CONTACT:Barbara ProbstExecutive DirectorNew York Alliance for the Public Schools32 Washington PlaceNew York, NY 10003(212) 998-6770

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MUSKINGUM COLLEGEClassroom of the FutureReference Number.. 20440

In 1986, Muskingum College was selected by the OhioDepartment of Education as a partner in its Classroomof the Future project. Project goals are to(1) project the future of American society, with special

emphasis on Ohio;(2) identify the role of elementary and secondary

education in that future;(3) formulate appropriate curriculum, instruction,

organization, and structure for such a role, with specialemphasis on current and emerging technology thatmay be helpful in the teaching/learning process;

(4) implement such curriculum, instruction, organiza-tion, and structuretogether with applicable tech-nologyin prototype schools (K-12 and vocational)to serve as demonstration and practice teaching sitesfor both preservice and inservice teachers.Participating schools and teacher-preparation

institutions were asked to make a five-year commitmentto continue their active involvement in the project onthe following time line:

Year IOrganization and Conceptualization.Year 11Initial Implementation.Year 111Continued Implementation and Operation.Year IVOperation, Evaluation, and Dissemination.Year VOperation, Evaluation, Dissemination, and

Replication.As society moves from an industrial base to an

information base, students increasingly will needdifferent skills, understanding, and attitudes to functioneffectively as citizens. Classroom of the Future schoolsand teacher-preparation institutions are expected todevelop and implement an educational program in whicha systems approach is applied to curriculum, instruction,organization and structure, and technology.

A systems approach to education and the use oftechnology holds promise for suggesting goals andobjectives, as well as for delivery systems appropriatefor education in an information-based society. In thisapproach, education is seen as a system rather than asa series of parts. The focus is on the perspective of alearner moving through .1n educational system thatincorporates the use of educational technology for thedesign and implementation of curriculum andinstruction.

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CONTACT:Steve KokovichProfessor of EducationMuskingum CollegeNew Concord, OH 43762(614) 826-8246

UNIVERSITY OF MICHIGAN-ANN ARBORCenter for Educational Improvement ThroughCollaboration (CEIC)Reference Number: 20371

The Center for Educational Improvement ThroughCollaboration (CEIC) was formed in 1986 in responseto a request from the University of Michigan's then-president, Harold Shapiro, for new initiatives to linkfaculty from the university with faculty and adminis-trators from the state's public schools in collaborativeprograms designed to address pressing educationalproblems. The center has been jointly funded by theUniversity of Michigan and the W.K. Kellogg Foundation.

The center serves as a clearinghouse for programsthat are jointly designed by school faculty andadministrators and university faculty. Continuingprograms include: (1) a program to reform language artsinstruction in the school district of the city of Saginaw;(2) programs in environmental education placed in theDetroit public schools and in the school district of thecity of Saginaw; (3) a program of summer researchinternships for secondary school science teachersconducted by the CEIC and the University of Michigan'sMedical School; (4) a series of seminars for public schoolsuperintendents associated with an ethnographic studyof school superintendents in action; and (5) a programof summer writing workshops offered in rural areas andin the city of Detroit for junior and senior high schoolstudents, which resulted in several student-producedpublications.

The CEIC was formed primarily to serve teachersand administrators and, through them, students, sinceeducational change is made effective and permanent onlywhen teachers find reason to change what they do inclassrooms. The CEIC focuses upon under-servedpopulations: those students who attend school in innercities and in rural areas. The CEIC's projects are alsolong-term. Research, particularly practitioner research,is an essential element in every CEIC-sponsored project.The project's intent is to produce knowledge as it seeksto foster educational change in a way that will enableall participantsstudents, faculty, and administratorsto produce knowledge that is socially useful.

CONTACT:Jay L. RobinsonDirector, CEIC, and Professor of EnglishThe University of Michigan2014 SEBAnn Arbor, MI 48109-1259(313) 747-1988

UNIVERSITY OF PITTSBURGHConsortium of Professional EducationOrganizations of Western PennsylvaniaReference Number: 20614

The Consortium of Professional Education Organizationsof Western Pennsylvania was founded in 1986 as a resultof an interest by the University of Pittsburgh's Schoolof Education and a number of professional educationorganizations in the Pittsburgh area to help facilitatecommunication and learning in western Pennsylvania.

By bringing together individuals within and acrossschool districts, levels of educational institutions, andintermediate units, members can invest in themselvesand in one another for intellectual and professionaldevelopment. The consortium provides an opportunityfor educators to remain current with the changes in theirspecialties, helps open avenues for professional devel-opment, facilitates contact with other professionals, andassists in maintaining high-quality standards.

Since its inception, the consortium has grown tosome 60 members, including 40 professional associationsand 20 service providers.

Each year, the consortium holds both spring andfall meetings, open to all members and interested partiesoutside the membership, organized around a timely issueof particular import to the western Pennsylvaniaeducational community. Also, the consortium publishesa newsletter twice yearly in cooperation with theUniversity of Pittsburgh's School of Education.

Through a grant from the Vira A. Heinz Foundationto the School of Education, University of Pittsburgh, theconsortium is able to award mini-grants to professionaleducation organizations to spark new initiatives, facilitatethe intellectual and professional growth of consortiummembers, and improve the practice of education. Mini-

grants are designed to help professional organizationsdevelop and share resource material, promote the reviewand use of new technologies, facilitate the exchange ofresearch and professional information, build a member-ship base, and enhance each organization's ability toleverage influence to achieve its goals. Organizationseligible are those affiliated with the Consortium of

Professional Education Organizations of WesternPennsylvania.

198 PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCA11ONAL RESOURCES

CONTACT:Thomas J. La BelleDean, School of EducationUniversity of Pittsburgh5T01 Forbes QuadranglePittsburgh, PA 15260(412) 648-1769

UNIVERSITY OF ALASKA AT FAIRBANKSK-8 Alaska Science ConsortiumReference Number: 20523

The K-8 Alaska Science Consortium is a collaborativeof school districts addressing the improvement of K-8science teaching under the direction o'; faculty from theUniversity of Alaska at Fairbanks.

Alaska faces many unique challenges in education.The student population is diverse, and villages are widelyseparated by distances, complicating communication.Travel, resource access, and professional-developmentactivities are expensive. Subsequently, the sense ofisolation among teachers is high. The K-8 Alaska ScienceConsortium provides for an ongoing network of teachershelping teachers.

The experience begins with a four-week basicinstitute during which participants become proficient inapplying science instructional strategies such as guideddiscovery, appropriate use of discrepant events andquestioning strategies, open-ended explorations, andinquiry through a learning cycle model. These instruc-tional strategies are mastered in the context of specificcontent areas in science under the guidance of scientistsand science educators.

Following the basic institute, participants becomeinvolved in a network of science educators throughactivities such as newsletters, electronic mail, personalcalls, regional coordination, follow-up meetings, instruc-tional audio conferences, and advanced institutes. Activeparticipants who demonstrate successful application ofthe strategies within their classrooms become inservicepresenters within their districts and around the state.

The K-8 Alaska Science Consortium is guided byan advisory board comprised of teachers and admin-istrators from member school districts, science educationfaculty and science faculty from the University of Alaska,and the science curriculum coordinator from the AlaskaDepartment of Education.

An initial project, funded by the state departmentof education, led to larger support from the NationalScience Foundation to develop the consortium. Withinthree years, the project will become self-suppottingthrough district membership fees.

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CONTACT:Nancy MurphyAssistant Professor of EducationUniversity of Alaska at FairbanksDepartment of EducationFairbanks, AK 99775-0600(907) 474-6589

EASTERN MICHIGAN UNIVERSITYCollaborative School Improvement Program(C-SIP)Reference Number: 20367

The Collaborative School Improvement Program (C-SIP)is a method of implementing a building-level schoolimprovement process coordinated by Eastern MichiganUniversity; the Monroe, Washtenaw, and Wayne CountyIntermediate School Districts; and Wayne State Univer-sity. The process allows a school staff to identify strengthsand weaknesses of its school program, and then to usethat information as a basis for improving educationaloutcomes for students.

The C-SIP program is based on principles of equityand collaboration and a number of assumptions aboutthe change process. Two of the most importantassumptions are (1) that change is a process, not an eventand (2) that the building is the largest single unit inwhich change can take place. The essence of the programis constructive change through shared decision makingat the building level.

Program success can be attributed to a clearlydefined six-step process focusing on teachers' abilitiesto solve critical professional problems in their building.The six-step process begins by establishing teachers'awareness, readiness, and commitment to the program.It then moves through an interactive needs assessment,the development and approval of a plan, implementationand tailoring, and monitoring and evaluation. The laststep is a reassessment to determine a net improvementagenda.

Program leadership is provided by buildingleadership teams (BLTs) whose members includeteachers, the building principal, and in some casessupport staff and parents. A university or intermediateschool district facilitator also is assigned to each project.These professionals engage in group problem-solvingefforts and shared decision making to bring about changeand improve student outcomes. Regular workshops areheld for the BLTs and the administrators in projectschools.

Project goals cover a wide range of school improve-ment activities, such as the use of teaching methodsknown to increase reading comprehension of high-risk

ROGRAMS TO MOBILIZE, DIRECT AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 199

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students, school-wide efforts to improve students'writing ability, the development of an articulated K-12mathematics curriculum, and the correction of schoolpractices known to contribute to student failure.

Hundreds of teachers from at least 70 southeasternMichigan school districts have participated in well over300 projects in the past 10 years. Approximately 30university teacher-education program faculty andadministrators and intermediate school district consul-tants have participated in C-SIP since 1978.

The building projects are funded through a numberof sources. The universities receive funds allocated tothem by the Michigan legislature, which enables themto support a minimal number of building-level programs (2)

for a maximum of three years. The local and intermediateschool districts contribute staff time and effort to schoolimprovement activities, and use funds allocated to themfor staff development and other activities designed tomeet the needs of students.

An annual evaluation of each building project is anintegral part of the improvement plan. In general, projectsspecifically designed to improve student achievementin a particular academic area, such as reading ormathematics, improve student achievement measures inthose specific areas. Some studies have indicated a moregeneral increase in student achievement scores in schools (3)with long-term commitments to self-renewal. In all cases,the projects yield improved working relationships amongprofessionals and improved communication within theschool building about the mission of the school.

The participating regional school district educationalconsultants and university teacher-education faculty and (4)

administration report that their experiences help themtie educational theory and instruction to day-to-dayschool experiences in a more realistic way.

CONTACT:Mary GreenAssociate Dean, College of EducationEastern Michigan University129 Boone HallYpsilanti, M1 48197(313) 487-3134

(5)

WESLEYAN UNIVERSITYProject to Increase Mastery of Math and Science(PIMMS)Reference Number: 21159

As an investnwnt in public education, WesleyanUniversity offers five programs:(1) The Project to Increase Mastery of Mathematks and Science

(PIMMS) was founded by a group of Connecticuteducators and businesspeople to improve the

teaching of mathematics and science in the state'spublic schools. With an annual budget of more than$1 million (p,rovided by various businesses andindustries in Connecticut and by local, state, andfederal funds), PIMMS projects include new curriculafor the schools, summer institutes at Wesleyan,"Multiply Your Options" conferences for girls, andacademic-year counseling and workshops. More than300 elementary and secondary teachers, havingparticipated in summer institutes as P1MMS fellows,are serving as resource personnel across the state,offering workshops to almost 10,000 teachers in anaverage year.Communihj and University Setvices for Education (CAUSE)was founded in 1968 to provide cooperative programsbetween Wesleyan and area schools. There have been40 CAUSE programs, exemplified by the MiddletownEnrichment Summer School (three years), mini-grantsto area teachers for special school projects (ongoing),and the Wesleyan High School Seminar Series. Thelatter, now in its 17th year, provides 100 high schoolstudents in honors English from five area schools withan enriching, thematic semester of readings, lectures,and films team-taught by high school faculty and sixWesleyan professors.The Educational Studies Program is designed toencourage undergraduates of outstanding ability toconsider teaching as a career. The program qualifies25-30 students annually for teaching certificates.Although many are not pursuing certification, morethan 300 students take courses in the program.The Upward Bound program, one of three in Connect-icut and 400 in the United States, exists to motivatepoor and minority students whose family income doesnot exceed 150 percent of the poverly level, and whorepresent the first generation of their family topotentially graduate from college. Wesleyan's UpwardBound program has been cited by the ').S. Depart-ment of Education as one of the most innovative andeffective programs in the country, and in 1987 it wasthe recipient of a national award designating it asa model pre-college compensatory program.Wesleyan provides facilities for the Center for CreativeYouth (CCY), which draws nearly 200 artisticallytalented high school students on campus for a month-long summer residency to study with professionalsin Wesleyan's Center for the Arts.CONTACT:Robert A. RosenbaumDirector, P1MMSWesleyan UniversityA110 ButterfieldMiddletown, CT 06457(203) 347-9411

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200 PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCMIONAL RESOURCES

UNIVERSITY OF MASSACHUSETTS ATAMHERSTCoalition for School ImprovementReference Number: 21109

The Coalition for School Improvement is a partnershipof 39 school districts from demographically diverseregions of western Massachusetts and the School ofEducation at the University of Massachusetts at Amherst.It was formed to identify successful school practices andto monitor their effectiveness in solving problems thathinder student learning. The Center for CurriculumStudies in the School of Education serves as thecoordinating agency.

The guiding purposes behind the coalition are to(1) increase the effectiveness of public schools by raising

the level of student learning;(2) increase the effectiveness of teacher preparation in

the School of Education;(3) develop the conditions in school and non-school

settings that foster increased learning, with particularattention to those students who do not have a historyof academic success;

(4) generate useful research findings, policies, andpractices that assist schools to improve;

(5) develop a model school-university partnership,adaptable to other settings, that will work to solvepersistent problems in education.The coalition partners work together in several

interrelated ways to accomplish these goals:(1) Study teams, consisting of public school teachers,

university faculty, and coalition staff, investigateeducational problems of interest to participatingschools.

(2) As the coalition model is refined, activities aredocumented so that the partnership model can beused in other parts of the country.

(3) Baseline data about student learning in participatingschools are gathered so changes in student behaviorcan be traced while strategies for improvement arebeing implemented.

(4) Teachers from different coalition schools correspondto share info:mation, ideas, and resources. Inter-school sharing serves to develop a network ofcollaboration.The coalition sponsors two staff-development

seminars each year. Participants from member schoolswork closeb, with leading scholars in a morning session,and representatives from other schoo!s and the universityjoin the group for presentations in the afternoon. Theseminars provide opportunities for the coalition andguests to clicuss important topics of concern and togain information and insight from national leaders.

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CONTACT:Dr. Robert L. SinclairProfessor and Coalition DirectorCenter for Curriculum StudiesUniversity of MassachusettsSchool of EducationAmherst, MA 01003(413) 545-3642

UNIVERSITY OF CALIFORNIA, SANTACRUZNetwork for Excellence in EducationReference Number: 21110

The University of California, Santa Cruz, has severalacademic collaborations with schools in the MontereyBay area; some of these programs were initiated morethan a decade ago. In 1988, the campus administrationappointed a faculty advisory committee to foster thegrowth and guide the development of such academiccollaborations, and appointed a coordinator of university-school velations to assist in this work.

The campus's current projects include local sites ofseveral statewide programs: the California WritingProject, the California Mathematics Project, the Math-ematics Diagnostic Testing Project, the CaliforniaAcademic Partnership Project, and the California NewTeachers Project. These programs are directed by facultymembers, funded by the state, and coordinated with theCalifornia State Department of Education's staff andcurriculum activities.

The Life Lab Science Program, which develops ahands-on elementary science curriculum and trainsteachers in its use, is conducted jointly by a private,nonprofit corporation and UC-Santa Cruz, with supportfrom the National Science Foundation.

Campus faculty members conduct theoretical andapplied research projects, several of which are orientedto the learning needs of minority students, and conductapplications of research on effective schooling, cooper-ative learning, higher-order thinking, mathematics andscience education, instructional uses of technology, andother concepts.

Faculty members and campus offices also conductnumerous enrichment activities for pre-college students:laboratory visits, summer research apprenticeships, anda summer science academy for high school students. Thenumber and variety of these activities change each yearand are growing.

In 1988-89, the Committee on University-SchoolRelations initiated discussions with local schooladministrators on the possibility of forming an inter-

s


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segmental consortium as a vehicle for fostering additionalacademic collaboration?, between the campus and localschools. Early discussions revealed a high level of interestin this concept, which would build upon and complementexisting programs, and focus on projects in which UC-Santa Cruz could make unique contributions. Planningfor this consortium has involved private communityorganizations as well as educational institutions,reflecting the local area's commitment to strengtheningits educational resources for all children.

CONTACT:Thomas KarwinCoordinator, University-School RelationsUniversity of California, Santa Cruz109 Crown CollegeSanta Cruz, CA 95064(408) 429-2208

UNIVERSITY OF MASSACHUSETTS ATBOSTONCity LightsReference Number: 20448

During the 1988-89 academic year, the University ofMassachusetts' President's Office inaugurated CityLights, a multi-campus initiative that pairs the universitywith three urban high schoolsDorchester High,Worcester South Community High, and Holyoke High.By providing human and monetary resources to teachersand administrators, City Lights helps school-basedpersonnel evaluate their needs and develop andimplement plans to better meet contemporary needs ofurban students, teachers, and the communities.

City Lights employs a teacher-centered process ofchange that is modeled along the lines of the CarnegieForum's recommendations in A Nation Prepared: Teachersfor the 21st Century. Three urban sites were selected toparticipate. Selections were based on the schools' needs,their existing relationships with the university, theinterest of their teachers in working for better schools,and the support of their school-based and centraladministrators for such an effort.

Once the sites were selected, university liaisonsrecruited teachers to help coordinate activities andidentify colleagues interested in working on sitecommittees. Partitipants were invited to a November 1kick-off conference`ittcetral Massachusetts that hosted50 teachers and staff. This meeting gave people anopportunity to get away from school for a day, becomeinvolved in continuing dialogues with their schoolcolleagues and discuss site needs, and exchange ideaswith teachers from other urban sites.

Each school has a City Lights executive committeemade up of teachers and administrators, with a teacherserving as chairperson. The executive committees havesolicited information (needs assessments, attitudesurveys, etc.) and recommendations for changes inprograms and governance from their schoolcommunities.

Each executive committee has appointed three ofits members to the City Lights steering committee, acommittee that also includes representatives of eachuniversity unit and of the President's Office. The progressreports at each quarterly steering committee meetingprovide incentives, ideas, and reinforcement foraccomplishment for each school site.

The University of Massachusetts' President's Officeacts as coordinator, sponsor, and clearinghouse. Itschedules events and undertakes marketing and fund-raising activities, including communications with theschools, foundations, the business community, and local,state, and federal governments. As sites develop andimplement plans, the office serves as interpreter andcommunicator of the substance of City Lights to bothmember schools and other interested communities.

By the end of the first year, one or more City Lightssites used, designed, and implemented new governancesystems, private-sector F.Irtnerships, professional- andcurriculum-development plans, student retention andcareer opportunities designs, and multicultural aware-ness activities. External funding proposals have beendeveloped, and overstaffing was implemented to facilitatesecond-year participation.

CONTACT:Richard J. ClarkSpecial Assistant to the PresidentUniversity of Massachusetts250 Stuart StreetBoston, MA 02116(617) 482-8400

UNIVERSITY OF SOUTHERNCALIFORNIAEducation Consortium of Central Los Angeles(ECCLA)Reference Number: 21253

The Education Consortium of Central Los Angeles(ECCLA) was founded in November of 1988 by thefollowing member institutions: the Roman CatholicArchdiocese of Los Angeles; the California Afro-AmericanMuseum; the California Museum of Science and Industry;Hebrew Union College-Jewish Institute of Religion; theLos Angeles County Museum of Natural History; Los

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Angeles Trade Technical College; Los Angeles UnifiedSchool District; Mount St. Mary's College; and theUniversity of Southern California.

The mission of the ECCLA is to enhance theopportunities for quality education for all people wholive and work in the greater University Park area ofcentral Los Angeles. The ECCLA serves approximately65,000 K-12 students enrolled in 48 schools-26 publicelementary schools, 7 public junior high schools, 2 publicsenior high schools, 1 public magnet school, and 12parochial elementary schools. The residents of ECCLA'sservice area are primarily economically deprived AfricanAmerican and Hispanic/Latino families.

The ECCLA aspires to design, facilitate, andimplement activities, programs, and research projectsthat will improve the learning environment, both formaland informal, from early childhood through adult, higher,and continuing education.

Some of the efforts being designed or implementedare the Neighborhood Academic Initiative, which willprovide full financial assistance to participating studentsfrom neighborhood schools; Computer Bulletin Board,a network linking ECCLA schools and member insti-tutions; the Directory of Community-Oriented Programs, apublication that lists programs and services offered byECCLA member institutions; Project Ahead, a programfor parents that seeks to improve home learningenvironments and relations with schools; and Go toCollege! a 12-minute, color video for students in gradessix-nine that deals with how to prepare for going tocollege.

CONTACT:Dr. Samuel MarkDirector, Civic and Community RelationsUniversity of Southern California835 West 34th Street, South, #102Los Angeles, CA 90089-0751(213) 743-5480

INDIANA UNIVERSITY OFPENNSYLVANIAIUP/ARIN/Public Schools Partnerships inEducationReference Number; 21232

In response to President Reagan's proclamation of 1983as the National Year of Partnerships in Education, thepresident of Indiana University of Pennsylvania, the deanof the College of Education, the executive director ofthe Armstrong and Indiana (AR1N) Intermediate Unitand the 11 superintendents of the school districts inArmstrong and Indiana Counties met to discuss ways

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to develop links with higher education, basic education,and the community. They formed the PartnershipSteering Committee, charged to identify ways to poolresources to improve the educational process.

The steering committee has initiated more than 40projects involving Indiana University of Pennsylvania(IUP) departments, the Intermediate Unit, and the 11school districts. The projects include these:(1) The ARIN-IUP Mentorship .Project, in which IUP

faculty in mathematics, biology, physics, chemistry,and computer programming act as mentors for high-ability students in the 10th, 11th, and 12th grades.

(2) The China Outreach Project for Indiana Area Schools(COPIAS), which provides the opportunity forstudents to learn about Chinese culture and language.

(3) The University School, which offers the opportunityto mainstream children enrolled in AR1N IntermediateUnit's Special Education Programs. Operated by IUP,the program's faculty consists of both public school-certified teachers and university professors and hasaccess to IUP's School of Education and its Depart-ments of Special Education and Speech and Language.

(4) The IUP-Indiana County Schools English Co-Teaching Project, an inservice training program forEnglish teachers, which provides opportunities forteachers to increase their knowledge of currentteaching methodologies. Teachers work weekly withIUP faculty.

(5) The Economic Education Foundation (EEF), apartnership among business, education, and commu-nity groups, which was formed in response toteachers' interest in the private enterprise marketsystem in the high school curriculum. EEF sponsorsworkshops and seminars for area high school teachersand is funded by local businesses and industries.

(6) Technology Enhanced Activities in Mathematics andScience (TEAMS), which provides inservice trainingto help teachers upgrade their teaching programs,illustrating changes in modern science, mathematics,and technology. This program has received pastfunding from the National Science Foundation andthrough a state education department block grant.

(7) The Principals Assessment Center, a part of IUP'sSchool of Education, which is designed to objectivelyevaluate potential principal candidates, aiding schooldistricts in making hiring decisions. It is one of anetwork of 27 centers across the country developedthrough the efforts of the National Association ofSecondary School Principals.

Partnerships in Education is supported by IUP, ARINIntermediate Unit, school districts, and the businesscommunity. The largest source of financial support hasbeen grants from state and federal governments.

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CONTACT:Dr. John ButzowDean, College of EducationIndiana University of Pennsylvania104 Stouffer HallIndiana, PA 15705(412) 357-2480

UNIVERSITY OF MARYLAND, COLLEGEPARKSchool/University Cooperative ProgramReference Number: 20709

In 1985, the Chancellor's Task Force on School/UniversityCooperation recommended that the University ofMaryland, College Park (UMCP) establish a "permanentmechanism for enhancing communication among theschools, the university, and the Maryland StateDepartment of Education." This was accomplished in1987 with the appointment of the UMCP Commissionon School/University Cooperation and the designationof an assistant vice president for academic affairs tooversee and implement campus-wide school/universitycooperative efforts.

UMCP is the flagship institution among the 11institutions that comprise the University of Marylandsystem. Through its School/University CooperativeProgram, UMCP . seeks .to facilitate the university'sstatewide service commitment to the 24 school systemsin Maryland's six regions. In addition to oversight fromthe assistant vice president for academic affairs, the staffof the program consists of a full-time coordinator, a half-time assistant, a half-time secretary, and student help.

Specific program objectives include (1) enhancingcommunication and dissemination of informationbetween the institution and the schools; (2) facilitatingthe broad involvement of UMCP's academic units incooperative initiatives with the schools; (3) providingongoing support for campus-school collaborativeactivities that are working well; (4) continuing to workwith the Maryland State Department of Education andthe Maryland Higher Education Commission to developstatewide cooperative efforts with the public schools; (5)developing and disseminating information regardingpromising new school/university cooperative efforts; and(6) seeking and disseminating information regardingfunding sources for school/university cooperative efforts.

The cooperative program enhances the university'srecruitment efforts and helps to ensure that futureuniversity students have the academic skills andknowledge to perform well. In addition, programs withthe schools often stimulate important research projects

for both university faculty and students and provideexperiential learning opportunities for students. Benefitsto schools cooperating with the university includeadministrator, faculty, and curriculum-developmentopportunities, intervention programs for at-risk students,advanced courses for high school students, studentmentoring and tutoring, and classroom assistance forschool faculty.

In 1989, the first directory of cooperative programsand partnerships between the University of Maryland,College Park, and the state's public schools waspublished. It documents the more than 145 cooperativeprograms that exist throughout the university with the24 school systems. Further, the university's enhancementplan specifies expanding partnerships with publicschools as a priority, ensuring the university's continuingcommitment to school/university cooperation.

CONTACT:Muriel SloanAssistant Vice President for Academic AffairsUniversity of Maryland, College Park1120 Francis Scott KeyCollege Park, MD 20742(301) 454-4294

UNIVERSITY OF CENTRAL ARKANSASArkansas Eduation Renewal ConsortiumReference Number: 21107

The Arkansas Education Renewal Consortium is part ofthe National Network for Educational Renewal, whichcame into existence as a result of efforts by John Goodladto effect change in teacher education and public schools,as described in his book A Place Called School.

The consortium consists of three universities and14 school districts that work together in a partnershiparrangement to address major issues and problems inArkansas education. A governing board for the consor-tium consists of nine superintendents and two collegedeans. The work of the partnership is accomplishedthrough various task forces appointed by the governingboard. Joint projects include inservice, preservice,curriculum instruction, and research activities.

Each participating school district is involved in arenewal process through which committees of staffmembers and patrons, on a school-by-school basis,identify and act on issues and problems they deem tobe critical. Central to the renewal project is a systemof planning that gives teachers a role in decision making,building a commitment to locally designated goals, andencouraging dialogue and collaborative solutions to theproblems.


CONTACT:joe HundleyDirectorCenter for Academic ExcellenceUniversity of Central ArkansasConway, AR 72032(501) 450-3400

MNUNIVERSITY OF ARKANSAS ATFAYETTEVILLEArkansas Education Renewal ConsortiumReference Number: 20373

The University of Arkansas was invited to join theArkansas Education Renewal Consortium in 1986. Theconsortium is a group of 14 school districts and threeuniversities in Arkansas who have joined together tobring about the following:(1) the improvement of schools through the use of a

renewal process that places emphasis on inquiry,problem solving, organizational change, andenhanced roles for teachers;

(2) collaboration within and among schools anduniversities to identify areas of mutual self-interest,to generate sound information and research findingsto address those common 'interests, and to work asa consortium to help resolve the local and statewideeducational problems so identified;

(3) examination of the need for change in the preparationand inservice education of teachers and administra-tors and the development of jointly prepared designsfor their improvement.The consortium is part of the National Network for

Educational Renewal founded by John Goodlad.Arkansas is one of 11 states to be represented in thenetwork, which requires school-university partnershiparrangements in each of the participating states. As partof the network, the consortium is involved in buildinga national agenda for the renewal of schools and theeducation of educators. The consortium receivesconsultative support from the National Network andparticipates in its national meetings.

Each member of the consortium is involved in itsown locally designed renewal process, which is directedtoward building the will and capacity of people to makethe changes necessary for local educationalimprovement.

CONTACT:Dr. Michael WaveringDepartment Head, Teacher Education

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University of ArkansasGRAD 324Fayetteville, AR 72701(501) 575-4209

WESTERN ILLINOIS UNIVERSITYTI-IN United Star NetworkReference Number: 20586

The TI-IN United Star Network provides directinstruction and teacher training in the critical subjectsof mathematics, foreign languages, and sciences. Thenetwork also includes the involvement of schooladministrators, parents, and the community in integratedprogramming.

Funded by the U.S. Department of Education ($5.6million in 1989 and $4.12 million in 1990), the TI-IN UnitedStar Network serves students and teachers in 244 schoolsacross 30 states; 86 of these schools are located in Illinois.Star-funded institutional programs are equalizing accessto academic resources by overcoming barriers ofgeography, wealth, race, and culture.

The successful, existing state-of-the-art technologyof TI-IN Network, Inc., provided the technical model forthe Star project. Since its inception in 1985, TI-INNetwork, Inc., has demonstrated a capability formultichannel, one-way video and two-way audio anddata interaction. Data interaction includes the use ofelectronic writing tablets and computers.

The TI-IN United Star Network is built on thetechnical and exemplary programming resources of itsnine partners. These partners include the University ofAlabama at Tuscaloosa, California State University atChico, Western Illinois University, the Illinois State Boardof Education, Mississippi State University at Starksville,the North Carolina Department of Public Instruction atRaleigh, the Texas Education Agency, Region 20Education Service Center at San Antonio, and TI-INNetwork, Inc.

The TI-IN Network makes comprehensive foreignlanguage instruction available to students in elementarythrough high school grades. Additionally, math andscience courses provide both prerequisite and advancedtopics. Traditionally, neither the advanced nor theprerequisite courses are available in small, rural, andremote schools.

An example of programming available from WesternIllinois University is Career Vision. Career Vision, derivedfrom a successful National Science Foundation grant,explores career opportunities in math and science withjunior high students. Each of the 21 programs includesa video field trip and the opportunity for students to


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interact with career practitioners. Video field trips includevisits to the Museum of Science and Industry, FermiLabs, Shedd Aquarium, and the Chicago BotanicalGardens.

CONTACT:Dr. David R. TaylorDean, College of EducationWestern Illinois UniversityMacomb, IL 61455(309) 298-1690

BRIGHAM YOUNG UNIVERSITYPublic School PartnershipReference Number: 20354

In Utah, the crisis in education is felt more keenly thanin most other states. Though test scores and studentperformance are still above national norms, Utah is nearthe bottom of the nation in educational dollars spentper pupil. In one partnership district, Alpine SchoolDistrict, per-pupil expenditure is the lowest of all 50states. Clearly, innovative approaches to the improve-ment of teaching and instruction are critical in the state.The partnership concept is an important way to bringabout improved student learning in Utah withoutincreasing financial stress.

Starting in the fall of 1983, John Good lad served asa consultant to the Brigham Young University (BYUCollege of Education. By April 1984, representatives fromfive Utah public school districts and the BYU Collegeof Education had formed an educational partnershipunder Goodlad's direction. The partnership had thepotential for statewide impact, since participatingdistricts serve one third of the students and teachersin the state of Utah, and the College of Education atBYU annually prepares half of Utah's new teachers.

In planning sessions, college and district educatorsdefined three kinds of relationships with local schools:(1) Cooperating schools, which accept education students

with university supervision in the traditional pattern;(2) Focus schools, which identify a specific area of

endeavor, such as an innovative reading program,double session scheduling, and gifted-and-talentededucation;

(3) Partner schools (Goodlad called them "key" schools),in which university and school join together in a totaleducational experience, seeking improvement inpreservice, inservice, curriculum and instruction, andevaluation. The concept of partner schools isespecially important: Partners share resources, areequal in their relationships, are 1 e to experiment,and are supported in taking risks. Duch partnerships

would make possible the renewal of teachers, collegefaculties, administrators, and student teachers for thepurpose of improving education in the state.

In addition to partner schools, the partnership hasalso given rise to a vibrant educational leadership andgifted-and-talented education programs. The award-winning preparation program for educational leaders isfield based rather than campus based. Over the courseof a year, principal interns spend four out of every fiveschool days in an elementary or secondary partnershipschool being mentored by an experienced principal. Thefifth day is spent on the university's campus engagedin coursework. Further, a gifted-and-talented educationtask force has produced numerous curriculum packets,conferences, and summer programs for highly motivatedpublic school students. Representatives from each of thefive partnership districts meet monthly to coordinate andcreate programs for talent identification and enhance-ment within the partnership in the state at large.

The development of positive relationships betweenBYU and the partner schools has taken timemonthsof communication and careful listening by all. But it hasbeen well worth it. From Goodlad's point of view, thepurpose of the partnership is to serve self-interests whilehelping others. The achievement of mutual benefits hasbeen gratifying to behold. University people have gainedfreedom to cut through red tapeto try new things,change university curriculum, and make a significantdifference in public education. Student teachers andprincipal interns have found a genuine wdcome to theclassroom, better training, and a feeling of competenceand value. Teachers in the public schools have increasedtheir skills and professionalism, gained the power toeffect changes, and felt respect for their practicalknowledge.

CONTACT:Dan W. AndersenDean, College of EducationBrigham Young University343 MCKBProvo, UT 84602(801) 378-3695

BROWN UNIVERSITYInstitute for Secondary EducationReference Number: 21047

The Institute for Secondary Education was formallyapproved by the Academic Council of Brown Universityin March 1985. It was initially formed with four basicpurposes in mind:(1) to serve as a central mechanism to link Brown with


its neighboring schools;(2) to provide meaningful programs in the humanities,

mathematics, and sciences for secondary schoolteachers in collaboration with Brown faculty;

(3) to create a forum for teachers and school adminis-trators where they might consult with one anotherand benefit from the expertise of their colleagues;

(4) to connect local interests with national efforts atfundamental school reform, most particularly theNational Association of Secondary School Principals-National Association of Independent Schools's Co-alition of Essential Schools, which is based at Brown.

The institute, administered by a director, an associatedirector, and a program committee, offers a range ofseminars, conferences, and institutes during theacademic year and the summer months for secondaryschool teachers and administrators throughout RhodeIsland and southeastern Massachusetts. The institutemakes an effort to increase serious exploration of thevarious academic disciplines as well as issues of pedagogyand school organization. Most institute programs areplanned and led jointly by Brown faculty and secondaryschool teachers.

The institute is also committed to improving linksbetween education and allied fields. For three years, itcosponsored a conference for educators and medicalprofessionals with Rhode Island Hospital's Departmentof Pediatrics. During the 1987-88 academic year, theinstitute and the Center fot World Hunger jointly offereda seminar series for secondary school teachers on issuesof world hunger.

More than 1,000 teachers and administrators andmore than 50 Brown faculty representing 13 departmentsand centers have participated in institute programs thusfar. As of September 1988, 36 schools/school systems haveprovided $33,750 in up-front program tuition moneys.The institute is additionally supported by the university,private foundations, the Rhode Island State Departmentof Education and Office of Higher Education, and thefederal government (National Endowment for theHumanities and the National Science Foundation).

CONTACT:Paula M. EvansDirector, Programs for TeachersBrown UniversityBox 1938Providence, RI 02912(401) 863-1486

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TRINITY UNIVERSITYThe Alliance for Better SchoolsReference Number: 21117

Trinity University, through its Department of Education,has organized The Alliance for Better Schools. Thealliance brings together selected institutions in greaterSan Antonio committed to the improvement of publiceducation. Joining Trinity University in the alliance areNorth East Independent School District, San AntonioIndependent School District (ISD), and The PsychologicalCorporation.

The central mission of The Alliance for Better Schoolsis to fashion new, effective partnerships among memberinstitutions to undertake a variety of initiatives relatedto the enhancement of teaching and learning in publicelementary and secondary schools.

The initial agenda for the alliance is threefold: (1)the development and implementation of a five-yearteacher-education program at Trinity University; (2) theidentification and implementation of selected schoolimprovement projects at member schools; and (3) theprovision of a variety of professional-developmentopportunities for classroom teachers and other educators.

Four campuses have been identified as professional-development schools and will serve as the location forthe principal activities of the alliance. The professional-development schools include Nathaniel HawthorneElementary and Mark Twain Middle School in SanAntonio ISD and Jackson-Keller Elementary and RobertE. Lee High School in North East ISD.

CONTACT:Dr. John H. MooreChairman, Department of EducationTrinity University715 Stadium DriveSan Antonio, TX 78284(512) 736-7501


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SECTION TWO:Adopt-A-School

ST. EDWARD'S UNIVERSITYSEU Adopt-A-SchoolReference Number: 20931

An Austin Adopt-A-School program was initiated in thefall of 1983 as a partnership program between the AustinIndependent School District and the Austin Chamberof Commerce as a means of broadening support for localschools. The program promotes greater business andcommunity involvement in a cooperative effort withpublic schools to strengthen and enhance the qualityof education in Austin.

In the program, businesses, organizations, andindividuals adopt schooN by providing volunteerservices, equipment, and funding to assist and enrichthe schools' endeavors. By making a commitment to theAdopt-A-School program in 1987, St. Edward's Universityagreed to meet several important needs of three schoolsin Austin. These schoolsthe Mary Lee School, LinderElementary, and Becker Elementaryhave benefittedfrom St. Edward's in a number of ways.

The Mary Lee School serves children and adoles-cents from a number of counties across the state. Moststudents attending Mary Lee have not had a history ofrewarding school experiences and usually functionseveral grade levels behind other students their age.Virtually all residents at Mary Lee come from abackground of abuse or neglect and have been takenout of their homes by the county department of humanservices. Some students are mildly retarded. The schoolattempts to help students both academically andemotionally. While in residence at Mary Lee, studentsparticirate both in treatment provided by a clinical staffand in instructional services provided by employees ofthe Austin Independent School District. The populationof Mary Lee fluctuatv?s between 35 and 45 students ayear.

During the past academic year, St. Edward'sparticipated in a project that involved vocationalplacements on the university campus for Mary Leestudents. Through the project, Mary Lee studentsworked on developing social and job skills and learnedto use the city public transportation system. The goalof the project was to have students integrated withregular staff, to teach them to relate to coworkers, andto help them experience success at a job. Since it is

assumed that after completing high school these students

will one day find jobs, the St. Edward's program wascreated to offer them a chance to experience a realisticworking environment.

Twelve students were placed in jobs at various siteson the university campus. Two worked with thelandscaping crew, one worked in the library, one wasplaced in the automotive shop, three were employed inthe cafeteria, two worked in the student union, oneworked with building maintenance, and two worked inacademic support offices. They were supervised by St.Edward's employees, and two full-time Mary Lee jobdevelopers were available to observe students while theyworked.

In addition to participating in the work component,the Mary Lee student body had athletic facility privilegesat St. Edward's. They also received swimming pool passesand free tickets to theater productions for good behavior.The Mary Lee School prom and Christmas party werehosted by the St. Edward's University community.

Linder Elementary, located in southeast Austin,serves 706 children. For the past two years, St. Edward'sstudents have served as after-school tutors for studentsin the third and fifth grades who need help preparingfor annual achievement tests. College students who areenrolled in the university's College Assistance MigrantProgram (CAMP), a scholarship program for children offarm worker families, volunteer one day a week to workwith the students. The St. Edward's theater departmentpresented its children's play, A Frozen Christmas, at Linderin December. The production was written, directed, andproduced entirely by students at the university. CAMPstudents also work with the Linder PTA to organize andassist with the school's annual carnival. The students'participation, coupled with the university's financialcontribution to the carnival, helps the PTA raise fundsto purchase extra academic supplies for the school.

Becker Elementary, located in south Austin, serves450 students. During the year, St. Edward's CAMPstudents provide weekly after-school tutoring tostudents of all grade levels. The University's IntramuralSports Department offers volunteers to work withstudents on after-school sports events. The universityalso hosts Becker's annual track and field day on campusand provides volunteers, refreshments, and awardribbons for the entire Becker student body.

For the past two years, St. Edward's has beenhonored by the Austin Chamber of Commerce and theAustin Independent School District with The A+ Award


for Mentor Programs. This trophy is presented touniversity representatives in the presence of severalthousand people representing Austin bus'nesses andorganizations which provide a variety of serv.ces to otherschools in Austin.

CONTACT:Randa S. SafadyCoordinator, Adopt-A-School ProgramSt. Edward's UniversityAustin, TX 78704(512) 448-8626

SAN DIEGO STATE UNIVERSITYGranger Junior High School/Adopt-A-SchoolProgramReference Number: 20619

San Diego State University (SDSU) adopted GrangerJunior High School in 1985. The Granger population is87.8 percent minority and the school is in an ethnicallydiverse, low-income, transitory section of National City,just south of San Diego.

Program goals include to(1) pool the personnel and resources of San Diego State

University and Granger Junior High School toaccomplish together things that neither institutionwould be able to accomplish alone;

(2) improve student preparation in the grades seventhrough nine by developing a comprehensive,coordinated, continuing higher education programdesigned to heighten student awareness of both theopportunities for postsecondary education and themeans by which these opportunities can be pursued;

(3) provide current higher education materials andactivities for parents so they will be well informedand involved in their children's educational process;

(4) provide a spirit of inquiry about higher educationamong Granger's students, and elevate the students'educational goals and expectations;

(5) establish an early-identification and monitoringprogram, which promises to motivate Grangerstudents to peNist and transfer to the next level.

Projects provide university assistance and equip-ment to the school's faculty as well as outreach/motivation programs that provide services to students.An SDSU student affairs professional attends Grangerfaculty/staff meetings to serve as liaison between the twoinstitutions. An assistant principal is a member of theSDSU high school advisory committee. Equipmentaugmentations include SDSU providing excess labora-tory equipment to renovate the science lab andtypewriters to aid the magazine writing project.

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SDSU faculty provided expertise in developing aplan for a computer-assisted learning lab. The plan wasadopted by the school board and the lab opened in 1988.A number of academic colleges provide career informa-tion programs to interested students. Colleges alsoprovide inservice training programs to Granger teachers.SDSU students in counselor education and social workgain valuable experience by expanding the counselingservices provided at the school. A Ford Foundationcollaborative grant in mathematics is providing for astrengthened curriculum for students.

The bond between the two institutions is contin-uously strengthened by Granger students attendingplays, concerts, and athletic events on the SDSU campus.SDSU's cheerleaders train interested students andhelped organize a Granger cheer squild. The SDSUpresident periodically writes a column for the schoolnewspaper.

The local public broadcast station (based at SDSU)and the Junior League of San Dic-go coordinated a videoconference using Teen Theater to present "Say No"sessions on drugs, sex, etc. SDSU outreach personnelwork with high school and junior high school counselorsto present Parent Awareness programs for parents ofninth graders to aid in high school course planning thatwill lead to college enrollment.

Food drives are conducted at the university toprovide holiday baskets for needy families at Thanks-giving and Christmas. Phi Beta Kappa faculty membersparticipate in the school's awards ceremonies byproviding book scholarships to 16 students designatedas the most outstanding and most improved in eachEnglish class. At promotion ceremonies, SDSU admin-istrators presented outstanding teacher awards (as votedby Granger Junior High School students). Members ofMortar Board, a national senior honorary society,presented several workshops to Granger students andhosted a special campus visit for at-risk students.

Successes at Granger led to the adoption of NationalCity Junior High School (87.9 percent minority students)by SDSU's College of Professional Studies and Fine Arts.

CONTACT:Dr, George HutchinsonDirector, Student Outreach ServicesSan Diego State UniversitySan Diego, CA 92182(619) 594-6966

PROGRAMS TO MOBILIZE, DIRECT AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 209

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UNIVERSITY 011ALABAMA ATBIRMINGHAMAdopt-A-School Program (Birmingham PublicSchools)Reference Number: 20145

In 1983, the University of Alabama at Birmingham (UAB)and the Birmingham Public Schools established anAdopt-A-School Program as a cooperative project.Findings from a survey of area businesses recommendedthat schools update equipment and curricula anddevelop better communication between education andthe business community. Two high schools were adoptedfor a comprehensive array of activities.

UAB faculty and staff offer the following opportun-ities to these two schools:(1) motivational programs through which students

interact with faculty in the Medical School;(2) field trips to campus hospitals, the athletic depart-

ment, the theater, and laboratories;(3) career-awareness programs through which numerous

university personnel visit schools to discuss thequaliiications and educational preparation needed topursue various careers;

(4) specialized lectures and laboratory experiences in thesciences and other academic subjects;

(5) use of facilities such as the gymnasium, libraries,theater, computer labs, and classrooms;

(6) opportunities for students in drama and communi-cation to receive technical assistance from the faculty;

(7) internships in a variety of academic disciplines,especially during the summer;

(8) tutoring in major subjects.Periodically, the principals of the adopted schools

and the assistant superintendent's staff confer with theirUAB counterparts to assess the effectiveness of theAdopt-A-School activities. Plans are now under way toincrease the number of schools involved and to addelementary and middle schools to the project. Oneoutcome of the collaboration is a steady annual increasein the number of graduates from the two schools whomatriculate at UAB.

It should be noted that several students from theadopted schools are summer participants in an initiativeto increase the number of African American studentsat UAB. These students receive stipends of $1,000 andare placed in laboratory or other enrichment experiencesunder the guidance of a faculty member.

UAB is committed 1,o providing educational,employment, and enrichment opportunities for membersof underrepresented groups, which compose themajority of the population of the university's immediateservice area. The Adopt-A-School collaboration is one

example of that commitment.CONTACT:Odessa WoolfolkSpecial Assistant to the PresidentUniversity of AlabamaMJH, Room 124UAB StationBirmingham, AL 35294(205) 934-9349

WITTENBERG UNIVERSITYPartnerships in EducationReference Number: 20531

As part of the Partnerships in Education program,Wittenberg University created a partnership with an areaschool, Franklin Middle School, in 1986. Franklin MiddleSchool is racially mixed, but nearly all its students arefrom low-income families. This partnership was createdto reach and motivate potential college students at ayounger age than was previously thought necessary.

The objectives of the partnership are threefold.Through the relationship, students are provided withincentives to perform well in their classes. Honor rollstudents or recipients of citizenship awards are givenan afternoon off from school and invited to spend itrecreationally on campus. Students get a meal at thestudent dining room and free use of any of theuniversity's recreational facilities, including the pool.Also, a T-shirt was recently designed that combine; thetwo schools' mascots. High performance in the classroomearns students points toward shirt.

In addition to motivation, the partnership alsoprovides enrichment programs for students. Suchprograms include art festivals, international educationdays, performances by campus dance troupes, andtheater arts productions.

Recently, the relationship has broadened in scopewith the creation of a Friendship Club. Modeled afterthe Big Brothers/Big Sisters program, this club identifiesat-risk youth through a one-on-one matching of carefullyselected Wittenberg students as mentors with speciallyidentified Franklin students in need of positive rolemodels. Through this program, Wittenberg students areable to receive credit for their community servicerequirement.

More than 300 middle school students are involvedin the program annually. Although most of the activitiesin the program require little or no funding, the universityfinances any expenses through its community relationsbudget. Coordinators of the program have as one of theirgoals increased involvement of the Wittenberg faculty


as guest teachers and resource people.CONTACT:Dr. Charles DominickVice President for Instautional RelationsWittenberg UniversityP.O. Box 720Springfield, OH 45501(513) 327-7919

TEXAS TECH UNIVERSITYAdopt-A-Classroom ProjectReference Number: 20566

In February 1986, the commissioner of the CoordinatingBoard of the Texas College and University System andthe commissioner of the Texas Education Agency co-sponsored a conference designed to spark interest inthe development of collaborative relationships betweenthe public schools and colleges and universities in thestate. Each of the 67 institutions in Texas that prepareteachers was invited by the commissioners to send ateam to the conference. Teams were to be comprisedof the president, academic vice president, dean of artsand sciences, dean of education, and one or moresuperintendents. Each team was charged to develop acollaborative project that would result in a partnershiparrangement between a public school system and thecollege or university.

The team from Texas Tech University (TTU) andLubbock Independent School District (LISD) developeda collaborative project titled Bridging the Gap Betweena Public School System and a University: The TTU/LISDAdopt-A-Classroom Project. This project was designedto make Texas Tech faculty members available asresources to individual teachers and classrooms in LISDduring the 1986-87 academic year in order to enhancethe educational programs in those classrooms.

The president of Texas Tech University sent a letterto all faculty members inviting them to participate inthis project and to share their expertise with the studentsin the Lubbock schools, to which 141 TTU facultymembers responded. The president was the first tovolunteer for the program and several other deans andadministrators also agreed to serve.

Each faculty member is matched to work with anappropriate LISD teacher throughout the school year.Activities are varied, but generally, each professor isavailable once a week to (1) serve as a general resourceto the classroom; (2) serve as an exchange teacher whilethe classroom teacher makes guest appearances in theprofessor's undergraduate classes; (3) serve as a rolemodel and mentor for LISD students who may be

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considering entering the profession the professorrepresents; (4) help high school students make thetransition to college; (5) recruit students to Texas TechUniversity; and (6)develop any other appropriatecooperative activities with the classroom teacher.

Numerous Texas Tech University faculty memberswho volunteered for the initial year stated that they didso in an effort to recruit more students, particularlyminority students, into their programs. Of the manyAfrican American and Hispanic students in the Lubbockschools, proportionately few attend TTU. While recruit-ment was not a primary goal of the organizers of theAdopt-A-Classroom Project, it has become an objectiveof some of the participants.

As elementary and secondary students interact ona regular basis with engineers, scientists, lawyers, teachereducators, artists, musicians, and philosophers, newinterests are stimulated and role models and introduc-tions to professions and career opportunities havebecome an important presence in the schools.

Texas Tech University faculty members whoparticipate in this program have been officially desig-nated by the president as education associates. Theuniversity recognizes participation in the Adopt-A-Classroom Project as an important service function forpurposes of promotion, tenure, and merit pay. Teachersfrom LISD who participate are awarded appropriatecredit for adv, academic training for the careerladder.

CONTACT:Dr. Richard E. IshlerDean, College of EducationTexas Tech UniversityBox 4560Lubbock, TX 79409(806) 742-2377

AUGUSTA COLLEGELamar-Augusta College Adopt-A-School ProgramReference Number: 21134

In 1984, Augusta College and Joseph R. Lamar ElementarySchool established an Adopt-A-School partnership as ajoint effort to strengthen teaching and learning in theinner-city school. Augusta College students and facultyfrom the education, art, science, and psychologydepartments participated in more than two dozen jointprojects with the students, staff, and administrators ofLamar Elementary School. These projects include (1)individual sessions and small-group tutoring by Augustacollege students; (2) tours of the Augusta College campusfor teachers; (3) staff-development workshops; (4)


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displays of instructional materials in Lamar's library set

up by Augusta College students; and (5) opportunitiesfor Lamar students to attend cultural events on theAugusta College campus free of charge.

Beginning in the 1989-90 school year, the followingprograms and services were added to the Lamar-AugustaCollege partnership program: (1) Augusta Collegepsychology students are involved in counseling studentswith behavior problems; (2) Augusta College recognizesLamar's honor students, s4idents who have made strongacademic improvements, and Lamar's teachers for theiroutstanding accomplishments; and (3) Augusta Collegeassists with PTA projects, art and science fair programs,

and computer projects.Student performance on the Criterion Reference

Test, California Achievement Test, and the Iowa Test ofBasic Skills improved dramatically due to the intensivetutoring program provided by Augusta College students.The college profited from the program by the invaluablefield training provided for each student who participatedin the Lamar project. Also, Augusta College receivedmuch favorable publicity in several local newspapers.

The Augusta College-Lamar Elementary Schoolproject serves as a model for school-college partnershipsin the Richmond County School District and the stateof Georgia. The project has increased test scores, reduceddiscipline problems, and improved teacher morale.

CONTACT:Rosco WilliamsDean of Student AffairsAugusta College2500 Walton WayAugusta, GA 30910(404) 737-1412

SOUTHWEST MISSOURI STATEUNIVERSITYAdopt-A-SchoolReference Number: 20557

Five years ago, Southwest Missouri State University(SMSU) joined the Adopt-A-School program sponsored

jointly by the Springfield Public Schools and the areachamber of commerce. Springfield's businesses, indus-tries, Livic organizations, and institutions of highereducation are all involved in this program. Eachinstitution sponsors one school.

SMSU is the sponsor for Rountree School, anelementary school near the campus. Services areprovided as requested to Rountree's students, teachers,and the PTA. Funds for materials and services areobtained from SMSU's President's Office upon request.

Activities thus far include providing(1) faculty and advanced students to teach special topics

or teach in special areas (i.e., African American history,

biology);(2) special programs for the elementary students, such

as musical programs and visits from SMSU athleticteams;

(3) athletic tickets to faculty and students who wish toattend games;

(4) gifts to the PTA such as pens, pencils, coasters, andother SMSU memorabilia to give to the faculty at thebeginning of the school year;

(5) food for special PTA fund-raisers;(6) consultants to assist in planning playgrounds and

designing equipment;(7) work crews for landscaping the school grounds to

ensure the children's safety and to beautify the school;(8) tours of SMSU special facilities, such as the science

building;(9) joint projects with the university's Greenwood

Laboratory School and the Rountree Adopt-A-Schoolstudents and faculty.CONTACT:Dr. Wordy BucknerDirector, Education Field ExperiencesSouthwest Missouri State University901 South NationalSpringfield, MO 65802(417) 836-5253


SECTION THREE:Tutoring and Volunteer Programs

UNIVERSITY OF PENNSYLVANIAThe West Philadelphia Improvement Corps(WEPIC)Reference Number: 21165

The West Philadelphia Improvement Corps (WEP1C) isa school-based neighborhood and school revitalizationmovement that is working with six public schools inthe economically and socially distressed area surround-ing the University of Pennsylvania. Although initiallyfocusing on youth, WEPIC is designed to produce staff-controlled and -managed, university-assisted, compre-hensive community schools that involve, educate, serve,and activate all members of the community. The programemerged from the research of Penn undergraduates ina spring 1985 honors history seminar on UrbanUniversities-Community Relationships co-taught by thepresident of the university and two other facultymembers.

WEPIC began as a summer youth corps program.From a single site, it has expanded to three elementaryschools, two middle schools, and a comprehensive highschool. WEP1C is cur ently a year-round programinvolving more than 400 children, their parents, andcommunity members in school-day, after-school, andSaturday activities including landscaping, housingrehabilitation, concert pipe organ repair, constructionwork, community history projects, work with the elderly,graffiti and litter removal, mural painting, computerworkshops, recreation, arts and crafts, drama, and dance.

WEPIC brings together a range of groups andinstitutions in a partnership to help solve school andcommunity problems. These institutions include Penn,the Philadelphia Urban Coalition, the PhiladelphiaFederation of Teachers, the Philadelphia Building TradesCouncil, the school district of Philadelphia, thePhiladelphia Area Labor Management Committee, thePhiladelphia Private Industry Council, the U.S. Depart-ment of Labor, and various departments of the stategovernment. These organizations and the WEP1Cprogram itself are coordinated by the West PhiladelphiaPartnership, a mediating organization comprised of sixcommunity groups and seven institutions, including theUniversity of Pennsylvania.

Penn's contribution to WEPIC is largely throughacademically based public service, service rooted in andintrinsically tied to teaching and research. WEP1C has

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served as a focal point for harnessing Penn's academicresources to help improve the quality of life in WestPhiladelphia. Spurring academic collaboration andintegration across the university, WEPIC has involvedstudents and faculty members in history, medicine,architecture, nursing, social work, education, engineer-ing, landscape architecture, and communications.

WEP1C has been designated a model project at thelocal, state, and national levels and has receivedsubstantial financial support from government agenciesand foundations. It has also gained significant interna-tional attention. Leaders of the program, for example,have been on study tours of Europe supported by theGerman Marshall Fund of the United States. Aninternational journal, Universities and Community Schools,was inspired by WEPIC's development. The purpose ofthe journal is to help establish an informal "visiblecollege"or networkof academics and practitionersworking, in different places and different ways, toincrease the contributions universities make to thedevelopment and effectiveness of community schools.

CONTACT;Ira HarkavyVice Dean, School of Arts and SciencesUniversity of PennsylvaniaOffice of Community-Oriented Policy Studies307B College HallPhiladelphia, PA 19104-6377(215) 898-5351

UNIVERSITY OF SAN DIEGOPartnership in EducationReference Number; 20725

In 1985, the University of San Diego (USD) establishedpartnerships with two elementary schools in itsneighborhoodCarson Elementary, an ethnicallydiverse school with a largely underprivileged population,and Holy Family, a Catholic school, also ethnicallydiverse. Both schools are located in Linda Vista, aresidential area adjoining the university populatedlargely by Indochinese, Hispanics, African Americans,and numerous other nationalities.

The Partnership in Education program goals arethreefold:(1) to enhance personal relationships between and

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among members of the Linda Vista community;(2) to expose faculty, students, staff, and administrators

to the riches of the multicultural environmentavailable in the Linda Vista community;

(3) through USD personnel and service, to expand thesocial, cultural, and educational opportunities ofstudents, teachers, and parents in both Carson andHoly Family.

As a result of extensive planning, strong relation-ships have been established with the principals andteachers at both schools. USD students have worked asteacher's assistants; USD's Volunteer Resource Office hasestablished a literacy center at Carson Elementary (whereUSD students and volunteers tutor adults and providechild care); a program similar to Big Brothers/Big Sistershas been established; and Carson and Holy Familystudents visit the campus at least twice a year, becomingmore familiar with a college environment.

Encouraged by the success of the Carson and HolyFamily partnerships, USD is now pursuing an additionalpartnership with a third Linda Vista school.

CONTACT:Maria Martinez-CosioDirector of Community ProgramsUniversity of San DiegoAlcala ParkSan Diego, CA 92110(619) 260-4659

TEMPLE UNIVERSITYProject Temple University-Taking onResponsibility (Project TU-TOR)Reference Number: 20753

Project Temple University-Taking on Responsibility (TU-TOR) is a pilot project designed to develop and field-test a model for enhancing and nurturing the develop-ment of basic skills and motivation of young people tosucceed in school and in their work lives uponcompletion of formal schooling. Project TU-TOR is acollaborative venture between Temple University'sCenter for Research in Human Development andEducation (CRHDE) and three collaborating agencies: thePhiladelphia Private Industry Council, the school districtof Philadelphia, and the school system of the Archdioceseof Philadelphia.

The overall goal of Project TU-TOR is to developa coordinated educational and social service deliverysystem that provides the sustained support required tofoster personal development, interest, and motivation ofyoung people from disadvantaged circumstances to stayin school, to be successful in their school learning, and

to develop professional and vocational aspirations thatwill empower them to pursue careers and employmentthat are personally satisfying and productive.

Project TU-TOR is designed specifically to provideeducational and career-awareness opportunities for highschool students from economically and other disadvan-taged circumstances, who typically have been under-served or unserved educationally. The project beginswith eighth graders in the summer prior to their enteringhigh school and continues throughout their four yearsin high school.

The initial component of the project aims to achievethree program objectives: (1) to provide a head-startexperience that offers students the opportunity toacquire basic communication and study skills; (2) to offeran intensive tutoring program for individual studentsrequiring remedial work in specific subjects such asmathematics, reading, and writing; (3) to provideopportunities for students to learn about the variousacademic options at universities such as Temple; and(4) to develop interest and motivation to succeed in highschool and postsecondary education. The year-roundcomponent of Project TU-TOR is designed to providecontinuous tutoring and mentoring of the students inthe project throughout the academic year.

The project staff has trained select Temple under-graduate and graduate students to provide generalsupport and friendship as well as tutoring in specificacademic subjects. The Temple student-mentors workwith the high school students assigned to them underthe close supervision of the project's staff and incooperation with the guidance counselors in the highschools.

During the first component of the project, theclassroom work focuses on communications skillswriting, speaking, reading, and analytic reasoning. Anintensive course in communication skills has beendeveloped, which focuses on expanding the students'knowledge of occupations that use the communicationsskills the students will be enhancing. A second part ofthe study component is one-on-one and small-grouptutoring that concentrates on the specific areas eachstudent needs to develop in order to succeed in highschool.

Students have access to the computer laboratory inCRHDE's Institute for Learning and Literacy SkillsDevelopment. In the lab, they are able to work ongrammar skills, spelling, mathematics, word processing,and reading. Each Friday during the six-week session,students and teachers visit a work setting and observefirsthand the occupations studied during the week. Inaddition, students work afternoons in a TempleUniversity setting in which the communications skillsthey are developing are an integral part of the work


routine.In order to participate in the program, students must

be eligible for funding by the Job Training PartnershipAct, which employs both income and at-risk criteria. Toapply, students must complete a Phil-A-Job applicationand a program application.

CONTACT:Dr. Leo RigsbyProject Director, TU-TORTemple University939 Ritter Hall Annex13th Street and Cecil B. Moore AvenuePhiladelphia, PA 19122(215) 787-3007

UNIVERSITY OF MASSACHUSETTS ATAMHERSTThe Teams ProjectReference Number: 20122

For the past five years, The Teams Project has linkedthe Division of Continuing Education and the Schoolof Education of the University of Massachusetts atAmherst and the Amherst Regional Public Schools. Inthe project, university students provide both in-schooland after-school tutoring to public school students forwhom English is not a primary language. The goal isto assist Cambodian, Vietnamese, Amerasian, Hispanic,and other immigrant and refugee students to overcomethe hurdles of language and culture as they adapt toAmerican education.

Although Southeast Asian students were the initialfocus of tutoring in Amherst, additional language-minority students now receive academic assistancethrough the project. Hispanic and other non-nativestudents were formally included in 1987, when the projectexpanded to include Northampton High School. In 1987,the Massachusetts Department of Education and theNational University Continuing Education Associationcited The Teams Project as an exemplary public school/higher education partnership.

In the project, university tutors provide one-on-oneand small-group assistance in the major academicsubjects of mathematics, science, social studies, literature,and writing. Tutors also help students improve studyskills, organize notebooks, and manage the completionof homework. Tutoring is defined as both subject-areaenrichment and assistance. Enrichment presentsopportunities to introduce college material, practicehigher-order writing and thinking skills, prepare oralpresentations, simulate college-related situations, andelaborate on abstract or sophisticated concepts.

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Assistance includes classwork temediation, homeworkhelp, expanding on students' knowledge of concepts,citing relevant examples, and reviewing parts of therequired curriculum.

Approximately 75 minority students in secondaryschools actively participate in The Teams Project eachsemester by working two to three hours a week withtheir university tutors. Most are recent immigrants tothe United States from Southeast Asia or the Caribbeanwho need to improve their language and social skills.In addition to providing academic assistance toindividuals, the tutors act as role models for changingattitudes and expectations about higher educationamong the students. At Amherst Regional High School,where the project has operated the longest, 98 percentof the language-minority students who participated inthe project have continued to postsecondary educationnearly 25 percent above the school-wide average.

CONTACT:Dr. Robert Ma loyContinuing Education Manager and

Adjunct Assistant ProfessorUniversity of MassachusettsSchool of Education215 FurcoloAmherst, MA 01002(413) 545-0945

WORCESTER POLYTECHNIC INSTITUTEWPI School-College Collaboration in Mathematicsand Science EducationReference Number: 20016

Worcester Polytechnic Institute (WP1) established theWPI School-College Collaboration in Mathematics andScience Education in 1988 to bring together severalprograms involving its science, engineering, andmathematics faculty and student body with publiceducation, K-12. The central element in WPI's programis the Interactive Qualifying Project (IQP), a nine-credit-hour project relating science or technology to societalneeds and structures. The IQP is a degree requirementfor every student at WPI, a technological university withmajors mainly in engineering, computer science,management, and the natural and mathematical sciences.WP1 faculty from all disciplines serve as IQP advisers.The collaboration is directed by an affiliate facultymember in interdisciplinary studies, who has served asprincipal at four Worcester schools.

Education IQPs are the most popular topics amongstudents, and dozens have been conducted in conjunc-tion with local and regional schools for more than 15

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PROGRAMS TO MOBILIZE, DIRECT AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 215

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years. In most projects, students carry out an experimentin implementing new ways of teaching science ormathematics. They are responsible for reviewing currentcurricular development on their topic, defining a newapproach for the specific classroom they will serve, andwriting a formal report on the success of the pedagogicalinnovation they have initiated. The intent of the programis to leave the teacher with new ideas for classroom use.Topics often include hands-on science teaching,computer applications, and new approaches to math.

In addition to IQPs carried out in the classroom,the collaboration also conducts(1) a state-sponsored outreach program (Project Comet)

for Hispanic students;(2) IQPs aimed specifically at special-education students;(3) a regional high school math contest and an annual

appointment in the WP1 Mathematical SciencesDepartment of an affiliate faculty member from a locaphigh school;

(4) enrichment classes on campus for gifted pupils fromWorcester schools;

(5) master's programs for regional mathematics andnatural science school teachers;

(6) a summer program for high school juniors interestedin attending college in mathematics, civil engineering,or the natural sciences.The collaboration has formal links with the

Worcester public schools at all levels, and with theNashoba Regional High School. In 1989-90, the collab-oration focused on creating exemplary math and scienceprograms at the nearby Elm Park Community School,an ethnically diverse inner-city elementary schooldeveloping magnet programs in math and science toattract students from throughout the city. More detaileddescriptions of the collaboration, as well as abstracts orcopies of completed IQPs, are available from theInterdisciplinary Studies Division at WPI.

CONTACT:Frank TrainorAffiliate Assistant ProfessorWorcester Polytechnic InstituteProject Center100 Institute RoadWorcester, MA 01609(508) 831-5514

CASE WESTERN RESERVE UNIVERSITYVolunteer Tutoring Program (Project STEP-UP)Reference Number: 20534

Funded as a student cornthunity service project by thefederal agency ACTION, Case Western Reserve Univer-

sity's Student Tutoring Effort to Promote Utilization ofPotential (Project STEP-UP) is a volunteer tutoringprogram that was organized in 1988. Project STEP-UPprovides tutoring for at-risk intermediate school childrenfrom the Cleveland public schools.

Children from three inner-city intermediate schoolsare active in Project STEP-UP. Case Western ReserveUniversity students meet with their assigned studentsat neighborhood service centers that are within closewalking distance to the intermediate schools. The projectinvolves school administrators, teachers, and neighbor-hood service center staff members. Though Project STEP-UP is a Case Western Reserve University program, theCleveland schools select and refer appropriate students,and the neighborhood centers provide space and snacks.This collaborative approach has enhanced communica-tion between the community partners and has greatlystrengthened service to the city.

The project director serves as the principal liaisonto the school principals, teachers, parents, and theneighborhood service centers. The Director, who isassistant director of the university's Office of EducationalSupport Services, is assisted by paid student coordina-tors. Together, they recruit and train college studentvolunteers, arrange and oversee any group transporta-tion, plan field trips and special events, and communicatewith parents, schools, and community agencies.

Project STEP-UP is designed not only to assistCleveland's at-risk students, but also to provide anopportunity for Case Western Reserve students toexperience the rewards intrinsic in service to the city.The college students are able to develop a spirit ofaltruism and to experience the challenges and rewardsof teaching.

Though evaluation and dissemination of programoutcomes and resources to other student communityservices programs is a major goal for the future, ProjectSTEP-UP received wide local publicity and communityrecognition in its first year of operation. The programwas also honored by the university and selected for theAmbassador Award for outstanding representation ofCase Western Reserve to the off-campus community. Inaddition, the student volunteers were individuallyhonored at a recognition dinner sponsored by thepresident of the university.

CONTACT:Glen OdenbrettAssistant Director, Educational SupportCase Western Reserve UniversityPardee Hall10900 Euclid AvenueCleveland, OH 44106(216) 368-5230

216 PROGRAMS TO MOBILIZE, DIRECI, AND PROMOTE SHARING OF EDUCATMAL RESOURCES

NATIONAL COLLEGE OF EDUCATIONPathways to ExcellenceReference Number: 20544

National College of Education, through its Center forAcademic Development based at the college's multieth-nic Chicago campus, develo:2d and implementedPathways to Excellence. The program is designed toextend math tutorial services to high school studentsas well as to provide instructional strategies for teachers.

Pathways to Excellence started in January 1987 atWendell Phillips High School, situated in one of Chicago'smost impoverished neighborhoods. The program wasaimed at high-risk students who had difficulty succeed-ing in the traditional high school mathematics classroom.

The purpose of the collaborative effort betweenNational College of Education and Wendell Phillips HighSchool is to promote student retention and to motivatestudents to aspire to higher education. This purpose isachieved through:(1) providing tutorial services designed to improve

students' skills in mathematics, reading, and writing;(2) delivering supplemental instruction study groups

linked to high-risk courses (e.g., biology) led by peertutors;

(3) training successful students to show leadershipqualities and to tutor their fellow students;

(4) guiding parents in developing skills to monitor theirchild's homework assignments daily, helping toeliminate tardiness and truancy;

(5) motivating teachers and providing them withresources to improve their instructional methodology.The Pathways to Excellence program features the

on-site assistance of National College of Education (NCE)learning specialists, highly skilled and versatile facultywho analyze a broad variety of teaching and learningproblems, and two National College students, whoprovide in-class tutoring and one-to-one instruction tostudents. It also includes vital components that promoteparental involvement in children's education, andprovide extensive leadership opportunities for junior andsenior students to help instruct and mentor the highlyvulnerable cohorts of freshmen and sophomores atWendell Phillips High School.

In the first year, the program assisted 128 studentsin mathematics. In 1988-89, more than 700 students werereached by NCE staff, both in class groups and one-to-one.

Building on this success, the next step in theprogram's developnwnt will be to expand the tutoringprogram to include writing and reading and to involvemore teachers in improving their instructional strategies.In addition, the peer tutors will be offered a college-

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credit leadership training course taught by a learningspecialist. Finally, all peer tutors will be invited toparticipate in a college-preparatory course offered oncampus during the summer months.

National College of Education's Pathways toExcellence program is making a difference in the livesof many disadvantaged urban students by providingthem with the skills and confidence to succeed in highschool and the opportunity to pursue higher education.

CONTACT:Carol EckermannCoordinator of Tutors and Special ServicesNational College Of Education18 South Michigan AvenueChicago, IL 60603(312) 621-9650

WINTHROP COLLEGEWinthrop PhoneFriendReference Number: 20600

Winthrop PhoneFriend is an after-school telephone helpline for children that is housed at Winthrop College inRock Hill, South Carolina. The purpose of PhoneFriendis to provide a point of contact for children needinginformation and/or support when they are home aloneafter school.

Volunteers answering the phone have been trainedto(1) listen to the children as they express feelings of

loneliness, fear, or excitement;(2) provide information to callers;(3) make referrals when the situation warrants it.

PhoneFriend was conceived at State College,Pennsylvania, in 1982. The first PhoneFriend in SouthCarolina was established at Winthrop College in 1984.It is sponsored by Winthrop College and McDonald'srestaurants. PhoneFriend operates from 2:30-5:30 PM,Monday through Friday, during the school year. Phonelines are staffed by graduate assistants, studentvolunteers, and students enrolled in specific educationcourses. Approximately 12,000 school-age children inRock Hill, Fort Mill, and the Indian Land area of LancasterCounty are served by the help line. In its first five yearsof operation, PhoneFriend has received more than 9,000calls.

Three PhoneFriend programs are in operation inSouth Carolina. A conference is held annually a tWinthrop College to encourage participation by othercolleges and universities so that more of the state canbe served. Five additional colleges implementedPhoneFriend programs during the 1989-90 school year.These programs will cover most of the state. The annual

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PROGRAMS TO MOM; IZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 217

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cost of the project is approximately $5,000, which isprovided by McDonald's.

CONTACT:Dr. Susan J. SmithDirector, Child Abuse Awareness and

Prevention ProjectWinthrop CollegeSchool of EducationRock Hill, SC 29733(803) 323-2151

PHILADELPHIA COLLEGE OF PHARMACYAND SCIENCECollaborative for West Philadelphia Public SchoolsReference Number: 20660

The Collaborative for West Philadelphia Public Schools(PCPS) was established in April 1986 by agreementbetween School Superintendent Constance Clayton andUniversity of Pennsylvania President Sheldon Hackneyto form an organization linking schools with highereducation, business, and community organizations. Theprogram developed out of the realization that themajority of students in West Philadelphiaat all gradelevelsneeded more than the regular classroomexperience to learn and retain basic skills and combatilliteracy.

The collaborative sponsors four activities: (1) avolunteer tutoring program, (2) Bridging the Gap, (3) SayYes to Education, and (4) a college advisement andscholarship endowment fund. PCPS is linked to thecollaborative through the tutoring program. Through thecombined efforts of PCPS, Penn, and Drexel, more than500 tutors were provided to 22 West Philadelphia publicschools and five community centers. PCPS providedtutors to six locations

Most of the tutoring is one-on-one, offering studentshelp in mastering basic skills. The tutors spend only onehour a week in the school with their students, but muchis accomplished in that one hour. They focus on specificproblems and share the experience of tackling andsolving those problems. The impact of the tutors is mostapparent in the progress of their students. Besidesproviding academic support, the tutors also help instillconfidence in the youngsters. Parents of the studentsreport they can see the difference.

A spin-off of the tutoring program is "This Is CollegeDay." First sponsored by the collaborative in spring 1988,College Day is a special activity during which studentsfrom local high schools receive PCPS student guides fora day, who show them what college is like firsthand.These 9th and 10th graders have been selected to visit

the school due to their special interest in pharmacy and/or health-related sciences.

The tutoring program and "This Is College Day"Are volunteer activities. The tutors and guides receive

money or academic credit for this community service,but they earn the satisfaction of helping to integrate andreinforce students' personal and academic skills.

CONTACT:Suzann BrownCoordinator for Volunteer ProgramsPhiladelphia College of Pharmacy and ScienceGH-21443rd and Woodland AvenuePhiladelphia, PA 19104(215) 596-8536

ITHACA COLLEGECooperative Swim ProgramReference Number: 20688

Ithaca College cooperates with two local schools teprovide aquatic programs designed to meet the uniqueneeds of children with disabilities. The two schools arethe Tompkins-Seneca-Tioga Board of CooperativeEducational Services (BOCES) and the Ithaca SpecialChildren's Center (SCC). BOCES provides educationalservices for students aged 6-21 who are mentallyretarded, sensory impaired, learning disabled, physicallyhandicapped, emotionally disturbed, or otherwisedisabled. The SCC provides educational and health-related services to children diagnosed as disabled,developmentally delayed, or at risk, starting at birth andcontinuing as needed. The Ithaca College studentsinvolved are junior- and senior-level physical educationmajors enrolled in the class Physical Education for theExceptional Child, as well as freshman and sophomorerecreation, physical therapy, and psychology majorsenrolled in the class Introduction to Special Populations.

The initial cooperative aquatics program wasdeveloped by BOCES and Ithaca College in 1968 toprovide a learn-to-swim and water safety program andto provide the college students with an opportunity toadapt activities and teaching techniques to meet theneeds of individuals with special learning needs. Thisprogram continues to meet the needs of both groups,with an average of 45 college students per year providingswim opportunities for 100 BOCES students.

The SCC program began in 1979 to provide thechildren one-to-one interaction with a college studentin a unique environmentwater--with the goals ofpromoting large-muscle development and verballanguage and social interaction skills. Ithaca students

218 PROGRAMS TO MOBILIZE, DIRECT AND PROMOTE SHARING OF EDUCATIONAL RESOURCES

gain an understanding of the needs of these childrenand learn to plan activities to meet the children's abilities.Approximately 100 college students and 50 SCC childrenparticipate in the program yearly.

The swim programs take place on the Ithaca Collegecampus, with BOCES and SCC providing the necessarytransportation. Both an Ithaca College faculty memberand teachers from the schools provide supervision andteaching support. Ithaca College students are responsiblefor planning and implementing the individual waterprograms. They assess skills, write lesson plans, and writeprogress evaluations at the end of the program.

The programs appear beneficial to all participants.Ithaca College students have an opportunity to interactwith students with disabilities and learn to individualizeteaching approaches to meet their needs. Many Ithacastudents have commented on the value of the relation-ships they have formed with the younger students. Theyare more confident in their teaching abilities and areproud of the accomplishments of their special children.The students from BOCES and SCC also benefit fromthe programs; they improve their physical skills anddisplay greater self-confidence and independence in theiractions. Many improvements in behavior can also benoted. Although no statistical data have been collectedon these programs, they are clearly valuable features ofthe Ithaca College, BOCES, and SCC curricula.

CONTACT:Sarah RichAssociate Professor of Health,

Physical Education, and RecreationIthaca CollegeHill CenterIthaca, NY 14850(607) 274-3407

MARQUETTE UNIVERSITYMarquette University Education ClinicReference Number: 20113

The Marquette University Education Clinic's purpose isto provide support services for students, parents, andteachers from Milwaukee's central city schools. The vastmajority of the clientele come from the central cityCatholic schools, whose limited funding inhibits themfrom offering services beyond their instructionalprograms.

Services in the clinic include testing, tutoring, andcounseling. Testing identifies learning problems andacademic strengths as well as capability levels andemotional maturity; tutoring is available for students whoneed remediation in specific academic areas; counseling

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for individuals and families is also available. A slidingscale adjusts fees for families with financial difficulties.The clinic offers services to parents who could neverafford comparable help for their children in the privatesector. Assisting these children when they are youngreduces the likelihood of their suffering more severeacademic and emotional problems as they get older.

Most of the staff are students from Marquette'sSchool of Education, who work with the clinic childrenas part of their coursework or as volunteers. Theseundergraduate and graduate students offer one-to-onetutoring, giving the children encouragement, support,and basic instruction in subject areas that might beproving troublesome. This invaluable experience ofworking with urban children from a variety of multi-cultural backgrounds helps to prepare the Marquettestudents for their future work as teachers.

In the tutoring program, the clinic's primary goalis to provide quality services in a positive and nurturingenvironment. Tutors are supervised and are wellprepared for their sessions. A network of communicationhas been established to keep tutors, counselors, teachers,and parents informed of the children's progress.

If extended testing is required, Marquette graduatestudents administer diagnostic tests under the super-vision of their professors. The findings are shared withparents and teachers. Families in need of counseling arealso served by graduate students and their professors.

Having the Education Clinic available for thecommunity is in keeping with Marquette University'smission as a Catholic institution. All involved with theclinic recognize the seriousness of the undertaking, andthey work to make it a place where minds grow, spiritsrise, and learning is celebrated.

CONTACT:Dr. Carol M. DanaDirector, Education ClinicMarquette UniversitySchool of EducationMilwaukee, WI 53233(414) 224-7235

MAYSVILLE COMMUNITY COLLEGEDestination GraduationReference Number: 20050

Maysville Community College, along with 11 other publicand independent colleges and universities, is participat-ing in a partnership with 41 local school systems inKentucky's Fifth and Seventh Congressional Districtsin a program titled Destination Graduation. The programhas college students serve as tutors for public school


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students to increase their chances of graduating fromhigh school.

Kentucky's Destination Graduation programcompeted with 115 other projects nationwide for supportunder Title V of the Federal Higher Education Act, oneof only seven programs in the nation to receive a federalgrant in this category. Once the program is in place,230 college student tutors will work with 1,500 ninthgraders to increase their awareness of the value ofeducation, improve their math and language arts skills,and improve the high school graduation rates in thosedistricts, which are currently among the lowest in thenation. Destination Graduation will include personaltutoring to supplement each student's regular highschool classwork during the school year. Some of thecolleges and universities also offer summer programs forthe students.

The participating colleges and universities haveformed regional networks of partnerships with the 41local school districts served. A coordinating committeeis monitoring the operation and progress of thepartnerships. In addition to members of the localpartnerships, the committee also includes representa-tives from the Kentucky Department of Education, theCouncil of Independent Kentucky Educational TelevisionNetwork, the Prichard Committee for AcademicExcellence, the University of Kentucky CommunityCollege System, the University of Kentucky ResearchFoundation, and the Council on Higher Education.

Maysville Community College is one of the sixcommunity colleges in the University of Kentuckysystem to be involved. It will be in partnership withFleming County, Maysville, Mason County, St. Patrick,and Tollesboro High Schools and Lewis County JuniorHigh School.

Destination Graduation is the most recent in a seriesof council programs to bring Kentucky's schools andcolleges together to improve the educational preparationof the state's school students.

CONTACT:Nancy HunterCoordinatorLearning CenterMaysville Community CollegeMaysville, KY 41056(606) 759-7141

UNIVERSITY OF SOUTHERNCALIFORNIAJoint Educational Project (JEP)Reference Number: 21136

The Joint Educational Project (JEP) was initiated as aservice-learning program contributing to the enhance-ment of education in the community. While promotingthe academic development of university students wholearn through teaching, the project also involves studentsin participant observation and practice of their commu-nication skills. JEP serves as a broker between schoolsand university courses, including an experientialcomponent. While schools provide on-site coordinationand monitoring, student recruitment and training areprovided by the JEP office. Requests for assistanceoriginate at the school, which ensures that the serviceprovided addresses perceived needs.

In operation since 1972, JEP has placed more than20,000 students from the university in communityschools; students from more than 70 classes in 25 differentdepartments on campus participate. Each course istreated independently to ensure that students areassigned to the kinds of tasks that promote academicobjectives. Students from a social problems course, forexample, are placed in situations that provide the bestopportunities to observe the problems inherent in thelives of urban dwellers. Students from a Spanish courseare matched with non-English-speaking immigrantsfrom Mexico and Central America. Students from abusiness law course are asked to work together toprepare and present a series of lessons on consumer lawin a high school classroom, dealing with issues such astenant rights and buying used cars.

The University of Southern California reports thatit is convinced students can be quickly and effectivelytrained to work in local schools providing a greatlyneeded service; in turn, academic benefits accrue touniversity student participants.

In addition to student placement, JEP is involvedin developing and testing curricular materials usingstudent mini-course instructors to pilot materials beingcreated. They also serve as a conduit for requests fromthe local high school for on-campus visits, resourcesharing, and in-class enrichment efforts by campusfaculty members.

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CONTACT:Richard ConeDirector, Joint Educational ProjectUniversity of Southern CaliforniaJEP HouseLos Angeles, CA 90089-0471(213) 743-7698

SAINT MARY'S COLLEGE OF MARYLANDSaint Mary's Partnership for Academic ResourceCollaboration (SPARC)Reference Number: 21228

Through the Saint Mary's Partnership for AcademicResource Collaboration (SPARC) program, undergradu-ates from Saint Mary's College tutor public schoolstudents, grades K-12. The major purposes of theprogram are to provide academic enrichment andremediation to students in the public schools and toenable Saint Mary's students to gain practical experiencein groups and individually with school-aged studentsunder the guidance of college and school faculty. It alsogives the college's undergraduates the opportunity toearn up to four credit hours of independent study credit.

Approximately 15-20 college undergraduates partic-ipate in the SPARC program each semester, each tutoringOne or more public school students for a minimum ofthree hours a week. Assistance from tutors has been

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requested by public schools in several subject areas. Forexample, tutors help groups of students improve theirwriting skills by suggesting ideas on how to developa paragraph. Tutoring in mathematics involves preparingindividual students for the Maryland State Departmentof Education Functional Math Test and Algebra 1.1n socialstudies, tutors assist students in organizing and writingresearch papers. A homework hot line makes tutorsavailable in the evenings to answer questions or to referstudents to a content-area expert. As library mediaassistants, tutors assist the media specialist in filingcatilog cards, shelving books, and processing materials,as well as spending time reading to children and helpingthem select books.

Saint Mary's College reports that the SPARCprogram has at least three benefits: (1) it generatesincreased opportunities for public school students toreceive academic enrichment and remediat ion; (2) it offersthe school an additional supply of well-educated teacheraides; and (3) it provides the college's undergraduateswith a practical, field-based experience and allows themto explore an interest in and aptitude for teaching asa career.

CONTACT:Robert H. GoldsmithCoordinator of Student Teaching and Field

ExperienceSaint Mary's College of MarylandSaint Mary's City, MD 20686(301) 862-0352

SECTION FOUR:Magnet Schools

CHARLES R. DREW UNIVERSITY OFMEDICINE AND SCIENCEKing/Drew Medical Magnet High SchoolAPartnershipReference Number: 20536

The mission of the Charles R. Drew University ofMedicine and Science underscores training and researchwithin the context of service to underserved populations.Its colleges of medicine and allied health were inspiredby and created to meet the needs of the greater Wattscommunity in Los Angeles, as was its affiliate, MartinLuther King Jr. General Hospital. From the beginning,the education models of this medical center have evolved

in response to the needs of its multiethnic service a...eapopulation. Drew postgraduate and undergraduatemedical education programs were designed to train thosepersons who are committed to transforming theirenvironment.

In the summer of 1981, the Charles R. DrewPostgraduate School of Medicine initiated a pilot projectwith the Los Angeles Unified School District to expose10 inner-city high school students to a practical, on-sitelearning experience. Drew, which at that time waspreparing to admit its first undergraduate medicaleducation class, recognized that local high schoolstudents had virtually no exposure to role models andlimited preparation for entry into the medical and healthprofessions. With its clinical partner, the Martin Luther


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King Jr. General Hospital, Drew's 1981 summer projectwas an enlightening experience for those 10 eleventhgraders who aspired to medical careers. lt also servedas the pilot for the King/Dfew Medical Magnet programa partnership with local community high schooleducators that has created on the university's campusa nationally recognized Medical Magnet High School,and developed a cooperative alliance with a localintermediate school (grades 6-9).

The goal of King/Drew Medical Magnet High Schoolis to provide to a specially selected group of students(grades 10-12) a comprehensive high school curriculumemphasizing science and health-related fields. Each year,150 students from 22 high schools in the Los Angelesarea take courses in science, math, language arts, socialscience, foreign language, health careers, and physicaleducation. Strong emphasis is placed on the developmentof an independent science project, which must combinehands-on experience with a series of reports. Everystudent is expected to be certified in cardiopulmonaryresuscitation (CPR). A field-based learning componentis included at each grade level. Appropriate learningobjectives and a system for evaluating student perfor-mance are provided at each of the 85 learning sites, whichinclude community health centers, hospital, anduniversity rotations.

University faculty and a full-time career counselorencourage participation in extracurricular communityprograms (teaching CPR, health education, peercounseling, etc.) and provide tutoring, career guidance,and labor market information. The students' numeroushonors and scholastic awards and the number of studentsplaced at colleges over five years of partnership aretestament to the caliber and hard work of the studentsand the commitment and support of the partners. Suchaccomplishments not only serve to enlarge the pool ofpotential providers at King/Drew and other inner-citymedical centers, but also demonstrate the outcome ofa concentrated effort to transform a disadvantagedcommunity.

CONTACT:Dr. Lewis M. KingAcademic Vice PresidentCharles A. Drew University of Medicine and

Science1621 East 120th StreetLos Angeles, CA 90059(213) 563-4974

CASE WESTERN RESERVE UNIVERSITYCleveland School of the ArtsReference Number: 20438

The Cleveland School of the Arts was established as amagnet school in the Cleveland Public School systemin the early 1980s. Shortly thereafter, a group ofindividuals from various community organizations begandiscussing the formation of a "Friends" organization tosupport and enhance the work of the school. CaseWestern Reserve was among the institutions representedin those discussions from the beginning; it has remainedactive in the Friends organization and, from time to time,has been directly involved with students and faculty atthe school.

The School of the Arts is located in University Circle,a one-square-mile, park-like area on Cleveland's easternedge that is home to 40 other cultural, artistic,educational, and health care institutions, including theuniversity. The Cleveland School of the Arts's missionis to provide an environment where the study oftraditional academics and the study in the arts are givenmutual respect and ultimately merge as one. All programsand activities at the school are supervised by a teamthat includes the principal, assistant principals, and anartistic director. The school's staff and counselors areassisted by artists-in-residence, often performing artistsassociated with one or another of the institutions inUniversity Circle. The Friends organization helps to raisefunds to support the appointment of these visiting artists.The Friends also seek support for special equipment,tuition for supplemental music instruction, and otherforms of enrichment for the students of the ClevelandSchool of the Arts.

Students and faculty in Case Western ReserveUniversity's Department of Theater Arts have workeddirectly with faculty and students at the School of theArts. Special performances, often rehearsals of produc-tions in the university's Department of Theater Arts, aremade available to audiences of students and facl.lty fromthe School of the Arts, with the opportunity to discussstaging and other issues. The university also makes otherspace available for use by the Cleveland School of theArts for rehearsals and performances.

CONTACT:Richard BaznikVice President for Public AffairsCase Western Reserve UniversityCleveland, OH 44106(216) 368-2338


CITY UNIVERSITY OF NEW YORK,QUEENS COLLEGELouis Armstrong Middle School-Queens CollegeReference Number: 21158

Queens College, through the Queens College Center forthe Improvement of Education, has developed collabor-ative partnerships with the Louis Armstrong MiddleSchool and New York City Community School BoardDistrict 27.

The initial program began in 1979, as Queens Collegeand the New York City School Board planned and openeda new court-ordered magliet schoolthe Louis Arm-strong Middle School (1S227), serving approximately1,300 regular and special-education students in grades5-8. The collaboration entails daily interactions, including(1) college support to school faculty and administration,(2) preservice teacher training, (3) an innovative graduateinternship program, (4) community services, (5)curriculum projects developed by college faculty in theschool, (6) shared planning, (7) family counseling, and(8) research projects.

The collaboration also supports a communitymentorship program in which students are assigned towork-study programs at sites ranging from LaGuardiaAirport to the offices of local legislators. Currently, 10members of the Queens College faculty from a full rangeof disciplines and 16 graduate interns are assigned tothe collaboration. IS227 serves as a laboratory whereeducational change is being initiated, developed, andexamined. Classes from the School of Education areroutinely held at the school, and members of the schoolstaff have served as adjunct faculty at the college.

The collaboration has been selected to participateas one of 25 members of the Association for Supervisionand Curriculum Development consortium on the futureof the middle school.

The Center for the Improvement of Education is alsoworking in an elementary school, where graduate internshave been assigned to staff a computer center, regularand special-education classrooms, and a broad programin fine arts. The equipment for these activities has beenpurchased through the collaboration; college staff serveas support for interns working in the schools.

Currently, the demand for teachers in New YorkCity is compelling the New York City Board of Educationto hire many individuals lacking prior training asteachers. While internship programs and preserviceteacher training at the schools help to alleviate thisproblem, the center is looking for other ways the collegemight interact with experienced mentor-teachers andschool supervisors to create an effective design forsupporting new teachers in their initial two years. The

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intent is to maintain a continuing dialogue that will forma supportive network among the college staff, newteachers, and personnel in the schools.

CONTACT:Dr. Alan J. SimonDirector of the CollaborationCUNY, Queens College32-02 Junction BoulevardEast Elmhurst, NY 11369(718) 651-9100

D'YOUVILLE COLLEGEThe Leonardo da Vinci High SchoolReference Number: 20991

The Leonardo da Vinci High School magnet, initiatedin the fall of 1987, is located on the D'Youville Collegecampus in Buffalo, New York. The school is a collaborativeeffort between officials from the Buffalo Public Schoolsand D'Youville College. The program is designed to createa unique environment in which a broadly based studentpopulation will have opportunities to participate in aprogram unavailable at other Buffalo high schools. Theprogram has three major characteristics: a liberal artseducation stressing the development of one's characterand personality; an interdisciplinary curriculum emphas-izing thinking processes and skills necessary for lifelonglearning in a changing society; and a learning environ-ment that uses the community as an integral part.

Throughout their experience in the program,students are offered diverse learning options to reinforceand extend basic skills, to stimulate creativity, to developreflective thinking, and to broaden interests. Theprogram seeks to prepare students for a range ofpostsecondary educational opportunities. At the sametime, direct interaction with the metropolitan communityhelps students become aware of needs and opportunitiesin an urban area. All interested eighth-grade studentsare eligible to apply for this program.

Classrooms are not rigidly divided according tosubject. Using a block schedule, 80 teams of teachers(each team consisting of one teacher from each academicarea of language arts, mathematics, science, and socialstudies, and one from art or music) seek to link theirdifferent subjects through an interdisciplinary, problem-centered, or interest-centered approach. Special attentionis focused on thinking and problem-solving skills, andstudents are encouraged to plan their studies cooper-atively with their teachers. Attention is also focused onthe arts and their relationship to an academic core. Thesetechniques enable students to become increasingly self-directed and responsible for planning how to achieve

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and evaluate their educational objectives and studies.The entire communitypeople and facilitiesare

viewed as appropriate resources to aid and enhanceinstruction. Community service projects can, at variouspoints, serve as ideal vehicles for the application andsynthesis of concepts and knowledge focused on by theprogram. School district personnel, community experts,and the D'Youville College staff work cooperatively oncurriculum development, instructional materials devel-opment, and continuous evaluation and refinement.

The da Vinci program does not have a traditionalability test for entrance; instead it relies on theidentification of those students of sail ability levels whohave an interest in this approach to education and thecommitment to succeed in an interdisciplinary environ-ment. The application procedure consists of submittinga written statement of interest and participating in alottery.

The da Vinci School is not an independent highschool, but a part oi the Buffalo Public Schools. Theteachers are Buffalo Board of Education teachers and arepaid by the board. The board also pays D'Youville forthe services of the college professors at the magnetschool, as well as paying rent to use the college facilities.

CONTACT:Dr. Robert A. DiSibioChairman, Division of EducationD' You ville College320 Porter AvenueBuffalo, NY 14230(716) 881-7610

D'YOUVILLE COLLEGEThe D'Youville Porter Campus SchoolReference Number: 20990

D'Youville College, in cooperation with the Buffalo PublicSchools, finalized an agreement, during spring 1987,whereby School #3 was designated a campus magnetschool. The school is now named The D'Youville PorterCampus School #3. The program goals include these: (1)to expand academic and enrichment programs byproviding additional classroom assistance and enrich-ment opportunities; (2) to supplement the educationprograms of prospective teachers by providing D'You-ville education majors with first-hand experiences withchildren; (3) to create a strong working relationshipbetween the personnel of D'Youville and School #3 thatencourages sharing expertise; and (4) to publicize to thecommunity and greater Buffalo area the workingagreement between the two schools,

The partnership offers one of Buffalo's most exciting

education programs for elementary students (pre-Kthrough grade 8) that includes college assistance withcomputer labs, swimming instruction at the D'Youvillepool, vocal music training, participation in D'Youvillecareer days, affiliation of the college and school honorsocieties, tutoring programs, and joint professional-development programs for college and school faculty.

CONTACT:Dr. Robert A. DiSibioChairman, Division of EducationD'Youville College320 Porter AvenueBuffalo, NY 14230(716) 881-7610

7MTNIMRSITY OF RHODE ISLANDUniversity of Rhode Island/Providence SchoolDepartment Partnership ProgramReference Number: 21088

The University of Rhode Island/Providence SchoolDepartment Partnership Program began more than adecade ago, when the Urban Field Center, an outreachagency of the university's graduate curriculum incommunity planning and area development, collaboratedwith the Providence School Department to create fourmagnet programs for the city's schools. The partnershipprogram is designed to enhance educational opportun-ities for inner-city public school students, particularlylow-income or minority youth, thereby increasingindividual potential for them contihuing into postsecon-dary educational opportunities, training programs, orcareer-ladder positions.

The university acts as link and facilitator among theschools, the community, and the business community.Under the direction of the school principals, thepartnership staff conducts a variety of in-school and out-of-school activities for students including (1) internshipsfor students; (2) field trips; (3) a college admissionsworkshop; and (4) Project Discovery, which givesstudents in grades 5-8 an opportunity to improve theirmathematics and science skills. The partnership staff willalso continue piloting a Guaranteed Admissions Program(GAP) encouraging students to take pre-college coursesnecessary for the university. It conducts a summerprogram offering college English, algebra, geometry, andstudy skills.

The partnership has always been funded by aconsortium of public and private institutions. Directfunding currently comes from the Providence SchoolDepartment (federal block grants); the Ford Foundation;the Jessie B. Cox Charitable Trust; the Travelers

231

224 PROGRAMS TO MOBIIIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES

Companies Foundation; the Prince Charitable TrustFoundation; the Hazard Foundation; the Governor'sJustice Commission; the state office of higher education,office of civil rights, and department of education; thestate of Rhode Island; the U.S. Department of Education;the Commission on the Bicentennial of the United StatesConstitution; the National Crime Prevention Council;and the Rhode Island Job Training Partnership Act.

The University of Rhode Island/Providence SchoolDepartment Partnership Program was a winner of theCouncil for Advancement and Support of Education(CASE) grand prize, as one of the five best university-school partnerships in the United States. In addition,

Part Four

the partnership has been named as a member of theNational UrbiL.. University/Urban School Collaborative,a project of the Urban Division of the NationalAssociation of State Universities and Land-GrantColleges.

CONTACT:Dr. Marcia Marker FeldExecutive Director, Urban Field CenterThe University of Rhode IslandRoom 105, 22 Hayes StreetProvidence, RI 02908(401) 277-3982

SECTION FIVE:Resource-Sharing Agreements

CORNELL UNIVERSITYCornell Committee on Education and theCommunity (CCEC)Reference Number: 21122

The Cornell Committee on Education and the Commu-nity (CCEC) began as a group of Cornell Universityfaculty and staff who engaged in a series of publicmeetings designed to respond to concerns for educationin the community. The committee expanded in 1984 toinclude a teaclwr and an administration representativefrom each of eight local school districts. A main objectiveof the committee is to develop a model whereby majorresearch institutions can play an active, supportive rokin public education.

The CCEC supports five programs:(1) Through the enrichment and expansion program,

workshops and mini-courses are developed for areastudents in cooperation with the area Board ofCooperative Educational Services (BOCES).

(2) Scholarships are awarded to contribute to theinservice education and professional growth of areateaclwrs.

(3) Cornell scholars willing to give lectures or demon-strations in their area of expertise are maintained ina speakers bureau list.

(4) Surplus research and instructional equipmentdonated by various Cornell departrnents are madeavailable through an equipnwnt distribution program.

(5) The Visiting Fellow Program involves a local teacheras a fellow formally associated with a Cornelldepartment. It provides the teacher a chance to

become a member of the Cornell academic commu-nity, and as such he or she is able to participate inseminars and special projects.

Recent developments in the series of programsinclude inservice courses in mathematics and foreignlanguage instruction, workshops designed to meet theneeds of local school teachers, and enrichment eventsfor school administrators.

Cornell reports that the benefits of the partnershiphave been two-sided. The university faculty havedeveloped a greater sensitivity and awareness of theproblems pre-college teachers encounter, and localschool educators have become increasingly confident inviewing Cornell as an educational resource they can turnto with confidence.

Like many partnerships, the ultimate benefactor isthe high school or elementary school student. As oneparticipant reports, "The 100+ students whom I will teachthis year will certainly benefit from my experience atCornell this summer. I've considered some new ideas,found support for some old ones of mv own, but mostimportant, found my enthusiasm for teaching writingrekindled."

CONTACT:Katherine DoobDirector, Special Outreach ProgramsCornell University13-40, Day HallIthaca, NY 14850(607) 255-8602

214 4,

111111111___ PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 225

Part Four

ROCKHURST COLLEGEScience AllianceReference Number: 20066

Rockhurst College has assumed a major leadership rolein science/mathematics education in the Greater KansasCity area. With a generous grant from the Francis FamiliesFoundation, Rockhurst has served as the convener/facilitator for an Alliance of science and mathematicseducators and business and community leaders to planand implement broad-scale and long-term improvementin science and math education. This spring the Alliancereceived the endorsement of the Missouri Alliance forScience as its Kansas City representative.

The goal of the Alliance is to improve the sharingof resources, increase coordination of programs, anddevelop better distribution of information regardingresources. In its role, Rockhurst facilitates the activitiesof the constituent groups while initiating programs tomeet area science needs with the approval of the Alliance.

This year, the college published an environmentalscience resource book authored by a member organi-zation, developed and distributed a master calendar to5,000 science educators of science-related activities,provided funding for a quarterly science newsletterpublished by a constituent group, funded a recognitionand awards ceremony for outstanding science educatorsnominated by the community for excellence in teaching,and worked collaboratively with a member group toprovide an infrastructure for a three-year summer sciencecamp for 120 children from pre-K through grade 8. Insummer 1990, one third of those students were from theurban area and on scholarship. Twenty percent of theparticipants were children of color.

Rockhurst has sponsored, with the community-based Science Pioneers, a "Meet the Mentor" programheld at the University of Kansas Medical Center, in whichyoung scientists receive feedback on their projects forthe Greater Kansas City Science Fair.

In summer 1990, 13 successful middle school scienceteachers and Rockhurst College science faculty workedinteractively in an environmental science workshop toprepare materials and plan activities to address statecriterion-referenced test objectives. In summer 1991, thiscadre of teachers will train their peers, thus providinga ripple effect in middle school science over the nextfew years.

The college was successful in working with theKansas City (Missouri) School District to obtain a smallgrant to fund a science resource center. RockhurstCollege will provide or lend equipment for the resourcecenter plus provide staff support. In summer 1990, theKansas City School District, an Alliance member, was

selected to send a team to the National Science ResourceCenter Elementary Science Leadership Institute at theSmithsonian in Washington, D.C. The district selecteda representative from Rockhurst and from SciencePioneers to plan its hands-on science curriculum. Collegepersonnel will continue their active role in curriculumdevelopment.

Various evaluation procedures, both formative andsummative, are used to assess the programs of theAlliance. Perceptual and longitudinal data will becollected for proper assessment.

CONTACT:Dr. Joan CaulfieldCoordinator of School-College RelationsRock hurst College1100 Rockhurst RoadKansas City, MO 64110-2508(816) 926-4140

STATE UNIVERSITY OF NEW YORKCOLLEGE AT PURCHASESUNY Purchase Westchester Schoql PartnershipReference Number: 20288

The State University of New York at Purchase (SUNYPurchase) Westchester School Partnership is a five-year-old consortium of the SUNY Purchase, 29 WestchesterCounty school districts, and the Westchester Boards ofCooperative Educational Services (BOCES). Its goals areto share resources, to supplement school and collegebudgets through external funding, to develop programsenhancing instruction, and to identify successfulapproaches to significant educational problems.

The concept arose in 1983 when superintendentsfrom 11 Westchester school districts met with the deanof the College of Letters and Science of SUNY Purchaseto discuss urgent problems. With an $85,000 grant fromthe American Can Company Foundation and an awardof $22,000 from SUNY, the nascent partnership set outto find solutions to mutual concerns.

Within the first five years, the partnership securedmore than $3 million for special projects from more than15 industries, foundations, and government agencies. Thepartnership receives ongoing support from SUNY andfrom dues contributed by each of the member districts.

The major projects of the partnership deal with staffdevelopment in the areas of mathematics, science,economics, global studies, aesthetic education, foreignlanguages, early childhood education, and guidance.Activities are launched during summer institutes andcontinue throughout the year. Each project is led by asuperintendent and administered by a program director


with the guidance of an advisory committee comprisedof education and community leaders. More than 900teachers and administrators have participated during thelast two years. Assessment of institutes is based primarilyon analysis of ratings and on comments obtained froma questionnaire administered to the particirants. A recentexternal evaluation resulted :n an award from theAmerican Association of State Colleges and Universities(AASCU) for Excellence in the Area of Developing MoreInnovative Curricula in Teacher-Preparation Programs.This last year's award was the second consecutive yearthat the partnership has been honored.

The partnership also provides direct services tostudents. It has developed programs for at-risk youthin five school districts. Funding in excess of $400,000 forthis activity has come from the state department ofeducation, local school districts, corporations, and otherprivate sources. The partnership's dropout preventionproject was selected as one of 12 nationwide to showcaseat an AASCU conference in Washington, D.C., sharingmodel programs. The partnership admits gifted highschool seniors to college courses through its YoungScholars Program and also sponsors an enriched sciencecurriculum for minority group students.

Direct assistance comes to the districts through suchactivities as the Hazardous Waste Disposal Program,which has facilitated the removal of potentiallydangerous chemicals from schools. The project wasfunded through a legislative grant of $150,000.

The value of the SUNY Purchase Westchester SchoolPartnership goes beyond the implementation of a seriesof activities. Rather, the partnership has succeeded inestablishing a network of people committed to improvingeducation for youngsters.

CONTACT:Dr. Sidney TrubowitzExecutive Director, SUNY Purchase Westchester

School PartnershipState University of New York at Purchase735 Anderson Hill RoadPurchase, NY 10577-1400(914) 251-6870

FLORIDA STATE UNIVERSITYDistinguished Lecture SeriesReference Number: 20739

The Distinguished Lecture Series began in 1984 as anopportunity for the Florida State University communityto have access to truly outstanding people in the fieldsof arts, letters, politics, sciences, and the media. Lecturers

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since the series began have been (1984-85) Carl Sagan,Alex Haley, and Barbara Walters; (1985-86) JeanneKirkpatrick, Richard Leakey, and Kurt Vonnegut; (1986-87) Jean-Michel Cousteau, Beverly Sills, and ChuckYeager; (1987-88) Henry Kissinger, Alice Walker, and TomWolfe; (1988-89) Walter Cronkite, Jane Bryant Quinn, andJane Goodall.

Florida State University students have been able toattend the series free of charge since its inception.(General admission is available at a fee.) Two years ago,the lecture series committee proposed that the LeonCounty School Board engage in a partnership with theuniversity. The partnership would allow public schoolstudents to attend the lecture series free. The agreementinvolves a contribution by the Leon County SchoolSystem of $1 per child per lecture. Originally studentsin grades 9-12 were included.

The proposal was made in the spirit of communityoutreach and with the thought that the series mightbecome an important part of the high school curriculum.The opportunity to see and hear people who are partof history in the making should not be lost. Last year,the partnership expanded to include grade 8 and highschool faculty members. The cost per teacher is low andis funded by the Leon County School System's staff-development section.

As a result of this expanded cooperation, severalteachers have incorporated the series into theircurriculum planning. The curriculum department hasrequested as much information as possible on seriesspeakers so it can provide uniform curriculum guidanceto all teachers in the included grades. In further supportof the community outreach effort, the parents of studentsattending free may buy tickets at the usual student price,which reflects a significant reduction from generaladmission.

Student attendance during the first three years ofthe series ranged from 56-60 percent of total attendance.Since the public school system partnership wasestablished, student attendance has increased to 70-75percent of total attendance. This increase in actualattendance and the expanded use of the series in thecurriculum indicate a vital interaction between theuniversity and community.

CONTACT:Carole LockridgeSeries AdministratorCenter for Professional DevelopmentThe Florida State UniversityTallahassee, FL 32306-2027(904) 644-7543


Part Four

GEORGIA COLLEGEGeorgia College Educators' Network (GC Edunet)Reference Number: 20149

With special initiative funding from the Board of Regentsof the University of Georgia, the School of Educationat Georgia College in Milledgeville, Georgia, embarkedon a very ambitious project to bring state-of-the-arttelecommunications technology to educators and othersin the helping professions who work in middle Georgia.The purpose of the Georgia College Educators' Network(GC Edunet) project is to help address what has beennamed as one of the most serious problems facingeducators todayprofessional isolation.

The literature in teacher education is rife withconcern about the isolation of teachers and the negativeeffects this isolation has on the development anddissemination of professional knowledge in the field.Isolation exists in two forms: teachers isolated inclassrooms and schools, and teachers isolated geogra-phically. Although professional isolation is a problem inschools everywhere, there is special concern for schoolsin Georgia because so much of the state is rural, thusexacerbating the problem.

The GC Edunet project networks schools and othereducational agencies throughout the state of Georgia intoan electronic community in which each membercommunicates with other members as if they were nextdoor rather than many miles away. By breaking downthe barriers to communicationthe time, cost, anduncertainty of currently available meansthe level ofprofessional isolation is significantly lowered, eniblinga number of important and valuable professionalactivities that otherwise would not have been possible.

GC Edunet is a multiuser electronic informationservice functioning as a wide-area network. It, in turn,is linked to a local-area network in the School ofEducation at Georgia College, which makes it possiblefor faculty to participate in GC Edunet activities withouthaving to leave their offices.

Schools are provided a high-speed (2400 baud)modern and appropriate telecommunications softwareat no cost to them, as well as a toll-free number to use.Thus, schools need only provide a microcomputer anda telephone line. Existing equipment and servicesavailable to schools are usually sufficient, so the expenseto schools is low or nonexistent.

GC Edunet provides electronic mail, electronicconferencing, on-line database searching, and a widearray of information-sharing opportunities. Remote,inservice education; support for student teachers in thefield; and the timely delivery of curriculum materials area few examples of GC Edunet services. Membership is

open to all who have a legitimate interest in education.The focus of all GC Edunet's features is the professionaldeisolation of teachers and those who support them.

CONTACT:Dr. Frank LowneyAssistant Dean, School of EducationGeorgia CollegeMilledgeville, GA 31061(912) 453-4546

WEBER STATE COLLEGENorthern Utah Arts ConsortiumReference Number: 20010

The Northern Utah Arts Consortium was created in 1988as a joint venture among the Weber State College'sDepartments of Performing and Visual Arts and theOgden City and Weber Country School Districts to makemore effective use of arts resources at all levels in theeducational continuum. The consortium seeks to furtherthe development of visual and performing artists andaudiences. Among its goals are (1) improved artseducation at all levels, kindergarten through college; (2)efficient sharing of human and physical instructionalresources; (3) development of new arts resources in theform of professional artist volunteers; and (4) increasedcommunity awareness and support for the arts.

Initial objectives emphasized (1) stimulating parentalinterest, (2) providing children an early exposure, (3)sharing qualified faculty between college and schools,(4) gaining support of the Utah Arts Council, and (5)providing selected opportunities for individual students.The first pilot project, for example, was an elementaryschool choir, 55-65 children from grades four to eight,drawn from all schools in the area. The choir is beingexpanded and complemented by music reading and basictheory studies; additions include strings and theater pilotprojects and inservice training for theater teachers.

A database of inservice needs has been compiledthrough a survey of 560 elementary teachers. Futureexpansion will extend to visual arts and movementeducation. Building on the elementary school base, plansinclude development of magnet programs at the middleschool level and the addition of high school and collegeactivities.

Weber State contributes the time of the projectcoordinator and a faculty member; the school districtsprovide foundation funding and facilities. The collegealso offers classroom demonstrations, student aides, andspecial instructors drawn from its regular faculty,community artists, and students.

Initial activities have opened new channels of


communication among school and community artists,renewed enthusiasm for the arts, and generated arenewed spirit of cooperation among a sometimesembattled segment of the teaching profession.

CONTACT:Dr. Sherwin W. HowardDean, Arts and HumanitiesWeber State CollegeOgden, UT 84408-1904(801) 626-6425

THE UNIVERSITY OF FINDLAYMazza Collection Gallery School ExtensionProgramReference Number: 21187

The Mazza Collection Gallery of the University of Findlayhouses works of original art created by artists whoillustrate books for children. All of the featured artistshave won prestigious art awards, such as the CaldecottMedal. The purposes of the art collection are twofold:(1) Visitors can view works of art available in the field

of book illustration, featuring artists of the presentand the past.

(2) Children and their teachers receive information aboutthe artists and their books so that they fully realizehow illustrations extend and expand the meaning ofthe text.Services to schools include visits by artists to

elementary schools and the publication of resourceguides for teachers. The teachers guides are designedfor use with students after they have visited the galleryand include information and activities developed tofurther the students' interest 'and knowledge about theMazza artists and their books. The Mazza CollectionGallery is also open to the community.

The University of Findlay reports that participationin the Mazza Collection Gallery School ExtensionProgram enriches students' reading experiences, and thatby viewing the collection, students come to betterappreciate the art contained in picture books. Theyfurther report that Findlay students benefit by leadingtours and working closely with the children.

CONTACT:Dr. Jerry J. Mal lettDirector, Mazza Collection GalleryThe University of Findlay1000 North Main StreetFindlay, Ohio 45840(419) 424-4560

Part Four

UNIVERSITY OF WISCONSIN-PARKSIDEDiscovering ResearchReference Number: 21132

Since 1976, the University of Wisconsin-Parkside Library/Learning Center has provided the Discovering Researchprogram to local area high schools. The program isdesigned to acquaint college-bound students with thefacilities and services of a college library. The approachis to assist students actively involved in research projectsby introducing them to general and specialized sources(indexes, abstracts, guidebooks) relevant to variousdisciplines.

Most area schools bring a group of 30 to 60 studentsto spend a half day or more on campus. Reference/instruction librarians take turns teaching one-hoursessions on topics such as the importance of approachinga research project systematically in order to make themost efficient use of time spent in the library. Studentsare also given a tour of the library's facilities, whichconsist of books; periodicals; audiovisual materialsincluding videotapes, cassettes, filmstrips, and 16 mmfilms; microcomputer software; and compact discs.Students are also given individual assistance with theirresearch projects.

The program encourages continued use of thefacilities by offering students a special borrower's card.Each year, approximately 500 students from 12 area highschools participate in the program, and a large percentageof the students continue to use the facilities and serviceson a regular basis.

CONTACT:Rose TrupianoReference/Instruction LibrarianUniversity of Wisconsin-ParksideBox 2000Kenosha, WI 53141-2000(414) 553-2143

GEORGIA COLLEGEHomework HotlineReference Number: 20791

In 1985, Baldwin County Schools and Georgia Collegebegan the Homework Hotline, a homework-assistanceprogram for students in county classrooms, grades 1-12. The program was an adaptation and extension ofhomework-assistance programs in Philadelphia, Jackson-ville, and Savannah and was initiated to improve theschool performance of the county's school children. Theprogram is available to all students, K-12, in the public

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Part FourPROGRAMS TO MOE3IIAZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCES 229

and private schools of Baldwin County, Georgia.Baldwin County Schools provide the funding for

the teaching staff and the curriculum materials to whichthe teachers refer. Georgia College provides training forthe teachers, telephone lines, and logistical support.

Two certified teachers assist students who call inwith questions about their homework. The teachers areat phones in the School of Education building at GeorgiaCollege; they have at hand the curriculum materials usedin the county schools. Students call in their problemsbetween 5 and 8 PM on Tuesdays and Thursdays. Mosthomework problems are in the areas of math andlanguage arts, and most callers are in the middle grades.Calls are usually 5-10 minutes long.

The Homework Hotline is an information service.Teachers participating in the program are directed not

to provide answers to specific problems; rather, teachthe callersworking with them to use what they alreadyknow, determine what they need to do, and plan howto approach a particular problem.

Baldwin County Schools benefit from the programby providing ancillary instruction to their students.Georgia College's teacher-education unit benefits bybeing involved in the development of a novel approachto teaching, as well as by positive public recognition.

CONTACT:Edward M. WolpertDean, School of EducationGeorgia CollegeMilledgeville, GA 31061

(912) 453-4546

237

INDEX TO PARTNERSHIP PROFILES 231

INDEX TO PARTNERSHIP PROFILES

CONTACTSClaeys, Dave, 174Clair, Harry E., 178Clark, Richard J., 103, 201

Fuqua, Mary M., 80

Gabelko, N.H., 193

Karwin, Thomas, 201Kauffman, James, 106Kiddie, Mary Ellen, 126

Abramovitz, A.J., 15 Cochran-Smith, Marilyn, 164 Gallagher, Richard H., 67 Kiltinen, John 0., 165

Amy, Dale, 43 Coleman, Donald B., 156 Garber, Robert, 186 King, Lewis M., 221

Andersen, Dan W., 205 Collins, Martha A., 45 Gardiner, Stephen L., 52 Kluwin, Thomas N., 161

Anderson, Chris S,, 49 Colton, Amy B., 92 Gardner, Trevor, 144 Knutson, Lora, 97

Anderson, Lascelles, 157 Cone, Richard, 220 George, Allaire, 180 Kokovich, Steve, 197

Auger, Keith, 74 Copeland, Lee, 94 Gipe, Joan P., 95 Konerman, Edward H., 46

Correro, Gloria C., 162 Goldsmith, Robert H., 220 Kowalsky, Jim, 13

Backhaus, Kristin, 26 Cowles, Carol, 9 Gomez, Manuel, 35 Kravitz, Anita, 53

Baker, Kathleen A., 168 Cox, Bene S., 150, 194 Green, Mary, 199 Krist, Betty, 60

Balge, Marjorie P., 151 Cox, Marvin R., 154 Greenwood, Elaine A., 41, 81 Kysh, Judith, 73

Balzano, Betsy, 104 Coyne, Leslie J., 44 Grof, Caryl M., 45

Bamberg, Betty, 136 Crumwell, Sidney E., Jr., 105 Gutierrez, Marina, 56 La Belle, Thomas J., 198

Basile, Donald D., 79 Culbertson, Jack, 52 Ladner, Benjamin, 72

Batchelor, Anthony, 55Haan, Robert L., 68 Lafayette, l'qbert C., 77

Bazigos, Michael N., 7, 105 Dana, Carol M., 218 Hamilton, Eric, 37, 62 Lahr, C. Dv ight, 86

Baznik, Richard, 221 Dawkins, Nora, 61 Hamilton, Frederick H., 27 Lake, Bill, 182

Bean, Rita M., 8! DeFigio, Nicholas, 91 Hanlin, Hugh, 32 Lamb, Marion G., 50

Becker, William G,, 151 Demetrulias, Diana Mayer, Harkavy, Ira, 212 Landers, Jane, 130

Bee, Clifford P., 96 137 Harris, J. John, III, 121 LeClercq, Angie, 54

Beg ler, Elsie, 75 Dessel, Norman F., 116 Hasazi, Susan B., 117, 186 Letven, Esther, 111

Bennett, Diane, 138 Diekman, Jane, 90 Haskins, Harold J., 7 Levy, Louis T., 184

Berg, Marlowe, 112 DiSibio, Robert A., 223 Hassard, Jack, 115 Licata, Joseph W., 140

Berman, Joye P., 114, 135 Dixon, Susan, 9 Hatcher, Margaret, 92 Lieberman, Janet E., 66, 67

Berman, Marilyn R., 36 Dominick, Charles, 210 Hawthorne, Richard, 163 Lim, Larry, 10

Betts, Jackie, 129 Doob, Katherine, 224 Hayman, Warren C., 23 Lock ridge, Carole, 226

Bishop, James J., 34 Doser, Elsie, 190 Hayward, Patricia C., 52, 61 Lorence, James, 123

Boubion, Octavio, 16 Doubles, Malcolm C., 152 Helm, Judy, 20 Lowney, Frank, 227

Bowden, John M., 39 Dunn, Margaret E., 145 Heneveld, Ward, 152 Lucarelli, Sherryl, 127

Bradley, John, 181 Dunn, Raymond, 22 Henkelman, James, 108 Lucchesi, Arsete, 64

Brennan, Sharon, 85 Durden, William G., 49 Henry, Patricia P., 83 Luckey, Angela, 87

Brown, Suzann, 217Higginson, David, 109 Ludes, Matthew J., 89

Buckley, David, 114 Eckermann, Carol, 216 Hill, A. David, 130

Buckner, Wordy, 211 Eidman-Aadahl, Elyse, 77, 135 Hinojosa, David, 142 Mack, Carol S., 26

Burkhalter, Sarah, 133 Elkins, D.R., 76 Hoelcle, Larene, 119 Mackley, Mary T., 136

Burnette, Ada P., 12 Ellsworth, Victor, 30 Hopewell, Brian R., 65 MacNaughton, Robert H., 90

Burrows, Ken, 113 Englert, Richard M., 12 Howard, Sherwin W., 228 Maestas-Flores, Margarita, 31

Buss, Dennis C., 87 Epler, Stephen M., 190 Howe, Kathleen A., 58 Mahmoud, Aly A., 32

Butzow, John, 203 Epps, Valerie, 14 Hubbard, Rita C., 55 Malinowski, Arlene, 123

Evans, Paula M., 206 Huffman, Gail M., 132 Mallett, Jerry J., 228

Cadenas, Hortensia B., 19Hughes, Ronald, 14 Malley, Mary R., 177

Caldwell, Ethel L., 33 Feld, Marcia Marker, 224 Huling-Austin, Leslie, 158 Maloy, Robert, 214

Campbell, James R., 169 Feldhusen, John F., 63 Hundley, Joe, 204 Manning, JoAnn, 141

Carducci, Eleanor, 124 Feldman, Phillip, 111 Hunt, Kenneth L., 22 Mark, Samuel, 202

Carter, Beverly, 195 Field, Teresa, 83 Hunter, Nancy, 219 Marks, Steve, 97

Caruso, Robert, 21 Flake, Eleanor, 161 Huntzicker, James, 50 Martinez-Cosio, Maria, 213

Caulfield, Joan, 225 Fliegel, Richard, 59 Hutchinson, George, 208 Mawby, Carolyn M., 24

Cavanagh, Ronald R., 129 Foreman, Jack, 169 McCabe, John L., 174

Chambers, Eddie, 17 Foster, Betty, 16 lshler, Richard E., 210 McFadden, Thomas M., 8

Chang, Juvenna M., 184 Freitas, David J., 116 McQuarrie, Frank O., Jr., 142

Chenelle, Donald W., 19 Frew, Thomas W., 98 Jean, William Martin, 85 McQueen, Joyce E., 18

Christopher, Roxana, 185 Friedman, Edward A., 153 Johnson, Donald M., 188 Meisegeier, Richard W., 63

Fuller, Donald, 177 Jones, Rosa L., 44 Miller, Jack D., 167

232 INDEX TO PARTNERSHIP PROFILES

Miller, L. Diane, 82 Simon, Alan J., 222 Wolfe, Michael P., 100 220Mitchell, Douglas, 160 Sinclair, Robert, 200 Wolpert, Edward M., 229 Christopher NewportMoore, John H., 206 Slevin, James F., 149 Woodruff, Gina, 42 College, 53, 54Morneweck, Samuel T., 155 Sloan, Muriel, 203 Woolf, Betsy, 28 City University of New York,Murphy, Nancy, 76, 198 Smith, Carl, 42 Woolfolk, Odessa, 209 Queens College, 67, 222

Smith, Ninia, 102 Work, James, 20 Clark County CommunityNelson, Pat, 88 Smith, Rita E., 74, 138 College/Clark CountyNewberg, Norman, 18, 159 Smith, Susan J., 217 Yarger-Kane, Gwen, 109 School District, 177Nordhus, Anne, 183 Smylie, Mark, 78 Yeany, Russ, 155 Clarkson University, 57, 67Nystrand, Raphael 0., 93 Sokoloff, Harris J., 139 Yoder, Walter, 194 Cleveland Institute of Art, 85

O'Brien, Adrienne, 100Sperling, Charmian B., 170Splete, Howard, 143

Young, Allison J., 58 Cleveland State University,89, 98, 121

O'Brien, Kenneth P., 154 Stallings, Jane, 106 Zide, Michele Moran, 79, 148 Coker College, 152Oberhofer, E.S., 131 Starr, Douglas P., 57 Community College ofOdenbrett, Glen, 215 Steckler, Bernard M., 65 Rhode Island, 170Oehler, John A., 89 Stein, Frederick M., 192 INSTITUTIONS Cooper Union for theOhta, Thomas A., 128 Stevens, Carol, 28 Advancement of ScienceOlson, Charles E., 33 Stokes, Laura, 132 Allan Hancock College, 186 and Art, 55, 63Olson, Jerry B., 110 Suss, Stuart, 47 American River College, 190 Cornell University, 224Onishi, Joni, 179 Arizona State University, 161 Creighton University, 109Orton, Mary lin, 187Oxman, Wendy, 84

Tamura, Linda, 118Tanis, David 0., 121

Art Academy of Cincinnati,55 D'Youville College, 222, 223

Taylor, David R., 205 Asheville-Buncombe Dartmouth College/PhillipsPacheco, Richard, 102 Taylor, Patricia S., 71 Technical Community Academy, 85Parsons, Michael H., 181 Teich, Nathaniel, 133 College, 188 Delaware Technical andPaul, Jay, 54 Terceiro, Edward R., Jr., 171 Augusta College, 210 Community College, 169Peak, E. Kenton, 182 Thies-Sprinthall, Lois, 101 Dutchess CommunityPert, Debra, 72Phillips, Gail C., 176

Thomas, George A., 172Threlkeld, Robert, 38

Bellarmine College, 56, 138,Berea College, 128

College, 28

Phillips, Pat, 189 Tiede, Dorothy, 101 Bethune-Cookman College, East Los Angeles College, 22Pierce, Anne L., 62 Tonelson, Stephen W., 160 12 Eastern Iowa CommunityPiper, Robert L., 59 Trainor, Frank, 215 Bowling Green State College District, 174Priest, Jeffrey M., 112 Trapp-Dail, Rosa, 99 University, 29 Eastern Michigan University,Probst, Barbara, 196 Troxell, Bonita K., 117 Bradley University, 19, 33 91, 144, 198

Rainey, Larry, 24Trubowitz, Sidney, 226Trupiano, Rose, 228

Bridgewater State College,116

Edinboro University, 52Emory University, 71

Rathbone, Charles, 96Ravan, Ondee, 134Rich, Sarah, 218

Van Decar, Patricia A., 119Varty, James, 173

Brigham Young University,205

Bristol Community College,

Erie Community College, 171Essex County College, 15Evergreen Valley College, 30

Ridley, Helen S., 125 Vivian, James R., 107 171 Experiment in InternationalRigsby, Leo, 214 Vlasak, Mary, 25 Brown University, 205 Living-School forRising, Gerald R., 60 Bryn Mawr College, 51 International Training, 151Robasciotti, Carole A., 29Roberson, Nickie, 34Robinson, Howard, 141

Waits, Bert K., 163Walker, Kenneth R., 39Washington, Walter J., 29

Burlington County College,14, 181 Fitchburg State College, 79,

148

Robinson, Jay L., 197 Waters, Louise B., 98 California State Polytechnic Florida InternationalRogers, Susan M., 40 Wavering, Michael, 204 University-Pomona, 38 University, 43, 44Romo, John, 187 WeinsteinShr, Gail, 118 California State University, Florida State University, 52,Rosenbaum, Robert A., 199 Wells, Karen, 179 Chico, 183 61, 226Ruddy, Marilyn, 120 Werlinich, Joseph S., 143 California State University, Fort Hays State University,Rumford, John R., 25 Whiteford, Tim, 156 Hayward, 97 102

Russell, Millie, 11 Wick, Daniel L, 40Wignes, James, 43

California State University,Stanislaus, 90, 137

Fullerton College, 167

Safady, Randa S., 208 Wilbur, Franklin P., 38 Case Western Reserve Gallaudet University, 62, 160Sanford, Marie, 165 Williams, James M., 46 University, 15, 18, 215, 221 Genesee CommunityShafi, M.I., 27 Williams, Rosco, 211 Centenary College, 124 College, 119Sharpe, Johnnie Mitchell, 51 Wilson, Mary Alice 13., 128 Central Missouri State George Mason University, 19Silber, Ellen S., 122 Winn, Judith K., 15 University, 118 The George WashingtonSilkie, Charles W., 43 Wirth, Jessica R., 126 Charles R. Drew University University, 13Silvestre, Robert, 171 Wojczynski, Don, 176 of Medicinc and Science, Georgetown University, 148


Georgia College, 227, 228Georgia Southwestern

College, 133Georgia State University, 114Grand Valley State

University, 120Grinnell College, 20

Hagerstown Junior College,181

Harvey Mudd College, 16Hawaii Community College,

University of Hawaii atHilo, 179

Howard University, 99

Idaho State University, 86Illinois Eastern Community

College, 182Indiana State University, 131Indiana University, 44Indiana University of

Pennsylvania, 202Indiana University-Purdue

University at Fort Wayne,31

Ithaca College, 164, 217

J. Sargeant ReynoldsCommunity College, 27

Jackson Community College,179

The Johns HopkinsUniversity, 22, 48

Johnson County CommunityCollege, 46

Kapiolani CommunityCollege, 49

Kennesaw State College, 124Kent State University, 162,

185Kent State University-

Ashtabula Campus, 185Kingsborough Community

College, 47Kirkwood Community

College, 173

LaGuardia CommunityCollege (CUNY), 65, 66

Long Island Universitv-C.W,Post Campus, 43

Los Angeles Pierce College,186

Louisiana State University,76, 81, 132, 139

Lower Columbia College, 176Loyola University of Chicago,

36, 45, 62

Macomb CommunityCollege, 172

Maricopa CountyCommunity CollegeDistrict, 180

Marquette University, 218Mary Baldwin College, 58Marymount College at

Tarrytown, 122Maysville Community

College, 218Meharry Medical College, 26Metropolitan Community

College, 178Miami-Dade Community

College, North Campus, 21,60

Michigan TechnologicalUniversity, 49

Middlesex CommunityCollege, 169

Milwaukee Area TechnicalCollege, 176

Mississippi State University,161

Montclair State College, 83Mt. Hood Community

College, 166Muskingum College, 196

National College ofEducation, 216

New York Institute ofTechnology, 100

North Adams State College,79

North Carolina StateUniversity, 100, 123

North Harris County CollegeDistrict, 175

Northeast Texas CommunityCollege, 168

Northeastern IllinoisUniversity, 109, 119

Northeastern University, 125Northern Ariz.ona University,

92Northern Illinois University,

109, 119Northern Michigan

University, 165

Oakland University, 141, 143The Ohio State University,

34, 163Oklahoma State University,

97Old Dominion University,

160

Onondaga Community

College, 8Oregon Graduate Center, 50Otis Art Institute of Parsons

School of Design, 41, 42

Pace University, 7, 104Pacific University, 117PATHS/PRISM, The

Philadelphia Partnershipfor Education Consortium,192

Philadelphia College ofPharmacy and Science, 217

Polk Community College, 113Portland Community

College, 187Portland State University, 150Purdue University, 63

Quinnipiac College, 76

Reed College, 47Rhode Island College, 38Rider College, 87Rochester Community

College, 42Rochester Institute of

Technology, 40Rockhurst College, 225Rust College, 27

St. Edward's University, 207St. John Fisher College, 7Saint Mary's College of

Maryland, 220Saint Peter's College, 154San Diego State University, 9,

28, 74, 78, 96, 101, 111, 115,208

Santa Barbara City College,187

Seattle University, 65Seminole Community

College, 41, 80Simon's Rock of Bard

College, 64South Carolina State College,

50

Southeastern MassachusettsUniversity, 59

Southwest Missouri StateUniversity, 211

Southwest State University,39

Southwest Texas StateUniversity, 144, 157

Stanford University, 195State University of New York

at Binghamton, 72State University of New York

24

at Buffalo, 59State University of New York

College at Brockport, 103,154

State University of New YorkCollege at Fredonia, 88

State University of New YorkCollege at New Paltz, 25

State University of New YorkCollege at Plattsburgh, 99

State University of New YorkCollege at Purchase, 225

Stevens Institute ofTechnology, 153

Stonehill College, 73, 137Susquehanna University, 117Syracuse University, 37, 108,

129

Teachers College, ColumbiaUniversity, 195

Temple University, 11, 118,140, 213

Tennessee Board of Regents,149, 194

Texas A & M University, 142Texas State Technical

Institute, 178Texas Tech University, 210Towson State University, 77,

134

Tri-State University, 183Trinity College of Vermont,

156

Trinity University, 17, 206Truckee Meadows

Community College, 189

University of Akron, 193University of Alabama, 23University of Alabama at

Birmingham, 209University of Alaska, 75University of Alaska at

Fairbanks, 12, 87, 198University of Arkansas at

Fayetteville, 204University of California,

Berkeley, 192University of California,

Davis, 39, 72, 132University of California,

Irvine, 35University of California, Los

Angeles, 70University of California,

Riverside, 159University of California,

Santa Cruz, 200University of Central


Arkansas, 203University of Colorado at

Boulder, 130University of Connecticut,

136, 153University of Delaware, 45The University of Findlay,

228University of Florida, 129University of Georgia, 155University of Hartford, 61University of Hawaii at

Manoa, 127, 184University of Houston, 106University of Illinois at

Chicago, 32, 77, 157University of Illinois at

Urbana-Champaign, 29, 33University of Kentucky, 84,

156University of Louisville, 92University of Maryland,

College Park, 35, 107, 203University of Massachusetts

at Amherst, 102, 128, 200,214

Uriversity of Massachusettsat Boston, 201

University of Michigan, 197University of Michigan-

Dearborn, 26University of Michigan-Flint,

24

University of New Haven, 21University of New Mexico, 74University of New Orleans,

94

University of North Carolinaat Charlotte, 113, 131

University of Oklahoma, 141University of Oregon, 133University of Pennsylvania, 6,

18, 53, 93, 138, 158, 164, 212University of Pittsburgh, 81,

90, 142, 197University of Rhode Island,

223University of San Diego, 212University of South Alabama,

111

University of South Carolinaat Aiken, 32, 105, 112

University of SouthernCalifornia, 10, 58, 126, 135,201, 219

University of Tennessee,Knoxville, 54

University of Vermont, 95,116, 185

University of Virginia, 151

University of Washington, 10University of Wisconsin

Center-Marathon County,129

University of Wisconsin-Milwaukee, 126

University of Wisconsin-Parkside, 24, 110, 228

University of Wisconsin-Whitewater, 101

Virginia CommonwealthUniversity, 89

Virginia Polytechnic Institute& State University, 105

Wayne State University, 14Weber State College, 83, 227Wesleyan University, 199West Virginia University, 82Western Illinois University,

204Winona State University, 96Winthrop College, 25, 114,

135, 216Wittenberg University, 16,

209Worcester Polytechnic

Institute, 214

Yale University, 107

PARTNERSHIPS

2+2 AutomotiveTransportationTechnologies Program, 168

2+2 Tech-Prep AssociateDegree Program, 170

Academic Mliances inForeign Languages andLiteratures, 122

Administrator in ResidenceProgram, 90

Adopt-A-Classroom Project,210

Adopt-A-School, 178, 209, 211Advance College Project, 44Advanced Placement English

Training Course, 114Alan Rufus Tonelson

Teaching and LearningCenter, 160

The Alliance for BetterSchools, 206

Alternative CertificationProgram for CriticalTeaching Fields, 114

Andover-Dartmouth UrbanMath Teachers' Institute,85

APS-UNM (AlbuquerquePublic Schools-Universityof New Mexico)Collaborative Programs, 74

Architecture in Education-Program of thePhiladelphia Foundationfor Architecture, 93

Area 3 Writing Project(A3WP), 132

Arkansas Education RenewalConsortium, 203, 204

Articulation, 178Articulation Agreement, 182Asian Languages Project, 117The Asian Teachers Program,

118

Basic Art Support in theCurriculum (BASIC), 85

Beginning Teacher: ACollaborative Model, 100

The Benedum Project andProfessional DevelopmentSchools, 82

Biomedical SciencesPreparation l'rogram(BioPrep), 23

Bridging The Gap (BTG),Collaborative for WestPhiladelphia PublicSchools, 158

California EducationalResearch Cooperative(CERC), 159

Career Beginnings, 15The Center for Academic

Interinstitutional Programs(CAIP), 70

Center for AcademicPrecocity, 161

Center for the Advancementof Academically TalentedYouth (CTY), 48

Center for the CollaborativeAdvancement of theTeaching Profession, 92

Center for EducationalImprovement ThroughCollaboration (CEIC), 197

Center for ImprovedEngineering and ScienceEducation (CIESE), 153

Center for the Liberal Arts,151

Center for School Study

Councils, 138Center for Urban Educational

Research and Development(CUERD), 157

Central Coast ArticulationGroup (CCAG), 186

Central KentuckyCurriculum SupplementProject, 156

Chicago Teachers' Center,109

Circle Collaborative, 79City Lights, 201Clark County Community

College/Clark CountySchool District ArticulationProgram, 177

The Clarkson School, 67Classroom of the Future, 1%Classroom Management and

Discipline Program, 144Cleveland Initiative in

Education, 18Cleveland School of the Arts,

221

CNC/Public Schools DramaProgram, 53

The Coalition for Excellencein Science and MathEducation, 120

Coalition for SchoolImprovement, 200

Collaboration for theImprovement of TeacherEducation (CITE), 91

Collaborative SchoolImprovement Program(C-SIP), 198

Collaborative TeacherEducation Center,(CoTEEP), 89

Collaborative for WestPhiladelphia PublicSchools, 217

College Now, 46, 47College of Professional

Studies and Fine Arts andNational City Junior HighSchool Partnership, 28

Colorado GeographicAlliance (COGA), 130

Comprehensive ProgramArticulation, 181

Connecticut Writing Project(CWP), 136

Connecticut Young ScholarsProgram, 61

Consortium of ProfessionalEducation Organizations ofWestern Pennsylvania, 197


Cooperative Planning Modelin Vermont, 185

Cooperative Swim Program,217

Cooperative WritingProgram, 78

Coordination ofOccup, onal-VocationalEducation, 180

The CORE Program, 95Cornell Committee on

Education and theCommunity (CCEC), 224

Creating Higher Aspirationsand Motivations Program(CHAMP), 24

Credit-by-ArticulationProgram, 179

Curriculum ArticulationAgreements, 178

Danforth PrincipalPreparation Program, 141

Darlington County Project2061, 152

DeKalb/NIU Partnership, 119Des Moines "I Have a

Dream" Program, 20Destination Graduation, 218Detroit Public Schools

Incentive ScholarshipProgram, 26

Discovering Research, 228Distinguished Lecture Series,

226Dual Enrollment, 41The D'Youville Porter

Campus School, 223

Early College Partnership, 64Early Enrollment Program

(EEP), 38Early Identification Program,

19

Early Outreach, 32Early Scholars Outreach

Program (ESOP), 10Education Consortium of

Central Los Angeles(ECCLA), 201

Employment and TrainingSpecialist Project, 116

Enhancement of ReasoningThrough MicrocomputerResearch Modeling, 52

ENLACE: A CommunityInvestment in Education,30

Enrollment Options Project,39

Faculty Exchange Program,118

Flint Summer Academy ofMusic, 24

Fredonia/Hamburg TeacherEducation Center, 88

French Education Project(FEP), 76

Freshman Dean's ScholarsProgram, 45

Genesee River Valley P"jectPartnership, 154

Georgetown UniversityArticulation Program, 148

Georgia College Educators'Network (GC Edunet), 227

Gifted Math Program (GMP),59

Governor's RemediationInitiative, 25

Granger Junior High School/Adopt-A-School Program,208

Greater Boston ForeignLanguage Collaborative(GBFLC), 125

Hawaii Geographic Alliance(HGA), 127

Hawaii School/UniversityPartnership (HSUP), 184

High School ArticulationAgreements, 171

High School-CollegeCooperative LearningProgram, 128

High School/CollegeVocational Articulation, 176

High Schools for the Future,193

High School Health ScienceProgram, 173

High School WorkshopProgram, 55

History Teaching Alliance(HTA), 129

History Teaching Alliance/Central Wisconsin ForeignLanguage AdvocacyGroup, 122

Holmes ProfessionalDevelopment Team, 84

Homework Hotline, 228The Houston Teaching

Academy (HTA)--ASchool/CollegePartnership, 106

IHE/LEA Program for

Teacher Retention andProfessional Development,101

Inquiring School Network, 81Institute for the

Advancement of UrbanEducation, 154

Institute for SecondaryEducation, 205

Intern/Mentor Program, 99The International High

School, 65International Studies

Education Project of SanDiego (ISTEP), 74

IUP/ARIN/Public SchoolsPartnerships in Education,202

Johns Hopkins University/Dunbar High SchoolHealth ProfessionsProgram, 22

Joint Educational Project(JEP), 219

Joint Occupational Council,189

K-8 Alaska ScienceConsortium, 198

Kenan Pre-College Program,12

Kennesaw State CollegeHistory-Political ScienceTeaching Alliance, 124

King/Drew Medical MagnetHigh SchoolAPartnership, 220

La Mesa Middle SchoolPartnership, %

Lamar-Augusta CollegeAdopt-A-School Program,210

LBJ Institute for theImprovement of Teachingand Learning, 157

LEAD Program in Business, 6Leadership Challenge, 57Leadership Education (LE),

138The League of Schools, 86The Leonardo da Vinci High

School, 222Liberty Partnership Program,

8

Library Cooperative Programfor Advanced PlacementStudents, 54

Lilly Consortium for Gifted

Education, 63Linkage, 178Louis Armstrong Middle

School-Queens College,222

Louisiana Writing Project(LWP), 132

Management ofManufacturing: A 2+2+2Articulated Approach, 167

Marquette UniversityEducation Clinic, 218

Maryland Writing Project(MWP), 134

The Math English ScienceTechnology EducationProject (MESTEP), 102

Mathematics, Engineering,Science Achievement(MESA), 9, 10

Mathematics, Science, andComputer Teacher-TrainingWorkshops andDevelopment of K-8Astronomy Curriculum, 80

Mathematics and ScienceCurricula Revision K-12,148

Mathematics/Science Semi-Specialist Project (MSSP),81

Matteo Ricci College, 65Mazza Collection Gallery

School Extension Program,228

The McKnight Center ofExceilence, 21

Meadow Brook LeadershipAcademy, 141

Metro Area Teachers Institute(MATI), 109

The Michigan MathematicsEarly Placement Test(MMEPT), 165

Middle College High School,66

Middle School GiftedProgram and School forAdvanced Studies, 60

Middlesex CommunityCollege/Lowell HighSchool/Greater LowellRegional VocationalTechnical School 2+2Scholarship Program, 169

Midwest ComprehensiveRegional Center forMinorities (MCRCM), 36

Milwaukee Area Academic


Alliance in English, 126Milwaukee Area Technical

College's High School, 176Minority Apprenticeship

Program (MAP), 33Minority Introduction to

Engineering andTechnology (MITET), 31

Model Education Center(MEC), 111

More Math for More Females,72

Multicultural StudentServices Center, 13

The Mutual LearningProgram for University andHigh School Teachers, 126

The National Faculty ofHumanities, Arts, andSciences, 71

National Research toDevelopment Network forPublic School Programs forthe Hearing Impaired, 160

Navy Fast Track Program,115

Network for theEnhancement of Teaching,77

Network for Excellence inEducation, 200

New Partnerships for Workand Learning, 14

New York Alliance for thePublic Schools, 195

NHCC/SISD AutomotiveTechnology l'rogram, 175

Non-Credit EnrichmentPrograms, 22

North Country Mentor/Intern Teacher Consortium,99

Northeastern Ohio Coalitionof High Schools for theFuture, 162

Northern CaliforniaAcademic PartnershipCouncil, 183

Northern CaliforniaMathematics Project(NCMP), 72

Northern Utah ArtsConsortium, 227

Northwest Institute forScience Education (NISE),150

Northwest RegionalConsortium for theImprovement of Math and

Science Teaching, 79Northwestern New Jersey

Academic Collaborative,124

NSF/Loyola University YoungScholars Project, 62

NYIT School Partnershipwith the New York StateEducation Department, 100

Oakland/California StateUniversity, Hayward, NewTeacher Support Project, 97

The Oakland CounselorAcademy, 143

The Ohio Early CollegeMathematics PlacementTesting Program (EMPT),163

The Oklahoma Cooperativefor Clinical Experiences inTeacher Education(OCCETE), 97

Oregon Writing Project/National Writing Project,133

Otis/Parsons (0/1') ARTSWorkshops, 41

PAC Articulation Council, 186Pace Liberty Partnerships

Program (LPP), 7Pace Teacher Opportunity

Corps (TOC), 104Partners in Education (1'1E),

50Partners for Educational

Progress (PEP), 131Partners in Progress Program

(PIP), 43Partnership: American River

College ArticulationCouncil, 190

Partnership in Education, 212Partnerships in Education,

209Partnerships Program, 185Partnerships With the

Secondary SchoolCommunity, 181

Pathways to Excellence, 216Peace and Global Resource

Exchange (PGRE), 151Pennsylvania Governor's

School for Business, 53The Pennsylvania LEAD

Institute, 140Peoria County Bright

Futures, 19Philadelphia Renaissance in

Science and Mathematics,192

Polk County SchoolsSummer InserviceInstitute, 113

PolyNet, 38Portal School Collaborative

Project in Reading/Language Arts, 94

Portland Area VocationalTechnical EducationConsortium (PAVTEC), 187

Postsecondary EnrollmentOptions Program, 42

Pre-Freshman EngineeringProgram (PREP), 27

PREMISE: DutchessCommunity College andIBM Outreach to Inner-City Youth, 28

Pre-School LanguageEnhancement Program, 164

l'rincipal's Scholars Program(PSP), 29

Principals' Center, 142Principles of Technology (PT),

174

Professional AlternativesConsortium for Teachers(PACT), 87

The Program for theExceptionally Gifted (PEG),58

Program for LearningCompetent Teaching, 92

l'roject 2061 and ScientificLiteracy, 155

Project Accept, 137Project Advance (PA), 37Project Bridge, 116Project Draft, 172Project to Increase Mastery

of Math and Science(I'IMMS), 199

Project LEAD, 139Project Opportunity: An

Institute to PromoteScience, Math, and HealthCareer Preparation forMinority High SchoolStudents in Central Illinois,33

l'roject START (StudentTeachers as ResearchingTeachers), 164

Project Temple University-Taking on Responsibility(Project TU- TOR), 213

l'roject THISTLE: ThinkingSkills in Teaching and

2.1

Learning, 83Project UCAN (UNH-

Clemente-AcadernicAdvancement Network), 21

Project Upward Bound, 16Projects for High Learning

Potential (PHLP), 59l'ublic School Partnerhip, 205

Rational Approaches toPractical School-WideDiscipline (RAPSD), 144

Reed Young Scholars, 47Regional Articulation in

Vocational Education(RAVE), 188

Regional Staff DevelopmentCenter, lie

The RESHAPE Program, 49Rural Alaska Honors

Institute (RAFE), 12Ruth Patrick Science

Education Center, 112

Saint Mary's Partnership forAcademic ResourceCollaboration (SPARC), 220

Santa Barbara ArticulationCouncil, 187

Saturday Academy, 50Saturday Art Program, 55Saturday-at-the-Sea (SATS),

52

Say Yes to Education, 18School/College KEY Program,

40School-University

Partnership for EducationalRenewal (SUPER), 192

School/UniversityCooperative l'rogram, 203

Schools and Universityl'artnership for EducationalResponsibility (SUPER),129

Science and TechnologyEnrichment Program(STEP), 32

Science & Technology Entryl'rogram (STEP), 25

Science Alliance, 225Science Fellows Program, 75Science Motivation Program,

26

Secondary CollegiateArticulated LearningExperience (SCALE), 43

SEU Adopt-A-School, 207Single Subject Credential

Fieldsite Program, 90


Small School Institute (SS1),156

South Alabama Research andInservice Center (SAR1C),111

South Carolina TeacherCadet Program, 105

The Southwest GeorgiaWriting Project, 133

Special EducationEndorsement Project, 102

Stanford/SchoolsCollaborative (S/SC), 195

Starkville-MSU TeacherEducation PartnershipProject, 161

Steering Committee forImproved Participation inPostsecondary Education(SC1PPE), 183

Student/Teacher EducationalPartnership (STEP):Partnership forAdvancement of Learning,35

Successful 2+2 Tech PrepDevelopment, 166

Sumnwr College, 45Summer lionors Program, 58Summer Humanities

Institute (SHI), 39Summer Institute for the

Arts, 54Summer Research Internship

Program, 63Summer Science Program

(SSP), 62

Summer Study inEngineering Program forHigh School Students, 35

SUNY Purchase stchesterSchool Partnershi 225

Superintendentj" enter forPublic 1..eadership, PolicyDevelopment, andPlanning, 137

Talent Search Project, 15Teacher Assistance Program,

101

Teacher Education Centers,

leacher Induction Program,98

Teacher Intern Program, 117Teacher Opportunity Corps,

103

Teacher Training Centers/Classroom TeacherEducators Urban/

Surburban Consortium, 89Teachers on Tour Program, 73The Teams Project, 214Tech Prep, 169Tech-Prep/2+2 Associate

Degree Program, 171Tech-Prep Partnership, 179"Tell Them We Are Rising",

11

Tennessee Collaborative forEducational Excellence,149, 194

Thomas Jefferson MiddleSchool Partnership, 7

TI-IN United Star Network,204

Title 11 Inservice Institute:Computers in Math andScience, 76

Toledo Project, 29The Tomorrow's 'leachers

Program, 105Townsend Harris High

School at Queens College,67

UAF/Denali Science TeachingProject, 87

The UNC Charlotte Area1.ocal Physics Allionce, 131

UNCC Public SchoolExtension Consortia, 113

University of ConnecticutProgram in WesternCivilization, 153

University of Rhode Island/Providence SchoolDepartment PartnershipProgram, 223

Upward Bound, 16, 17Urban Community College

Transfer OpportunitiesProgram, 27

USC/California WritingProject, 135

Vested Interest Program(VIP), 44

Visiting Faculty Program, 119Visiting Instructor Program,

121

Volunteer Tutoring Program(Project STEP-UP), 215

Wade McCree IncentiveScholarship Program, 14

The Wake CountyCollaborative, 123

WFMAFH Network, 83West Genesee/Syracuse

University TeachingCenter, 108

The West PhiladelphiaImprovement Corps(WEP1C), 212

Western Massachusetts FiveColleges/Public SchoolPartnership, 128

Western PennsylvaniaPrincipals' Academy, 142

Windows Into ScienceEnrichment (WISE), 51

Winthrop PhoneFriend, 216Winthrop Writing Project

(WWP), 135Women in Engineering

Program (W1E), 49WPI School-College

Collaboration inMathematics and ScienceEducation, 214

Write to Learn Project (WTL),77

WSU/ISD 535 GraduateInduction Program, 96

Yale-New Haven Teachers'Institute, 107

Young Artist Studio Program(YAS), 42

Young Leaders Institute(Y1.1), 56

The Young Scholars Program(YSP), 34, 61, 62

2 4

NATIONAL DIRECTORY 239

NATIONAL DIRECTORY OFSCHOOL-COLLEGE PARTNERSHIPS

Adams State CollegeColorado Alliance for ScienceKay 0. WatkinsDean, School of Science,

Math, TechnologyAlamosa, CO 81102(719) 589-770620300

Adams State CollegeAdams State College and San

Luis Valley Public SchoolDistricts

J. Milford ClarkDean, School of Education

and Behavioral ScienceAlamosa, CO 81102(719) 589-793620301

Agnes Scott CollegeChemistry Teachers'

Resource CenterAlice J. CunninghamProfessor of ChemistryDecat ur, GA 30030(404) 371-638220262

Albertus Magnus CollegeAlbertus Magnus/MOST

ProgramMichael ArnoldDean of Continuing

Education700 Prospect StreetNew Haven, CT 06511-1189(203) 773-850520858

Albion CollegeForeign Languages in

Elementary SchoolsProgram

Dr. Emmanuel YewahCoordinatorAlbion, MI 49224(517) 629-031420001

(Reference Number in italics)r indicates partnership is profiled in this publication

Albion CollegeKellogg Science Education

InitiativeDr. Timothy LincolnCoordinatorDepartment of GeologyAlbion, MI 49224(517) 629-048620002

Albion CollegeCollege-Community Schools

Cooperative ProgramDr. Daniel P. Poteet IIProvostAlbion, MI 49224(517) 629-557320033

Albion CollegeAlbion Civic Life ProjectRobert S. LewisProgram Director, Albion

Civic Life ProjectP.O. Box 203Albion, MI 49224(517) 629-557320034

Albion CollegeDramatics-in-Education

ProgramDr. J. Thomas OostingProfessorAlbion, MI 49224(517) 629-034620403

r Allan Hancock CollegeCentral Coast Articulation

GroupDr. Marylin OrtonAssociate Dean800 South College DriveSanta Maria, CA 93454(805) 922-6966, ext. 276

20444

Alverno CollegeHigh School-College

Teaching Partnership inCritical Thinking

Dr. Mary DiezChair, Education Division3401 South 39th StreetMilwaukee, WI 53215(414) 382-621421058

r American River CollegePartnership: American River

College ArticulationCouncil

Stephen M. EplerVice President, Instruction4700 College Oak DriveSacramento, CA 95841(916) 484-841121173

The American UniversityCommunity Service

AssociationLou Anne CaligiuriDirector, Student Activities220 MGC4400 Massachusetts Avenue,

NWWashington, DC 20016(202) 885-339120601

The American UniversityAmerican University's School

PartnershipMyra SadkerActing Dean, School of

Education4400 Massachusetts Avenue,

NWWashington, DC 20016(202) 885-372020603

The American UniversityHigh School-College

Internship ProgramVictoria A. HendersonCoordinator, Office of

Minority Affairs4400 Massachusetts Avenue,

NWWashington, DC 20016(202) 885-125020693

r Amherst CollegeWestern Massachusetts Five

Colleges/Public SchoolPartnership

Mary Alice B. WilsonCoordinator, Five Colleges,

Inc.P.O. Box 740Amherst, MA 01004(413) 256-831621048

Angelina CollegeHigh School/College

Concurrent EnrollmentProgram

Dr. Patricia McKenzieDean of Instruction and

AdmissionsP.O. Box 1768Lufkin, TX 75901(409) 639-130120104

'Angelina CollegeProject Drop-InJim TwohigDirector, Admissions and

Community RelationsP.O. Box 1768Lufkin, TX 75901(409) 639-130120605

240 NATIONAL DIRECTORY

Anne Arundel CommunityCollege


Herb CurkinAdmissions Director101 College AvenueArnold, MD 21012(301) 544-224621183

Appalachian State UniversityASU-Public School

PartnershipDr. Elizabeth W. LongDirector, Reich College of

EducationBoone, NC 28608(704) 262-610820260

Aquinas CollegeAquinas-Rockford

Mathematics Project forMiddle Grades

Dr. Jan ShroyerProfessor of Mathematics1607 Robinson RoadGrand Rapids, MI 49506(616) 459-828120268

Arizona Board of RegentsArizona Minority Education

Access and AchievementCooperative

Dr. Edward JohnsonAssistant to the Executive

Director3030 North Central AvenuePhoenix, AZ 85012(602) 255-408221273

r Arizona State UniversityCenter for Academic

PrecocityDr. Eleanor FlakeDirectorCollege of EducationTempe, AZ 85287-2711(602) 965-475720011

Arizona State UniversityPreschool ProgramDr. Joan MoyerProgram CoordinatorCollege of EducationTempe, AZ 85287-1711(602) 965-617620012

Arizona State UniversityTeacher Residency ProjectDr. Gary AndersonDirectorCollege of EducationTempe, AZ 85287-1111(602) 965-6255203n7

Arizona State UniversityBureau of Educational

Research and ServiceDr. Margaret ManginiDirectorCollege of EducationTempe, AZ 85287-2611(602) 965-353820381

Arizona State UniversityA School-Industry-

Community Approach toDevelopment of ScientificLiteracy

Dr. Frederick StaleyDirectorCollege of EducationTempe, AZ 85287-0911(602) 965-313320537

Arizona State UniversityPartner ProjectDr. Paul W. BriggsProgram CoordinatorCollege of EducationTempe, AZ 85287-2611(602) 965-353820538

Armstrong State CollegeArmstrong State College-

L)eRenne Middle SchoolPartnership

Dr. John HansenProfessor of MathematicsSavannah, GA 31419-1997(912) 927-531720620

r Art Academy ofCincinnati

High School WorkshopProgram

Anthony BatchelorProfessor and Chair,

Foundations DepartmentEden Park DriveCincinnati, OH 45202(513) 721-520521213

I Asheville-BuncombeTechnical CommunityCollege

Regional Articulation inVocational Education(RAVE)

Pat PhillipsDirector, RAVE340 Victoria RoadAsheville, NC 28801(704) 254-192120497

Atlantic Union CollegeNashoba Valley Education

ConsortiumRobert MalinDirector, Continuing

EducationSouth Lancaster, MA 01561(508) 368-226420746

r Augusta CollegeLamar-Augusta College

Adopt-A-School ProgramRosco WilliamsDean of Student Affairs2500 Walton WayAugusta, GA 30910(404) 737-141221134

Augustana CollegeQuad Cities Academic

Achievement ProjectArne SelbygDean of the CollegeRock Island, IL 61201(309) 794-731121000

Austin Community CollegeEleventh and Twelfth Grade

Enrollment OptionsProgram

Roger BoughtonDean of Instruction1600 8th Avenue, NWAustin, MN 55912(507) 433-051620071

Baptist College at CharlestonTrident Business Education

Partnership ProgramRick BrewerDirector, External RelationsP.O. Box 10087Charleston, SC 29411(803) 797-441720908

Barry UniversityBarry Early Credit ProgramDr. Eileen McDonoughDean11300 N.E. 2nd AvenueMiami, FL 33161(305) 758-339220948

Beaver CollegeBeaver/Martin Luther King

High School SeniorScholars Program

Dr. Judith WalkerDean of Continuing

EducationGlenside, PA 19038(215) 572-299820786

Bee County CollegeArticulation Agreement for

Concurrent EnrollmentDr. Leonardo De La GarzaExecutive Vice President3800 Charco RoadBeeville, TX 78102(512) 358-313021182


r Bellarmine CollegeYoung Leaders InstituteDr. Dnuglas P. StarrDirector and Assistant Vice

President for AcademicAffairs

Newburg RoadLouisville, KY 40205(502) 452-846720029

Bellarmine CollegeAdvanced College Credit

ProgramDr. Douglas P. StarrDirector and Assistant Vice


Newburg RoadLouisville, KY 40205(502) 452-846720/17

r Bellarmine CollegeLeadership Education (LE)Dr. Diane BennettDirector and Assistant

ProfessorNewburg RoadLouisville, KY 40205(502) 452-816120420

Bellarmine ColleovLeadership Education and

DevelopmentDr. Douglas P. StarrDirector and Assistant Vice


Newburg RoadLouisville, KY 40205(502) 452-846721005

Bellevue Community CollegeCollege-In-The-High-SchoolDolores B. TaylorCoordinator, College-In-The-

High-School Progi am3000 Landerholn, Circle, SFBellevue, WA 98007-6484(206) 641-267420733

Bemidji State UniversityBSU Education Department

Intern ProgramDr. Jack ReynoldsProfessor of EducationE/A 346Bemidji, MN 56601(218) 755-374521010

r Berea CollegeHigh School-College

Cooperative LearningProgram

Jackie BettsProgram CoordinatorBerea, KY 40404(606) 986-9341, ext. 650721233

Berkshire CommunityCollege

Northwest RegionalConsortium forImprovement of Math andScience Teaching

Dr. Mary M. FuquaDean of Graduate and

Continuing EducationNorth Adams, MA 01247(413) 664-451120201

Berry CollegeBerry College Mathematics

LeagueRobert CatanzanoProfessor of Mathematics

Education5014 Berry CollegeMount Berry, GA 30149(404) 232-5374, ext. 237720720

Bethune-Cookman CollegeJunior UniversityDr. Ada P. BurnetteDirector, Kenan ProgramDaytona Beach, FL 32115(904) 255-1401, ext. 37320743

I Bethune-CookmanCollege

Kenan Pre-College ProgramDr. Ada P. BurnetteDirector, Kenan ProgramDaytona Beach, FL 32115(904) 255-1401, ext. 37320744

Blue Ridge CommunityCollege

Regional Articulation inVocational Education(RAVE)

Pat PhillipsDirector, RAVEA-B Technical College340 Victoria RoadAsheville, NC 28801(704) 254-192120462

Boise State UniversityPartners in EducationRichard L. HartDean, College of EducationBoise, ID 83725(208) 385-11342/131

Boston CollegeCollege BoundDr. George T. LaddProgram DirectorChestnut Hill, MA 02167(617) 552-423520120

Boston CollegeBASICDr. Jean MooneyAssociate ProfessorChestnut Hill, MA 02167(617) 552-418020199

Bowie State UniversityBowie State/Prince George's

County Public SchoolsCollaborative Task Force

Jacqueline BrownUniversity-School Liaison0317 MLKBowie, MD 21215(301) 464-755220747

Bowling Green StateUniversity

Toledo ProjectDr. Victor EllsworthAssociate Prciessor of Music

EducationCollege of Musical ArtsBowling Green, OH 43403(419) 372-218120006

247


Saint Aloysius Lab SchoolKeith DearbornProfessor of Music EducationCollege of Musical ArtsBowling Green, OH 43403(419) 372-218120106


Wood Lane Music ProjectGregory DeNardoAssistant Professor of Music

EducationCollege of Musical ArtsBowling Green, OH 43403(419) 372-228720/07


The Living EnvironmentDr. Thomas B. CobbDirector, Environmental

StudiesBowling Green, OH 43403(419) 372-820720339


Bowling Green TeachingFellows Partnership

Peggy IshlerDirector, Field Experiences

and Compliance Standards318 Education BuildingBowling Green, OH 43403(419) 372-738920416


BGSU Cooperative SchoolsInstrumental Music Project

P. Thomas TallaricoChair, Department of Music

EducationCollege of Musical ArtsBowling Green, OH 43403(419) 372-857820820


r Bradley UniversityProject Opportunity: An

Institute to PromoteScience, Math, and HealthCareer Preparation

Nickie RobersonAssociate Director,

Enrollment ManagementPeoria, IL 61625(309) 677-100020039

r Bradley UniversityPeoria County Bright FuturesDr. Judy HelmAssociate Professor206 Westlake HallPeoria, IL 61625(309) 677-318720061

Brazosport CollegeSoutheast Texas Consortium

for EducationalOpportunity

Dr. John C. RayLake Jackson, TX 77566(409) 265-613121179

Brescia CollegeMath-Science AllianceBob CinnamondChairman of Mathematics120 West 7th StreetOwensboro, KY 42301(502) 686-427920338

Brevard Community CollegeInstructional Linkage ProjectDr. Lyndarae MartinDean of Academic Services1519 Clearlake RoadCocoa, FL 32922(407) 632-111120150

Bridgewater State CollegeBridgewater State College/

Bridgewater Public SchoolsEarly ChildhoodCollaborative

Dr. David J. FreitasAssistant Dean of Academic

AffairsBridgewater, MA 02325(508) 697-122720141

Bridgewater State CollegeSoutheastern Massachusetts

School/College ConsortiumDr. David J. FreitasAssistant Dean of Academic


Bridgewater State CollegeMathematics and Science

CollaborativeDr. Jean PrendergastProfessorBridgewater, MA 02325(508) 697-1200, ext. 201320186

r Bridgewater State CollegeProject BridgeDr. David J. FreitasAssistant Dean of Academic


Bridgewater State CollegeSchool/College Consortium

to Enhance Teaching ofScience by ElementarySchool Teachers

Dr. George A. WeygandProfessorBridgewater, MA 02325(508) 697-1200, ext. 208120223

Bridgewater State CollegeProject 30Dr. Jacquelyn Madry-TaylorVice President for Academic


Bridgewater State CollegeState Higher Education

Executive Officers(SHEEO) CollaborativeTeacher EducationProgram

Dr. Jacquelyn Madry-TaylorVice President for Academic


r Brigham YoungUniversity

Public School PartnershipDan W. AndersenDei- Li, College of Education343 MCKBProvo, UT 84602(801) 378-369520354

r Bristol CommunityCollege

Tech-Prep/2+2 AssociateDegree Program

Edward R. Terceiro, Jr.Assistant Academic Dean777 Elsbree StreetFall River, MA 02720(508) 678-2811, ext. 18b21100

Bronx Community CollegeUniversity Heights High

SchoolCarl PolowczykDean of Academic Affairs181st at University etvenueBronx, NY 10453(212) 220-618520573

Brookdale CommunityCollege

Project Impact, Project Hi-Tech

Greg DeCinqueDean of InstructionNewman Springs RoadLincroft, NJ 07738(201) 842-1900, ext. 26321174

Broome Community CollegeEarly AdmissionsBarbara BellStaff Associate, Vice

President Academic AffairsP.O. Box 1017Binghamton, NY 13902(607) 771-534620852

21s

r Brown UniversityInstitute for Secondary

EducationPaula M. EvansDirector, Programs for

TeachersBox 1938Providence, RI 02912(401) 863-148721047

r Bryn Mawr CollegeWindows Into Science

Enrichment (WISE)Stephen L. GardinerLaboratory CoordinatorDepartment of BiologyBryn Mawr, PA 19010(215) 526-509420760

r Burlington CountyCollege

Partnerships With theSecondary SchoolCommunity

Bill LakeCoordinator, High School

ArticulationPemberton-Browns Mills

RoadPemberton, NJ 08068(609) 894-9311, ext. 37620469

r Burlington CountyCollege

New Partnerships for Workand Learning

Dr. Judith K. WinnVice President and Dean of

the CollegePemberton-Browns Mills

RoadPemberton, NJ 08068(609) 894-931120498

Butte Community CollegePartnerships in EducationErnie MatlockVice President for Instruction3536 Butte Campus Driv.:Oroville, CA 95965(916) 895-254720976


California Institute ofTechnology

Ca !tech's MinorityEngineering Program

Lee F. BrowneLecturer and Director,

Minority EngineeringProgram

107-51 Ca ltechPasadena, CA 91125(818) 356-620720639

California Institute ofTechnology

Secondary School ScienceProject

Lee F. BrowneLecturer and Director,

Secondary School ScienceProject

10-63 CaltechPasadena, CA 91125(818) 356-620721072

California School ofProfessional Psychology

Teaching PsychologyDr. Lelia VeacoAssociate Professor1350 M StreetFresno, CA 93721(209) 486-043220998

r California StatePolytechnic University

Poly NetDr. Robert ThrelkeldDirector, Distance Learning

Center3801 West Temple AvenuePomona, CA 91768(714) 869-227721083

California State University,Bakersfield

Math, Engineering, ScienceAchievement (MESA)

Jack R. ScottDirector, MESA9001 Stockdale HighwayBakersfield, CA 93311(805) 664-243120730

r California StateUniversity, Chico

Northern CaliforniaAcademic PartnershipCouncil

Anne NordhusAssistant to the ProvostChico, CA 95929-0110(916) 895-610120352

California State University,Hayward

Minority High SchoolProgram

Valerie NiiAssociate Director, Student

Affirmative Action25800 Carlos Bee BoulevardHayward, CA 94542(415) 881-398220020

California State University,Hayward

College Readiness ProgramDr. Maria DeAnda-RamosDirector, Student Affirmative

Action25800 Carlos Bee BoulevardHayward, CA 94542(415) 881-398320021

r California StateUniversity, Hayward

Oakland/California StateUniversity, Hayward, NewTeacher Support Project

Louise B. WatersAssociate Professor of

Teacher EducationHayward, CA 94542(415) 881-300920396

California State University,Northridge

Comprehensive TeacherInstitute Policy Committee

Dr. Faye L. GrindstaffProfessor of EducationSchool of EducationNorthridge, CA 91330(818) 885-226020353

California State University,Sacramento

Capital Link CompactDiane Cordero de NoriegaAssociate Dean6000 J StreetSacramento, CA 95819(916) 278-684020795

r California StateUniversity, Stanislaus

Project AcceptDiana Mayer DemetruliasDean, School of Education801 West Monte Vista AvenueTurlock, CA 95380(209) 667-314520319

r California StateUniversity, Stanislaus

Single Subject CredentialFieldsite Program

Jane DiekmanCoordinatorDepartment of Teacher

EducationTurlock, CA 95380(209) 667-336721043

California University ofPennsylvania

Teacher Enhancement CenterDr. William R. BenedettiDean, College of EducationCalifornia, PA 15419(412) 938-412521248

Cambridge CommunityCollege

Program for AdvancedOpportunity

Al BaasDirector, Instruction151 S.W. County Road 70Cambridge, MN 55008(612) 689-153620827

Canisius CollegeServing the CommunityPatricia A. RissrneyerDean of Students2001 Main StreetBuffalo, NY 14208(716) 888-213020694

Canisius CollegeAlcohol Task ForcePatricia A. RissmeyerDean of Students2001 Main StreetBuffalo, NY 14208(716) 888-213020 700

Canisius CollegeLaboratory Equipment

Assistance Program (LEAP)Joseph F. BieronProfessor of ChemistryBuffalo, NY 14208(716) 888-235721249

Cape Fear CommunityCollege

Kenan Family LiteracyProject

Barbara R. YountDirector, Literacy Education411 North Front StreetWilmington, NC 28401(919) 343-048121020

Capital UniversityCollege Readiness ProgramHarry JebsenActing ProvostColumbus, OH 43209(614) 236-610820032


Carleton CollegeSummer Academic

Enrichment Program forMulticultural SeventhGraders

Muriel A. GrimmettDirector, Multicultural AffairsNorthfield, MN 55057(507) 663-401420750

Carleton CollegeMulticultural Mentor

ProgramMuriel A. GrimmettDirector, Multicultural AffairsNorthfield, MN 55057(507) 663-401420751

Carnegie Mellon UniversityWestinghouse Science

AcademyThomas E. NeudeckerAssistant Vice PresidentPittsburgh, PA 15213(412) 268-764620762

Carnegie Mellon UniversityComputer Intensive

ClassroomThomas E NeudeckerAssistant Vice PresidentPittsburgh, PA 15213(412) 268-764620764

Carteret Community CollegeComputer CollaborativePaul A. StokesChairman, Business Technical

Division3505 Arendell StreetMorehead City, NC 28557(919) 247-309720713

Case Western ReserveUniversity

Case Early Exposure toEngineering for MinorityStudents

Margaret E. BouldingDirector, Minority

Engineering ProgramBaker 116Cleveland, OH 44106(216) 368-290420078


Minority Engineers IndustrialOpportunities Program




Upward Bound: SpecialProgram forPreprofessional Students inHealth Sciences

Carrie A. ReevesDirector425 Pardee Hall10900 Euclid AvenueCleveland, OH 44106(216) 368-375020110

r Case Western ReserveUniversity

Cleveland Initiative inEducation

Donald W. ChenelleDirector, University Financial

Aid129 Pardee Hall10900 Euclid AvenueCleveland, OH 44106(216) 368-386620111

rCase Western ReserveUniversity

Career BeginningsA. J. AbramovitzProfessor of Community

ServiceMandel School of Applied

Social Sciences2035 Abington RoadCleveland, OH 44106(216) 368-527320116

250


Case Pro-EngineeringProgram




Health Careers/HealthOpportunities Program

Jessica HarwellAssistant Program DirectorCleveland Urban Area Health

Education Center1464 East 105th Street, Suite

303Cleveland, OH 44106(216) 229-128020119


Cleveland TeacherPartnership

A. J. AbramovitzProfessor of Community

ServiceMandel School of Applied

Social Sciences2035 Abington RoadCleveland, OH 44106(216) 368-527320413


Cleveland Collaborative forScience

John D. McGerveyProfessor of PhysicsDepartment of PhysicsCleveland, OH 44106(216) 368-363220414

rCase Western ReserveUniversity

Cleveland School of the ArtsRichard BaznikVice President for Public

AffairsCleveland, OH 44106(216) 368-233820438

r Case Western ReserveUniversity

Volunteer Tutoring Program(Project STEP-UP)

Glen OdenbrettAssistant Director,

Educational SupportPardee Hall10900 Euclid AvenueCleveland, OH 44106(216) 368-523020534


Cleveland Free-NetCommunity ComputerSystem

Dr. Tom GrundnerDirector, Telecomputing Lab319 Wickenden BuildingCleveland, OH 44106(216) 368-273320884


Dental Program for theCleveland Schools

Dr. Doris ThomasPatient Care Coordinator/

Faculty2123 Abington RoadCleveland, OH 44106(216) 368-675720997


Retraining Program inPhysics for High SchoolScience Teachers

John D. McGerveyProfessor of PhysicsDepartment of PhysicsCleveland, OH 44106(216) 368-363221168

Cedarville CollegeStudent Teaching Field

ExperienceMerlin AgerChairman, Department of

EducationBox 601Cedarville, OH 45314(513) 766-221121004


r Centenary CollegeNorthwestern New Jersey

Academic CollaborativeDr. Eleanor CarducciAssistant Professor400 Jefferson StreetHackettstown, NJ 07840(201) 852-1400, ext. 26920550

Central Community College-Platte Campus

Central NebraskaEducational Consortium

Dr. Peter D. RushCampus PresidentColumbus, NE 68601(402) 564-713220080

Central Florida CommunityCollege

Project SuccessLorenzo S. EdwardsDirector, Minority AffairsP.O. Box 1388Ocala, FL 32678(904) 237-2111, ext. 64720822

Central Missouri StateUniversity

Mentor Teacher InserviceProgram

Dr. Joseph J. Snob leProfessor of Physics and

Science EducationWarrensburg, MO 64093(816) 429-493020180

r Central Missouri StateUniversity

Faculty Exchange ProgramPatricia A. Van DecarAssistant Professor of

EducationDepartment of Curriculum

and Instruction300 Lovinger HallWarrensburg, MO 64093(816) 429-423520525


Young Authors' ConferenceDr. Kathryn CarrDirector, The Reading CenterWarrensburg, MO 64093(816) 429-402320748


.-1Vst-and BrightestRecruitment

Dr. Jim HudsonProfessorWarrensburg, MO 64093(816) 429-423521018


Graduated EntryDr. John R. ZelazekAssistant Professor3(X) LovingerWarrensburg, MO 64093(816) 429-423521019

Central State UniversityCSU Adopted Schools

ProgramDr. Jerrie C. ScottDirector, Center for Studies

of Urban LiteracyWilberforce, OH 45384(513) 376-653620532

Central Virginia CommunityCollege

2+2 and 2+1Dr. Roger BeekerChairman, Engineering

Division3506 Wards RoadLynchburg, VA 24502(804) 386-466620491

Central Virginia CommunityCollege

Alliance for ExcellenceDr. Dorothy QuarlesCoordinator, Counseling

Services3506 Wards RoadLynchburg, VA 24502(804) 386-453320710

Central WashthgtonUniversity

Central WashingtonUniversity/Superintendentof Public InstructionAgreement

Dr. F. Ross ByrdChair, Business Education

and AdministrationManagement

Ellensburg, WA 98926(509) 963-26112035/

Centre CollegeSouthern Bluegrass Science

ExpositionPreston MilesChair, Organizing CommitteeSouthern Bluegrass Science

ExpositionDanville, KY 40422(606) 236-521120052

Centre CAlegeSenior Sc lolars at CentrePreston MilesProgram DirectorDanville, KY 40422(606) 236-521120053

Chadron State CollegeScience and Mathematics

Learning CenterDr. Monty FickelMath Director and Science

DirectorChadron, NE 69337(308) 432-389220378

r Charles R. DrewUniversity of Medicthe andScience

King/Drew Medical MagnetHigh SchoolAPartnership

Dr. Lewis M. KingAcademic Vice President1621 East 120th StreetLos Angeles, CA 90059(213) 563-497420536

251

Christopher NewportCollege

Mathews High School/Christopher NewportCollege Scholars Program

Keith McLoughlandDirector, Admissions50 Shoe LaneNewport News, VA 23606(804) 594-701520099


Newport News Schools/CNCJapanese InstructionProgram

Dr. Kimihiko NomuraAssistant Professor of

Japanese50 Shoe LaneNewport News, VA 23606(804) 594-706220100

r Christopher NewportCollege

CNC/Public Schools DramaProgram

Dr. Jay PaulProfessor of English50 Shoe LaneNewport News, VA 23606(804) 594-707220101


Foreign LanguagesConference

Dr. Richard GuthrieChairman, Department of

Modern and ClassicalLanguages and Literature

50 Shoe LaneNewport News, VA 23606(804) 594-7058/702020163


Physics AllianceDr. Fred HartlineAssistant Professor of Physics50 Shoe LaneNewport News, VA 23606(804) 594-718120164

246 NATIONAL DIRECIORY


Partners in MathematicsDr. Stavroula GaileyChair, Department of

Mathematics50 Shoe LaneNewport News, VA 23606(804) 594-708120165

r Christopher NewportCollege

Summer Institute for the ArtsDr. Rita C. HubbardChair, Department of Arts

and Communication50 Shoe LaneNewport News, VA 23606(804) 594-707321147

City UniversityCity University Alliance with

Seattle SchoolsDr. R. Brooks EakerAssociate Dean, School of

Education4030 86th Street, SEMercer Island, WA 98040(206) 232-875120166

r City University of NewYork

New York Alliance for thePublic Schools

Barbara ProbstExecutive Director32 Washington PlaceNew York, NY 10003(212) 998-677020254

City University of New YorkProject StapleDr. Christian SuggsProject DirectorOffice of Academic Affairs535 East 80th StreetNew York, NY 10021(212) 794-544220264

City University of New York,Baruch College

Workers Education IncentiveAward Program

Dr. Carol PhillipsDirector, Continuing Studies17 Lexington AvenueNew York, NY 10010(212) 725-717220253

City University of New York,Brooklyn College

Brooklyn College Academy(Middle CollegeCollaborative High School)

Rose ErwinVice President for Finance

and Administration2439 Boylan HallBedford Avenue and Avenue

Brooklyn, NY 11210(718) 780-511620663

r City University of NewYork, LaGuardiaCommunity College

Middle College High SchoolDr. Janet E. LiebermanSpecial Assistant to the

President31-10 Thomson AvenueLong Island City, NY 11101(718) 482-504921103

r City University of NewYork, LaGuardiaCommunity College

The International HighSchool

Dr. Janet E. LiebermanSpecial Assistant to the

President31-10 Thomson AvenueLong Island City, NY 11101(781) 482-504921185

r City University of NewYork, Queens College

Townsend Harris HighSchool at Queens College

Robert L. HaanDirector, College Preparatory

Programs65-30 Kissena BoulevardFlushing, NY 11367(718) 520-702221115

r City University of NewYork, Queens College

Louis Armstrong MiddleSchool-Queer s College

Dr. Alan J. SimonDirector of the Collaboration32-02 Junction BoulevardEast Elmhurst, NY 11369(718) 651-910021158

Clackamas CommunityCollege

Tri-City Alternative ProgramDian ConnettAssistant Dean19600 South Molalla AvenueOregon City, OR 97045(503) 657-840020726


High School Make-UpClasses

Dian ConnettAssistant Dean19600 South Molalla AvenueOregon City, OR 97045(503) 657-840020727


Vocational Options ProgramDian ConnettAssistant Dean19600 South Molalla Avenu?Oregon City, OR 97045(503) 657-040020728

Claremont Graduate SchoolThe California PartnershipDr. Mary PoplinDirector, The California

PartnershipHarper Hall 30150 East 10th StreetClaremont, CA 91711(714) 621-807620350

Clarion UniversityCenter for Educational

LeadershipDr. Claude G. PerkinsDirector, Center for

Educational LeadershipCollege of EducationClarion, PA 16214(814) 226-207220386

r Clark CountyCommunity College/ClarkCounty School District

CCCC/CCSD ArticulationProgram

Mary R. MalleyCoordinatorClark County Community

College3200 East Cheyenne AvenueNorth Las Vegas, NV 89030(702) 643-6060, ext. 48720456

Clark UniversityApplication of MathematicsLaura MyersDirector, College of

Professional andContinuing Education

950 Main StreetWorcester, MA 01610(508) 793-740820298

Clarke CollegePiano Preparatory ProgramMarian ThorntonInstructor in MusicRoute 2, Box 39Decatur, MS 39327(601) 635-291121167


Clarkson UniversitySummer Chemistry ResearchRichard PartchProfessor of ChemistryPotsdam, NY 13676(315) 268-2351/238920147

r Clarkson UniversityLeadership ChallengeKathleen A. HoweAssistant to the DeanSchool of ManagementPotsdam, NY 13676(315) 268-2300/230120621

r Clarkson UniversityThe Clarkson SchoolRichard H. GallagherPresident102 Snell HallPotsdam, NY 13676(315) 268-644421105

Cleveland Institute of ArtSummer Scholars ProgramWilliam Martin JeanDirector, Continuing

Education11141 East BoulevardCleveland, OH 44106(216) 229-089520059

r Cleveland Institute of ArtBasic Art Support in the

Curriculum (BASIC)William Martin JeanDirector, Continuing

Education11141 East BoulevardCleveland, OH 44106(216) 229-089520402

Cleveland State UniversityEQUALS Mathematical

Inservice for TeachersJeanne SternadDirector, Greater Cleveland

Educational DevelopmentCenter

Rhodes Tower 1355Euclid Avenue at East 24th

StreetCleveland, 01-1 44115(216) 523-710720400

Cleveland State UniversityGreater Cleveland


Jeanne SternadDirector, Greater Cleveland


Rhodes Tower 1355Euclid Avenue at East 24th

StreetCleveland, OH 44115(216) 523-710720401

Ir Cleveland StateUniversity

Teacher Training Centers/Classroom TeacherEducators Urban/SuburbanConsortium

Robert H. Mac NaughtonProfessor and Director, Office

of Field ServicesCollege of EducationCleveland, OH 44115(216) 687-457221054

r Cleveland StateUniversity

Teacher Induction ProgramDr. Thomas W. FrewAssociate Dean, College of

Education1983 East 24th StreetCleveland, OH 44115(216) 687-373721055

r Cleveland StateUniversity

Visiting Instructor ProgramJ. John Harris IIIDean, College of EducationRhodes Tower 1416Euclid Avenue at East 24th

StreetCleveland, OH 44115(216) 687-373721056

Coastline CommunityCollege

Summer High School/CollegeEnhancement Program

K. D. YglesiasAssociate Dean11460 Warner AvenueFountain Valley, CA 92708(714) 241-617320824

r Coker CollegeDarlington County Project

2061Dr. Malcolm C. DoublesProvostHartsville, SC 29550(803) 332-138120486

Coker CollegeSouth Carolina Governor's

SchoolDr. Malcolm C. DoublesProvostHartsville, SC 29550(803) 332-138120851

Columbia CollegePartners in ProgressKay Van ToornDevelopment Administrative

AssistantColumbia, MO 65216(314) 875-756120628

Columbia University,Teachers College

Professional DevelopmentSchool

Margaret J. ShepheruProfessor of Special

Education525 West 120th Street, Box

223New York, NY 10027(212) 678-38692W 90

2 5

r Columbia University,Teachers College

New York Alliance for thePublic Schools

Barbara ProbstExecutive Director32 Washington PlaceNew York, NY 10003(212) 998-677020254

Columbus State CommunityCollege

Coleus State's Articulationand Outreach Programs

Connie FaddisCoordiliator, High School

Articulation550 East Spring StreetColumbus, OH 43216(614) 227-250120993

Community College ofAllegheny County, BoyceCampus

Secondary/PostsecondaryJoint Technical Programs

Daniel OharaDean of Instruction595 Beatty RoadMonroeville, PA 15146(412) 733-428021247

Community College ofAllegheny County, SouthCampus

Partnership Cities-In-SihoolsDr. Thomas A. JuravichVice President and Executive

Dean1750 Clairton Road, Route

885West Mifflin, PA 15122(412) 469-630020655



Gifted and TalentedConference and ExpositionCooperative

John R. StarmackProfessor of Mathematics1750 Clairton Road, Route

885West Mifflin, PA 15122(412) 469-622920656


CCAC and Equitable GasCompany Partnership

Dr. Richard L. CrollDean of Instruction1750 Clairton Road, Route

885West Mifflin, PA 15122(412) 469-633020657


Secondary Honors ProgramFast-Paced MathematicsCooperative

Dr. Richard L. CrollDean of Instruction1750 Clairton Road, Route

885West Mifflin, PA 15122(412) 469-633020658


Summer Ecological andBiological ExperienceCooperative

Dr. Barbara LaxProfessor of Biological

Science1750 Clairton Road, Route

885West Mifflin, PA 15122(412) 469-623120659

Community College ofLuzerne County

Northeastern PennsylvaniaWriting Project

Dr. William D. CampProvostNanticoke, PA 18634(717) 829-737920475

Community College ofMicronesia

Inservice Teacher EducationProgram

Timothy JerryDean of InstructionP.O. Box 159 KoloniaPohnpei, Eastern Caroline

Islands 9694120330

r Community College ofRhode Island

2+2 Tech-Prep AssociateDer oe Program

Robert SilvestreVice President for Academic

Affairs400 East AvenueWarwick, RI 02889(401) 825-214220508

Community College ofVermont

Vermont Partners inEducation

John SweeneyProject ManagerP.O. Box 120Waterbury, VT 05676(802) 244-697820569

Compton CommunityCollege

School, College, UniversityPartnership (SCUP)

Ida L. FrisbyActiiii; Dean of Instruction

and Curriculum1111 East Artesia BoulevardCompton, CA 90221-5393(213) 637-2660, ext. 42820736

Concordia CollegeValley and Lakes Education

DistrictMarilyn J. GuyChair, Education DepartmentMoorhead, MN 56560(218) 299-391020992

r Cooper Union for theAdvancement of Scienceand Art

Summer Research InternshipProgram

Arsete LucchesiAssociate Dean41 Cooper SquareNew York, NY 10003(212) 353-428920815

r Cooper Union for theAdvancement of Science

.and ArtSaturday Art ProgramMarina GutierrezDirector, Saturday Art

Program41 Cooper SquareNew York, NY 10003(212) 353-410820817

Cooper Union for theAdvancement of Scienceand Art

Summer Art Program forHigh School Students

Lee Anne MillerDean, School of Art41 Cooper SquareNew York, NY 10003(212) 353-420020818

Corcoran School of ArtHI/SCIPSharon HunterDirector, Admissions17th and New York Avenue,

NWWashington, DC 20006(202) 628-948420722

I Cornell UniversityCornell Committee on

Education and theCommunity (CCEC)

Katherine DoobDirector, Special Outreach

ProgramsB-40 Day HallIthaca, NY 14850(607) 255-860221122

Craven Community CollegeStep-AheadDr. Lewis S. ReddDean of the CollegeP.O. Box 885New Bern, NC 28560(919) 638-413120907

I Creighton UniversityMetro Area Teachers I istitute

(MATI)Dr. David HigginsonAssistant Academic Vice

PresidentAdministration Building24th at California StreetOmaha, NE 68178(402) 280-277220299

Crowder CollegeCrowder College Alternative

SchoolMarsha DillinerCoordinator, Alternative

SchoolNeosho, MO 64850(417) 451-358420842

Cumberland County College2+2 Tech-Prep ProgramDr. Gretchen J. NaffVice President of Academic

and Student AffairsP.O. Box 517Vineland, NJ 08360(609) 691-860020470


Cumberland County CollegeDual Credit ProgramMichael A. ZaccariaDean of Academic ServicesP.O. Box 517Vineland, NJ 08360(609) 691-860020471

Dabney S. LancasterCommunity College

DSLCC/Buena Vista PublicSchools System ProjectShare

Michael ScottDivision Chair, Arts and

SciencesRoute 60 WestClifton Forge, VA 24422(703) 862-424620102

Dakota Wesleyan UniversityGraduate Program for

Elementary TeachersDr. Theresa J. BrossChair, Education DepartmentMitchell, SD 57301(605) 995-262720296

Dakota Wesleyan UniversityWriting in the Elementary

SchoolsDr. Theresa J. BrossChair, Education DepartmentMitchell, SD 57301(605) 995-262720297

Dakota Wesleyan UniversityBuilding Lib CoordinatorsDr. Theresa J. BrossChair, Education DepartmentMitchell, SD 57301(605) 995-262720384

r Dartmouth College/Phillips Academy

Andover-Dartmouth UrbanMath Teachers' Institute

C. Dwight LahrDean of FacultyHanover, NH 03755(603) 646-399921219

David Lipscomb CollegeProject PencilJacky R. DavisAssistant Vice PresidentGranny White PikeNashville, TN 37204-3951(615) 269-100020563

Davis & Elkins CollegePartnership ProgramDr. Abbot A. BraytonVice PresidentElkins, WV 26241(304) 636-190020442

De Anza College2+2 ROP ProgramMichael G. SullivanDean of Instruction, Career,

and Technical Education21250 Stevens Creek

BoulevardCupertino, CA 95014(408) 864-870920527

De Anza CollegeMiddle College ProgramDr. Steven L. SellittiDean, Special Education

Programs21250 Stevens Creek

BoulevardCupertino, CA 95014(408) 864-892320618

r Delaware 1 chnical andCommunity College

Tech-PrepDr. James R. CampbellExecutive DirectorI.T.D. 1898 North Dupont

HighwayDover, DE 19901(302) 739-616320424

Delgado Community CollegeUrban Tech-Prep

CollaborativeAnthony MolinaCoordinator, Tech-Prep615 City Park AvenueNew Orleans, LA 70119(504) 483-424420482

De Paul UniversitySchool Partnership ProgramBarbara RadnerProject Director2323 North SeminaryChicago, IL 60614(312) 341-817320321

De Paul UniversityCiti-EducatorsBarbara RadnerProject Director2323 North Seminar)Chicago, IL 60614(312) 341-817320999

De Paul UniversityParents Planning for ProgressBarbara RadnerProject Director2323 North SeminaryChicago, IL 60614(312) 341-817321127

DePauw UniversityDePauw High School

Collaboration ProgramJohn B. WhiteAssociate Dean of Academic

AffairsCollege AvenueGreencastle, IN 46135(317) 658-474020411

DeVry Institute ofTechnology

(Adopt-A-SchoolRam GayakwadDean of Academic Affairs12801 Crossroads Parkway,

SouthCity of Industry, CA 91746(213) 699-992720535

2r"-

Dodge City CommunityCollege

DCCC/USD 443 AllianceDr. Irwin NoyesVice President of Academic

Affairs2501 North 14th StreetDodge City, KS 67801(316) 225-132120105

Drury CollegeAdopt-A-SchoolDaniel R. BeachDirector, Teacher Education900 North BentonSpringfield, MO 65802(417) 865-873120562

Duquesne I JniversityCollaborative School-Based

Clinical Training Programfor Teachers

Dr. Derek WhordleyDean, School of EducationPittsburgh, PA 15282(412) 434-609520158

r Dutchess CommunityCollege

PREMISECarol StevensDirector, Evening ServicesPendell RoadPoughkeepsie, NY 12601(914) 471-450020667

r D'Youville CollegeThe D'Youville Porter

Campus SchoolDr. Robert A. DiSibioChairman, Division of

Education320 Porter AvenueBuffalo, NY 14230(716) 881-761020990

250 NA110NAL DIRECTORY

r D'Youville CollegeThe Leonardo da Vinci High

SchoolDr. Robert A. DiSibioChairman, Division of

Education320 Porter AvenueBuffalo, NY 14230(716) 881-761020991

Earlham CollegeCooperative Educational

OpportunitiesAnn RunyonExecutive OfficerCEO OfficeBox EC-23Richmond, IN 47374(317) 983-125220058

r East Los Angeles CollegeNon-Credit Enrichment

ProgramsKenneth L. HuntDean of Academic Affairs1301 Brooklyn AvenueMonterey Park, CA 91754(213) 265-872321234

East Stroudsburg UniversityPartners in EducationJ. Michael DavisDean, School of Professional

StudiesEast Stroudsburg, PA 18301(717) 424-337720774

East Texas State UniversityA Cooperative Program for

Developing BasicMathematics Skills StuartAnderson

Head, Department ofMathematics

Commerce, TX 75428(214) 886-515720803

East Texas State UniversityEast Texas School Study

Council (ETSSC)Dr. Lynn TurnerDirector, East Texas School

Study CouncilCommerce, TX 75429(214) 886-551621235

Eastern Iowa CommunityCollege District

Hazardous MaterialsTechnician Program

Dr. David ClaeysDean of Academic AffairsScott Community College500 Belmont RoadBettendorf, IA 52722(319) 359-753120510

r Eastern Iowa CommunityCollege District

Principles of TechnologyDr. David ClaeysDean of Academic AffairsScott Community College500 Belmont RoadBettendorf, IA 52722(319) 359-753120511

Eastern Iowa CommunityCollege District

Articulation AgreementsDr. David ClaeysDean of Academic AffairsScott Community College500 Belmont RoadBettendorf, IA 52722(319) 359-753120641

Eastern Michigan UniversityTeaching Effectiveness and

Demonstration ClassroomProject

Dr. Robbie JohnsonDirector, Pre-Student

Teaching and StudentTeaching

101 Boone HallYpsilanti, MI 48197(313) 487-141620366

r Eastern MichiganUniversity

Collaborative SchoolImprovement Program(C-SIP)

Mary GreenAssociate Dean, College of

Education129 Boone HallYpsilanti, MI 48197(313) 487-313420367

Eastern Michigan UniversitySchool Improvement

Facilitator TrainingProgram

Dr. Marylyn LakeAssociate Professor111 King HallYpsilanti, MI 48197(313) 487-313420368


Collaboration for theImprovement of TeacherEducation (CITE)

Amy B. ColtonProject Director, CITE234 Boone HallYpsilanti, MI 48197(313) 487-205820369


Rational Approaches toPractical School-WideDiscipline (RASPD)

Trevor GardnerDirector, RASPD, and

Assistant Professor ofTeacher Education

234 Boone HallYpsilanti, MI 48197(313) 487-141820370

Eastern WashingtonUniversity

Eastern WashingtonEducational Consortium

William K. KatzDean, School of Human

Learning and DevelopmentMS-186Cheney, WA 99004(509) 359-232820499

Edinboro UniversityProject ERIEDr. James R. FlynnChairperson, Department of

Educational Services322 Butterfield HallEdinboro, PA 16444(814) 732-2830201)38

r Edinboro UniversityEnhancement of Reasoning

Through MicrocomputerResearch Modeling

Dr. Jack CulbertsonDepartment ChairPsychology DepartmentEdinboro, PA 16444(814) 732-277421116

Edison Community CollegeEdison/Tanglewood School

Adopt-A-School ProgramMax RievesVice President for Student

ServicesP.O. Box 06210Fort Myers, FL 33906-6210(813) 489-930020821

El Camino CollegeSouth Bay Center for the Arts

High School ConservatoryPhilip WestinDean of Fine Arts16007 South CrenshawTorrance, CA 90506(213) 715-371520015

NA710NAL DIRECTORY 251

El Centro CollegeEl Centro Middle College

HighDr. Wright L. Lassiter, Jr.PresidentMain and LamarDallas, TX 75202-3604(214) 746-201120800

El Paso Community CollegeSpecial ProgramsJTPA

Private Industry CouncilLeo PinedaCoordinator, Special

ProgramsP.O. Box 20500El Paso, TX 79998(915) 534-341520763

Embry-Riddle AeronauticalUniversity

Upward BoundCarol A. GrandinettiProgram DirectorDaytona Beach, FL 32114(904) 239-672820946

r Emory UniversityThe National Faculty of

Humanities, Arts, andSciences

Dr. Benjamin LadnerPresident1676 Clifton RoadAtlanta, GA 30322(no telephone number

provided)20168

Emporia State UniversityFlint Hills Educational

Research and DevelopmentAssociation

Jack SkillettDean, The Teachers College.Emporia, KS 66801(316) 343-536720606

r Erie Community CollegeHigh School Articulation

AgreementsGeorge A. ThomasVice President for Academic

AffairsMain Street and Youngs RoadWilliamsville, NY 14221(716) 634-080020494

Essex County CollegeChapter 1Stephanie ArringtonDirector, Chapter 1303 University AvenueNewark, NJ 07102(201) 877-316020721

Essex County CollegeThe Integrated Partnership

ProgramDr. John SeabrookSpecial Assistant to the

President303 University AvenueNewark, NJ 07102(201) 877-186720843

Essex County CollegePre-College ConsortiumCarolyn MillerDirector, Pre-College

Consortium303 University AvenueNewark, NJ 07102(201) 877-338920850

Essex County CollegeUpward BoundBetty FosterDirector, Special Programs303 University AvenueNewark, NJ 07102(201) 877-31%20940

r Essex County CollegeTalent Search ProjectBetty FosterDirector, Special Programs303 University AvenueNewark, NJ 07102(201) 877-31%20941

r Evergreen Valley CollegeENLACE: A Community

Investment in EducationMargarita Maestas-FloresProgram/Mentor Coordinator3095 Yerba Buena RoadSan Jose, CA 95135(408) 274-7900, ext. 659820729

r Experiment inInternational Living-School for InternationalRaining

Peace and Global ResourceExchange (PGRE)

Ward HeneveldDirectorKipling RoadP.O. Box 676Brattleboro, VT 05301(802) 257-7751, ext. 30720809

Fairleigh DickinsonUniversity

Middle College-PartnershipKenneth T. VehrkensAssociate Vice President for

Academic Affairs150 Kotte PlaceHackensack, NJ 07601(201) 692-267521123

Fayetteville TechnicalCommunity College

Cooperative ProgramHarold B. ThompsonDirector, Special ProgramsP.O. Box 35236Fayetteville, NC 28303(919) 323-1%120126

Ferrum ColkseAdopt-A-School and

Cooperative TeacherEducation Program

Dr. Joseph L. CarterDean of the CollegeFerrum, VA 24088(703) 365-420620256

r Fitchburg State CollegeCircle CollaborativeDr. Michele Moran ZideCollaborative Project Director160 Pearl StreetFitchburg, MA 01420(508) 345-215120200

r Fitchburg State CollegeMathematics and Science

Curricula Revision K-12Dr. Michele Moran ZideCollaborative Project Director160 Pearl StreetFitchburg, MA 01420(508) 345-215121112

Florida A & M UniversityPreservice Teacher

Assessment Project(PSTAP)

Dr. Elinor V. EllisAssociate ProfessorBox 106Tallahassee, FL 32307(904) 599-336620290

Florida A & M UniversityPanhandle Center for

Excellence in Math,Science, Computers, andTechnology

Dr. William P. HalpernCodirector, Panhandle Center

for ExcellenceDepartment of Chemistry11000 University ParkwayPensacola, FL 32514(904) 474-274120153

Florida A & M UniversityFAMU/Bond and Nims

School Mentor ProgramDr. Elinor V. EllisAssociate Professor of

EducationCollege of EducationGore Education ComplexBox 106Tallahassee, FL 32304(904) 599-336620580


Florida Atla i UniversityFAU-Ely PartnershipDr. Robert F. StetsonActing Dean of

Undergraduate StudiesBoca Raton, FL 33431(407) 367-306420923

Florida Atlantic UniversityCollege Reach-OutDeborah MinneyDirector, College Reach-OutTrailer MT-2Boca Raton, FL 33431(407) 367-395920924

Florida Atlantic UniversityCreating and Retaining

Winners for Palm BeachCounty Classrooms

Dr. Dan WeppnerAssociate ProfessorCollege of EducationBoca Raton, FL 33431(407) 367-355020947

Florida Atlantic UniversitySECMERichard MaderDirector, Minority

Engineering ProgramP.O. Box 3091Boca Raton, FL 33431(407) 367-268020951

Florida InternationalUniversity

Junior High Gifted StudentProgram

Gautam RayProfessor and Chairman,

Mechanical EngineeringVH 134University Park CampusMiami, FL 33199(305) 554-256920741

r Florida InternationalUniversity

Vested Interest Program(VIP)

Caryl M. GrofDirector, Special ProgramsOffice of Undergraduate

StudiesUniversity Park CampusMiami, FL 33199(305) 554-209920 742

Florida InternationalUniversity

Florida Action For MinoritiesIn Engineering

Gustavo RoigAssociate ProfessorUniversity Park CampusMiami, FL 33199(305) 554-280720925

r Florida InternationalUniversity

Partners in Progress Program(PIP)

Dr. Rosa L. JonesActing Associate Dean of

Undergraduate StudiesNorth Miami CampusNorth Miami, FL 33181(305) 940-575421118

Florida State UniversityCoop rating Teacher ProjectKenneth TobinProfessor of Science

Education203 Milton Carothers HallTallahassee, FL 32306(904) 644-279220171

Florida State UniversityEducational Leadership

Consortium (ELC)Bill SnyderProfessor and Coordinator,

ELC113 Stone BuildingTallahassee, FL 32306(904) 386-317620241

Florida State UniversityCASE AnalysisA Mentor

ProgramDr. Virginia GreenAssociate Dean,

Undergraduate Studies,and Professor of EarlyChildhood Education

236 Stone BuildingTallahassee, FL 32306-5000(904) 644-688520242

Florida State UniversityReactivity NetworkE. K. MellonProfessorDepartment of ChemistryTallahassee, FL 32306-3006(904) 644-40742050 2

Florida State UniversityFSU-Developmental

Research SchoolPartnership

Dr. Charles lmwoldDepartment Head104 Tully GymTallahassee, FL 32306-3045(904) 644-481320526

Florida State UniversityFamily/School/Community

Partnership Program (FSC)Dr. Carolyn HerringtonAssociate DirectorCenter for Education in

Policy Studies312 Stone BuildingTallahassee, FL 32306-5000(904) 644-504220617

r Florida State UniversityYoung Scholars ProgramDr. Patficia C. HaywardDirector, Office of Science

Teaching ActivitiesDepartment of Biological

Science227 Conradi BuildingTallahassee, FL 32306-3050(904) 644-674720737

2rc

Florida State UniversityCapitol Regional Science and

Engineering FairDr. Patricia C. HaywardDirector, Office of Science


Science227 Conradi BuildingTallahassee, FL 32306(904) 644-6747-305020738

r Florida State UniversityDistinguished Lecture SeriesCarole LockridgeSeries AdministratorCenter for Professional

DevelopmentTallahassee, FL 32306-2027(904) 644-754320739

r Florida State UniversitySaturday-at-the-Sea (SATS)Dr. Patricia C. HaywardDirector, Office of Science


Science227 Conradi BuildingTallahassee, FL 32306-3050(904) 644-674720740

Foothill CollegeInstructional Support CenterBeverly CoeCoordinator12345 El Monte RoadLos Altos Hills, CA 94022(415) 949-761420632

Fordham UniversityNew York Alliance for the

Public SchoolsBarbara ProbstExecutive Director32 Washington PlaceNew York, NY 10003(212) 998-677020254


Fordham UniversityNational Network for

Educational Renewal/NewYork Alliance for PublicSchools

Dr. Thomas A. MulkeenAssociate Professor, APUEBox 201Lincoln Center, NY 10023(212) 841-529220572

Fordham UniversityScience and Technology

Entry Program (STEP)Michael A. MolinaDirector, STEPHughes Hall BasementBronx, NY 10458(212) 579-298520905

Fordham University, Collegeat Lincoln Center

Science Monitoring ProjectEdward BristowAssociate Dean113 West 60th StreetNew York, NY 10023(212) 841-538020917

Forsyth TechnicalCommunity College

Sate lite Counsebr ProgramSusan Q. PhelpsDean, Student Services

Division2100 Silas Creek ParkwayWinston-Salem, NC 27103(919) 723-037120706

r Fort Hays StateUniversity

Special EducationEndorsement Project

Dr. Ninia SmithChair, Department of Special

EducationHays, KS 67601(913) 628-421320179

Franklin CollegeRunning StartDavid C. DewittAssociate Director,

AdmissionsOffice of AdmissionsFranklin, IN 46131(317) 736-844120775

Franklin Institute of BostonBenjamin Franklin High

School CollaborativeRichard K. FieldsDean of Community and

Continuing Education41 Berkeley StreetBoston, MA 02116(617) 423-463020143

Front Range CommunityCollege

Adams City Middle SchoolLearning Team

Terri EllerbruchPublications Department3645 West 112th AvenueWestminister, CO 80030(303) 466-8811, ext. 30621260

rFullerton CollegeManagement of

Manufacturing: A 2+2+2Articulated Approach

Kathleen A. BakerDirector, School and College

Relations321 East Chapman AvenueFullerton, CA 92634(714) 992-752820455

Furman UniversityUpstate Schools ConsortiumDr. Herbert B. TylerChairman, Department of

EducationFurman UniversityGreenville, SC 29613(803) 294-308620261

rGallaudet UniversityNational Research to

Development Network forPublic School Programs forthe Hearing Impaired

Thomas N. KluwinProfessorKDES/PAS 9800 Florida Avenue, NEWashington, DC 20002(202) 651-520520447

rGallaudet UniversityYoung Scholars Program

(YSP) and Summer ScienceProgram (SSP)

Dr. Richard W. MeisegeierDirector, Honors Program800 Florida Avenue, NEWashington, DC 20002(202) 651-555020685

Gallaudet UniversityAnnual Survey of Hearing-

Impaired Children andYouth

Arthur N. SchildrothSenior Research AssociateCenter for Assessment and

Demographic Studies800 Florida Avenue, NEWashington, DC 20002(202) 651-557521036

Gallaudet UniversityPre-College ProgramsDavid S. MartinDean, School of EducationWashington, DC 20002(202) 651-500021178

Garden City CommunityCollege

School-College PartnershipsDr. Gary JarmerDean, Occupational

Education801 Campus DriveGarden City, KS 67846(316) 276-952120459

2 5 ;

Genesee Community CollegeGenesee Region Teacher

CenterDr. Donald GreenVice President for Academic

AffairsOne College RoadBatavia, NY 14020(716) 343-005520159

Genesee Community CollegeArticulation ProgramsDr. Donald GreenVice President for Academic

AffairsOne College RoadBatavia, NY 14020(716) 343-005520473

rGenesee CommunityCollege

Visiting Faculty ProgramDr. Larene HoelcleActing Vice President for

Academic AffairsBatavia, NY 14020(716) 343-0055, ext. 52820575

Genesee Community CollegeCollege Enrichment ProgramThomas J. NelsonAssociate DeanBatavia, NY 14020(716) 343-005520670

rGeorge Mason UniversityEarly Identification ProgramHortensia B. CadenasDirector123 East BuildingFairfax, VA 22030(703) 323-270320096

r The George WashingtonUniversity

Multicultural StudentServices Center

Valerie EppsDirector, Multicultural

Student Services Center2127 G Street, NWWashington, DC 20052(202) 994-701020862


Georgetown UniversityGeorgetown University

Articulation ProgramJames F. SlevinChairman, Department of

EnglishWashington, DC 20057(202) 625-4220/49492/236

Georgia CollegeInnovative Teaching Center

for Adolescent Needs (ITCAN)

Dr. Jim WolfgangDirector, IT CANCBX 065Milledgeville, GA 31061(912) 453-407220/48

r Georgia CollegeGeorgia College Educators'

Network (GC Edunet)Dr. Frank LowneyAssistant Dean, School of

EducationMilledgeville, GA 31061(912) 453-454620/49

r Georgia CollegeHomework HotlineEdward M. WolpertDean, School of EducationMilledgeville, GA 31061(912) 453-454620791

Georgia CollegeParents as TeachersKathryn PowellProject Director, Parents as

Teachers107 Kilpatrick BuildingMilledgeville, GA 31061(912) 453-549821032

Georgia Southern CollegeGeorgia Southern Center for

Economic EducationDr. Douglas A. NettletonDirector, Center for

Economic EducationBox 8151Statesboro, GA 30460(912) 681-516120152

Georgia Southern CollegeSoutheast Georgia Foreign

Language CollaborativeAcademic Alliances

Dr. Lowell BoumaChair, Department of Foreign

LanguagesStatesboro, GA 30460-8081(912) 681-528220506

Georgia Southern CollegeEducation/RestitutionShirlee DealProject CoordinatorLB #8114Statesboro, GA 30460-8114(912) 681-551020724

r Georgia SouthwesternCollege

The Southwest GeorgiaWriting Project

Dr. Ondee RavanDirectorAmericus, GA 31709(912) 928-124820507

r Georgia State UniversityAlternative Certification

Program for CriticalTeaching Fields

Dr. Jack Hassardrofessor of Curriculum and

InstructionAtlanta, GA 30303(404) 651-251820308

Georgia State UniversityAdopt A Magnet-School for

TeachingJanet Tows leeAssociate Dean, College of

EducationAtlanta, GA 30303(404) 651-284220961

Gettysburg CollegeProject for Informed ChoiceRobert NordvallAssociate ProvostGettysburg, PA 17325(717) 337-682320577

Gonzaga UniversityField-Based PartnershipsDr. Bob BialozorChairperson, Department of

Administration,Curriculum, andInstruction

Spokane, WA 99258(509) 328-422020169

Goucher CollegeRaising Ambitions Instills

Self-Esteem (RAISE)Rev. William W. RichChaplainTowson, MD 21204(301) 338-604820849

r Grand Valley StateUniversity

The Coalition for Excellencein Science and MathEducation

David 0. TanisExec utivtakec.tor.......301 Loutit HallAllendale, MI 49401(616) 895-223820365

Greater New Haven StateTechnical College

Pre-College ProgramDominic LongoAssociate Dean of Instruction88 Bassett RoadNorth Haven, CT 06473(203) 234-332820911

Greater New Haven StateTechnical College

Technical OrientationProgram (TOPS)

Chester SchnepfDirector, Admissions88 Bassett RoadNorth Haven, CT 06473(203) 234-334320912

Greenfield CommunityCollege

Northwest RegionalConsortium for theImprovement of Math andScience Teaching

Dr. Mary M. FuquaDean of Graduate and


Greensboro CollegeGreensboro College Math

ConsortiumDr. Larry AllredDirector, Teacher EducationGreensboro, NC 27402(919) 272-710220178

Greenville Technical CollegeArticulation ProgramDr. Kay GrastieVice President for EducationP.O. Box 5616Greenville, SC 29606-5616(803) 242-317020480

Greenville Technical CollegeGeneral Manufacturing

Certification ProgramF. M. RogersDirector, Career

Advancement CenterP.O. Box 5616, Station BGreenville, SC 29607(803) 250-8000, LA. 220420707

Greenville Technical CollegeMaintenance Technician

Certification ProgramF. M. RogersDirector, Career

Advancement CenterP.O. Box 5616, Station BGreenville, SC 29607(803) 250-8000, ext. 220420708


Greenville Technical CollegeCooperative Education/

Technical ScholarshipSusan B. GasqueDirec tor, Cooperative

Education/TechnicalScholarship

P.O. Box 5616, Station BGreenville, SC 29606-5616(803) 250-800020714

Greenville Technical CollegeOperation SuccessW. Dewey TullisDirector, Operation SuccessP.O. Box 5616, Station BGreenville, SC 29607(803) 239-306820779

Greenville Technical CollegeGeneral Manufacturing and

Maintenance TechnicianCertification Programs

F. M. RogersDirector, Career

Advancement CenterP.O. Box 5616, Station BGreenville, SC 29607(803) 250-8000, ext. 220421037

r Grinnell CollegeDes Moines "I Have A

Dream" ProgramJames WorkExecutive Director, "I Have a

Dream" ProgramP.O. Box 805Grinnell, IA 50112(515) 269-317820046

Gulf Coast CommunityCollege

Adopt-A-SchoolPatti Woodham-McAllisterCoordinator, School and

Community Relations5230 West Highway 98Panama City, FL 32401-1041(904) 769-1551, ext. 23920581

r Hagerstown JuniorCollege

Comprehensive ProgramArticulation

Michael H. ParsonsDean of Instruction751 Robinwood DriveHagerstown, MD 21740(301) 790-280020780

Hampshire CollegeWestern Massachusetts Five

College/Public SchoolI'.1rtnership



Hampton UniversityLearning Experiences

Assessing Potential(Project LEAP)

Dr. Carlton BrownDean, School of EducationHampton, VA 23668(804) 27...'-5793

20745

r Harvey Mudd CollegeProject Upward BoundOctavio BoubionDirectorClaremont, CA 91711(714) 621-812320017

Harvey Mudd CollegeMathematics, Engineering,

Science Achievement(MESA)

Linda Dell'OssoDirector, MESAClaremont, CA 91711(714) 621-824020019

Hastings CollegeEarly College ProgramDwayne S. StrasheimDean of the CollegeHastings, NE 68902-0269(402) 461-736020068

r Hawaii CommunityCollege, University ofHawaii at Hilo

Credit-by-ArticulationFlogram

Joni OnishiArticulation CoordinatorBusiness Education DivisionHilo, HI 96720-4091(808) 933-331420501

Hawkeye Institute ofTechnology

Introduction to HealthCareers

Dr. Glen PedersenVice President, Vocational

Technical Division1501 East Orange RoadWaterloo, IA 50704-8015(319) 296-232020047

Haywood CommunityCollege

Haywood County Public/Private EducationalCompact

Walter PlexicoDean of InstructionClyde, NC 28721(704) 627-282120589

Hazard CommunityCollegeUniversity ofKentucky

Dropout PreventionAnne OsborneLearning Center CoordinatorHazard, KY 41701(606) 436-572120114

2Gi

High Point CollegeNC Region Five

Collaboration ProjectDr. Wanda C. PowersAssistant ProfessorHP-2High Point, NC 27261(919) 841-925720595

Hobart and William SmithColleges

Collaborative Field-BasedProgram in TeacherEducation

Dr. Charles TempleChairperson, Education

DepartmentGeneva, NY 14456(315) 781-363620390

Hobart and William SmithColleges

Hobart and William SmithCooperative Science andMath Institute for Teachers

Larry E. CampbellActing Associate ProvostGeneva, NY 14456(315) 781-330820391

Hope CollegeKellogg Foundation Science

and Math Grant (K-8)Dave ZwartDirector, Kellogg GrantHolland, MI 49423(616) 394-792920247

Hope CollegeProgram for the

Academically Talented atHope (PATH)

Marty SwankDirector, PATHEducation DepartmentHolland, MI 49423(616) 394-774220771


rHoward UniversityIntern-Mentor ProgramDr. Rosa Trapp-DailAssociate Professor of Early

Childhood EducationSchool of EducationWashington, DC 20059(202) 623-734320382

Howard UniversityAdopt-A-SchoolDr. Portia ShieldsChairman, Curriculum and

TeachingSchool of EducationWashington, DC 20059(202) 623-734620551

Howard UniversityTeaching Professions

ProgramDr. Portia ShieldsChairman, Curriculum and

TeachingSchool of EducationWashington, DC 20059(202) 623-734320920

Hudscn County CommunityCollege

Advanced PlacementDr. Lekha G. KeisterSpecial Assistant to the

President901 Bergen AvenueJersey City, NJ 07306(201) 714-211020889

Hudson Valley CommunityCollege

Using a College Library,Program for High SchoolStudents

Susan BlandyPublic Services Librarian80 Vandenburg AvenueTroy, NY 12180(518) 270-73192013/

r Idaho State UniversityThe League of SchoolsAngela LuckeyCoordinator, League of

SchoolsBox 8059Pocatello, ID 83209-0009(208) 236-,320221063

r Illinois EasternCommunity College

Articulation AgreementE. Kenton PeakDirector, Educational

Services305 North West StreetOlney, IL 62450(618) 395-4351, ext. 228020045

r Indiana State UniversityPartners for Educational

Progress (PEP)Dr. Gail M. HuffmanAssociate Dean, School of

EducationTerre Haute, IN 47809(812) 237-289320410

rIndiana UniversityAdvance College ProjectDr. Leslie J. CoyneDirect or, Advance College

Projek.1

Maxwell Hall 254Bloomington, IN 47405(812) 855-504821094

Indiana University EastCooperative Educational

OpportunitiesAnn RunyonExecutive Officer, CEO OfficeBox EC-23Richmond, IN 47374(317) N3-125220058

r Indiana University ofPennsylvania

1UP/ARIN/Public SchoolsPartnerships in Education

Dr. John ButzowDean, College of Education104 Stouffer HallIndiana, PA 15705(412) 357-248021232

Indiana University ofPennsylvania

Langley Urban StudentTeaching Center

Dr. David RotigelCoordinator, Langley Urban

Student Teaching CenterRD 4, Box 143Greensburg, PA 15601(412) 357-222521250

Indiana Tiniversity ofPennsylvania

1UP Woodland Hills StudentTeaching Center

Dr. David RotigelCoordinator, Woodland Hills

Student Teaching CenterRD 4, Box 143Greensburg, PA 15601(412) 357-222521251


1UP-Armstrong StudentTeaching Center

Dr. Larry VoldDirector, Professional

Laboratory Experiences104A Stouffer HallIndiana, PA 15705-1087(412) 357-483221256


1UP-Johnstown ElementaryStudent Teaching Program

Dr. Joseph RizzoCoordinator, IUP-Johnstown

Program328 Davis HallIndiana, PA 15705-1087(412) 357-241121257


Urban Elementary TeacherEducation Program

Dr. Beatrice FennimoreCoordinator, Urban

Elementary TeacherEducation Program

313 Davis HallIndiana, PA 15705-1087(412) 357-24042/258

Indiana University ofPe nnsylva nia

1UP Woodland HillsElementary StudentTeaching Center

Dr. Beatrice FennimoreCoordinator, Woodland Hills

Elementary StudentTeaching Center

313 Davis HallIndiana, PA 15705-1087(412) 357-240421259

Indiana University-PurdueUniversity at Fort Wayne

Future Academic Scholars'Track (The FAST Program)

Bettye J. PoignardProgram Administrator, FAST2101 Coliseum Boulevard

EastFort Wayne, IN 46805(219) 481-660520085

Indiana University-PurdueUniversity at Fort Wayne

Scholarships of ExcellenceAly A. MahmoudDean, School of Engineering

and Technology2101 Coliseum Boulevard



r Indiana University-Purdue University at FortWayne

Minority Introduction toEngineering andTechnology (MITET)

My A. MahmoudDean, School of Engineering

and Technology2101 Coliseum Boulevard


Indiana Vocational TechnicalCollege

Cooperative EducationalOpportunities

Ann RunyonExcecutive Officer, CEO

OfficeBox EC-23Richmonc! IN 47374(317) 983-125220058

Indiana Vocational TechnicalCollege, Region 4

Administrative LeadershipCooperation

C. Edward BrownDirector, Vocational ServicesP.O. Box 6299Lafayette, IN 47903(317) 477-740120435

Inver Hills CommunityCollege

Technical Industry,Community College andSecondary SchoolPartnership to EnhanceScience Curriculum

Dr. Robert AllenDean of InstructionInver Grove Heights, MN

55076(612) 450-863820358

lona CollegeLeap Into New Knowledge

(LINK)Dr. Mary Egan, SCDirector, Special Academic

Programs1061 North BroadwayYonkers, NY 10701(914) 969-400021097

Iowa State UniversitySchool Improvement ModelDr. Richard P. Manatt

/ Director, SchoolImprovement Model

E005 Lagomarcino HallAmes, IA 50011(515) 294-552120359

Iowa State UniversityIowa State University-Merrill

Middle School PartnershipLynn W. GlassProfessorN156 Lagomarcino HallAmes, IA 50011(515) 294-700620837

Ithaca CollegeEnhancement of Secondary

Science LaboratoryInstruction

Peter SeligmannProgram Director,

Chairperson, andProfessor, PhysicsDepartment

Williams HallIthaca, NY 14850(607) 274-396620372

I Ithaca CollegePre-School Language

Enhancement ProgramMarie SanfordClinical Supervisor, Speech

Pathology and AudiologySmiddy Hall 3Danby RoadIthaca, NY 14850(607) 274-324820686

Ithaca CollegeLaboratory School in Music

EducationDr. Janet Funderburk-GalvanAssociate Professor of MusicFord HallIthaca, NY 14850(607) 274-317420687

r Ithaca CollegeCooperative Swim ProgramSarah RichAssociate Professor of Health,

Physical Education, andRecreation

Hill CenterIthaca, NY 14850(607) 274-340720688

Ithaca CollegeAdvanced Placement

Television CourseE. Kimball MillingDirector, Continuing

Education and SummerSessions

Towers ConcourseIthaca, NY 14850(607) 274-314320689

Ithaca CollegeAccess to College EducationThomas C. LonginProvostJob Hall 3Danby RoadIthaca, NY 14850(607) 274-311320690

2G3

r J. Sargeant ReynoldsCommunity College

Urban Community CollegeTransfer OpportunitiesProgram

Betsy WoolfCoordinator, Urban

Community CollegeTransfer OpportunitiesProgram

P.O. Box C-32040Richmond, VA 23261-2040(804) 786-681520777

r Jackson CommunityCollege

Tech-Prep PartnershipAllaire GeorgeVice President for Academic

AffairsJackson, MI 49201-8399(517) 787-0800, ext. 11020431

James Sprunt CommunityCollege

Articulation ProgramDr. Donald ReichardPresidentP.O. Box 398Kenansville, NC 28349(919) 296-134120479

Jefferson Technical CollegeTech-PrepDr. Richard C. BraceVice President for Instruction4000 Sunset BoulevardSteubenville, OH 43952(614) 264-559120036

Jers0 City State CollegeCollege BoundF. Louise DiazDirector, College Bound2039 Kennedy BoulevardJersey City, NJ 07305(201) 547-348220938


John Abbott CollegeEasing the TransitionMargaret WallerProject CoordinatorP.O. Box 2000Ste. Anne de Bellevue,

Quebec H9X 3L9CANADA(514) 457-661021218

John Carroll UniversityCleveland Collaborative for

Math and ScienceRonald B. Ole' .:tiakDirector, Minority AffairsUniversity Heights, OH

44118(216) 397-429421160

John Carroll UniversityGo To College ProgramRonald B. OleksiakDirector, Minority AffairsUniversity Heights, OH

44118(216) 397-429421161

r The Johns HopkinsUniversity

Center for the Advancementof Academically TalentedYouth (CTY)

Dr. William G. DurdenDirector, CTY3400 North Charles StreetBaltimore, MD 21218(301) 338-634021126

r The Johns HopkinsUniversity

johns Hopkins University/Dunbar High SchoolHealth ProfessionsProgram

Dr. Warren C. HaymanCoordinator, Dunbar High

School Health ProfessionsProgram

105 Whitehead Hall3400 North Charles StreetBaltimore, MD 21218(301) 338-827321086

r Johnson CountyCommunity College

College NowDr. James M. WilliamsAssistant Dean,

Communications andAcademic EnhancementDivision

12345 College at QuiviraOverland Park, KS 66210-

1299(913) 469-8500, ext. 345021093

Jordan CollegeHigh School Early AdmissionBruce RobinsonExecutive Vice President360 West Pine StreetCedar Springs, MI 49319(616) 696-118020887

Judson CollegeAdvanced Study ProgramJack PowellDirector, Enrollment Services1151 North State StreetElgin, IL 60123(312) 695 -E00, ext. 16020069

Juniata CollegeJuniata College-Central

Pennsylvania ScienceEducation ImprovementProject

Dr. Donald MitchellProfessor of ChemistryHuntington, PA 16652(814) 643-431020157

Kankakee CommunityCollege

Kankakee CommunityCollege-Course Program

Rick ManuelVice President for Student

ServicesP.O. Box 888Kankakee, IL 60901(815) 933-022520916

r Kapiolani CommunityCollege

The RESHAPE ProgramMarion G. LambCoordinator, Assessment and

Information Services4303 Diamond Head RoadHonolulu, HI 96816(808) 734-956321111

Kean College of New JerseyProject AdelanteDr. Ma Maria SchuhmannProject Director and Dean,

School of EducationMorris AvenueUnion, NJ 07083(201) 527-213620910

r Kennesaw State CollegeKennesaw State College

History-Political ScienceTeaching Alliance

Dr. Helen S. RidleyProfessor of Political ScienceP.O. Box 444Marietta, GA 30061(404) 423-625121270

r Kent State UniversityNortheastern Ohio Coalition

of High Schools for theFuture

Dr. Richard HawthorneProfessor404 White HallKent, OH 44242(216) 672-258020257

rKent State University-Ashtabula Campus

Partnerships ProgramRoxana ChristopherCoordinator, Partnerships

Programs andDevelopmental Education

3325 West 13th StreetAshtabula, OH 44004(216) 964-332220057

2t;,1

Kentucky State UniversityCollege ConnectionDean of the Community

CollegeFrankfort, KY 40601(502) 227-663420030

Kenyon CollegeSchool-College Articulation

Program (SCAP)Peter RutkoffAssociate DirectorSeitz HouseGambier, OH 43022(614) 427-531620031

Kingsborough CommunityCollege

Kingsborough CommunityCollege Articulation

Dr. Lester RhoadsDirector, Sports, Fitness, and

Recreation2001 Oriental BoulevardBrooklyn, NY 11235(718) 934-5831/569620662

Kingsborough CommunityCollege

Diploma NowCharles HinesDirector, Diploma NowOffice of Continuing

Education2001 Oriental BoulevardBrooklyn, NY 11235(718) 934-558520669

I KingsboroughCommunity College

College NowDr. Stuart SussDirector, College Now

Program2001 Oriental BoulevardBrooklyn, NY 11235(718) 934-517021095


r Kirkwood CommunityCollege

High School Health ScienceProgram

Dr. John L. McCabeDepartment Head, Health

Sciences223 Linn HallBox 2068Cedar Rapids, IA 52406(319) 398-561320461

Knox CollegeCollege Coursework for High

School Honors StudentsStephen BaileyAssociate DeanGalesburg, IL 61401(309) 343-011221180

Kutztown UniversityGeography AllianceDr. Stephen A. JusthamAssistant Provost and ChairKutztown, PA 19530(215) 683-421220392

Kutztown UniversityPreservice Training in

GeographyDr. Stephen A. JusthamAssistant Provost and ChairKutztown, PA 19530(215) 683-421220427

Kutztown UniversitySummer Enrichment

Program for Talented HighSchool Students

Dr. Sylvester Kohut, Jr.Dean, College of EducationKutztown, PA 19530(215) 683-425320902

Lafayette CollegeJoint In service DayJune SchiueterAssociate Professor of

EnglishEaston, PA 18042(215) 250-524820218

Lake Michigan CollegeCollaborativeCharmaine M. KiblerDirector, Foundations and

Grants2755 East Napier AvenueBenton Harbor, MI 49022(616) 927-3571, ext. 25920060

Lake Superior StateUniversity

Communications LeagueDr. Frederick W. GilliardVice President for Academic

AffairsSault Sainte Marie, MI 49783(906) 635-221120287

Lamar UniversityLamar Early Access ProgramDr. Charles BurkeDirector, Lamar Early Access

ProgramBox 10034Beaumont, TX 77710(409) 880-868020934

Laramie County CommunityCollege

Adopt-A-SchoolCraig AndersonDivision DirectorGeneral Studies and

Education Division1400 East College DriveCheyenne, WY 82007-3299(307) 634-5853, ext. 17420539

Laredo Junior CollegeArticulation of CurriculumCynthia M. JacksonAssistant to the PresidentWest End Washington StreetLaredo, TX 78040(512) 721-510220467

Lenoir Communky CollegeCooperative Program

Agreement DualEnrollment

Tom WahabDeanP.O. Box 188Kinston, NC 28502-0188(919) 527-622320680

LeTourneau UniversityAdvanced Academic Training

ProgramGeorgie B. WillcoxDirector, Special ProgramsP.O. Box 7001Longview, TX 75607(214) 753-023120221

Lewis and Clark CollegeSummer College for High

School JuniorsDr. Dennis MasseyAssociate DeanCampus Box 39Portland, OR 97219(503) 293-275920025

Lewis and Clark CommunityCollege

High School PartnershipProgram

Dr. Marguerite E. BoydDirector, Technology Training5800 Godfrey RoadGodfrey, IL 62035(618) 466-3411, ext. 41720043

Lewis UniversityDuPage Area Occupational

Educational System(DAOES)

Dr. Kathleen OwensDean of Arts and SciencesRoute 53Romeoville, IL 60441(815) 838-0500, ext. 24220041

Lincoln Land CommunityCollege

Students, Teachers, Parents(STP)

Patricia JacobsonDean of Transfer and Part-

Time InstructionShepherd RoadSpringfield, IL 62708(217) 786-227720541

Livingston UniversityUniversity of Alabama/

Livingston Universitylnservice Education Center

Dr. James H. PatrenosDean, College of EducationStation 8Livingston, AL 35470(205) 652-9(161, ext. 21020170

Long Island University-Brooklyn Campus

Bridge Programs and TheCollege Project

David B. WilliamsCoordinator, Bridge

Programs and The CollegeProject

Honors ProgramUniversity PlazaBrooklyn, NY 11201(718) 403-104920899

Long Island University-C.W.Post Campus

Freshman Academic Studyfor Talented High SchoolStudents (FAST) Program

Dr. Donald K. FrankDirector, FAST ProgramGreenvale, NY 11548(516) 299-240729957


Long Island University-C.W. Post Campus

Secondary CollegiateArticulated LearningExperience (SCALE)

Charles W. SilkieAssistant Director, Contract

ProgramsBrookville, NY 11548(516) 299-2211

21096

Long Island University-C.W.Post, Southampton,Rockland, and BrentwoodCampuses

Queen's High School/LIUProposed CollaborativeProjects

Dr. Helen GreeneDean, School of EducationBrookville, NY 11548(516) 299-221020258

Longview CommunityCollege

Independent Study ProgramSue DoepkeAssistant Coordinator,

Independent StudyProgram

500 Longview RoadLee's Summit, MO 64081(816) 763-777720749

Longwood CollegeLongwood Talented and

Gifted ProgramDr. Nancy AndrewsProfessor of Health, Physical

Education, Recreation112 Lancer HallFarmville, VA 23901(804) 395-254120859

Longwood CollegeLongwood Summer Reading

ProgramDr. Mary S. WoodburnProfessor of EducationFarmville, VA 23901(804) 395-234720860

Lord Fairfax CommunityCollege

2+2 Program in ComputerInformation Processing

Aaron MitchellAssistant Professor of Data

ProcessingP.O. Box 47

Middletown, VA 22645(703) 869-112020476

r Los Angeles PierceCollege

PAC Articulation CouncilRobert GarberAssistant Dean of Student

Development6201 Winnetka AvenueWoodland Hils, CA 91371(818) 719-640620430

Louisiana CollegeBell South GrantSue E. CarrollDirector, Bell South GrantP.O. Box 560Pineville, LA 71359(318) 487-730320982

r Louisiana StateUniversity

Project LEADDr. Joseph W. LicataDirector, Project LEAD101 Peabody HallBaton Rouge, LA 70802(504) 388-688620151

Louisiana State UniversityClearinghouse for Evaluation,

Research, and GrantsF. Neil MathewsAssociate ProfessorCollege of EducationBaton Rouge, LA 70803(504) 388-2331

20244


Louisiana Writing Project(LWP)

Sarah BurkhalterDirector, Louisiana Writing

ProjectDepartment of Curriculum

and InstructionBaton Route, LA 70803-4728(504) 388-244120245


French Education Project(FEP)

Robert C. LafayetteCoordinator, FEP202 Peabody HallBaton Route, LA 70803(504) 388-230920246

I Louisiana StateUniversity

Mathematics/Science Semi-Specialist Project (MSSP)

Dr. L Diane MillerProject DirectorLouisiana State University223 Peabody HallBaton Route, LA 70803(504) 388-601720266

Louisiana State UniversityComputer-Assisted Thinking

Skills (CATS)S. Kim MacGregorAssociate Professor111 Peabody HallBaton Rouge, LA 70803-4721(504) 388-215020769

Louisiana State UniversityLouisiana State Youth

Opportunities UnlimitedSuzan N. GastonProject Director236 Peabody HallBaton Rouge, LA 70803(504) 388-175120770

2 rd;

Louisiana State University atAlexandria

Summer Tutorial for At-RiskStudents (STARS) Program

Walter ConnellDirector, STARS ProgramAlexandria, LA 71302(318) 473-643420835

Louisiana State University inShreveport

Academic ExcellenceProgram

Dr. Sura P. RathAssistant to the Vice

ChancellorOffice of Academic AffairsOne University PlaceShreveport, LA 71115(318) 797-516720811


Special Talent ProgramDr. Sura P. RathAssistant to the Vice



LSUS Outreach ServicesDr. Sura P. RathAssistant to the Vice


Lourdes CollegeJunior High Science

Enrichment ProgramSr. Rosine Sobczak, OSFAssociate Professor of

BiologyNatural and Mathematical

Sciences Division6832 Convent BoulevardSylvania, OH 43560(419) 885-321120055


Lourdes CollegeCollaborative Women in

Science Day-RegionalDolores KurekAssociate Professor of

Physical Science andDepartment Chairperson

6832 Convent BoulevardSylvania, OH 43560(419) 885-321120056

Lourdes CollegeCollaborative Natural Science

Learning Center ProgramSr. Rosine Sobczak, OSFAssociate Professor of

Biology and ChairpersonNatural and Mathematical

Sciences Division6832 Convent BoulevardSylvania, OH 43560(419) 885-3211, ext. 30620564

r Lower Columbia CollegeHigh School/College

Vocational ArticulationDonald FullerDean for InstructionLongview, WA 98632(206) 577-342820987

Loyola University of ChicagoMath/Computer Science

InserviceDr. Eric HamiltonAssistant Professor of

Mathematical Science6525 North Sheridan RoadChicago, IL 60626(312) 508-358220271

Loyola University of ChicagoTaft Institute of GovernmentDr. Alan R. GitelsonChair, Department of Political

Science6525 North Sheridan RoadChicago, IL 60626(312) 508-304720355

Loyola University of ChicagoIllinois Math/Science

Academy UniversityAffiliate

Jeffry V. MallowDean of Mathematics and

Science6525 North Sheridan RoadChicago, IL 60626(312) 508-351020362

Loyola University of ChicagoLoyola University Reading

Clinic Satellite CentersDorothy GirouxActing Director, Reading

Clinic820 North Michigan AvenueChicago, IL 60611(312) 670-305120610

Loyola University of ChicagoAdopt-A-SchoolSheryl Sum lin AurzadaAssistant Director,

Admissions820 North Michigan AvenueChicago, IL 60611(312) 670-290020611

I Loyola University ofChicago

Freshman Dean's ScholarsProgram

Edward H. Konerman, S.J.Freshman Dean, College of

Arts and Sciences6525 North Sheridan RoadChicago, IL 60626(312) 508-352229626

r Loyola University ofChicago

NSF/Loyola University YoungScholars Project

Dr. Eric HamiltonAssistant Professor of

Mathematical Science6525 N. Sheridan RoadChicago, IL 60626(312) 508-358220643

r Loyola University ofChicago

Midwest ComprehensiveRegional Center forMinorities (MCRCM)

Dr. Eric HamiltonAssistant Professor of

Mathematical Science6525 North Sheridan RoadChicago, IL 60626(312) 508-358220651

Loyola University of ChicagoThe Center for Children and

FamiliesDr. Carol HardingCodirector, Center for

Children and Families820 North Michigan AvenueChicago, IL 60611(312) 670-303420701

Luther CollegeClinical Schools Approach to

Teacher EducationEdgar V. EpperlyProfessor of EducationKoren 103Decorah, IA 52101(319) 387-154020177

r Macomb CommunityCollege

Project DraftDr, James VartyDean, Academic and

Corporate Services14500 Twelve Mile RoadWarren, MI 48093(313) 445-740820434

Madonna CollegeSouth Eastern Michigan

Television EducationConsortium (SEMTEC)

Patricia DerryDirector, Media Services36600 Schoolcraft RoadLivonia, MI 48150(313) 591-511820530

267

Madonna CollegeLivonia Education Televisinn

Consortium (LETV)Patricia DerryDirector, Media Services36600 Schoolcraft RoadLivonia, MI 48150(313) 591-511820587

Manchester CommunityCollege

Articulation With HighSchool Libraries

Marion C. FlynnDirector, Library ServicesP.O. Box 1046Manchester, CT 06040(203) 647-616320139

Manhattan CollegeProject CHAMP (Children

Having Additional MotorPower)

Dr. William MerrimanAssistant Professor and

Project DirectorSchool of Education and

Human Services4513 Manhattan College

ParkwayBronx, NY 10471(212) 920-035520877

Manhattanville CollegeSTEPDr. Frances RustDirector, STEP125 Purchase StreetPurchase, NY 10577(914) 694-2200, ext. 21420668

Mankato State UniversityLaboratory District Teacher

Education CenterWilliam R. SchroederDirectorBox 52Mankato, MN 56001-5400(507) 389-121720364

262 NATIONAL DIRUCTORY

Mankato State UniversityMSU Music Department/St.

Clair Elementary SchoolMusic Project

Louise PatrickProfessorBox 5Mankato, MN 56002(507) 389-211820546

Marian CollegeMarian College-Fulton

School ProjectSr. Deborah GoliasDean of Education45 South National AvenueFond du Lac, WI 54935(414) 923-760020776

Maricopa CountyCommunity CollegeDistrict

Coordination ofOcc ational-VocationalEducation

John BradleyOccupational Program

Specialist3910 East WashingtonPhoenix, AZ 85034(602) 392-230720513

Marietta CollegePartners in EducationDr. George BanzigerAFsisant Provost and Dean

of Continuing EducationMarieth, OH 45750-3031(614) 374-4723205b0

Marietta CollegeWomen in the SciencesDr. George BanzigerAssistant Provost and Dean

of Continuing EducationMarietta, OH 45750-3031(614) 374-472320886

I Marquette UniversityMarquette University

Education ClinicDr. Carol M. DanaDirector, Education ClinicSchool of EducationMilwaukee, WI 53233(414) 224-723520113

Marshall UniversityElectronics Technology

ProgramDavid WilkinDean of Continuing

EducationHuntington, WV 25701(304) 696-300820492

r Mary Baldwin CollegeProgram for the

Exceptionally Gifted (PEG)Allison J. YoungAssistant Director for

Program AdvancementStaunton, VA 24401(703) 887-703921240

Mary Washington CollegeProject SoarA. R. MerchentExecutive Vice PresidentFredericksburg, VA 22401-

5358(703) 899-436820936

Mary Washington CollegeJames Farmer Scholars

ProgramDr. Philip HallVice President for Academic

Affairs and DeanFredericksburg, VA 22401-

5358(703) 899-465120937

Marymount College atTarrytown

Academic Alliances inForeign Languages andLiteratures

Dr. Ellen S. SilberNational Project DirectorTarrytown, NY 10591(914) 631-320020251

Marymount College atTarrytown

Westchester MathematicsCollaborative

Dr. Doris ApplebyAssociate Professor of

Mathematics andComputer Science

Tarrytown, NY 10591(914) 631-320020474

Marymount UniversityProject DiscoverySr. Majella Berg, RSHMPresidentArlington, VA 22207(703) 522-56002/2115

Marymount UniversityThe Math InstituteDr. Dan KnifongProfessor of MathematicsArlington, VA 22207(703) 522-56002/2/6

Marymount UniversityThe Chaucer InstituteDr. Lillian BissonChaucer InstituteArlington, VA 22207(703) 522-560021217

Mattatuck CommunityCollege

Accumulate College CreditEarned at SecondarySchool (ACCESS)

Ann P. PalmieriCoordinator. ACCESS750 Chase ParkwayWaterbury, CT 06708(203) 575-815820468

May land CommunityCollege

Partners in TechnologyEducation

Suzanne Y. LedfordArticulation CoordinatorP.O. Box 547Spruce Pine, NC 28777(704) 765-081420463

r Mayrille CommunityCollege

Destination GraduationNancy HunterCoordinatorLearning CenterMaysville, KY 41056(606) 759-714120050

Medical College of OhioSharing MCO (Medical

Career Opportunities)Dr. Frank P. SaulAssistant Dean for ResearchP.O. Box 10008Toledo, OH 43699-0008(419) 381-4127/424220115

r Meharry Medical CollegeScience Motivation ProgramFrederick H. HamiltonAssociate Project DirectorDivision of Biomedical

Sciences1005 D. B. Todd, Jr. BoulevardNashville, TN 37208(615) 327-650820950

Memphis College of ArtCooperativeVeda ReedAssociate Dean for Academic

AffairsOverton ParkMemphis, TN 38112(901) 726-408520883

Memphis State UniversityContent-Area Reading

EfficiencyDr. Patricia H. MurrellInterim DirectorCenter for the Study of

Higher Education406 Ball Education BuildingMemphis, TN 38152(901) 678-277520225


Merced CollegeROP Partnership; High

School PartnershipHarlam HamlinAssociate Dean of Instruction3600 M StreetMerced, CA 95348(209) 384-610720022

Mercy CollegeMaster Learner ProgramDr. Betty KrasneDirector, Honors ProgramDobbs Ferry, NY 10522(914) 693-4500, ext. 43220252

Mercy CollegeSummer Program in College

Experience (SPICE)Dr. Betty KrasneDirector, Honors ProgramDobbs Ferry, NY 10522(914) 693-4500, ext. 43220904

Mercy CollegeMercy College High School

Articulation ProgramPaula DoneganAssistant to Dean for

Academic Administration555 BroadwayDobbs Ferry, NY 10522(914) 693-4500, ext. 22320918

I Metropolitan CommunityCollege

Curriculum ArticulationAgreements

Dr. Karen WellsVice President, Educational

ServicesRO. Box 3777Omaha, NE 68103(402) 449-843120458

Miami-Dade CommunityCollege, North Campus

Dade County Public Schools,Satellite Learning Center

Muriel W. LundgranDirector, Pre-School

Laboratory11380 N.W. 27th AvenueMiami, FL 33167(305) 347-135720146

r Miami-Dade CommunityCollege, North Campus

Middle School GiftedProgram and School forAdvanced Studies

Nora DawkinsAssistant Dean for Academic

Affairs11380 N.W. 27th AvenueMiami, FL 33167(305) 347-113020782


Criminal Justice DualEnrollment Magnet

Dr. Anna LeggettChairperson of Criminal

Justice Programs11380 N.W. 27th AvenueMiami, FL 33167(305) 347-111520787


School for Advanced StudiesNora DawkinsAssistant Dean for Academic

Affairs11380 N.W. 27th AvenueMiami, FL 33167(305) 347-113020953


Saturday CommunityEducation Institute

Raymond DunnN.an of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321148


Transfer Opportunityprogram

Raymond DunnDean of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321149


College-Bound ProgramRaymond DunnDean of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321150


Educational Talent SearchRaymond DunnDean of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321151


Reach-Out ProgramRaymond DunnDean of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321152

r Miami-Dade CommunityCollege, North Campus

The McKnight Center ofExcellence

Raymond DunnDean of Students11380 N.W. 27th AvenueMiami, FL 33167(305) 347-166321153

2 f;;)

Miami-Dade CommunityCollege, South Campus

Dual Enrollment ProgramDr. Ronald W. LinkDirector, School/College

Relations11011 S.W. 104th StreetMiami, FL 33176(305) 347-231520091


Summer President's ProgramDr. Ronald W. LinkDirector, Emphasis on

Excellence11011 S.W. 104th StreetMiami, FL 33176(305) 347-231520788


Project ZoomDr. Ronald W. LinkDirector, School/College

Relations11011 S.W. 104th StreetMiami, FL 33176(305) 347-231520965


Summer Gifted ProgramJohn H. McLeodSummer Program Director11011 S.W. 104th StreetMiami, FL 33176-3393(3(35) 347-214821184

Miami UniversityExchange of ServicesDonald A. PribbleCoordinator, Student

Teaching, Off-CampusPrograms

203 McGuffey HallOxford, OH 45056(513) 529-692620270


Miami UniversityPartnership in Educational

ProgressMilton D. CoxAssistant ProvostOxford, OH 45056(513) 529-672220565

Michigan State UniversityEducational Extension

ServiceCharles L ThompsonAssociate Dean518 Erickson HallEast Lansing, MI 48824(517) 355-668120269

Michigan State UniversityKing-Chavez-Parks College

Day Programs InitiativeJudy MartinAssistant Director, College

Day Programs Initiative600 West StreetJoseph HighwayLansing, MI 48933(517) 334-627520652

r Michigan TechnologicalUniversity

Women in EngineeringProgram (WIE)

Chris S. AndersonDirector, Educational

Opportunity1400 Townsend DriveHoughton, MI 49931-1295(906) 487-221921244

Middle Tennessee StateUniversity

Middle Tennessee AcademicAlliance for ForeignLanguages

John WilhiteAssociate Professor of

SpanishForeign LanguagesMTSU Box 464Murfreesboro, TN 37132(615) 898-298121177

Middlebury CollegeClinton-Middlebury

PartnershipHerbert F. Dalton, Jr.Director, Enrollment

PlanningMiddlebury, VT 05753(802) 388-371120661

r Middlesex CommunityCollege

Middlesex CommunityCollege/Lowell HighSchool/Greater LowellRegional VocationalTechnical School 2+2Scholarship Program

Charmian B. SperlingDean of Staff and Program

DevelopmentSprings RoadBedford, MA 01730(617) 275-8910 ext. 5-40620909

Midlands Technical CollegeThe STARTEC AdventureLisa LaBordeCoordinator, STARTECColumbia, SC 29209(803) 738-140020453

Milwaukee Area TechnicalCollege

Metro-MilwaukeeEmployment CurriculumArticulation Project(MMECA)

Audrey KeyesAdministrator700 W. State StreetMilwaukee, WI 53233(414) 278-647920399

Milwaukee Area TechnicalCollege

Projects Second Chance/HoldMaureen CoffeyProject Administrator700 W. State StreetMilwaukee, WI 53233(414) 278-630921066

r Milwaukee AreaTechnical College

Milwaukee Area TechnicalCollege's High School

Don WojczynskiAssociate Deaa for MATC's

High School1015 N. 6th StreetMi!waukee, WI 53203(414) 278-6%521227

Mississippi CountyCommunity College

Vocational Articulation/DualEnrollment

Dr. Gary TaylorAcademic DeanP.O. Box 1109Blytheville, AR 72316(501) 762-102020804

Mississippi State UniversityProject HIRED (Handicapped

Interagency RuralEmploymentDevelopment)

Cynthia F. FunderburgCoordinatorP.O. Drawer GEMississippi State, MS 39762(601) 325-333120224

Mississippi State UniversityPartners in Education-A MSU

CommitmentDr. Bill WareAssociate ProfessorP.O. Box 6186Mississippi State, MS 39762(601) 325-2%320567

Mississippi StateUniversity

Starkville-MSU TeacherEducation PartnershipProject

Gloria C. CorreroProfessor and Associate

Department HeadP.O. Box 6331Mississippi State, MS 39762(601) 325-374720584

Mississippi State UniversityThe Program for Research

and Evaluation in PublicSchools, Inc. (PREPS)

Hugh I. PeckExecutive DirectorBox 5365Mississippi State, MS 39762(601) 325-371721040

Mohawk Valley CommunityCollege

Mohawk Area Teacher'sExchange (MATE)

Marie CzarneckiProfessor, Humanities

Department1101 Sherman DriveUtica, NY 13501(315) 792-554020426


Articulation with CamdenCentral High School

Dr. Thomas H. BrownVice President for Instruction1101 Sherman DriveUtica, NY 13501(315) 792-530120691


Joint Venture with UticaPublic School System

Dr. Thomas H. BrownVice President for Instruction1101 Sherman DriveUtica, NY 13501(315) 792-530120897


Articulation with BOCESDr. Thomas H. BrownVice President for Instruction1101 Sherman DriveUtica, NY 13501(315) 792-530120898


Molloy CollegeProject SCOPESr. Patricia A. MorrisVice President for Academic

AffairsRockville Centre, NY 11570(516) 678-500020654

Monmouth CollegeLiteracy ProjectGloria NemerowiczDean for Arts and SciencesWest Long Branch, NJ 07764(201) 571-341920571

Monroe Community CollegePartnerships in EducationAlan J. GlossnerDean1000 East Henrietta RoadRochester, NY 14623(716) 424-5200, ext. 336921068

Montclair State CollegeBarringer ProjectDr. Ruth D. HandelProject CoordinatorUpper Montclair, NJ 07043(201) 893-719020331

r Montclair State CollegeProject THISTLEDr. Wendy OxmanDirector, Project THISTLE

and Institute for CriticalThinking

Upper Montclair, NJ 07043(201) 893-518420332

Montgomery College2+2 Tech-Prep ProgramEdward T. ButlerAssistant to the Chief

Administrative Officer900 Hungerford DriveRockville, MD 20850(301) 251-797020452

Montgomery CollegeSummer Student Writing

InstituteSandra SonnerProgram DirectorOffice of Continuing

Education51 Mannakee StreetRockville, MD 20850(301) 279-518220979

Montgomery CollegeGifted and Talented/Honors

ProgramSandra SonnerProgram DirectorOffice of Continuing

Ed uca tion51 Mannakee StreetRockville, MD 20850(301) 279-518221077

Moraine Valley CommunityCollege

Moraine Area Career SystemDr. Richard C. HinckleyDean of Instruction10900 South 88th AvenuePalos Hills, IL 60465(312) 974-573320646

Morgan Community CollegeAlternative Education

ProgramDonald KammererDirectorFort Morgan, CO 80701(303) 867-308120630

Morgan State UniversityEducational Opportunity

Program (EOP)Dr. Clara I. AdamsVice President for Academic

AffairsCold Spring Lane and Hillen

RoadBaltimore, MD 21239(301) 444-335020781

Morgan State UniversityAcademy of FinanceDr. Clara I. AdamsVice President for Academic



Morgan State UniversityProject RAISEDr. Clara I. AdamsVice President for Academic



Morningside CollegeIowa Writing ProjectDr. Marty S. KnepperChair, English Department1501 Morningside AvenueSioux City, IA 51106(712) 274-526420517

Momingside CollegeMorningside/Longfellow

PartnershipDr. Miles TommeraasenPresident1501 Momingside AvenueSioux City, IA 51106(712) 274-510020559

Motlow State CommunityCollege

Adopt-A-School ProgramDr. Janet M. FinchDean of Academic AffairsTullahoma, TN 37388(615) 455-851121237


Programs Providing CollegeCourses to High SchoolStudents

Dr. Janet M. FinchDean of Academic AffairsTullahoma, TN 37388(615) 455-851121238

271


Articulation ProgramDr. Janet M. FinchDean of Academic AffairsTullahoma, TN 37388(615) 455-851121239

Mount HolyokeWestern Massachusetts Five

College/Public SchoolPartnership



Mount St. Mary's CollegeStrides Toward Educational

Proficiency (STEP)Sr. J. Adele EdwardsDirector, STEP10 Chester PlaceLos Angeles, CA 90007(213) 746-045021188

Mount WachusettCommunity College

Earth Science/PhysicalScience Institute

Carol BeargeonDirector, Resource

Development444 Green StreetGardner, MA 01440-1000(508) 632-6600, ext. 21720193

Mount WachusettCommunity College

Child Care/Child StudiesRosanne BlanchardProgram Manager20 South Main StreetBaldwinville, MA 01436(508) 939-858220449


r Mt. Hood CommunityCollege

Successful 2+2 Tech PrepDevelopment

Dr. Jack D. MillerDean of Community and

Vocational Development26000 S.E. Stark StreetGresham, OR 97030(503) 667-731320500

Mt. San Antonio CollegeArticulation Model for

Vocational EducationKaren MyersDivision Dean, Health

Science Division1100 North Grand AvenueWalnut, CA 91789(714) 594-5611, ext. 75021106

Mt. San Antonio CollegeHigh School Liaison

Consultant ProgramJane SkrabaCollege Representative1100 North Grand AvenueWalnut, CA 91789(714) 594-5611, ext. 451720875

Muskegon College ofBusiness and Technology

Data Processing VocationalConsortium

Bob HoganVice President141 HartfordMuskegon, MI 49442(616) 726-490420035

Muskingum CollegeStandards in Mathematics:

For the Present and theFuture

James L SmithProfessor of Math and

Computer ScienceNew Concord, OH 43762(614) 826-830620415

Muskingum CollegeMuskingum College

Conversation SeriesAlan ChaffeeProfessor of EnglishNew Concord, OH 43762(614) 826-816720439

r Muskingum CollegeClassroom of the FutureSteve KokovichProfessor of EducationNew Concord, OH 43762(614) 826-824620440

Muskingum CollegeConsortium for Instructional

Improvement PLUS(Learning Disabilities)Program

Paul NaourAssociate Professor of

Education and PsychologyNew Concord, OH 43762(614) 826-824620692

Muskingum CollegeBefore/After School Latch-

Key Care ProgramDarlene DreblowDepartment of PsychologyNew Concord, OH 43762(614) 826-835420717

Muskingum CollegeForeign Language in the

Elementary SchoolFrank TriplettAssistant Professor of FrenchNew Concord, OH 43762(614) 826-825220796

Muskingum CollegeComputer, Language, and

Science School IIAndrew J. FreseAssistant Professor of

EducationNew Concord, OH 43762(614) 826-824620797

Muskingum CollegeScience Discovery CampAndrew J. FreseAssistant Professor of

EducationNew Concord, OH 43762(614) 826-824620 798

Muskingum CollegeSummer Youth AcademyAndrew J. FreseAssistant Professor of

EducationNew Concord, OH 43762(614) 826-824620799

Muskingum CollegeMuskingum College Tutoring

ClinicDonna AdornettoAssistant Director, Learning

Disabilities ProgramNew Concord, OH 43762(614) 826-824620972

Muskingum CollegeMuskingum College Poetry

ContestsWilliam J. SchultzAssociate Professor of

EnglishNew Concord, OH 43762(614) 826-826621017

Napa Valley CollegeTutorial Options ProgramJoAnn BusenbarkAssistant to the DeanInstruction and Special

ServicesNapa, CA 94558(707) 253-308021014

27 )

r National College ofEducation

Pathways to ExcellenceCarol EckermannCoordinator of Tutors and

Special Services18 South Michigan AvenueChicago, IL 60603(312) 621-965020544

National College ofEducation

Free to Be MeDr. Victoria ColemanAssistant ProfessorDepartment of Business18 South Michigan AvenueChicago, IL 60603(312) 621-965020828

National College ofEducation

Parent Supporting ScienceProgram (PSSP)

Sue Annis18 South Michigan AvenueChicago, IL 60603(312) 256-515021007

Nazareth College ofRochester

Project Pride PartnershipDr. Esther D. MalteseDirector, Secondary

Education Program4245 East AvenueRochester, NY 14610(716) 586-2525, ext. 56320389

Nazareth College ofRochester

Center for InserviceEducation

Eugene P. GoldenCoordinator, Center for

Inservice Education4245 East AvenueRochester, NY 14610(716) 586-2525, ext. 56521069


Neumann CollegeProject for an Informed

ChoiceChristopher Nat icchiaAdmissions CounselorAston, PA 19014(215) 459-090520578

New Hampshire TechnicalCollege/Manchester

Manchester Skill CenterCollege Credit Program

Roger L. BerlinguetteDean for Academic Affairs1066 Front StreetManchester, NH 03102(603) 668-670621035

New Jersey Institute ofTechnology

Center for Pre-CollegePrograms

Dr. H. KimmelAssistant Vice President for

Pre-College ProgramsNewark, NJ 07102(201) 5%-357420980

New York City TechnicalCollege

Project CAREAnne GawkinsCodirector, Project CARE300 Jay StreetBrooklyn, NY 11201(718) 643-347020664

r New York Institute ofTechnology

NYIT School Partnershipwith the New York StateEducation Department

Dr. Adrienne O'BrienDean, School of Media and

ArtsFrench Chateau, Room 101Old Westbury, NY 11568(516) 686-770020211

New York Institute ofTechnology

New York State TeacherResource and ComputerTraining Centers

Stan SilvermanDirector, Educational

TechnologyCentral Islip, NY 11722(516) 348-331720213


Electronic ClassroomStan SilvermanDirector, Educational

TechnologyCentral Islip, NY 11722(516) 348-331720574


STEP/CSTEPDr. Gerard R. CoatesCoordinator STEP/CSTEPCarleton Avenue (Building

66)Central Islip, NY 11722(516) 348-331720665

New York UniversityNew York Alliance for the


Niagara County CommunityCollege

2+2 Tech-Prep/AssociateDegree PartnershipProgram (BOCES andNiagara CCC)

Ralph L. KlickerDean of Extended Learning3111 Saunders Settlement

RoadSanborn, NY 14132(716) 731-327120464

r North Adams StateCollege

Northwest RegionalConsortium for theImprovement of Math andScience Teaching

Dr. Mary M. FuquaDean for Graduate and


North Carolina StateUniversity

NCSU Upward BoundCynthia J. HarrisDirector, Upward Bound-

NCSU205 Pee le Hall, Box 7317Raleigh, NC 27695(919) 737-363220103


Annual Workshop for HighSchool Teachers

Tommy LassiterAssociate Director, Textiles

ExtensionCampus Box 8301Raleigh, NC 27695-8301(919) 737-376120294


Academic EnrichmentOpportunities

Dr. George R. DixonDirector, AdmissionsBox 7103Raleigh, NC 27695-7103(919) 737-243420805

r North Carolina StateUniversity

Beginning Teacher: ACollaborative Model

Dr. Lois Thies-SprinthallAssociate ProfessorBox 7801, 402 PoeRaleigh, NC 27695(919) 737-322120952

rNorth Carolina StateUniversity

The Wake CountyCollaborative

Arlene MalinowskiAssociate ProfessorDepartment of Foreign

LanguagesBox 8106Raleigh, NC 27695-8106(919) 737-247521141

North Central TechnicalCollege

Tech-Prep Curriculum forMansfield City Schools

Dan RichardsVice President for Academic

ServicesP.O. Box 698Mansfield, OH 44901(419) 755-480020436

r North Harris CountyCollege District

NHCC/SISD AutomotiveTechnology Program

Gail C. PhillipsDivision Head, Applied

Technology2700 W. W. Thorne DriveHouston, TX 77073(713) 443-567520834

North Hennipen CommunityCollege

High School OptionsProgram

Sheldon AndersonDean of Students7411 85th Avenue NorthBrooklyn Park, MN 55445(612) 424-070420049

North Park CollegeAdopt-A-SchoolJill A. WetterstenAssistant Professor of

Education3225 West Foster AvenueChicago, IL 60625(312) 583-270020543


North Shore Community Northeast Texas Community Northern Arizona University Northern MichiganCollege College Educational Field Services University

Discovery II PASS-Positive Alternatives Dr. Raymond Ver Velde SEMS ProjectSandra Stalker for Success Director, Division Dr. Phillip T. LarsenDirector, Educational Debbie Porter Educational Field Services Director, Seaborg Center

Technology Project Director P.O. Box 5774 104 West Science3 Essex Street P.O. Box 1307 Flagstaff, AZ 86011 Marquette, MI 49855Beverly, MA 01915 Mount Pleasant, TX 75455 (602) 523-4268 (906) 227-2002(508) 922-6722, ext. 661 (214) 572-1911 20312 2115420130 20802

r Northeast TexasCommunity College

2+2 AutomotiveTransportationTechnologies Program

Dr. Jack ForemanExecutive Dean for Resource

DevelopmentP.O. Box 1307Mt. Pleasant, TX 75455(214) 572-191120466

Northeast Texas CommunityCollege

2+2 Health OccupationsProject (HOP)

David IngramPrincipal Investigator2400 ClarksvilleParis, TX 75460(214) 784-924820483


Office Occupations 2+2Program

Diane S. NoblesPrinciple InvestigatorP.O. Box 1307Mt. Pleasant, TX 75455(214) 572-191120484


Regional PlanningDr. Jack L. ForemanExecutive Dean for Resource

DevelopmentP.O. Box 1307Mt. Pleasant, TX 75455(214) 572-191120548

rNortheastern IllinoisUniversity

Chicago Teachers' CenterDr. Jerry B. OlsonAssociate Dean for School

Relations5500 North St. Louis AvenueChicago, IL 60625(312) 478-25062035 7

Northeastern UniversityPre-NUPRIME/Sippican

ProgramDavid C. BalckmanAssistant Dean of

Engineering and Director,NUPRIME

College of Engineering220 Snell360 Huntington AvenueBoston, MA 02115(617) 437-590420943

Northeastern UniversityUrban Schools CollaborativePaula D. ClarkDirector, Ui'oan Schools

Collaborative71 LA360 Huntington AvenueBoston, MA 02115(617) 437-220821114

r Northeastern UniversityGreater Boston Foreign

Language Collaborative(GBFLC)

Mary Ellen KiddieAssistant ProfessorDepartment of Romance

Language and LiteratureLyons 302-AChestnut Hill, MA 02167(617) 437-223421263

r Northern ArizonaUniversity

Program for LearningCompetent Teaching

Dr. Margaret HatcherAssociate Executive Director,

Center for Excellence inEducation

Box 5774Flagstaff, AZ 86011(602) 523-264121064

r Northern IllinoisUniversity

DeKalb/NIU PartnershipDr. Marilyn RuddyProfessor of Education,

Curriculum, andInstruction

DeKalb, IL 60115(815) 753-909620545

Northern KentuckyUniversity

Northern Kentucky InserviceCollaborative

Dr. Clifton L. McMahonDirector, Local School

ServicesRoom 100, BEP BuildingHighland Heights, KY 41076(606) 572-563220417

Northern KentuckyUniversity

Northern KentuckyCooperative forEducational Services

Dr. Clifton L. McMahonDirector, Local School

ServicesRoom 100, BEP BuildingHighland Heights, KY 41076(606) 572-563220418

Northern MichiganUniversity

Upper Peninsula EffectiveSchools ProfessionalDevelopment Program

Kirk A. NigroDirector, Upper Peninsula

Center for EducationDevelopment

402 Cohodas AdministrationCenter

Marquette, MI 49855(906) 227-201721156

r Northern MichiganUniversity

The Michigan MathematicsEarly Placement Test

John 0. KiltinenProfessor of MathematicsThe Seaborg CenterMarquette, MI 49855(906) 227-160021157

Northwest Nazarene CollegeThe Teacher Intern ProgramDr. Lilburn E. WescheDirector, Graduate StudiesNampa, ID 83686(208) 467-835320155

Northwestern ConnecticutCommunity College

High School PartnershipJack F. PerrettiDean of Community

EducationPark PlaceWinsted, CT 06098(203) 379-854320974


Northwestern OklahomaState University

Northwest OklahomaInservice Cooperative(NWO1C)

Ted GuffyDivision Director, Teacher

EducationBox 142Alva, OK 73717(405) 327-1700, ext. 2662 0375

Norwalk CommunityCollege

Help Education Gain HighTechnology (HEIGHT)

Mary A. SchiffCoordinator, Secretarial

Studies333 Wilson AvenueNorwalk, CT 06854(203) 853-204020450

Norwalk CommunityCollege

Advanced Child CareEducation (ACCE)

Darlene RagozzineCoordinator, Early Childhood

Education333 Wilson AvenueNorwalk, CT 06854(203) 846-110920451

Norwalk State TechnicalCollege

Saturday AcademyRaymond BiasottiAssistant to the President181 Richards AvenueNorwalk, cr 06854(203) 855-664820134

Nova UniversityCollegiate StudiesDr. Phil De TurkDean3301 College AvenueFort Lauderdale, FL 33314(305) 475-735020789

Oakland Community CollegeFederation of Oakland

Community College,University, and Schools(FOCUS)

Dr. R. Stephen NicholsonChancellor2480 Opdyke RoadP.O. Box 812Bloomfield Hills, MI 48303-

0812(313) 540-152721001

Oakland UniversityOakland Educational

CollaborativeGerald J. PineDean, School of Human and

Educational ServicesRochester, MI 48309-4401(313) 370-305020405

r Oakland UniversityMeadow Brook Leadership

AcademyHoward RobinsonExecutive Director, Meadow

Brook LeadershipAcademy

School of Human andEducational Services

Rochester, MI 48309-4401(313) 370-306020406

Oakland UniversityCollaborative for Educational

Equity and MulticulturalCurriculum

Gerald J. PineDean, School of Human and


r Opldand UniversityThe Oakland Counselor

AcademyHoward SpleteProfessor of EducationSchool of Human and


Oakland UniversityArts-for-Youth CampsCarl F. Barnes, Jr.Director, Center for the ArtsRochester, MI 48309-4401(313) 370-301620894

Oakton Community CollegeMaine West High School

NCA Self-StudyAlan RubinProfessor1600 East Golf RoadDes Plaines, IL 60016(312) 635-160021002

r The Ohio StateUniversity

The Ohio Early CollegeMathematics PlacementTesting Program (EMPT)

Dr. Bert K. WaitsProfessor and DirectorMath Department231 West 18th StreetColumbus, OH 43210(614) 292-074621098

r The Ohio StateUniversity

The Young Scholars ProgramDr. James J. BishopSpecial Assistant to the

Provost119 Independence Hall1923 Neil AvenueColumbus, OH 43210(614) 292-347821261

Ohio UniversityOhio Valley Foreign

Language AllianceDr. Lois VinesAssociate Professor of FrenchDepartment of Modern

LanguagesAthens, OH 45701(614) 593-276521268

r Oklahoma StateUniversity

The Oklahoma Cooperativefor Clinical Experiences inTeacher Education(OCCETE)

Dr. Steve MarksCoordinator of Clinical

Experience101 6UStillwater, OK 74078(405) 744-625220222

Oklahoma State UniversitySummer Academic

EnrichmentA. Michael SilvaSummer Programs Director201 Life Science EastStillwater, OK 74078(405) 744-566320793

Oklahoma State UniversityMinority Proficiency ProgramDr. William PixtonAssociate Professcr of

EnglishMorrill HallStillwater, OK 74078(405) 744-614021008

Oklahoma State UniversityEarly Placement Evaluation

in Mathematics (EPEM)Dr. John WolfeDirector, EPEMDepartment of MathematicsStillwater, OK 74078(405) 744-578121031


r Old Dominion UniversityAlan Rufus Tonelson

Teaching and LearningCenter

Stephen W. TonelsonAssociate ProfessorDepartment of Child Study

and Special EducationNorfolk, VA 23529(804) 683-322620197

Olivet CollegeCollege/Community Schools

Cooperative AgreementDr. R. Lee CooperDean of the CollegeOlivet, MI 49076(616) 749-761820051

Onondaga CommunityCollege

Health Career ProjectLarry ReaderWan for Health and

Community ProfessionsSyracuse, NY 13215(315) 469-7741, ext. 54020870

r Onondaga CommunityCollege

Liberty Partnership ProgramCarol CowlesAssistant to the PresidentSyracuse, NY 13215(315) 469-869520871


Programs at SecondarySchools (PASS)

John ByrnesCoordinator of Special

RegistrationSyracuse, NY 13215(315) 469-7741, ext. 35020872


Leaders of TomorrowPatricia PirroDirector, Center for

Community EducationSyracuse, NY 13215(315) 469-7741, ext. 22520873


Minority Access to theLicensed Professions

Carol CowlesProject Director and

Assistant to the PresidentSyracuse, NY 13215(315) 469-869520876


Tech-Prep ActivitiesDr. Paul RiceDean, Center for Business,

Math, Science, andTechnology

Syracuse, NY 13215(315) 469-7741, ext. 52020901

Oral Roberts UniversityOral Roberts University

Educational FellowshipDavid B. HandAssociate DirectorGC 6177777 South LewisTulsa, OK 74171(918) 495-705420374

Orangeburg-CalhounTechnical College

Articulation ProgramAnn C. WilliamsCoordinator, Articulation

Program3250 St. Matthews RoadOrangebi rg, SC 29115(803) 536-631120490

rOregon Graduate CenterSaturday AcademyDr. James HuntzickerProvost19600 N.W. Von Neumann

DriveBeaverton, OR 97006(503) 690-107221073

r Otis Art Institute ofParsons School of Design

Otis/Parsons ARTSWorkshops

Carl SmithSenior Admissions Counselor2401 Wilshire BoulevardLos Angeles, CA 90057(213) 251-051120013

r Otis Art Institute ofParsons School of Design

YoUng Artist Studio Program(YAS)

Gina WoodruffSenior Admissions Counselor2401 Wilshire BoulevardLos Angeles, CA 90057(213) 251-050420014

Otterbein CollegePre-Freshman ProgramSusan GaskellAdmissions CounselorOffice of AdmissionsWestervile, OH 43081(614) 890-000420893

Our Lady of the LakeUniversity

Hispanic Association ofColleges and Universities:Student Success Program

Howard BenoistVice President for Academic

Affairs411 S.W. 24th StreetSan Antonio, TX 78207-4666(512) 434-671120814


San Antonio EducationPartnership

Loretta SchlegelDirector, Enrollment

Management411 S.W. 24th StreetSan Antonio, TX 78207-4666(512) 434-671120829


Project Teacher ExcellenceSr. Eugenia A. SteilDean, School of Education411 S.W. 24th StreetSan Antonio, TX 78207-4666(512) 434-671120830

r Pace UniversityPace Teacher Opportunity

Corps (TOC)Michael N. BazigosAssistant Dean for Funded

Outreach ProgramsPace School of Education41 Park Row, Room 414New York, NY 10038(212) 346-147220265

Pace UniversityPace Stay-in-School

PartnershipMichael N. BazigosAssistant Dean fo.. Funded

Outreach ProgramsSchool of Education41 Park Row, Room 414New York, NY 10038(212) 346-147220932

r Pace UniversityPace Liberty Partnerships

Program (LPP)Michael N. BazigosAssistant Dean fer Funded

Outreach ProgramsSchool of Education41 Park Row, Room 414New York, NY 10038(212) 346-147220933

Pacific Lutheran UniversitySummer Scholars ProgramJudith W. CarrDean for Special Academic

ProgramsTacoma, WA 98447(206) 535-713020772


Pacific Lutheran UniversityFamily and Children's CenterFaye M. AndersonDirector, Family and

Children's CenterTacoma, WA 98447(206) 535-765220773

r Pacific UniversityAsian Languages ProjectDr. Linda TamuraDirector, Teacher Education2043 College WayForest Grove, OR 97116(503) 359-220520167

Pacific UniversityCooperative Fifth-Year/MAT

ProgramDr. Nancy NagelAssistant Professor of

Education2043 College WayForest Grove, OR 97116(503) 359-220520243

Paducah Community College4+1 SaturdaysDr. J. V. HennessyDean of Academic AffairsP.O. Box 7380Paducah, KY 42002-7380(502) 554-920020112

Palmer College ofChiropractic

Palmer College-SchoolAlliance

Dr. R. Douglas BakerAdministrative Assistant to

the President1000 Brady StreetDavenport, IA 52803(319) 326-966820558

r PATHS/PRISM, ThePhiladelphia Partnershipfor Education Consortium

Philadelphia Renaissance inScience and Mathematics

Dr. Frederick M. SteinDirector, PRISM1930 Chestnut Street, Suite

1900Philadelphia, PA 19103(215) 665-140020383

Paul Quinn CollegeAdopt-A-School ProgramVan S. AllenVice President for Academic

Affairs1020 Elm StreetWaco, TX 76704(817) 753-641520986

Pennsylvania College ofTechnology

2+2 Technical PreparationDr. Edward M. GeerDirector, Parkes Vocational

Technical ProgramOne College AvenueWilliamsport, PA 17701(717) 327-477320509

Pennsylvania StateUniversity

Penn State EducationalPartnership Program atReading

Dr. Aida I. RodriguezProgram DirectorTulpehocken RoadP.O. Box 7009Reading, PA 19610-6009(215) 320-492720913

Pennsylvania StateUniversity, Beaver Campus

Communication SkillsConsortium

Stacy KoutoulakisInstructor of English and

Associate Director,Learning Center

Brodhead RoadMonaca, PA 15061(412) 773-388220284


4C4aority AdvancedPlacement Program(MAPP)

Margie WalkerAssistant to Director, Student

Programs and ServicesBrodhead RoadMonaca, PA 15061(412) 773-367920927


SAT Review CourseLinda StiscakArea RepresentativeBrodhead RoadMonaca, PA 15061(412) 773-376820928


Beaver County GuidanceCounselors Association

Regina S. MillerAdmissions OfficerMonaca, PA 15061(412) 773-380021016

Pennsylvania StateUniversity, FayetteCampus

Keep the Options OpenProgram

Jerry SheridanDean of StudentsYoungwood, PA 15697(412) 925-406220576

Pennsylvania StateUniversity, McKeesportCampus

Penn State EducationalPartnership Program atMcKeesport

Darrell G. ThomasProgram DirectorUniversity DriveMcKeesport, PA 15132(412) 675-900020915

Pennsylvania StateUniversity, York Campus

Minority Opportunities toEngineering and OtherMath and Science-BasedProfessions

William L. SmallwoodArea Representative for C.E.1031 Edgecomb AvenueYork, PA 17403(717) 771-432120676

Peru State CollegeEarly Entry ProgramRobert BakerDean of Continuing

EducationPeru, NE 68421(402) 872-381520644

I Philadelphia College ofPharmacy and Science

Collaborative for WestPhiladelphia PublicSchools

Suzann BrownCoordinator for Volunteer

ProgramsGH-21443rd and Woodland AvenuePhiladelphia, PA 19104(215) 596-853620660

Phillips County CommunityCollege

Lee High-PCCC AdvancedPlacement

James BraselAssociate Dean for

Enrollment ServicesHelena, AR 72342(501) 338-647420623


Joint Education CouncilDr. Steven JonesPresidentHelena, AR 72342(501) 338-647420624



Preparatory ReadingEnhancement Program(PREP)

Gwendolyn McGheeAssociate Dean of Adult and

Developmental EducationP.O. Box 785Helena, AR 72342(501) 338-647420627

Phoenix CollegePhoenix College/Phoenix

Union HSD StaffDevelopment PartnershipProject

Camilla A. WestenbergEnglish Instructor1202 West Thomas RoadPhoenix, AZ 85013(602) 285-736521271

Pierce CollegeArticulation AgreementGeorge CummingsExecutive Dean9401 Farwest Drive, SWTacoma, WA 98498(206) 964-658320505

Pima Community CollegeVocational Education

Planning DirectorsBarbara SnowProfessional and Technical

Education Specialist2007 N. StoneTucson, AZ 85705(602) 884-680420512

r Polk Community CollegePolk County Schools

Summer Inservice InstituteDavid BuckleyDirector, Physical,

Mathematical, andEngineering Sciences

999 Avenue H, NEWinter Haven, FL 33881(813) 297-102620309

r Portland CommunityCollege

Portland Area VocationalTechnical EducationConsortium (PAVTEC)

Dr. Donald M. JohnsonAssociate Vice President,

Vocational/TechnicalEducation

P.O. Box 19000Portland, OR 97219(503) 244-6111, ext. 257320027

Portland State Univer ,yUpward Bound ProgramPeggy AdamsDirector, Upward BoundP.O. Box 751Portland, OR 97207(503) 464-401020024

Portland State UniversityPortland MESA ProgramRenee AndersonCoordinator, Portland MESA

ProgramP.O. Box 751Portland, OR 97207(503) 464-466520026

r Portland Siate UniversityNorthwest Institute for

Science Education (N1SE)William G. BeckerDirector, NISE ChemistryP.O. Box 751Portland, OR 97207(503) 464-381120421

Portland State UniversityChallenge ProgramKaren TosiCoordinator, Challenge

Program349 Cramer HallP.O. Box 751Portland, OR 97207(503) 725-343020636

Portland State UniversityResearch Collaboration on

Daily Physical EducationDr. Robert J. BrustadAssistant Professor, School of

Health and PhysicalEducation

P.O. Box 751Portland, OR 97207(503) 464-430121027

Pratt Community College/Area Vocational School

Cooperative: VocationalSatellite Program

Jerry BurkhartSatellite DirectorGwaltney HallPratt, KS 67124(316) 672-564120642

Princeton UniversityPartners in EducationMarve WalizerDirector, Office of Teacher

Preparation228 West CollegePrinceton, NJ 08544(609) 452-333621071

Providence CollegeA Paideia Approach to

Western CivilizationRodney DelasantaProfessor of English346 St. Louis AvenueWoonsocket, RI 02895(401) 865-229220195

Purdue UniversityWabash Valley Consortium

for Gifted and TaientedDr. John F. FeldhusenConsortia CoordinatorGifted Education Resource

InstituteSouth Campus Courts,

Building GWest Lafayette, IN 47907(317) 494-724720612

r Purdue UniversityLilly Consortium for Gifted

EducationDr. John F. FeldhusenConsortia CoordinatorGifted Education Resource

InstituteSouth Campus Courts,

Building GWest Lafayette, IN 47907(317) 494-724720613

Purdue UniversityHigh School Testing

Program-School of Scienceand Division of School andCommunity Programs

Dennis H. SorgeDirector, Academic ServicesSchool of ScienceMath Building, Room 242West Lafayette, IN 47907(317) 494-199020841

Purdue University, NorthCentral Campus

Super Saturday/SuperSummer

J. Jeffrey JonesDirector, Continuing

Education1401 South U.S. 421Westville, IN 46391(219) 872-0527, ext. 28120088

Quinnipiac CollegeTitle 11 Inservice Institute:

Computers in Math andScience

D. R. ElkinsDean, School of Liberal ArtsHamden, CT 06518(203) 281-873020174


Radford UniversityClinical Faculty ProgramDr. Gary EllermanAssistant Dean, College of

Education and HumanDevelopment

Box 5820Radford, VA 24142(703) 831-527720198

Ramapo College of Newjersey

Partnership for ProgressProgram

Donita F. WalkerDirector, Partnership for

Progress Program505 Ramapo Valley RoadMahwah, NJ 07430(201) 529-743720856

Rancho Sanfiago CollegeWilson Elementary Adopt-A-

School ProgramJudyanne ChitlikChair, Wilson Adopt-A-

School Program17th at BristolSanta Ana, CA 92706(714) 667-316520596

Rancho Santiago CollegeStudent Transition and

Retention (STAR) ProjectTerry GarrettProject CoordinatorCentennial Education Center2900 Edinger AvenueSanta Ana, CA 92704(714) 667-344520846

Rancho Santiago CollegeCareer Beginnings Program

vid GuzmanDean, Student Development

Services17th at BristolSanta Ana, CA 92706(714) 667-340320847

Reading Area CommunityCollege

Automotive Student ServiceEducational Training(ASSET)

Dr. David LawrenceAssistant to the Vice

President2nd and Penn StreetsReading, PA 19603(215) 372-472120493

r Reed College(no contact provided)Reed Young ScholarsPortland, OR 97202(503) 771-111220954

r Rhode Island CollegeEarly Enrollment Program

(EEP)Dr. Kenneth R. WalkerDirector, Early Enrollment

Program600 Mt. Pleasant AvenueProvidence, RI 02908(401) 456-801821091

Rhode Island School ofDesign

RISD/Providence PartnershipJohn C. ChamberlinAssistant Professor of

Teacher Education2 College StreetProvidence, RI 02903(401) 331-3511, ext. 37620488

Rich Mountain CommunityCollege

Program for College StudyDr. Richard W. BlackDean of Students601 Bush StreetMena, AR 71953(501) 394-501220807

r Rider CollegeProfessional Alternatives

Consortium for Teachers(PACT)

Dr. Dennis C. BussAssociate Professor of

Education2083 Lawrenceville RoadLawrenceville, NJ 08648(609) 895-547420188

Ripon CollegeExtended Opportunity

ProgramDouglas A. NorthropDean of FacultyP.O. Box 248Ripon, WI 54971(414) 748-810920075

Ripon CollegeAdvance College Experience

(ACE)Nancy LivingstonCoordinatorP.O. Box 248Ripon, WI 54971(414) 748-810920077

Rivier CollegeYoung Scholars ProgramDr. Rose ArthurDean, Undergraduate

Evening School420 South Main StreetNashua, NH 03060(603) 888-131120128

Rivier CollegeChallenge ProgramCarol MauceriChallenge DirectorEducation Department420 South Main StreetNashua, NH 03060(603) 888-1311, ext. 56520129

Rivier CollegeAdopt-A-SchoolMarta NissenStaff Assistant, Public Affairs420 South Main StreetNashua, NH 03060(603) 888-131120598

279

Roanoke CollegeElementary Language

Fundamentals Program(ELF)

Dr. Patricia JordahlChairman, Foreign Language

DepartmentSalem, VA 24153(703) 375-239120840

Roanoke-ChowanCommunity College

Pre-Freshman ProgramDr. Larry GrulickDean of InstructionRoute 2, Box 46-AAhoskie, NC 27910(919) 332-592121090

r Rochester CommunityCollege

Postsecondary EnrollmentOptions Program

Dale AmyStudent Services Assistant851 30th Avenue, SERochester, MN 55904(507) 285-733221221

Rochester Institute ofTechnology

Learning DevelopmentCenter Project

Dr. Barbara S. AllardiceClinical SupervisorLearning Development

CenterOne Lomb Memorial DriveRochester, NY 14623(716) 475-228120671

r Rochester Institute ofTechnology

School/College KEY ProgramSusan M. RogersDirector, Distance LearningP.O. Box 9887Rochester, NY 14618(716) 475-516620672


Rochester Institute of Rutgers, The State University Rutgers, The State University Sacred Heart UniversityTechnology of New Jersey of New Jersey Bridge

Talent Connection Program University/Industry Science Education Task Force of New Dr. Thomas J. PepeJames M. Papero Modules Program Brunswick Tomorrow Director, BridgeAdministrator of Talent Dr. George J. Pallrand Dr. Evelyn H. Wilson 5151 Park Avenue

Connection Director, University/Industry Chairperson, Center for Fairfiel 1 CT 06432-102350 West Main City Center Science Modules Program Mathematics, Science, and (203) 371-7800One Lomb Memorial Drive Graduate School of Computer Education 20136Rochester, NY 14623 Education SERC Building, Busch(716) 475-4941/7056 10 Seminary Place Campus Sacred Heart University206 73 New Brunswick, NJ 08903 Piscataway, NJ 08854 Project Ahead

(no telephone number (201) 932-1766 Herman YepesRochester Institute of provided) 21155 Assistant Dean for

Technology 20204 AdmissionsPartnershipSchool #4 Rutgers, The State University 5151 Park AvenueDr. Elaine Spaull Rutgers, The State University of New Jersey Fairfield, CT 06432Associate Vice President for of New Jersey Rutgers-Kenilworth Project (203) 371-7880

Student Affairs New Jersey Writing Project Dr. Carolyn Maher 20570One Lomb Memorial DriveRochester, NY 14623

Dr. Janet EmigProfessor, Department of

Center for Mathematics,Science, and Computer Saginaw Valley State

(716) 475-2268 Learning and Teaching Education University21135 Graduate School of SERC Building, Busch Greater Saginaw Valley

Education Campus Regional EducationalRockhurst College 10 Seminary Place Piscataway, NJ 08854 Cooperative (GSVREC)

Science Alliance New Brunswick, NJ 08903 (201) 932-1766 Dr. Ralph CoppolaDr. Joan Caulfield (no telephone number 21166 Executive Director, GSVRECCoordinator, School-College provided) and Sponsored Programs

Relations 20205 Rutgers, The State University University Center, MI 487101100 Rockhurst Road of New Jersey, Newark (517) 790-4295Kansas City, MO 64110 Rutgers, The State University Campus 20704(816) 926-4140 of New Jersey Saturday Academy20066 Rutgers Educational Alliance Freda I. McClean Saint Cloud State University

Program Director, Center for Pre- District 742 (Saint CloudRollins College Director, Research and College Education Public Schools)/SaintFlorida Interacademic Development 175 University Avenue Cloud State University

Consortium (FLIC) Graduate School of Newark, NJ 07102 PartnershipAlice M. Grant Education (201) 648-5416 Vicky S. DillDirector, FL1C 10 Seminary Place 20133 Director, ProfessionalBox 2766 New Brunswick, NJ 08903 ExperiencesWinter Park, FL 32789 (no telephone number EDB 133A(407) 646-2230 provided) 720 4th Av mue South20784 20206 St. Cloud, MN 56M-4498

r, Rust CollegePre-Freshman Engineering

Program (PREP)Dr. M. I. ShafiChair, Science and

Mathematics150 Rust AvenueHolly Springs, MS 38635(601) 252-256520790

Rutgers, The State Universityof New Jersey

Rutgers, New BrunswickProject

Dr. Carolyn MaherCenter for Mathematics,

Science, and ComputerEducation

SERC Building, BuschCampus

Piscataway, NJ 08854(201) 932-176620207

Sacred Heart University17/62 ProgramHerman YepesAssistant Dean for

Admissions5151 Park AvenueFairfield, CT 06432(203) 371-788020135

(612) 255-30120286

St. Edward's UniversityProject CrossroadsRichard H. KinseyAssistant to the President3001 South Congress AvenueAustin, TX 78704(512) 448-841720698

NATIONAL DIRECIORY 275

St. Edward's UniversityState Migrant ProgramRobert A. MontgomeryDirector, State Migrant

Program3001 South Congress AvenueBox 1038Austin, TX 78704(512) 448-862820929

St. Edward's UniversityRural Upward BoundRandy S. SafadyDirector, Rural Upward

Bound3001 South Congress AvenueAustin, TX 78704(512) 448-863220930

rSt. Edward's UniversitySEU Adopt-A-SchoolRanda S. SafadyCoordinator, Adopt-A-School

Program3001 South Congress AvenueAustin, TX 78704(512) 448-862620931

St. Edward's UniversityTalent SearchRobert A. MontgomeryProject Director3001 South Congress AvenueBox 1038Austin, TX 78704(512) 448-862821033

St. Francis CollegeCollege High School

Partnership Program(CHISPP)

Dr. Yolanda WhiteAssociate DeanOffice 706A180 Remsen StreetBrooklyn, NY 11201(718) 522-2300, ext. 29020250

Saint Francis CollegeNorth East Regional

Instructional ResourceCenter for HandicappedChildren and Youth

Dr. M. V. ChristyDirector, Mosher Center2701 Spring StreetFort Wayne, IN 46808(219) 434-327320267

St. John Fisher CollegeFisher/Jefferson PartnershipDr. Thomas M. McFaddenVice President for Academic

Affairs and DeanRochester, NY 14618(716) 385-8116A243

Saint John's UniversityNew York Alliance for the


St. Joseph CollegeEnhancement of Physical

Science Teaching, K-8Dr. Claire MarkhamAssistant to the President for

Academic AffairsWest Hartford, CT 06117(203) 232-457121222

Saint Joseph's College-Suffolk Campus

Bridge ProgramSr. Jean M. AmoreAcademic Dean155 Roe BoulevardPatchogue, NY 11772(516) 654-320020956

Saint Louis College ofPharmacy

Saint Louis SchoolPartnership

Taylor E. LindhorstDean of Student Affairs4588 ParkviewSaint Louis, MO 63110(314) 367-870020038

Saint Mary's CollegeSt. Mary's College of

Minnesota Program forAdvanced College Credit(PACC)

Toby PiscitielloVice President for

AdmissionsWihnna, MN 55987(507) 457-170020048

Saint Mary's College ofCalifornia

Special EducationCollaborative

Nadine PedronAssistant Professor of Special

EducationSpecial Education

DepartmentP.O. Box 4350Moraga, CA 94575(415) 631-470021009

Saint Mary's College ofMaryland

Charlotte Hall ProgramMichael L. BergerHead, Human Development

DivisionSaint Mary's City, MD 20686(301) 862-033721146

r Saint Mary's College ofMaryland

Saint Mary's Paenership forAcademic ResourceCollaboration (SPARC)

Robert H. GoldsmithCoordinator of Student

Teaching and FieldExperience

Saint Mary's City, MD 20686(301) 862-035221228

281

Saint. Norbert CollegeSaint Norbert College Credit

ProgramJeanne LucierDirector, College Credit

ProgramDePere, WI 54115-2099(414) 337-306021181

r Saint Peter's CollegeInstitute for the

Advancement of UrbanEducation

Dr. Samuel T. MorneweckProject Director2641 Kennedy BoulevardJersey City, NJ 07306(201) 915-918120324

Saint Peter's CollegeSaint Peter's College Reading

CenterJames JacobsonDirector47 Glenwood AvenueJersey City, NJ 07306(201) 915-925320594

Saint Peter's CollegeSpecial Program for Credit

and Summer ScholarProgram

Dr. E. Regina GiulianiDirector, High School and

College Relations2641 Kennedy BoulevardJersey City, NJ 07306(201) 915-921320844

Saint Peter's CollegeSaint Peter's College-Hudson

County Gifted-and-Talented Program

James JacobsonChair, Department of

Education47 Glenwood AvenueJersey City, NJ 07306(201) 915-925320864


St. Thomas UniversityDual Enrollment ProgramDr. Marie A. CaputiDirector, Graduate and

Continuing Education16400 N.W. 32nd AvenueMiami, FL 33054(305) 628-685020785

St. Vincent College andSeminary

Keep the Options OpenProgram


Salem CollegeBusiness-School Partnership

ProgramSarah AlbrittonDirector, Career

DevelopmentWinston-Salem, NC 27108(919) 721-280720994

San Diego State UniversitySan Diego Mathematics

ProjectNicholas A. BrancaProfessor of Mathematical

SciencesCenter for Research in Math

and Science EducationSan Diego, CA 92182-0315(619) 594-686420334

r San Diego StateUniversity

Navy Fast Track ProgramNorman F. DesselProfessor and Director, FIPSE

ProjectSan Diego, CA 92182(619) 594-515720335

San Diego State UniversityCrawford PartnershipCarla MathisonProfessor of Teacher

Education5300 Campanile DriveSan Diego, CA 92182(619) 594-596320336

San Diego State UniversityAuditory Discrimination in

Depth ProjectDr. Michael SeitzProfessor, Department of

Communicative DisordersSan Diego, CA 92182(619) 594-417420337

San Diego State UniversitySouth County CooperativeHouston BurnsideProfessor of Teacher


San Diego State UniversityHearst CooperativePhyllis RobershawProfessor of Teacher


San Diego State UniversityKennedy CooperativeMonica MurphyProfessor of Teacher


San Diego State UniversityEscondido Union

CooperativeJames lnskeepProfessor of Teacher


San Diego State UniversitySantee CooperativeJim KaatzAssociate Professor and Team

Leader5300 Campanile DriveSan Diego, CA 92182(619) 594-612720345


1HE/LEA Program forTeacher Retention andProfessional Development

Richard PachecoProfessor and Program

DirectorPolicy StudiesSan Diego, CA 92182(619) 594-586320346


International StudiesEducation Project of SanDiego (ISTEP)

Dr. Elsie BeglerDirector, ISTEPCenter for Latin American

StudiesSan Diego, CA 92182(619) 594-241220347


Model Education Center(MEC)

Dr. Marlowe BergProfessor, School of Teacher

EducationSan Diego, CA 92182(619) 594-137820349


La Mesa Middle SchoolPartnership

Clifford P. BeeProfessor of Education5300 Campanile DriveSan Diego, CA 92182(619) 594-608620520


College of ProfessionalStudies and Fine Arts andNational City Junior HighSchool Partnership

Carole A. RobasciottiAssistant Dean for Student

AffairsCollege of Professional

Studies and Fine ArtsSan Diego, CA 92182(619) 594-512420588


Granger Junior High School/Adopt-A-School Program

Dr. George HutchinsonDirector, Student Outreach

ServicesSan Diego, CA 92182(619) 594-696620619


Cooperative Writing ProgramDonald D. BasileDirector, Academic Skills

CenterSan Diego, CA 92182-1146(619) 594-692720625

San Diego State UniversitySan Diego Mathematks

Enrichment ProjectFrank HolmesProject Director, San Diego

Mathematics EnrichmentProject

College of EngineeringSan Diego, CA 92182(619) 594-567920888


Mathematics, Engineering,Science Achievement(MESA)

Susan DixonDirector, MESACollege of EngineeringRoom 403ASan Diego, CA 92182(619) 594-419720892


San Diego State UniversitySan Diego Urban

Mathematics CollaborativeAlma MaroszDirector, San Diego Urban

Mathematics CollaborativeCenter for Research in

Mathematics and ScienceEducation

San Diego, CA 92182-0313(619) 594-6610210/1

San Diego State UniversityLanguage Development

SpecialistDr. Natalie A. KuhlmanChair, Policy Studies

Department/COESan Diego, CA 92182(619) 594-515521121

Sangamon State UniversityRiverton Writing ProjectDr. Barbara HunterAssistant Professor, Teacher

Education ProgramBRK 310Springfield, IL 62708(217) 786-668220460

San Jose State UniversityCollege Readiness ProgramDr. Betty SundbergDirector, Student Outreach

and RecruitmentWLC-Room 214San Jose, CA 95192(408) 924-255020073

r Santa Barbara CityCollege

Santa Barbara ArticulationCouncil

hhn Romovice President, Instruction721 Cliff DriveSanta Barbara, CA 93109(805) 965-058120454

Santa Fe Community CollegeArticulation with Santa Fe

Technkal High SchoolDr. Tina Ludutsky-TaylorDirector, Special ProgramsP.O. Box 4187Santa Fe, NM 87502-4187(505) 471-8200, ext. 31520457

Santa Fe Community CollegeDual EnrollmentDr. Sarah MagannCoordinator, High School

ProgramsP.O. Box 1530Gainesville, FL 32602(904) 395-506020826

r School of the Art Instituteof Chicago

Basic Art Support in theCurriculum (BASIC)

Angela G. PaterakisDirector, BASICColumbus Drive and Jackson

BoulevardChicago, IL 60603(312) 443-374521059

Schoolcraft CollegeTech-PrepDenise SigworthDirector, Grants and

Research18600 HaggertyLivonia, MI 48152(313) 462-445420519

Schreiner CollegeProgram for Accelerated

College Enrollment, Early,and Co-Enrollment (PACE)

Darlene BannisterRegistrarKerrville, TX 78028(512) '196-541120836

Seattle Community CollegeCollege in the High School

and Special ProgramsJulie HungarVice Chancellor for

Education andAdministration

1500 HarvardSeattle, WA 98122(206) 587-387320028

r.Seattle UniversityMatteo Ricci CollegeDr. Bernard M. StecklerDean, Matteo Ricci CollegeSeattle, WA 98122(206) 296-540521102

r Seminole CommunityCollege

Mathematics, Science, andComputer Teacher-TrainingWorkshops andDevelopment of K-8Astronomy Curriculum

Dr. Elaine A. GreenwoodDirector, Arts and Sciences

Services100 Weldon BoulevardSanford, FL 32773(407) 323-145020230

r Seminole CommunityCollege

Dual EnrollmentDr. Elaine A. GreenwoodDirector, Arts and Sciences

Services100 Weldon BoulevardSanford, FL 32773(407) 323-145020718

Seminole CommunityCollege

Collaborative/PartnershipGracia M. MillerAdmissions Officer100 Weldon BoulevardSanford, FL 32773-6199(407) 323-145020719

283


Investigating SeminoleCounty's Roots: AMultimedia Project forOutstanding Students

Dr. Pat FitzgeraldProfessor of Philosophy100 Weldon BoulevardSanford, FL 32773(407) 323-145020783


Adult Education ProgramsMarilyn BrissonDirector, Adult Education100 Weldon BoulevardSanford, FL 32773(407) 323-145021038


The Career ConnectionDr. Maggie CulpDean of Student Services100 Weldon BoulevardSanford, FL 32773(407) 323-1450, ext, 36921039

Seton Hall UniversityProject AccelerationDr. William A. SmithCoordinator, Project

Acceleration400 South Orange AvenueSouth Orange, NJ 07040(201) 761-943020939

Seton Hill CollegeKeep the Options OpenJerry SheridanDean of StudentsYoungwood, PA 15697(412) 925-406220576

Scion Hill CollegeKeep the Options OpenDr. Vivien Linkhaer, SCAcademic DeanGreensburg, PA 15601(412) 838-421720622


Shaw UniversityUpward Bound ProgramKeith SmithDirector, Upward Bound118 East South StreetRaleigh, NC 27611(919) 755-489720921

Shippensburg UniversityUrban Education InitiativeRobert B. BartosDean, College of Education/

Human ServicesShippensburg, PA 17257(717) 532-137321029

Shoreline CommunityCollege

Secondary/PostsecondaryArticulation Project

Carolyn HenryChair, Business

Administration Division16101 Greenwood Avenue

NorthSeattle, WA 98133(206) 546-473120495

Siena CollegeCooperative Siena/Watervliet

City SchoolsDr. Robert HaydenHead, Department of

EducationLoudonville, NY 12211(518) 783-230720666

Siena Heights CollegeMath and Science Teachers

Institute-Siena HeightsComputer Camp

Timothy H. HusbandCoordinator1247 East Siena Heights

DriveAdrian, MI 492"(517) 263-073120404

Simmons CollegeSimmons College-School

ConsortiumDr. Bard R. HamlenAssociate Clinical Professor

of Education300 The FenwayBoston, MA 02115(617) 738-215820597

r Simon's Rock of BardCollege

Early College PartnershipBrian R. HopewellDirector, AdmissionsGreat Barrington, MA 01230(413) 528-077120121

Smith CollegeWestern Massachusetts Five

College/Public SchoolPartnership



r South Carolina StateCollege

Partners in Education (PIE)Johnnie Mitchell SharpeAssociate ProfessorP.O. Box 3112Orangeburg, SC 29117(803) 534-522720593

rSoutheasternMassachusetts University

Projects for High LearningPotential (PHLP)

Robert L. PiperProfessor of Political Science

and Director, PHLPNorth Dartmouth, MA 02747(508) 999-803621065

Southern Illinois Universityat Carbondale

Renewal Institute forPracticing Educators

Dean L. StuckDirector, Renewal InstituteCollege of EducationWham Building 321Carbondale, IL 62901(618) 453-288821061

Sluthern Maine VocationalTechnical Institute

Students of the 2Ist CenturyPenny CaryInstructor of EnglishSouth Portland, ME 04106(207) 799-730320140

Southern University-Shreveport

Southern University-Shreveport and CaddoParish Schools Partnership

Joyce R. BuggsAssistant to the Vice

Chancellor for AcademicAffairs

3050 Martin Luther King, Jr.Drive

Shreveport, LA 71107(318) 674-331520810

Southern Utah State CollegeSouthern Utah State College


Terry D. AlgerProvostAdministrative BuildingCedar City, UT 84720(801) 586-770520723

r Southwest Missouri StateUniversity

Adopt-A-SchoolDr. Wordy BucknerDirector, Education Field

Experiences901 South NationalSpringfield, MO 65802(417) 836-525320557

r Southwest StateUniversity

Enrollment Options ProjectDr. John M. Bowdenlyrector of the LibraryMarshall, MN 56258(507) 537-610820070

r Southwest Texas StateUniversity

LBJ Institute for theImprovement of Teachingand Learning

Leslie Huling-AustinDirector, LBJ InstituteSchool of EducationSan Marcos, TX 78666(512) 245-203920210

r Southwest Texas StateUniversity

Classroom Management andDiscipline Program

Margaret E. DunnDirector, Classroom

Management andDiscipline Program

1002 Education BuildingSan Marcos, TX 78666(512) 245-243821044

Southwestern MichiganCollege

Career/Tech-Prep 4+2Norman C. AshcraftDean, School of Technology58900 Cherry Grove RoadDowagiac, MI 49047(616) 782-511320432

Southwestern UniversitySpanish Language and

CultureElaine PhillipsAssistant Professor of Foreign

LanguagesGeorgetown, TX 78626(512) 863-159820377


Southwestern UniversityPartners in ReadingDr. Nick SikesChair, Fducation Departmenteorgetown, TX 78626(512) 863-147620832

Southwestern UniversityOperation AchievementDr. Gregory WashingtonDirector, Multicultural AffairsGeorgetown, TX 78626(512) 863-121820833

Springfield College inIllinois

Five-Year Plan with UrsulineAcademy

Dr. Karen H. AndersonProvost1500 North Fifth StreetSpringfield, IL 62702(217) 525-142020044

r Stanford UniversityStanford/Schools

Collaborative (S/SC)Beverly CarterDirector, Stanford/Schools

CollaborativeSchool of EducationStanford, CA 94305(415) 723-124020695

State University of New Yorkat Albany

Capital Area SchoolDevelopment Association(CASDA)

Dr. Richard BambergerExecutive Director, CASDAHusted 2111400 Washington AvenueAlbany, NY 12222(518) 442-379620293


The Costa Rican TeacherExchange Program

Michael DeRensisDirector, General StudiesULB 661400 Washington AvenueAlbany, NY 12222(518) 442-514020604


University in High SchoolFrank G. CaninoAssociate Dean of

Humanities and ProgramDirector

HU2291400 Washington AvenueAlbany, NY 12222(518) 442-414820863

r State University of NewYork at Binghamton

More Math for More FemalesDebra PertProject CoordinatorCenter for Education and

Social ResearchBinghamton, NY 13901(607) 777-604420183

State University of New Yorkat Binghamton

Binghamton SchoolPartnership Project

Allison AldenProject CoordinatorCenter for Education and

Social ResearchBinghamton, NY 13901(607) 777-460421030

State University of New Yorkat Buffalo

Clinical Faculty ProgramCatherine CornblethProfessor and Briet Director208 Baldy HallBuffalo, NY 14260(716) 636-246120387

r State University of NewYork at Buffalo

Gifted Math Program (GMP)Dr. Gerald R. RisingDirector560 Baldy HallBuffalo, NY 14260(716) 636-317521125

r State University of NewYork College at Brockport

Genesee River Valley ProjectPartnership

Kenneth P. O'BrienChair, Department of HistoryBrockport, NY 14420(716) 395-237720184

r State University of NewYork College at Brockport

Teacher Opportunity CorpsDr. Betsy BalzanoProfessor of EducationDepartment of Education

and Human DevelopmentBrockport, NY 14420(716) 395-554920232

r State University of NewYork College College atFredonia

Fredonia-Hamburg TeacherEducation Center

Dr. Matthew J. LudesChairperson, Department of

EducationThompson HallFredonia, NY 14063(716) 673-331121075

State University of New YorkCollege at New Paltz

Curriculum Materials CenterDr. James O'ConnellDea:1 of Faculty of EducationOld Main BuildingNew Paltz, NY 12561(914) 257-280020316

2S5


Dean's Award for Excellencein Teaching

James O'ConnellDean, School of EducationOld Main BuildingNew Paltz, NY 12561(914) 257-280021076

r State University of NewYork College at New Paltz

Science and TechnologyEntry Program (STEP)

Kristin BackhausResearch Specialist and

Assistant to the DeanOld Main BuildingNew Paltz, NY 12561(914) 257-280321089


Science and TechnologyEntry Program (STEP)

Victoria GarrisonAssociate Professor and

Project Director203A Old Main BuildingNew Paltz, NY 12561(914) 257-351321229

State University of New YorkCollege at Oneonta

Shaker High School Time-Shortened Degree Program

Dr. Vincent F. FotiAssociate Dean for Academic

Administration102 Administration BuildingOneonta, NY 13820(607) 431-339021104

State University of New YorkCollege at Oneonta

Catskill Area School StudyCouncil (CASSC)

Lawrence J. HeldmanExecutive Secretary, CASSC101C Alumni HallOneonta, NY 13820-4015(607) 431-253321138


State University of New YorkCollege at Oswego

Foreign Language ImmersionProgram (FLIP)

Linda A. SyrellDean for Continuing

Education, Public Service,and Summer Sessions

250 Wilber HallOswego, NY 13126(315) 341-227020765


BOCES Senior ProgramLinda A. SyrellDean for Continuing

Education, Public Service,and Summer Sessions

250 Wilber HallOswego, NY 13126(315) 341-227020766


Project SMART: Partnershipfor Science and MathApplied Resources forTeaching

C. Thomas GoodingDean of Graduate Studies602 Culkin HallOswego, NY 13126(315) 341-315221212

r State University of NewYork College atPlattsburgh

North Country Mentor/Intern Teacher Consortium

Dr. Michael P. WolfeDirector, Center for Teacher

Education400 Sibley HallPlattsburgh, NY 12901(518) 564-212220215

State University of New YorkCollege at Potsdam

Stay In School PartnershipProgram

Cathy KleinProject DirectorMaxcy HallPotsdam, NY 13676(315) 267-231220975

r State University of NewYork College at Purchase

SUNY Purchase WestchesterSchool Partnership

Dr. Sidney TrubowitzExecutive Director735 Anderson Hill RoadPurchase, NY 10577-1400(914) 251-687020288

State University of New YorkCollege of Agriculture andTechnology at Morrisville

Aristotle ProgramDr. Charles D. BlaasDean for Math, Science, and

Engineering TechnologyMorrisville, NY 13408(315) 684-608220900

State University of New YorkCollege of Agriculture andTechnology at Morrisville

BOCES Telelearning ProjectPeggy RaynorProject Coordinator112 South Broad StreetNorwich, NY 13815(607) 334-514420962

State University of New YorkCollege of Techndtogy atDelhi

Early Admission to CollegeProgram

Thomas A. BanksDirector, Continuing

Education108 Evenden TowerDelhi, NY 13753(607) 746-415121242

State University of New YorkInstitute of Technology atUtica/Rome

Computer-Graphics Trainingfor Teachers

Dr. Violet A. TowneDirector, Center for Training

and ProfessionalDevelopment

P.O. Box 3050Utica, NY 13504(315) 792-715820317

State University of New YorkInstitute of Technology atUtica/Rome

Summer Gifted/TalentedProgram

Dr. Ronald SarnerAssociate ProfessorP.O. Box 3050Utica, NY 13504-3050(315) 792-723420845

Stetson UniversityMathematics for High School

TeachersDr. Gareth WilliamsProfessorDepartment of MathematicsDeLand, FL 32720(904) 734-4121, ext. 47020422

Stetson UniversityStetson Academic Talent

Program for theAcademically Talented

Dr. Mitchell G. ReddishDirector, Stetson Academic

Talent ProgramBox 8354DeLand, FL 32720(904) 734-4121, ext. 54520944

r Stevens Institute ofTechnology

Center for ImprovedEngineering and ScienceEducation (CIESE)

Edward A. FriedmanDirector, CIESE, and

Professor of ManagementHoboken, NJ 07030(201) 420-518820194

Stockton State CollegeAdmissions Ambassador

ProgramMelvin L. GregoryAssistant Director,

AdmissionsPomona, NJ 08240-9988(609) 652-483220861

Stonehill CollegeStaff Development AcademyRita E. SmithDirector, Stonehill Education

ProjectWashington StreetNorth Easton, MA 02357(508) 230105620328

r Stonehill CollegeSuperintendents' Center for

Public Leadership, PolicyDevelopment, andPlanning

Rita E. SmithDirector, Stonehill Education

ProjectWashington StreetNorth Easton, MA 02357(508) 230-105620329

r Stonehill CollegeTeachers on Tour ProgramRita E. SmithDirector, Stonehill Education

ProjectWashington StreetNorth Easton, MA 02357(508) 230-105620591

Stonehill CollegeCollege Mentor ProgramSherry PinterDirector, Community and

Professional DevelopmentWashington StreetNorth Easton, MA 02357(508) 230-1081, ext. 125820869


Stonehil CollegeStonehill College's Gifted

and Talent ProgramPaul R. GastonguayAssociate Academic DeanNorth Easton, MA 02357(508) 230-108120922

Sue Bennett CollegeDestination GraduationCubby ToomsCoordinator101 College StreetLondon, KY 40741(606) 864-223820607

Surry Community CollegeSurry Community College-

Surry County SchoolsPartnership

John K. CollinsDean of Career EducationP.O. Box 304Dobson, NC 27017(919) 386-812120522

r Susquehanna UniversityTeacher Intern ProgramBonita K. TroxellTeacher Intern CoordinatorSelinsgrove, PA 17870-1001(717) 372-42402/175

Sweet Briar CollegeScience ChallengeAngelia AllenProject Director, Science

ChallengeAdmissions OfficeSweet Briar, VA 24595(804) 381-614220711

r Syracuse UniversityWest Genesee/Syracuse

University Teaching CenterGwen Yarger-KaneCoordinator and Associate

Professor162 Huntington HallSyracuse, NY 13244(315) 443-26842/124

r Syracuse UniversitySchools and University

Partnership for EducationalResponsibility (SUPER)

Dr. Ronald R. CavanaghVice President for

Undergraduate Studies304 Tolley Administration

BuildingSyracuse, NY 13244-1100(315) 443-18992//42

r Syracuse UniversityProject Advance (PA)Dr. Franklin P. WilburDirector, Project Advance111 Waverly Avenue, Suite

200Syracuse, NY 13244-2320(315) 443-240421143

Tacoma Community CollegeCareer BeginningsBill BloomfieldProgram DirectorP.O. Box 9110Waltham, MA 02254-9110(617) 736-377020839

Tallahassee CommunityCollege

Minority Outreach EducationProgram

Sylvia DeLoachAssistant Vice President,

Student Affairs444 Appleyard DriveTallahassee, FL 32304-2895(904) 488-920020823

Tallahassee CommunityCollege

Dual Enrollment Program forHigh School Students

Debra AustinDirector, Extended Studies

Progrant444 Appleyard DriveTallahassee, FL 32304-2895(904) 488-920021092

Technical College of theLowcountry

Educational Talent SearchFrances McColloughTrio DirectorP.O. Box 1288Beaufort, SC 29901(803) 525-832420682


Upward BoundFrances McColloughTrio DirectorP.O. Box 1288Beaufort, SC 29901(803) 525-832420683


Careers and ChoicesExploration Program

Sherri L. ShoffnerCoordinator of Job Placement

and Career DevelopmentP.O. Box 1288Beaufort, SC 29901(803) 525-822120684

Temple UniversityExemplary Schools ProjectDr. Jo Ann ManningResearch Associate909 Ritter Hall Annex13th Street and Cecil B.

Moore AvenuePhiladelphia, PA 19122(215) 787-301220/ 75

I Temple UniversityThe Asian Teachers ProgramDr. Gail Weinstein-ShrAssistant Professor of English

Education446 Ritter HallPhiladelphia, PA 19122(215) 787-334420176

287

Temple UniversityTemple-Law, Education, and

Participation (LEAP)Beth E. FarnbachExecutive Director1719 North Broad StreetPhiladelphia, PA 19122(215) 787-894820238

Temple UniversityCollege-School-State

Collaborative Model forSchool Improvement

Dr. Margaret C. WangDirectorTemple University Center for

Research933 Ritter Hall Annex13th Street and Cecil B.

Moore AvenuePhiladelphia, PA 19122(215) 787-300120239

I Temple UniversityThe Pennsylvania LEAD

InstituteDr. Jo Ann ManningProject Coordinator909 Ritter Hall Annex13th Street and Cecil B.


Temple UniversityTemple University-School

District of PhiladelphiaExemplary Schools Project

Dr. Margaret C. WangProfessor and DirectorCenter for Research on

Human Development andEducation

Ritter Hall, 9th Floor13th Street and Cecil 13.



r Temple University"Tell Them We Are Rising"Dr. Richard M. EnglertDean, College of EducationBroad and MontgomeryPhiladelphia, PA 19122(215) 787-801720752

r Temple UniversityProject Temple University-

Taking on Responsibility(Project TU-TOR)

Dr. Leo RigsbyProject Director, TU-TOR939 Ritter Hall Annex13th Street and Cecil B.


Temple UniversityThe Adaptive Learning

Environments ModelProject (ALEM)

Dr. Ivan QuandtProject Director, ALEM937 Ritter Hall Annex13th Street and Cecil B.


femple UniversityTemple-Moorestown Honors

EnglishGlen A. OmansProfessor of EnglishPhiladelphia, PA 19122(215) 787-180620755

Temple UniversityEarly Admission ProgramDonald D. TitusAssociate Professor of

ChemistryDepartment of ChemistryPhiladelphia, PA 19122(215) 787-712720756

Temple UniversityThe Urban Mathematics

ProgramJohn ChenProgram DirectorCollege of EducationPhiladelphia, PA 19122(215) 787-801720757

Temple UniversityPRIME Universities Program

(PUP)F. Stanton WoerthCollege of Engineering,

Computer Science, andArchitecture

CEA BuildingPhiladelphia, PA 19122(215) 787-780520758

Temple UniversityPRIME Sthuday Tutorial and

Enrichment ProgramF. Stanton WoerthCollege of Engineering,

Computer Science, andArchitecture

CEA BuildingPhiladelphia, PA 19122(215) 787-780520759

r Tennessee Board ofRegents

Tennessee Collaborative forEducational Excellence

Dr. Bene S. CoxAssistant Vice Chancellor for

Academic AffairsTennessee Board of Regents1415 Murfreesboro Road,

Suite 350Nashville, TN 37217(615) 366-440021266

Tennessee State UniversityTennessee State and

Department of EducationContract

Gearldean JohnsonTeacher EducatorNashville, TN 37209-1561(615) 320-337820226

Tennessee State UniversityProject PencilGloria M. LewisAssistant Professor3500 John A. Merritt

BoulevardNashville, TN 37209-1561(615) 320-316320582

Tennessee State UniversityAdopt-A-SchoolDr. James A. CampbellActing Department HeadDepartment of Biological

SciencesNashville, TN 37209-1561(615) 320-332520583

Tennessee State UniversityStudent Writer's ShowcaseDr. Clayton C. ReeveDepartment HeadDepartment of Languages,

Literature, and PhilosophyNashville, TN 37203(615) 320-301820964

Tennessee State Universityand Community CollegeSystem and University ofTennessee

Tennessee Collaborative forEducational Excellence

Dr. Bene S. CoxAssistant Vice Chancellor for

Academic AffairsState Board of Regents1415 Murfreesboro Road,

Suite 350Nashville, TN 37217(615) 366-440020514

Tennessee TechnologicalUniversity

Rural Education Researchand Service Consortium

Dr. Margaret PhelpsDirector, Rural EducationBox 5112Cookeville, TN 38505(615) 372-379121099

r Texas A & M UniversityPrincipals' CenterDr. David HinojosaAssociate Professor and

DirectorDepartment of Educational

.AdministrationCollege Station, TX 77843-

4225(409) 845-276620219

Texas A & M UniversityTexas Alliance for Science

Technology andMathematics Education

Dr. Robert K. JamesDirectorEDC1, College of Education

Center for Mathematicsand Science

College Station, TX 77843-4232

(409) 845-082520220

Texas A & M University atGalveston

Science FairDr. Gerald F. HiteAssociate Professor, MARSGalveston, TX 77553-1675(409) 740-450920801

r Texas State TechnicalInstitute

Adopt-A-School, Articulation,Linkage

Harry E. ClairCoordinator, Collaborative

Projects3801 Campus DriveWaco, TX 76705(817) 799-3611, ext. 205820429

r Texas Tech UniversityAdopt-A-Classroom ProjectDr. Richard E. IshlerDean, College of EducationBox 4560Lubbock, TX 79409(806) 742-237720566


Texas Woman's UniversityTWU Alliance ProgramDr. Lloyd M. BennettProfessorP.O. Box 22846Denton, TX 76204(817) 898-222720996

r Towson State UniversityWrite to Learn ProjectElyse Eidman-AadahlAssociate DirectorMaryland Writing ProjectHawkins HallTowson, MD 21204i301) 321-359320160

r Towson State UniversityMaryland Writing Project

(MWP)Elyse Eidman-AadahlAssociate Director(C. Keith Martin, Campus

Director)Hawkins HallTowson, MD 21204(301) 321-359320161

Tri-County Technical CollegePartnership for Academic

and Career Education(PACE)

Diane M. WalterExecutive Director, PACEP.O. Box 587Pendleton, SC 29670(803) 646-836120516

Rident Technical CollegeCollege/High School

PartnershipLenita Jacobs-SimmonsGrants CoordinatorP.O. Box 10367 DV-CCharleston, SC 29411(803) 572-619520949

r Tri-State UniversitySteering Committee for

Improved Participation inPostsecondary Education(SC1PPE)

Louis T. LevyDirector, AdmissionsAngola, IN 46703(800) 347-487821214

Trinity CollegeClassical Magnet School

ProgramDrew A. Hyland300 Summit StreetHartford, CT 06106(203) 297-242621189

Trinity CollegeHigh School Lecture SeriesBetty A. CoxDirector, External Affairs300 Summit StreetHartford, CT 06106(203) 297-209221190

Trinity CollegeConnecticut Pre-Engineering

Program (CFEP)Naomi AmosDirector, Faculty Grants300 Summit StreetHartford, CT 06106(302) 297-201021191

Trinity CollegeTrinity Outreach Tutoring

ProgramSherri WatkinsOutreach Coordinator300 Summit StreetHartford, CT 06106(203) 297-238321192

Trinity CollegeUpward BoundDennis MinkDirector, Upward Bound300 Summit StreetHartford, CT 06106(203) 297-212421193

Rinity CollegeCareer BeginningsBetty A. CoxDirector, External Affairs300 Summit StreetHartford, CT 06106(203) 297-209221194

Dinky CollegeBig Brothers and Big SistersSherri WatkinsOutreach Coordinator300 Summit StreetHartford, CT 06106(203) 297-238221195

Trinity CollegeNational Youth Sports

ProgramRick Haze ItonDirector, Athletics300 Summit StreetHartford, CT 06106(203) 297-205521196

Trinity CollegeCapital Area Corporate

Scholars ProgramAnne M. ZartarianDirector, Financial Aid300 Summit StreetHartford, CT 06106(203) 297-294821197

Rinity CollegePoet-in-ResidenceAmelia SilvestriExecutive Coordinator300 Summit StreetHartford, CT 06106(203) 297-245421198

Trinity CollegeScholar of the MonthIvan A. BackerDirector, S1NA300 Summit StreetHartford, CT 06106(203) 297-227821199

289

Trinity CollegeI Have A DreamBetty A. CoxDirector, External Affairs300 Summit StreetHartford, CT 06106(203) 297-209221200

Trinity CollegeRamon E. Betances SchoolIvan A. BackerDirector, SINA300 Summit StreetHartford, CT 06106(203) 297-227821201

r Trinity College ofVermont

Small School Institute (SSI)Dr. Tim WhitefordAssociate Professor208 Colchester AvenueBurlington, VT 05477(802) 658-033720172

r Trinity UniversityThe Alliance for Better

SchoolsDr. John H. MooreChair, Department of

Education715 Stadium DriveSan Antonio, TX 78284(512) 736-750121117

r Trinity UniversityUpward BoundJoyce E. McQueenDirector, Upward BoundDepartment of Education715 Stadium DriveSan Antonio, TX 78212(512) :16-759021087

Triton CollegeSchool/College PartnershipAllen D. ArnoldExecutive Vice President2000 Fifth AvenueRiver Grove, IL 60171(312) 456-0300, ext. 58220067


r Truckee MeadowsCommunity College

Joint Occupational CouncilDr. Elsie DoserAssociate Dean of

OccupationsReno, NV 89512(702) 673-713421255

Tulsa Junior CollegePlanning for High School and

BeyondBill WellsDean6111 East Skelly DriveTulsa, OK 74135(918) 622-510021224

Tyler Junior CollegeHigh School to College

ArticulationRichard T. MintorDean of Program

DevelopmentP.O. Box 9020Tyler, TX 75711(214) 531-232820428

Union County CollegeProject AlliancesDr. Leonard KreismanVice President for Academic

Affairs1033 Springfield AvenueCranford, NJ 0701620127

Universidad MetropolitanaRegion 13 Multifunctional

Resource Center forBilingual Education

Cesar D. Cruz CabelloProgram Director, Region 13

MRCApartado 2150Rio Piedras, PR 00928(809) 766-1717, ext. 55720208

Universidad MetropolitanaEducational Personnel

TrainingGloria M. Rivera FigueroaDirector, Educational

Personnel TrainingProgram

Box 21150Rio Piedras, PR 00928(809) 766-1717, ext. 32720212

r University of Akron

University of AkronThe Kenmore ProjectDr. Harold M. FosterProfessor of English

Education134 Zook HallAkron, 011 44325(216) 375-776521053

r University of AlabamaBiomedical Sciences

Preparation Program(BioPrep)

Dr. Larry RaineyProject Director, BioPrepBox 870326Tuscaloosa, AL 35487-0326(203) 348-795221084

r University of Alabama atBirmingham

Adopt-A-School(Birmingham PublicSchools)

Odessa WoolfolkSpecial Assistant to the

PresidentMJH, Room 124UAB StationBirmingham, AL 35294(205) 934-934920145

I University of AlaskaUAF/Denali Science Teaching

ProjectPat NelsonProfessor of EducationGruening Building, 7th FloorFairbanks, AK 99775-0600(907) 474-643920181

I University of AlaskaK-8 Alaska Science

ConsortiumNancy MurphyAssistant Professor of

EducationDepartment of EducationFairbanks, AK 99775-0600(907) 474-658920523

I University of AlaskaScience Fellows Program.Nancy MurphyAssistant Professor of

EducationDepartment of EducationGruening Building, 7th FloorFairbanks, AK 99775-0600(907) 474-658920696

r University of Alaska atFairbanks

Ulster County CommunityCollege

UCCC/MHTC/BOCESElementary Math TeachersProject

Anita JeFinaDirector, DDE Title II GrantStone Ridge, NY 12484

High Schools for the FutureDr. Walter YoderProfessor and Director,

Student TeachingCollege of Education228 Zook HallAkron, OH 44325-4201(216) 375-796120437

University of Alabama atBirmingham

Birmingham PartnershipDr. Nancy N. LoposerAssistant Dean, School of

EducationBirmingham, AL 35294(205) 934-5322

Rural Alaska HonorsInstitute (RANI)

Jim KowalskyDirector, RAHIAlaska Native Programs508 Gruening BuildingFairbanks, AL 99775-0140(907) 474-688720735

(914) 687-7621 20229

20214 University of Akron University of AlaskaSpecial High School/College University of Alabama at Family Science Festival

Ulster County Community Program Birmingham Nancy MurphyCollege Gary Traveny Jefferson County Educational Assistant Professor of

2+2 Partnership Program Academic Adviser Consortium EducationAnita DeFina 302 East Buchtel Dr. Ruric Wheeler Fducation DepartmentCoordinator, 2+2 Programs Akron, OH 44325-6206 Professor of Mathematics Gruening Building, 7th FloorStone Ridge, NY 12484 (216) 375-7430 Birmingham, AL 35209 Fairbanks, AK 99775-0600(914) 687-7621 20966 (205) 870-2011 (907) 474-6581

20472 20568 21006


r University of Arkansas atFayetteville

Arkansas hducation RenewalConsortium

Dr. Michael WaveringDepartment Head, Teacher

EducationGRAD 324Fayetteville, AR 72701(501) 575-420920373

University of Arkansas atFayetteville

Arkansas Education RenewalConsortium

Dr. Michael Wavering'Department Head, Teacher

Education308 GEFayetteville, AR 72701(501) 575-428320585

University of Arkansas atLittle Rock

Gifted Math ProgramKathy BriggsDirector, Gifted Math

ProgramGifted Programs, Education

112

2801 South UniversityAvenue

Little Rock, AR 72204(501) 569-341020629

University of Arkansas atLittle Rock

Arkansas' Project MAST:Math and Science Together

Kathy BriggsDirector, Gifted Math

ProgramGifted Programs, Education

1122801 South University

AvenueLittle Rock, AR 72204(501) 569-341020631

University of BaltimoreAdopt-A-School ProjectDr. M. Lou LuchsingerAssociate Provost1420 North Charles StreetBaltimore, MD 21201(301) 625-304820162

r University of California,Berkeley

School-UniversityPartnership for EducationalRenewal (SUPER)

Dr. N. H. GabelkoDirector, Graduate School of

EducationBerkeley, CA 94702(415) 642-402721252

University of California,Davis

Mobile Math LabSusan OstergardSupervisor and LecturerDavis, CA 95616(916) 752-075720023

r University of California,Davis

Area 3 Writing Project(A3WP)

Laura StokesDirector, University School

ProgramsDavis, CA 95616(916) 752-839420311


Agricultural EducationProgram Summer ScienceInstitute for AgriculturalTeachers

James LeisingSupervisor of Teacher

EducationDepartment of Applied

Behavioral SciencesDavis, CA 95616(916) 752-180820393

291


Northern California ScienceProject

Wendell PotterDirector, University-School



Northern CaliforniaMathematics Project(NCMP)

Judith KyshDirector, Northern California

Mathematics ProgramDavis, CA 95616(916) 752-839320395


Nuclear Age EducationInstitute

John JungermanProfessor of PhysicsDavis, CA 95616(916) 752-127520443


Capitol Center MESAJames F. Shacl-AfordAssociate Dean for

Undergraduate StudentsCollege of EngineeringDavis, CA 95616(916) 752-055620634


Engineering SummerResidency Program

Jane C. ElliottManager of Minority Services

and ProgramsCollege of EngineeringDavis, CA 95616(916) 752-776120635


Summer HumanitiesInstitute (SHI)

Dr. Daniel L. WickDirector, Summer Sessions376 Mrak HallDavis, CA 95616(916) 752-164720638


Mathematics DiagnosticTesting and ConsultingProgram

Daniel RoyDirector, Student Special

ServicesDavis, CA 95616(916) 752-200720699


Center for CooperativeEducation Research

Jon WagnerDirector, University-School



Diagnostic Testing andConsulting Program inComposition

Daniel RoyDirector, Student Special

ServicesDavis, CA 95616(916) 752-200721144

r University of California,Irvine

Student/Teacher EducationalPartnership (STEP):Partnership forAdvancement of Learning

Manuel GomezAssistant Vice ChancellorEOP/SAA ADM 152Irvine, CA 92717(714) 856-480421272


r University of California,Los Angeles

The Center for AcademicInterinstitutional Programs(CAIP)

Dr. Patricia S. TaylorDirector, CAIPGayley Center #304405 Hilgard AvenueLos Angeles, CA 90024-1372(213) 825-253120379

r University of California,Riverside

California EducationalResearch Cooperative

Douglas MitchellProfessor of EducationRiverside, CA 92521(714) 787-302621202

University of California,Riverside

Comprehensive TeacherEducation Institute

Katherine MersethVisiting Assistant Professor

of EducationRiverside, CA 92521(714) 787-460721203


California New TeacherProject

Katherine MersethCoordinator, Continuing

Supervision ModelSchool of EducationRiverside, CA 92521(714) 788-659021204


Inland Area Writing ProjectSue TeeleDirector, Education

ExtensionUniversity Extension/

EducationH101 BannockburnRiverside, CA 92521-0112(714) 7E7-4361

21205


Inland Area MathematicsProject

Sue TeeleDirector, Education


EducationH101 BannockburnRiverside, CA 92521-0112(714) 787-436121206


Inland Empire Consortiumfor International Studies





Institute for Educators onNuclear Weapons





Science AllianceSue TeeleDirector, Education




Early Academic OutreachJavier HernandezCoordinator, Early Academic

Outreach1101 AdministrationRiverside, CA 92521(714) 787-469521210


High School-UniversityProgram

Tricia LyonsDirector, High School-

University ProgramRiverside, CA 92521-0151(714) 787-388121211

University of California, SanDiego

UCSD Science TeacherInstitute

Pat KyleDirector, Education, Health,

and Behavioral SciencesUniversity Extension X-001LaJolla, CA 92093(619) 534-344421230

University of California,Santa Barbara

UCSB/Schools/SBCCPartnership

Richard J. ShavelsonDean, Graduate School of

EducationSanta Barbara, CA 93106(805) %1-391721023

r University of California,Santa Cruz

Network for Excellence inEducation

Thomas KarwinCoordinator, University-

School Relations109 Crown CollegeSanta Cruz, CA 95064(408) 429-220821110

fQ

r University of CentralArkansas

Arkansas Education RenewalConsortium

Joe HundleyDirector, Center for

Academic ExcellenceConway, AR 72032(501) 450-340021107

University of CharlestonCommunity Alliance to

Support Education (CASE)Connie YoungDirector, Degree Certificate

Programs2300 MacCorkle Avenue, SECharleston, WV 25304(304) 357-481220599

University of ChicagoSummer Seminars for High

School Teacher.,,Laura BornholdtDirector, University-School

RelationsAdministration 5015801 South EllisChicago, IL 60637(312) 702-813521060

University of CincinnatiAccess-SuccessDr. Harriette FloryAssociate Dean9555 Plain Field RoadCincinnati, OH 45236(513) 745-568120108

University of ColoradoCU Systemwide Pre-

Collegiate DevelopmentProgram (PCDP)

Ron GallegosCoordinator, CU Systemwide

PCDPOffice of the PresidentCB 27Boulder, CO 80309(303) 492-620920072


r University of ColoradoColorado Geographic

Alliance (COGA)A. David HillProfessor and Alliance

CoordinatorGeowaphy DepartmentBox 260Boulder, CO 80309(303) 492-676021265

University of ConnecticutUniversity of Connecticut

Upward Bound/HealthScience Cluster Program(HSCP)

Donna Miller-BenjaminDirector, Upward Bound/

HSCP32 Hillside AvenueWaterbury, CT 06710(203) 757-1231, ext. 32620124

University of ConnecticutCooperative Program for

Superior StudentsC Albert KindSupervisorBox U-126Storrs, CT 06268(203) 486-282220125

r University of ConnecticutConnecticut Writing Project

(CWP)Mary T. Mack leyDirector, Connecticut Writing

ProjectBox U-25A, Room 345Storrs, CT 06268-1025(203) 486-232820446

r University of ConnecticutUniversity of Connecticut

Program in WesternCivilization

Marvin R. CoxProgram DirectorHistory DepartmentU-103241 Glenbrook RoadStorrs, CT 06268(203) 486-225320995

University of DelawareSummer Institute for

Foreign-Language TeachersTheodore BraunProfessor of Foreign

Languages and LiteratureNewark, DE 19716(302) 451-285220217

r University of DelawareSummer CollegeMartha A. CollinsAssistant Director, Special

Sessions325 Hullihen HallNewark, DE 19716(302) 451-285220679

University of EvansvilleHigh School Bridge ProgramLynn R. PenlandAssistant to the Associate

Vice President forAcademic Affairs

1800 Lincoln AvenueEvansville, IN 47722(812) 479-247220054

The University of FindlayDiverse Setting ExperienceRichard KraussDirector, Field-Based

Experience1000 North Main StreetFindlay, 01-1 45840(419) 424-478520412

r The University of FindlayMazza Collection Gallery

School Extension ProgramDr. Jerry J. Ma !lettDirector, Mazza Collection

Gallery1000 North Main StreetFindlay, OH 45840(419) 424-456021187

r University of FloridaHistory Teaching Alliance

(HTA)Jane LandersDirector, History Teaching

Alliance4131 Turlington HallGainesville, FL 32611(904) 392-027121267

University of GeorgiaProgram for School

ImprovementCarl D. GlickmanDirectorCollege of EducationG-9 Aderhold HallAthens, GA 30602(404) 542-303020231

r University of GeorgiaProject 2061, and Scientific

LiteracyRuss YeanyUniversity Coordinator212 Aderhold HallAthens, GA 30602(404) 542-176320481

University of GeorgiaThe 21st Century ProjectCarl D. GlickmanDirector, Program for School

Improvement (PSI)College of EducationG-9 Aderhold HallAthens, GA 30602(404) 542-303020715

University of GuamPartnership in EducationDr. Jose Q. CruzAssociate Professor and

CoordinatorCollege of EducationUOG StationMangilao, Guam 96923(671) 734-2921, ext. 321221024

213

University of HartfordAetna/Ward Career Ladder

ProgramRichard P. Mills, Jr.Executive Assistant to the

DeanS.I. Ward College of

Technology200 Bloomfield AvenueWest Hartford, CT 06117(203) 243-479520137

I University of HartfordConnecticut Young Scholars

ProgramAnne L. PierceDirector, Special ProjectsCollege of Engineering200 Bloomfield AvenueWest Hartford, CT 06117(203) 243-484920138

University of HartfordMath/Science Electronic

Resource CenterAnne L. PierceDirector, Special ProjectsCollege of Engineering200 Bloomfield AvenueWest Hartford, CT 06117(203) 243-484920549

University of HawaiiUniversity of Hawaii Center

for Economic EducationGail TamaribuchiDirector, Center for

Economic EducationPorteus Hall, Room 5402424 Maile WayHonolulu, HI 96822(808) 948-700921170

University of Hawaii at HiloThe College Coordinator

ProgramDr. Thomas W. BeanChair, Education DepartmentHilo, HI 96720(808) 933-361120156


University of Hawaii atManoa

Philosophy in the SchoolsDr. Thomas JacksonDirectorDepartment of Philosophy2530 Dole StreetHonolulu, HI 96822(808) 948-782420283

r University of Hawaii atManoa

Hawaii School/UniversityPartnership (HSUP)

Juvenna M. ChangExecutive Director1776 University Avenue, #124Honolulu, HI 96822(808) 948-770920320


School of Hawaiian, Asian,and Pacific Studies

Edgar A. PorterSchool of Hawaiian, Asian,

and Pacific StudiesMoore Hall 3151890 East-West RoadHonolulu, HI 96822(808) 948-608320768

r University of Hawaii atManoa

Hawaii Geographic Alliance(HGA)

Thomas A. OhtaCoordinator, Hawaii

Geographic AllianceDepartment of GeographyHonolulu, HI 96822(808) 948-734520985


Rainbow ConnectionRay StupinCoordinator, Campus/

Community RelationsHigh School Relations OfficeBA 101630 Bachman PlaceHonolulu, HI 96822(808) 948-713721021

r University of HoustonThe Houston Teaching

Academy (HTA)ASchool/College Partnership

Jane StallingsDirector, College Academy

School254 Farish HallHouston, TX 77204-5872(713) 749-357520255

University of HoustonSoutheast Consortium for

Educational OpportunityDr. Wayne SiglerDean of Admissions4800 CalhounHouston, TX 77004(713) 749-232120831

University of Houston-ClearLake

Greater Houston AreaWriting Project

Doris PraterCodirector (with Barbara

Samuels)2700 Bay Area BoulevardHouston, TX 77058(713) 488-936220227

University of Houston-ClearLake

UHCL-ISD Teams TutoringProgram

Jackie RasberryCoordinator, Teacher Center2700 Bay Area BoulevardHouston, TX 77058(713) 488-952520806

University of Houston-Clearlake

Alpha II Gifted/TalentedProgram

Dr. Steven J. RakowAssistant Professor2700 Bay Area Boulevard #310Houston, TX 77058(713) 488-941520967

University of Houston-Downtown

Chem-Start, Bio-Start, Phys-Start

Dr. Jean A. FeferAssociate Professor of

ChemistryOne Main StreetHouston, TX 77002(713) 221-817120903

r University of Illinois atChicago

Early OutreachEthel L. CaldwellDirectorM/C 969Chicago, IL 60680(312) 996-098620065

r University of Illinois atChicago

Network for theEnhancement of Teaching

Mark SmylieDirectorCollege of EducationM/C 147, Box 4348Chicago, IL 60680(312) 413-240920608

University of Illinois atChicago

Chicago Area SchoolEffectiveness Council

Judith A. PonticellProject DirectorCollege of EducationKC 147, Box 4348Chicago, IL 60680(312) 996-253920609

I University of Illinois atChicago

Center for Urban EducationalResearch and Development(CUERD)

Lascelles AndersonDirector, Center for Urban

Educational ResearchCollege of EducationBex 4348Chicago, IL 60680(312) 996-242320702

2" ;

I University of Illinois atUrbana-Champaign

Minority ApprenticeshipProgram (MAP)

Charles E. OlsonAssistant Dean, College of

Agriculture104 Mumford Hall1301 West GregoryUrbana, IL 61801(217) 333-338020063

r University of Illinois atUrbana-Champaign

Plincipal's Scholars ProgramWalter H. WashingtonDirectorRoom 1909302 East JohnChampaign, IL 61820(217) 333-023420064

University of IndianapolisPartners in EducationDr. Mary BuschDirector, Community

Services1400 East Hanna AvenueIndianapolis, IN 46227(317) 788-330320561

University of IowaIowa Chautauqua ProgramRobert E. YagerDirector, Iowa Chautauqua

Program769 Van Allen HallIowa City, IA 51142(319) 335-118920398

University of IowaIowa Writing ProjectCleo MartinAssistant Professor of

Rhetoric and English72 English-Philosophy

BuildingIowa City, IA 52242(319) 335-018321050


r University of KentuckyCentral Kentucky

Curriculum SupplementProject

Donald B. ColemanProfessor of Mathematics731 Patterson Office TowerLexington, KY 40506-0027(606) 257-480220441

r University of KentuckyHolmes Professional

Development TeamDr. Sharon BrennanDirector, Field Experiences104 Taylor Education

BuildingLexington, KY 40506-0001(606) 257-185720653

University of KentuckyCentral Kentucky Japanese

Saturday SchoolMiyuki HashimotoDirector, Japanese Saturday

School and Programs1 Frazee HallLexington, KY 40506-0031(606) 257-704820891

University of KentuckyCollege Connection ProgramConstance M. BairdDirector, Off-Campus

Programs1-A Frazee HallLexington, KY 40506-0031(606) 257-337720960

University of KentuckySuperintendent's

Occupational andAcademic Retreat (SOAR)

Sue EckerDirector, SOAR202C Frazee HallLexington, KY 40506-0031(606) 257-405021113

r University of LouisvilleCenter for Collaborative

Advancement of theTeaching Profession

Dr. Raphael 0. NystrandDean, School of EducationLouisville, KY 40292(502) 588-641120419

University of MaineProfessional Preparation

TeamsJohn W. PickeringCoordinator, Educational

Field Experiences132 Shibles HallOrono, ME 04469(207) 581-245621128

University of Maine atFarmington

Center for ProfessionalDevelopment, Evaluation,and Research (CPDER)

Dr. Paula MorrisDirector, CPDERFranklin Hall104 Main StreetFarmington, ME 04938(207) 778-3501, ext. 24020189

University of Maine at FortKent

Saint John Valley ScienceProject

Dr. Ali AkbariAssistant Professor of

ChemistryFort Kent, ME 04743(207) 834-316220977

University of Maryland,Baltimore County

Adopt-A-SchoolSusan N. BoyerAssistant to Vice ProvostBaltimore, MD 21228(301) 455-233421133

University of Maryland,College Park

Project LiteracyTheresa Di PaoloSenior Adviser1111 Francis Scott KeyCollege Park, MD 20742(301) 454-273720615

r University of Maryland,College Park

School/UniversityCooperative Program

Muriel SloanAssistant Vice President for

Academic Affairs1120 Francis Scott KeyCollege Park, MD 20742(301) 454-428420709

I University of Maryland,College Park

Summer Study inEngineering Program forHigh School Students

Marilyn R. BermanAssociate Dean, College of

EngineeringCollege Park, MD 20742(301) 454-738620969

r University of Maryland,College Park

Teacher Education CentersJim HenkelmanActing Director, Office of

Laboratory ExperiencesCollege of EducationCollege Park, MD 20742(301) 454-872921130

I University ofMassachusetts at Amherst

The Teams ProjectDr. Robert MaloyContinuing Education

Manager and AdjunctAssistant Professor

School of Education215 FurcoloAmherst, MA 01002(413) 545-094520122

295

r University ofMassachusetts at Amherst

The Math English ScienceTechnology EducationProject (MESTEP)

Richard J. ClarkDirector, Teacher EducationAmherst, MA 01003(413) 545-157420/92


Western Massachusetts FiveColleges/Public SchoolPartnership




Coalition for SchoolImprovement

Robert L. SinclairProfessor and Coalition

DirectorCenter for Curriculum

StudiesSchool of EducationAmherst, MA 01003(413) 545-364221109

I University ofMassachusetts at Boston

City LightsRichard J. ClarkSpecial Assistant to the

President250 Stuart StreetBoston, MA 02116(617) 482-840020448

University of MassrAchusettsat Boston

Institute for Learning andTeaching

Joseph CheckDirector, Boston Writing

ProjectHarbor CampusDorchester, MA 02125(617) 929-856420794

290 NATIONAL DIRECIDRY

University of MassachusettsMedical Center

High School Health CareersProgram

Augustin Auffant, MA/CAGSProgram DirectorOffice of Minority Student

Affairs55 Lake Avenue NorthWorcester, MA 01655(508) 856-554120978

University of MassachusettsMedical Center

Summer Fellowship Programfor High School ScienceTeachers

Monica E. LowellProjects Coordinator, AHEC

Program55 Lake Avenue NorthWorcester, MA 01655(617) 856-244420981

r University of Michigan-Ann Arbor

Center for EducationalImprovement throughCollaboration (CEIC)

Jay L. RobinsonDirector, CEIC, and Professor

of English2014 SEBAnn Arbor, MI 48109-1259(313) 747-198820371

r University of Michigan-Dearborn

Detroit Public SchoolsIncentive ScholarshipProgram

Carol S. MackDirector, Admissions4901 EvergreenDearborn, MI 48128(313) 593-510021119

University of Michigan-FlintWade H. McCree, Jr.

Incentive ScholarshipProgram

David JamesDirector, Admissions254 CrobFlint, MI 48502(313) 762-330020003

University of Michigan-FlintMath Field DayDr. Matthew WynekenAssistant Professor of

MathematicsDepartment of MathematicsFlint, MI 48502(313) 762-324420942

r University of Michigan-Flint

Flint Summer Academy ofMusic

Carolyn M. MawbyAssociate Professor of MusicMusic DepartmentFlint, MI 48502-2186(313) 762-337721080

University of Minnesota,Duluth

Education FestLinda S. BeloteDirector, Achievement

Center138 Library, UMDDuluth, MN 55812(218) 726-715220074


Anishinabe TeacherEducation Project

Terrie ShannonAssociate Dean, College of

Education10 University DriveDuluth, MN 55812(218) 726-713120360


Summer Reading ClinicDr. Vern SimulaProfessor of Child and Family

Development10 University DriveDuluth, MN 55812(218) 726-713120361


Teacher Mentorship ProgramMarlowe SmabyProfessor of Psychology and

Mental Health10 University DriveDuluth, MN 55812(218) 726-711720363


Transitions and Latch KeyDr. Robert J. FalkAdviser, Student Volunteer

Leadership Program113 Library, Achievement

CenterDuluth, MN 55812(218) 726-711720552


AWS Slide ShowLinda DeneenDepartment Head, Computer

Science10 University DriveDuluth, MN 55812(218) 726-760720895


Federal Drug AbusePrevention Grant

Marlowe SmabyProfessor of Pyschology and

Mental Health10 University DriveDuluth, MN 55812(218) 726-711720896


Postsecondary EnrollmentOptions Act

Teri L. WilliamsDirector, Postsecondary

Enrollment OptionsProgram

Continuing Education andExtension

403 Darland AdministrationBuilding

10 University DriveDuluth, MN 55812(218) 726-883520958


College in the SchoolsTeri L WilliamsDirector, College in the

Schools ProgramContinuing Education and

Extension403 Darland Administration

Building10 University DriveDuluth, MN 55812(218) 726-883520959


Computer Science ContestLinda DeneenDepartment Head, Computer

Science10 University DriveDuluth, MN 55812(218) 726-760721015

University of Missouri-Columbia

Minority Intern ProgramDr. Charles D. SchmitzAssistant Dean102 Hill HallColumbia, MO 65211(314) 882-783120554


University of Missouri- University of Missouri-Saint University of Missouri-Saint University of New

Columbia Louis Louis Hampshire

Centralia Project Center for Economic Saint Louis Storytelling Center for Educational Field

Dr. Charles D. Schmitz Education Festival Services

Assistant Dean Dr. Sarapage McCorkle Nan Kammann Dr. Richard Goodman

102 Hill Hall Director, Center for Director, Special Programs Director, Center for

Columbia, MO 65211 Economic Education Arts and Sciences, Extension Educational Field Services

(314) 882-7831 8001 Natural Bridge Road 8001 Natural Bridge Road 11 Morrill Hall

20555 Saint Louis, MO 63121 Saint Louis, MO 63121 Durham, NH 03824

University of Missouri-Columbia

Memorandum ofUnderstanding

Dr. Charles D. SchmitzAssistant Dean102 Hill HallColumbia, MO 65211(314) 882-783120556

University of Missouri-Kansas City

Metropolitan Area SchoolsProject

peggy T. HallMASP CoordinatorUMKC SASS Building5100 Rock hill RoadKansas City, MO 64110(816) 276-117220076

University of Missouri-SaintLouis

Advanced Credit ProgramDr. E. Terrence JonesDean, College of Arts and

Sciences301 Lucas Hall8001 Natural Bridge RoadSaint Louis, MO 63121(314) 553-550120040


Kids on CampusDr. Linda S. RosenmanAssociate Dean for Arts and

Sciences Extension318 Lucas Hall8001 Natural Bridge RoadSaint Louis, MO 63121(314) 553-591120042

(314) 553-524820397


Access to SuccessDr. Doris TrojcakGraduate Coordinator158 Mari Ilac Hall8001 Natural Bridge RoadSaint Louis, MO 63121-4499(314) 553-548320645


Bridge ProgramDr. Sandy MacLeanVice Chancellor for Student

AffairsInterim Director, Bridge

Program301 Woods Hall8001 Natural Bridge RoadSaint Louis, MO 63121-4499(314) 553-521120874


Center for EconomicEducation

Dr. Sarapage McCorkleDirector, Center for

Economic Education8001 Natural Bridge RoadSaint Louis, MO 63121(314) 553-524821062


Gateway Writing ProjectDr. Jane ZeniDirectorEnglish Department8001 Natural Bridge RoadSaint Louis, MO 63121(314) 553-554121220

(314) 553-5045.21139

University of MontevalloCollaborative Effort with

Public SchoolsDr. Elaine W. HughesDirector and Professor of

EnglishMontevallo, AL 35115(205) 665-650120792

University of Nebraska atLincoln

University of Nebraska atLincoln IndependentStudy High School

Monty McMahonDirector, Independent Study269 NCCELincoln, NE 68583-0900(no phone number provided)20650

University of Nebraska atOmaha

Metropolitan OmahaEducational Consortium

Ken HansenExecutive Director, Metro

Omaha EducationalConsortium

Kayser Hall 332Omaha, NE 68182(402) 554-353020540

University of Nevada, LasVegas

Joint Council on StudentTeaching

Dr. Mark BealsAssociate Dean, College of

Education4505 Maryland ParkwayLas Vegas, NV 89154(702) 739-322921003

297

(603) 862-138421223

I University of New HavenProject UCAN (UNH-

Clemente-AcademicAdvancement Network)

Robert CarusoDean for Admission ServicesWest Haven, CT 06516(203) 932-746920018

r University of NewMexico

APS-UNM (AlbuquerquePublic Schools-Universityof New Mexico)Collaborative Programs

Keith AugerCoordinator, Teacher

EducationCIMTE, Projects OfficeMesa Vista Hall, Room 3095Albuquerque, NM 87131(505) 277-912620423

I University of NewOrleans

Portal School CollaborativeProject in Reading/Language Arts

Dr. Joan P. GipeProfessorDepartment of Curriculum

and InstructionNew Orleans, LA 70148(504) 286-704720356

University of North AlabamaEducation Research and

Inservice CentersDr. Earl LadnerDirector, ERICUNA Box 5015Florence, AL 35632-0001(205) 760-422820310


University of North Alabama University of North Carolina University of North Carolina University of NorthernAlabama Educational at Charlotte at Charlotte Colorado

Computing Research and Garinger-UNCC Partnership Project Supervisor: A Model Greeley Strategic PlanningDevelopment Network Dr. Vernon Hoyle Clinical Teaching Program Initiative

Dr. James D. Burney Associate Professor and Dr. Harold W. Heller Gene E. HallProfessor of Education Director Dean, College of Education Dean, College of EducationBox 5016 Charlotte, NC 28223 and Allied Professions Greeley, CO 80639Florence, AL 35632-0001 (704) 547.2531 Charlotte, NC 28223 (303) 351-2817(205) 760-4623 20277 (704) 547-4707 2102220882 20282

University of North Carolinaat Chapel Hill

Teacher Education ThroughPartnership

William I. BurkeAssociate Dean for Teacher

EducationSchool of EducationCB #3500Chapel Hill, NC 27599(919) 962-139520291

University of North Carolinaat Charlotte

UNCC Buncombe CountyPartnership

Ken BurrowsDirector, Extension ProgramCharlotte, NC 28223(704) 547-242420274

I University of NorthCarolina at Charlotte

UNCC Public SchoolExtension Consortia



UNCC Lincoln CountyPartnership



Metrolina EducationalConsortium

Dr. Robert A. GwaltneyAssociate Dean, College of

EducationCharlotte, NC 28223(704) 547-450920278


Charlotte-MecklenburgForeign Language TeachersAcademic Alliance

Russel G. RoseAssociate Professor of FrenchCharlotte, NC 28223(704) 547-233820279


History Teaching AllianceDr. Edward LeeLecturer and Director,

Teacher EducationDepartment of HistoryCharlotte, NC 28223(704) 547-463320280

r University of NorthCarolina at Charlotte

The UNC Charlotte AreaLocal Physics Alliance

E. S. OberhoferAssociate Professor of

PhysicsCharlotte, NC 28223(704) 547-250520281


Newell-UNCC PartnershipDr. Harold W. HellerDean, College of Education

and Allied ProfessionsCharlotte, NC 28223(704) 547-470720478

University of North Carolinaat Greensboro

Collegium for theAdvancement of Schools,Schooling, and Education

Jack I. BardonDirector, Collegium for

Advancement of SchoolsSchool of EducationFerguson BuildingGreensboro, NC 27412(919) 334-510020985

University of North DakotaScience Task ForceDan RiceDirector, Instructional

DevelopmentBox 8161Grand Forks, ND 58202(701) 777-332520983

University of NorthernColorado

Partnership for ProfessionalRenewal of MasterTeachers

Sandra SimmonsAssistant Dean, College of

EducationGreeley, CO 80639(303) 351-243020348

r University of OklahomaDanforth Principal

Preparation ProgramFrank 0. McQuarrie, Jr.Visiting Assistant Professor820 Van Vleet OvalNorman, OK 73019(405) 325-152320209

University of OklahomaCo-op Council of Oklahoma

School Administrators,New Principal's StaffDevelopment

Gene ShepherdProfessorCollege of EducationRoom 205820 Van Vleet OvalNorman, OK 73019(405) 325-150820228

r University of OregonOregon Writing ProjectDr. Nathaniel TeichProject DirectorDepartment of EnglishEugene, OR 97403(503) 686-391121045

University of OregonCareer Information System

ConsortiumBruce McKinlayExecuitive Director1787 Agate StreetEugene, OR 97403(503) 686-387221226


r University ofPennsylvania

Say Yes to EducationDr. Norman NewbergDirector, Say Yes to

Education FoundationGraduate School of

Education3700 Walnut StreetPhiladdphia, PA 19104-6216(215) 898-181920123

University of PennsylvaniaDelaware Valley Ecology

AllianceDr. F. Bruce RobinsonAssociate DirectorCollege of General StudiesPhiladelphia, PA 19164-6386(215) 898-540720216


Center for School StudyCouncils

Dr. Harris J. SokoloffExecutive Director, Center for

Schoel Study CouncilsGraduate School of

Education3700 Walnut StreetPhiladelphia, PA 19104-6216(215) 898-737120292

University of PennsylvaniaPhiladelphia Writing ProjectDr. Susan LytleDirector, Philadelphia

Writing ProjectGraduate School of


rUniversity ofPennsylvania

Architecture in EducationProgram of thePhiladelphia Foundationfor Architecture

Lee CopelandDean, Graduate School of

Fine Arts102 Meyerson/631134th and Spruce StreetsPhiladelphia, PA 19104(215) 898-832120547

University of PennsylvaniaSchool-University AllianceDr. Ann O'SullivanAssociate Professor of

Pediatric NursingSchool of Nursing420 Guardian DrivePhiladelphia, PA 19104-6096(215) 898406320579


Pennsylvania Governor'sSchool for Business

Anita KravitzDirector, Undergraduate

Division1100 Steinberg Hall-Dietrich

HallPhiladelphia, PA 19104(215) 898-861820677


LEAD Program in Business(Leadership, Education,and Development)

Harold J. HaskinsOperations Director3609 Locust WalkPhiladelphia, PA 19104(215) 898-859620678


Bridging The Gap (BTG),Collaborative for WestPhiladelphia PublicSchools

Dr. Norman NewbergDirector, School ProgramsGraduate School of


University of PennsylvaniaAdopt-A-SchoolKarren E. HendersonBusiness AdministratorWharton School3620 Locust WalkPhiladelphia, PA 19104-6302(215) 898-301620914

University of PennsylvaniaPenn Partners ProgramJanet TheophanoAssistant Director, College of

General Studies210 Logan HallPhiladelphia, PA 19104-6384(215) 898-538920963


Project START (StudentTeachers as ResearchingTea,hers)

Dr. Marilyn Cochran-SmithDirector, Project STARTGraduate School of


2 9 9


West PhiladelphiaImprovement Corps(WEP1C)

Ira HarkavyVice Dean, School of Arts and

SciencesOffice of Community-

Oriented Policy Studies307B College HallPhiladelphia, PA 19104-6377(215) 898-535121165

r University of PittsburghWestern Pennsylvania

Principals' AcademyJoseph S. WerlinichDirector, Western

Pennsylvania Principals'Academy

5P32 Forbes QuadranglePittsburgh, PA 15260(412) 648-715920233

r, University of PittsburghAdministrator in ResidenceNicholas DeFigioCoordinator, Administrator

in Residence Program5520 Forbes QuadranglePittsburgh, PA 15260(412) 648-716720234

r University of PittsburghInquiring School NetworkDr. Rita M. BeanAssociate Professor5N25 Forbes QuadranglePittsburgh, PA 15260(412) 648-721120235

Universfty of PittsburghCounseling Professionals

PartnershipGordon SpiceAssociate ProfessorPittsburgh, PA 15260(412) 624-723420236


University of PittsburghPittsburgh Collaborative

Teacher Education ProjectDr. Michael ShermanDirector, Teacher EducationSchool of Education41-130 Forbes QuadranglePittsburgh, PA 15260(412) 648-733320237

University of PittsburghReform and Partnership in

Preparing TeachersDr. Kathryn AtmanAssociate Professor4C14 Forbes QuadranglePittsburgh, PA 15260(412) 648-731720524

r University of PittsburghConsortium of Professional

Education Organizations ofWestern Pennsylvania

Thomas J. 11,71 Belle

Dean, School of Education5T01 Forbes QuadranglePittsburgh, PA 15260(412) 648-176920614

University of PittsburghMaximizing Adolescent

Potentials (MAPS)Carl I. FertmanExecutive Director, MAPS5A01 Forbes QuadranglePittsburgh, PA 15260(412) 648-71%20761

University of PittsburghCollege in High SchoolAnne RawlinsonDirector, College in High

School928 Cathedral of LearningPittsburgh, PA 15260(412) 624-685220878

University of PittsburghComposition NetworkJean E. WinsandAssociate Executive

Secretary, Tri-State AreaSchool Study Council

5104 Forbes QuadranglePittsburgh, PA 15260(412) 648-724821012

University of PittsburghTri-State Area School Study

CouncilCharles J. GormanExecutive Secretary, Tri-State

Area School Study Council5K32 Forbes QuadranglePittsburgh, PA 15260(412) 648-000021013

University of Pittsburgh atBradford

Careers for the 21st Century:A Career Day for EighthGrade Students

Holly J. SpittlerDirector, Career Planning

and PlacementBradford, PA 16701(814) 362-765720855

University of Pittsburgh atGreensburg

"Keep the Options Open"Program


University of Puerto RicoThe University of Puerto

Rico's Partnership ProjectWith Schools

Ana Helvia QuinteroDirector, Office of Academic

AffairsCentral AdministrationP.O. Box 4984San Juan, PR 00936-4984(809) 250-0000, ext. 320121034

r University of RhodeIsland

University of Rhode Island/Providence SchoolDepartment PartnershipProgram

Dr. Marcia Marker FeldExecutive Director, Urban

Field CenterRoom 10522 Hayes StreetProvidence, RI 02908(401) 277-398221088

University of RochesterLooking Into Future

Education (RAC LIFEProject)

Darryl W. BooneAssociate Director,

AdmissionsMeliora HallRochester, NY 14627(716) 275-322120675

rUniversity of San DiegoPartnership in EducationMaria Martinez-CosioDirector, Community

ProgramsAlcala ParkSan Diego, CA 92110(619) 260-465920725

University of San FranciscoPartnerships and

CollaborationFay L. BowerCoordinator, University

Plani. ngSan Francisco, CA 94117(415) 666-200020259

r University of SouthAlabama

South Alabama Research andInservice Center (SARIC)

Dr. Phillip FeldmanProfes..or and DirectorCollege of EducationMobile, AL 36688(205) 460-611920289

University of South CarolinaCities in School PartnershipDr. Aretha B. PigfordAssociate ProfessorCollege of EducationColumbia, SC 29208(803) 777-603020590

rUniversity of SouthCarolina at Aiken

South Carolina TeacherCadet Program

Dr. James KauffmanAssociate Professor171 University ParkwayAiken, SC 29801(803) 648-685120094

r University of SouthCarolina at Aiken

Science and TechnologyEnrichment Program(STEP)

Hugh HanlinScience Director, STEPAiken, SC 29801(803) 648-6851, ext. 342920095

r University of SouthCarolina at Aiken

Ruth Patrick ScienceEducation Center

Jeffrey M. PriestDirector, Ruth Patrick

Science Education CenterAiken, SC 29801(803) 648-685120385

University of South Carolinaat Aiken

Symphony in the SchoolsWilliam J. HouseDean, College of Social

Sciences and Professions171 University ParkwayAiken, SC 29801(803) 648-685120971


University of South Carolinaat Lancaster

Program Offering CollegeClasses to Talented andGifted High SchoolStudents

Peter N. BarryAcademic DeanP.O. Box 889Lancaster, SC 29720(803) 285-747120681

University of SouthCarolina-Coastal CarolinaCollege

Teacher-In-ResidenceProgram

Dr. Dennis G. WisemanDean, School of Education

and Health ProfessionsKearns HallConway, SC 29526(803) 347-316120322

University of SouthCarolina-Coastal CarolinaCollege

Teacher Cadet ProgramDr. Sandra BowdenDirector, Field Services and

Special ProjectsKearns HallConway, SC 29526(803) 347-316120857

I University of SouthernCalifornia

The Mutual LearningProgram for University andHigh School Teachers

Sherry! LucarelliDirector, Academic RelationsUSC Letters, Arts, and

SciencesLos Angeles, CA 90089-1263(213) 743-054620154

University of SouthernCalifornia

USC Med-COR ProgramDr. John A. DavisDirector, Med-COR ProgramPMB C-3011420 `..ian PabloLos Angeles, CA 90033(213) 224-740620633


Upward Bound ProjectJeffrey L. ClaytonDirector, Upward Bound

Project3714 South Figuer,aLos Angeles, CA 90007(213) 743-639520637


School Outreach ProgramHeidi LesemannAssistant Director, Arnold

Schoenberg InstituteUniversity Park MC-1101Los Angeles, CA 90089-1101(213) 743-536220731


USC/California WritingProject

Dr. Betty BambergUniversity Project DirectorCalifornia Writing ProjectHSS 201Los Angeles, CA 90089(213) 743-567221051

I University of SouthernCalifornia

Summer Honors ProgramRichard FliegelDirector, Summer Honors

ProgramJEF 200, MC-1295Los Angeles, CA 90089-1295(213) 743-868421074

r University of SouthernCalifornia

Mathematics, Engineering,Science Achievement(MESA)

Larry LimDirector, MESASchool of EngineeringOHE 104Los Angeles, CA 90089-1455(213) 743-212721078

r University of SouthernCalifornia

Joint Educational Project(JEP)

Richard ConeDirector, JEP HouseLos Angeles, CA 90089-0471(213) 743-769821136

r University ot SouthernCalifornia

Education Consortium ofCentrai Los Angeles(ECCLA)

Dr. Samuel MarkDirector, Civic and

Community Relations835 West 34th Street, South

#102Los Angeles, CA 90089-0751(213) 743-548021253

University of SouthernMississippi

School Psychological ServicesDr. R. P. EdwardsProfessor of School

PsychologySouthern Station Box 5025Hattiesburg, MS 39406-5025(601) 266-460420318

University of SouthernMississippi

Center for Gifted StudiesDr. Frances KarnesProfessor of Special

Ed u ca ti on

Southern Station Box 8207Hattiesburg, MS 39406-8207(601) 266-524420848

3ij

University of SouthwesternLouisiana

Special Services ProgramRobert L. CarmoucheDirector, Special ServicesP.O. Box 43452Lafayette, LA 70504(318) 231-683121225

University of TampaProject SERVEDr. Helene SilvermanAssociate ProfessorDivision of EducationTampa, FL 33606(813) 253-622420616

rUniversity of Tennessee,Knoxville

Library Cooperative Programfor Advanced PlacementStudents

Angie LeClercqHead, User EducationUniversity of Tennessee

Library1115 Volunteer BoulevardKnoxville, TN 37996-1000(615) 974-427320098

University of Texas at SanAntonio

The Model Schools ProgramRobert J. KrajewskiDirector, Division of

EducationSan Antonio, TX 78285(512) 691-440021176

University of ToledoResearch Apprenticeships in

ScienceDr. Gordon A. ParkerProfessor of ChemistryToledo, Oli 43606(419) 537-459220084

2% NATIONAL DIRECTORY

University of VermontVermont School

Development InstituteDr. Kenneth HoodCoordinator, Vermont School

Development InstituteCollege of Education and

Social Services228 Waterman BuildingBurlington, VT 05405(802) 656-203020323

r University of VermontThe CORE ProgramCharles RathboneAssociate Professor5346 Waterman BuildingBurlington, VT 05405(802) 656-335620325

I University of VermontEmployment and Training

Specialist ProjectSusan B. HasaziProfessor, Special Education

Department405A Waterman BuildingBurlington, VT 05405(802) 656-293620326

University of VermontVermont Post-School

Indicators for ProgramImprovement Project

Susan B. HasaziProfessor, Special Education

Department405A Waterman BuildingBurlington, VT 05405(802) 656-293c2032 7

University of VermontA Supported Employment

Model for Vermont SchoolsSusan B. HasaziProfessor, Special Education


I University of VermontCooperative Planning Model

in VermontSusan B. HasaziProfessor, Special Education


University of VirginiaThe Virginia School-

University PartnershipGerald WallaceAssociate Dean, Curry School

of EducationRuffner Hall405 Emmet StreetCharlottesville, VA 22903-

2495(804) 924-333520196

r University of VirginiaCenter for the Liberal ArtsMarjorie P. BalgeAssistant Director, Center for

the Liberal ArtsP.O. Box 3697Charlottesville, VA 22903(804) 924-765420295

University of WashingtonPhysics Education GroupLillian C. McDermottProfessor, Department of

PhysicsFM-15Seattle, WA 98195(206) 543-869220182

r University of WashingtonEarly Scholars Outreach

Program (ESOP)Dr. Millie RussellAssistant to the Vice

President392 Schmitz Hall PC-451400 N.E. Campus ParkwaySeattle, WA 98195(206) 543-659820767

University of WashingtonWashington MESAPatricia MacGowanDirector, Washington MESACollege of Engineering353 Loew FH-18Seattle, WA 98195(206) 543-056220926

University of West FloridaYear-Long InternshipDr. Larry WynnDirector, Teacher Education

Student Services1100 University ParkwayPensacola, FL 32514(904) 474-294520716

University of West FloridaCenter for Economic

EducationDr. Parks DimsdaleBusiness Dean11000 University ParkwayPensacola, FL 32514(904) 474-234820881

University of West FloridaTeacher Education CentersDr. P. C. WuProfessor and Director11000 University ParkwayPensacola, FL 32514-5753(904) 474-294921049

University of West Florida/Florida A & M University

Panhandle Center ofExcellence in Mathematics,Science, Computers,Technology

Dr. William P. HalpernCodirectorDepartment of Chemistry11000 University ParkwayPensacola, FL 32514(904) 474-274120153

r University of WisconsinCenter-Marathon County

History Teaching Alliance/Central Wisconsin ForeignLanguage Advocacy Group

James LorenceProfessor of History518 South 7th AvenueWausau, WI 54401(715) 845-960220315

University of Wisconsin-Milwaukee

University of Wisconsin-Milwaukee/MilwaukeePublic Schools

William J. KritekSpecial Assistant to the Vice

ChancellorP.O. Box 413Milwaukee, WI 53201(414) 229-525320089

r University of Wisconsin-Milwaukee

Milwaukee Area AcademicAlliance in English

Jessica R. WirthAssociate Dean, College of

Letters and ScienceP.O. Box 413Milwaukee, WI 53201(414) 229-589121269

I University of Wisconsin-Parkside

Regional Staff DevelopmentCenter

Esther LetvenDirector, Regional Staff

Development CenterBox 1000Kenosha, WI 53141-2000(414) 553-220821057

rUniversity of Wisconsin-Parkside

Creating Higher Aspirationsand Motivations Program(CHAMP)

Mary VlasakInterim Director, CHAMPBox 2000Kenosha, WI 53141(414) 553-223421079


r University of Wisconsin-Parkside

Discovering ResearchRose TrupianoReference/Instruction

LibrarianLibrary/Learning CenterBox 2000Kenosha, WI 53141(414) 553-214321132

University of Wisconsin-Platteville

CooperativeDolores HutchesonProfessor of EducationDoudna 146Platteville, WI 53818(608) 342-126820648

University of Wisconsin-Stevens Point

Collaboration to AssistBeginning Teachers toAchieve Results (COSTAR)

Dr. Thomas McCaigProfessorStevens Point, WI 54481(7)5) 346-204020272

University of Wisconsin-Stevens Point

Central WisconsinEnvironmental Station

Joseph PassineauDirector, Central Wisconsin

Environmental StationCollege of Natural ResourcesStevens Point, WI 54481(715) 824-242820647

r University of Wisconsin-Whitewater

Teacher Assistance ProgramDr. Dorothy TiedeCoordinator, Teacher

Assistance ProgramWhitewater, WI 53190(414) 472-189521120

Upper Iowa UniversityCollaborative Field

Experience Pilot ProjectIrene Chalmers-NeubauerChair, Division of Education,

and Associate ProfessorFayette, IA 52142(319) 425-525820248

Upsala CollegeCollege Preview ProgramJoyce LopezAssistant ProfessorEast Orange, NJ 07017(201) 266-704220866

Utah State UniversityInstructional Improvement

Project to ImplementLearning Cycle in Biology,Chemistry, and Physics

Walter SaundersProject DirectorDepartment of Secondary

EducationLogan, UT 84322-2815(801) 750-222221231

Utah System of HigherEducation

Concurrent EnrollmentDr. Mark H. SpencerAssistant Commissioner for

Academic Affairs3 Triad, Suite 550Salt Lake City, UT 84180-1205(801) 538-524721082

Vanderbilt UniversityPencil Foundation (Public

Education: NashvilleCitizens Involved inLeadership)

Malcolm GetzAssociate ProvostBox 155 Peabody StationNashville, TN 37203(615) 322-712020553

Vermont Technical CollegeTech-PrepStephen Waterman IIIDirector, AdmissionsRandolph Center, VT 05061(802) 728-339120496

Vermont Technical CollegeWomen in Technology (WIT)

ProjectJennifer WilliamsCoordinator, WIT ProjectRandolph Center, VT 05061(802) 728-339120867

Vermont Technical CollegeVermont Academy of Science

and TechnologyDavid B. GrundyHeadmasterRandolph Center, VT 05061(802) 728-339120868

Villa Julie CollegeProject Reach and Retain and

The Summer InstituteCarolyn HillAssistant Director,

AdmissionsGreen Spring Valley RoadStevenson, MD 21153(301) 486-700120097

Villa Maria College ofBuffalo

Liberty Partnerships ProgramSr. Mary 0. Ortiz, CSSFDirector, Liberty

Partnerships I'rogram240 Pine Ridge RoadBuffalo, NY 14225(716) 896-070020853

Virginia CommonwealthUniversity

Basic Educational Skills andTraining (Project BEST)

Dr. Diane SimonAssistant Dean, School of

EducationBox 20201015 West Main StreetRichmond, VA 23284(804) 367-130820602

3, '3

r Virginia CommorwealthUniversity

Collaborative TeacherEducation Program(CoTEEP)

John A. OehlerDean, School of Education1015 West Main StreetRichmond, VA 23284-202u(804) 367-130821129

r Virginia PolytechnicInstitute & State University

The Tomorrow's TeachersProgram

Sidney E. Crumwell, Jr.Director225 War Memorial HallBlacksburg, VA 24061(703) 231-592020445

Virginia Wesleyan CollegeHampton Roads Chamber of

Comn .zrce Adopt-A-School Program

Dr. William M. WilsonDean of the CollegeNorfolk, VA 23502(804) 455-320020132

Wagner CollegeStaten Island Continuum of

Education, Inc.Di. Norbert H. LeesebergVice PresidentStaten Island, NY 10301(718) 390-310020984

Wagner CollegeCommunity Health SyJtem,

Eger Homes, and WagnerCollege Consortium

Dr. Norbert H. LeesebergVice PresidentStaten Island, NY 10301(718) 390-310021041


Wake Forest UniversityBusiness/Education

PartnershipClaudia ColhounAssistant to the ProvostBox 7225Winston-Salem, NC 27109(919) 761-589120144

lealla Walla CollegeBridge Between Secondary

School and CollegeProgram

Robert W. GardnerAssociate Dean for Academic

Administration andRegistrar

204 South College AvenueCollege Place, WA 99324(509) 527-281120732

Walsh CollegeWalsh College Saturday

SchoolDr. Paul WachtelAssistant Director, GRAD

Studies2020 Easton Street, NWCanton, OH 44720(216) 499-7090, ext. 21220109

Washburn University ofTopeka

High School/CollegePartnership

Robert D. SteinChair, English DepartmentTopeka, KS 66621(913) 295-644120649

Wayne Community CollegeTech-Prep/2+2 Articulation

AgreementCurtis ShivarDean of Curriculum

ProgramsCaller Box 8002Goldsboro, NC 27533-8002(919) 735-515120477

Wayne State UniversityAdvanced Studies ProgramDr. Alfred L. CobbsAssistant Provost1170 Mackenzie HallDetroit, MI 48202(313) 577-202520004

Wayne State UniversityDual Enrollment ProgramDr. Alfred L. CobbsAssistant Provost1170 Mackenzie HallDetroit, MI 48202(313) 577-202520005

Wayne State UniversityDetroit CompactLaWanda McCain2 North Education BuildingDetroit, MI 48202(313) 577-813620037

Wayne State UniversityProject 1991Dr. Creigs BeverlySchool of Social Work206 Cohn BuildingDetroit, MI 48202(313) 577-444520081

Wayne State UniversitySaturday College ClassesDr. Alfred L. CobbsAssistant Provost1170 Mackenzie HallDetroit, MI 48202(313) 577-202520082

Wayne State UniversitySuper Saturdays ProgramDr. Alfred L. CobbsAssistant Provost1170 Mackenzie HallDetroit, MI 48202(313) 577-202520083

Wayne State UniversityPhase ProgramJames Blake251 Education BuildingDetroit, MI 48202(313) 577-092320409

Wayne State UniversityNational Writing Project:

Metro DetroitDr. Phoebe MainsterDepartment of EnglishDetroit, MI 48202(313) 577-311620433

Wayne State UniversityMichigan Educational

Extension ServiceRobert Bherman421 Education BuildingDetroit, MI 48202(313) 577-828220503

Wayne State UniversityCollaborative School

Improvement ProcessWendell Hough381 Education BuildingDetroit, MI 48202(313) 577-173620518

r Wayne State UniversityWade McCree Incentive

Scholarship ProgramRonald HughesDirector, Undergraduate

Admissions3 East Helen Newberry JoyDetroit, MI 48202(313) 577-358120529

Waynesburg CollegeSummer ChallengeDaniel GiostaDirector, Grants

DevelopmentWaynesburg, PA 15370(412) 852-328920674

Weber State CollegeHonors-Advanced Placement

OutreachDr. Ronald HoltDirector, Honors ProgramOgden, UT 84408-2904(801) 626-695520008

3 40

Weber State CollegeEarly CollegeLinda M. WardDirector, Early CollegeOgden, UT 84408-4006(801) 626-634320009

r Weber State CollegeNorthern Utah Arts

ConsortiumDr. Sherwin W. HowardDean of Arts and HumanitiesOgden, UT 84408-1904(801) 626-642520010

Weber State CollegeGolden Spike Empire

Language AssociationDr. Jeffrey StokesAssociate Professor,

Department of ForeignLanguages

Ogden, UT 84408-1403(801) 626-618520302

Weber State CollegeUtah Geographic AllianceDr. Wayne L. WahlquistProfessor of GeographyOgden, UT 84408-2510(801) 626-694320303

Weber State CollegeCenter for Science EducationDr. Michael I. CousensDirectorOgden, UT 84408-2509(801) 626-618520304

r Weber State CollegeWEMATH NetworkDr. Patricia P. HenryProfessor of MathematicsOgden, UT 84408-1702(801) 626-609820305

Weber State CollegeOgden Area History

Teaching AllianceDr. Richard W. SadlerDean of Social SciencesOgden, UT 84408-1204(801) 626-623220306


Wellesley CollegeWellesley College-School

CollaborativeKenneth HawesAssistant Professor,

Education DepartmentWellesley, MA 02181(617) 235-032020185

Wesleyan UniversityCenter for Creative YouthB. Joan HickeyDirector, Center for Creative

YouthMiddletown, CT 06457(203) 347-9411, ext. 268420919

I Wesleyan UniversityProject to Increase Mastery

of Math and Science(PIMMS)

Robert A. RosenbaumDirector, P1MMSA110 ButterfieldMiddletown, CT 06457(203) 347-941121159

Wesleyan UniversityCAUSE: Educational Studies

ProgramRobert KirkpatrickVice President for University

RelationsNorth CollegeMiddletown, CT 06457(203) 347-941121162

Wesleyan UniversityEducational Studies ProgramDirector, Educational Studies

ProgramButterfield B-315Middletown, CT 06457(203) 347-9411, ext. 28921163

Wesleyan UniversityUpward Bound-CONNCAPPeter BudrykLecturer in Education212 College StreetMiddletown, CT 06457(203) 347-941121164

West Los Angeles CollegeSupergraduateDr. Patricia DrummondAdministrator and Project

Director4800 Freshman DriveCulver City, CA 90230(213) 836-711021145

West Virginia State CollegeThe West Virginia Center for

Institutional SupportDr. Nancy M. WilsonDirector, Academic

ComputingCampus Box 148Institute, WV 25112(304) 766-33%20263

r West Virginia UniversityThe Benedum Project and

Professional DevelopmentSchools

Teresa FieldAssociate Director,

Professional DevelopmentSchools

802 Allen HallP.O. Box 6122Morgantown, WV 26506-6122(304) 293-570320285

Western Connecticut StateUniversity

Teacher ForumJohn DevineAssociate Professor,

Department of Education181 White StreetDanbury, CT 06810(203) 797-426120313

r Western IllinoisUniversity

TI-IN United Star NetworkDr. David R. TaylorDean, College of EducationMacomb, IL 61455(309) 298-169020586

Western Kentucky UniversityProfessional Development

Center (PDC) NetworkJack NeelDirector, PDC NetworkSuite 427, CEBBowling Green, KY 42101(502) 745-245121052

Western Michigan UniversityThe Educateur ProgramDr. Abe NicolaouProfessor and Program

CoordinatorSpecial Education

DepartmentKalamazoo, MI 49008(616) 387-594620314

Western Wyoming CollegePartnershipDuane LetcherDean of Academic AffairsRock Springs, WY 82902-0428(307) 382-161620007

Westmoreland CountyCommunity College

"Keep the Options Open"Program


Wheeling Jesuit CollegeFinancial Aid Workshop for

Counselors and ParentsE. F. Hall IIIDirector, Admissions and

Student Financial Planning316 Washington AvenueWheeling, WV 26003(304) 243-230420703

Wheeling Jesuit CollegeNational Honor Society DayE. F. Hall IIIDirector, Admissions and

Student Financial Planning316 Washington AvenueWheeling, WV 26003(304) 243-230420712

305

Whitman CollegeWhitman Institute for

Science Enrichment (WISE)Marc G. PitreCoordinator, WISE ProgramWalla Walla, WA 99362(509) 527-517620825

William Paterson CollegeNorthern New Jersey Writing

Consortium at WilliamPaterson College

Dr. Donna PerryCodirector, Northern New

Jersey Writing ConsortiumEnglish DepartmentWayne, NJ 07470212) 595-2254

21169

r Winona State UniversityWSU/1SD 535 Graduate

Induction ProgramDr. Lora KnutsonCoordinatorRochester CenterHighway 14 EastRochester, MN 55904(507) 287-219920249

Winona State UniversityWinona State University

Education AllianceOtto J. FrankDean, College of EducationWinona, MN 55987(507) 457-557020380

Winthrop CollegeVisiting Professors ProgramDr. Albert M. LylesDean, College of Arts and

SciencesRock Hill, SC 29733(803) 323-216920092

Winthrop CollegeProgram for Artistically

Gifted/TalentedDon RogersDirectorWinthrop Academy for the

ArtsRock Hill, SC 29733(803) 323-225520093


Winthrop CollegeWinthrop Olde English

ConsortiumDr. Benny CoxtonExecutive DirectorSchool of Education141 Breazeale HallRock Hill, SC 29733(803) 323-215720173

r Winthrop CollegeAP English Training CourseDr. Joye P. BermanProfessor of English and

DirectorDepartment of EnglishRock Hill, SC 29733(803) 323-217120487

r Winthrop CollegeWinthrop Writing Project

(WWP)Dr. Joye P. BermanProfessor of English and

Director, WIMPDepartment of EnglishRock Hill, SC 29733(803) 323-217120489

r Winthrop CollegeWinthrop PhoneFriendDr. Susan J. SmithDirector, Child Abuse

Awareness and PreventionProject

School of EducationRock Hill, SC 29733(803) 323-215120600

Winthrop CollegeMiddle School Life and Earth

SdenceDr. Everett StallingsDirectorSchool of EducationRock Hill, SC 29733(803) 323-215120819

Winthrop CollegeWinthrop College Child

Abuse Awareness andPrevention Project

Dr. Susan J. SmithDirector, Child Abuse



Winthrop CollegeProject EQualityDr. Benny CoxtonDirector, Olde English

ConsortiumSchool of Education141 Breazeale HallRock Hill, SC 29733(803) 323-215120970

Winthrop CollegeBig Brother/Big Sister

ProgramDr. Susan J. SmithDirector, Child Abuse



r Winthrop CollegeGovernor's Remediation

InitiativeJohn R. RumfordActing Director, Governor's

Remediation InitiativeSchool of EducationRock Hill, SC 29733(803) 324-317621085

r Wittenberg UniversityUpward BoundEddie ChambersDirector, Upward BoundRO. Box 720Springfield, OH 45501(513) 327-753520090

r Wittenberg UniversityPartnerships in EducationDr. Charles DominickVice President for

Institutional RelationsP.O. Box 720Springfield, OH 45501(513) 327-791920531

r Worcester PolytechnicInstitute

WPI School-CollegeCollaboration inMathematics and ScienceEducation

Frank TrainorAffiliate Assistant ProfessorProject Center100 Institute RoadWorcester, MA 01609(508) 831-551420016

Wright CollegeAdopt-A-School ProgramCharles GuengerichDean for Instruction3400 North Austin AvenueChicago, IL 60634(312) 794-325020542

Wright State UniversityEducational Development

Leadership InformationNetwork K-12 (ED-LINK12)

Dixie BarnhartED-LINK 12 Field

Representative228 Millett HallDayton, OH 45435(513) 873-225020340

Wytheville CommunityCollege

Public School/CommunityCollege Connection

Kay D. KincerAssistant Director,

Continuing Education1000 East Main StreetWytheville, VA 24382(703) 228-554120273


Region III Governor'sMagnet School

Dan C. JonesProfessor of EnglishWytheville, VA 24382(703) 228-554120778


Dual Credit ProgrammingKay D. KincerAssistant Director,

Continuing Education1000 East Main StreetWytheville, VA 24382(703) 228-554120955

Xavier UniversityXavier University College

Opportunity ProgramDr. Merelyn Bates-MimsDirector, College

Opportunity Program3800 Victory ParkwayCincinnati, OH 45207(513) 745-325220533

Xavier University ofLouisiana

Project OutreachGwendolyn WoodsPharmacy Admissions

CounselorNew Orleans, LA 70125(504) 483-742720935


Louisiana EngineeringAdvancement Program

George BakerDirector, Dual-Degree

Engineering ProgramNew Orleans, LA 70125(504) 483-764621245

NATIONAL, DIRECTORY 301


ExcelDereck J. RovarisDirector, Super Scholar/ExcelNew Orleans, LA 70125(504) 483-763321246

Yi Yale UniversityYale-New Haven Teachers'

InstituteJames R. VivianDirector, Yale-New Haven

Teachers' InstituteP.O. Box 3563 Yale StationNew Haven, CT 06520(203) 432-108021046

York Technical CollegeSchool-College Partnership

ProgramDan BlackmonDepartment ManagerUS 21 BypassRock Hill, SC 29730(803) 327-800020485

York Technical CollegeGovernor's Initiative for

Work Force ExcellenceMona BakerWork Force SpecialistUS 21 BypassRock Hill, SC 29730(803) 327-802920705

3() 7

APPENDIX A 303

APPENDIX A

Instructions for Participating in theNational Survey of School-College Partnerships

Readers are invited to photocopy and complete the National Survey of School-CollegePartnerships form on the following pages in order to have their new partnership efforts includedin the National School-College Partnership Database or to update previously submitted surveyinformation. Inclusion in the database of up-to-date information about partnerships willfacilitate future national surveys and ensure that those partnerships will receive informationabout upcoming publications and conferences.

Instructions

1. Be sure to include an abstract (300-500 words) describing your program activities. Surveysreturned without abstracts cannot be included in the database (see question 8 of thesurvey form for detailed instructions).

2. Use a separate survey form to describe each major partnership activity in which yourinstitution is involved. One survey form may be returned for partnerships that coordinatemultiple activities under a single program title or rubric.

3. Carefully specify the grade levels your partnership serves (question 4), its discipline orcontent focus (question 5), and its scope (question 6), and indicate which of the fourmajor categories in question 7 would be the most appropriate classification for your programin any future publications.

4. Do not u-Se acronyms in program titles or your abstract without first providing full namesor titles (e.g., "Board of Cooperative Educational Services," then BOCES).

5. Feel free to enclose program brochures or other descriptive materials with your returnedsurvey to be added to the files of the Center for Research and Information on School-College Partnerships.

Return Completed Surveys and Abstracts to:

The Center for Research and Information on School-College PartnershipsSyracuse University

111 Waverly Avenue, Suite 200Syracuse, NY 13244-2320

Telephone: (315) 443-2404; Fax: (315) 443-1524

American Association for Higher Education

THE NATIONAL SURVEY OF SCHOOL-COLLEGE PARTNERSHIPS

Coordinated byThe Center for Research and Information on School-College Partnerships

Syracuse University

1. Name of College/University:

a. Institution's location:b. Institution's status:

0 Urban0 Public

2. Name of Program:

0 Suburban0 Independent

0 Rural

a. Year partnership was established:b. Check one: 0 New submission for database 0 Update information for a prior submissionc. Reference Number (for prior submissions only):

3. Program Contacts: Representatives who could be contacted for additional information):

College/University Contact School Contact (Select one representative contact froma participating school, e.g., principal, teacher,coordinator.)

Name Name

Title Title

Address Address

Telephone number Telephone number

4. Grade Levels: If your partnership serves students directly, please check the school grade levels served bythe partnership. (Check all that apply.)

O Elementary school grades 0 Middle school grades 0 High school grades

5. Focus: If your partnership has a particular discipline or content focus, please check the appropriate focuscodes below. (Clwck all that apply.)

O Basic Skills/Study Skills0 Bilingual/ESLO Business0 Critical Thinking/Problem SolvingO Cultural/PluralismO Drug/Sex Education, Suicide Prevention, Child Abuse0 Early ChildhoodO Ecology/Environmental Issues0 Engineering/Technology/ComputersO English/Writing/Language Arts/Reading0 Foreign LanguagesO Global Education/International StudiesO Health Professions/Health Education

O Leadership/Development0 Library0 Literacy0 Mathematics0 Music/Art/Performing Arts0 Parental Involvement0 Research0 Science0 Social Science/Social Studies/Government/

Civics/Law/Economics0 Special Education0 Sports/Recreation/Physical Education0 Vo, itional/Occupational Education

6. Scope: Please indicate the scope and/or affiliation of your partnership model. (Check one only.)

0 National Allied with a prominent national model (e.g., Project EQuality, Adopt-A-School, NationalGeographic Education Projects, AAHE's National Project in Support of Academic Alliances,National Writing Project, Mellon Project).Specify national affiliatiotr

O Regional/ Serving schools throughout a state, region, or section of the country, and not affiliated withStatewide a prominent national model.

Indicate regionIstate served: _

0 Local Providing assistance or services to schools in close proximity to the sponsoring collegeor university (including city-wide programs), and not affiliated with a prominent nationalmodel,indicate city/cauntylloca/ awa served:

7. Classification: The National School-College Partnership Database groups programs under the four majorcategories listed below. Please check only one of the four major headings listed to indicate where yourprogram might most logically fit. Since many programs serve several groups and have more than one mission,in any future publication the authors will appropriately cross-index programs based on information providedin your abstract (see question 8 below). Therefore, please check only one major heading and one subheadingwithin that major heading.

O a. PROGRAMS AND SERVICES FOR STUDENTSO Serving Underrepresented and At-Risk PopulationsO College Courses for High School StudentsO Enrichment and Gifted-and-Talented ProgramsO Middle Colleges and Early Collegeso Other

O b. PROGRAMS AND SERVICES FOR EDUCATORSO Inservice Training and Staff DevelopmentO Recruitment and Retention, Preservice Programs, and Early Career SupportO Teacher-Education Centers, Alternative Certification Programs, Teaching Excellence Awards, and School/

College Faculty ExchangesO National Models of Faculty Development and Professional RevitalizationO Programs for Leadership Development and School Management for Teachers, Administrators, and

CounselorsO Other .

O c. COORDINATION, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM AND INSTRUCTIONO Curriculum and Instructional Materials DevelopmentO Instructional Research, Evaluation, and TestingO Tech-Prep 2+2 and Coordinated Vocational-Technical Programs0 Regional and Statewide Inter-Institutional Articulation Councils and Agreementso Other

O d. PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONAL RESOURCESO Coordinating Councils and Consortia for School ImprovementO Adopt-A-SchoolO Tutoring and Volunteer ProgramsO Magnet Schoolso Resource-Sharing Agreements

8. Abstract: Attach an abstract (300-500 words) describing your program; an abstract must be attached to thissurvey to be included in the database. In your abstract, describe:

a. When and why the program was instituted.b. What populations are served (provide numbers if possible).c. Staffing and funding responsibilities of each partner.d. General activities of the partnership.e. Benefits derived by each partner.f. Summary of any evaluation data collected demonstrating program effectiveness.

Please make your abstract a model of good writingclear, concise, technically correct, and engaging. Typeyour abstract on plain white paper (not letterhead); abstracts will be optically scanned to facilitate dataentry. Do not use any acronyms without first providing full names or titles. Feel free to enclose brochuresor other materials to supplement your abstract. Stirveys returned without abstracts cannot be consideredfor inclusion in the National School-College Partnership Database or in any future publications.

Return Completed Survey and Abstract to:



Telephone: (315) 443-2404; Fax: (315) 443-1524

Thank you for your assistance!

APPENDIX B 307

APPENDIX B

Instructions for Using theNational School-College Partnership Database

Information collected in the National Survey of School-College Partnerships has been usedto compile this publication and to construct a national computer database of school-collegepartnerships. That database contains not only the data about each program found in theNational Directory section beginning on page 239, but also abstracts (including those featuredin Parts One through Four), school grade levels served by the partnership, academic subjectareas addressed, school contact person (when available), the year the partnership wasestablished, demographic information about the sponsoring higher education institution,program type, and program topical focus.

Contributing to the Database. The National School-College Partnership Database is acontinually evolving entity that is updated regularly. Readers who are involved in a partnershipeffort that is not included in this publication are strongly encouraged to complete and returna survey form immediately (see Appendix A) so their programs can become part of the nationaldatabase. Information about these programs can then be disseminated to individuals requestingcustomized searches and be referenced in any future publications. For programs alreadylisted, their college or university contact persons are encouraged to use the survey formto register any changes in information regarding their programs.

Searching the Database. Because the database can be sorted several ways, and a reportgenerated, the database can be useful to educators for a variety of purposes: to locate specifictypes of programs serving particular groups in a defined geographic area (e.g., New Yorkand New Jersey mathematics-oriented programs for gifted middle school students andsponsored by public institutions). Frequent users of the database include individuals interestedin initiating partnership activities in their region, graduate students writing theses anddissertations, state and federal officials planning legislation, foundations and other agenciesdeveloping funding guidelines, and organizations planning conferences. In addition to customreports, it is possible to use the database to generate mailing labels in several formats.

The processing charge for a database report is $65. Mailing labels cost $10 per 100 labels(minimum charge, $20). Charges will be adjusted periodically to reflect increases in the costsof providing search and retrieval services. The Request for Database Search form that followsexplains the charges and the procedures for requesting a database search.

The Center for Research and Information on School-College Partnerships at SyracuseUniversity reserves the right to deny access to the National School-College PartnershipDatabase for purposes that it judges to be inappropriate. For example, names and addressesof individuals will not be provided for any commercial or profit-making enterprise.

THE NATIONAL SCHOOL-COLLEGE PARTNERSHIP DATABASE

REQUEST FOR DATABASE SEARCH

Charges for Services

Search. A charge of $65 includes a comprehensive search of any or all of the four major parts of the databaseand a search report, first class shipping and handling included.

You may narrow your search request without extra charge by specifying any of the following: grade level,geographic area, one or more of the subcategories under each of the major parts, and/or any of the focus codes.

The information provided with all search reports includes the name of the sponsoring higher educationinstitution, the name of the partnership, its reference number, and the name, title, address, and telephone numberof the higher education contact person for the partnership.

Labels. Pressure-sensitive mailing labels are available in either one-across or four-across, pin-feed format; thesize of each address label is 1.5 x 4.0 inches. The charge for labels is $10 per 100 (minimum charge, $20). Shippingand handling are included. Since the number of labels to be generated is unknown until after the custom searchhas been completed, include the minimum charge of $20 with your order, and you will be billed for any labelsover 200.

The above rates for search services were set for 1991. Adjustments reflecting cost increases may have to bemade over time.

To request a search report and/or mailing labels, complete this form and mail it with a check or institutionalpurchase order payable to Syracuse University to:



Telt.phone: (315) 443-2404; Fax: (315) 443-1524

Search Requested By

Name Title

Institution

Address

City State Zip

Note: Search reports will be shipped to the above individual and address unless otherwise instructed.

Search Parameters

Major Part of DatabaseSelect the major parts of the database you wish to search below. To narrow your search, check as many sectionsunder those parts as you wish.

0 PART ONE: PROGRAMS AND SERVICES FOR STUDENTS0 Section 1. Serving Underrepresented and At-Risk Populations0 Section 2. College Courses for High School StudentsO Section 3. Enrichment and Gifted-and-Talented Programs0 Section 4. Middle Colleges and Early Colleges

0 PART TWO: PROGRAMS kND SERVICES FOR EDUCATORSO Section 1. Inservice Training and Staff Development0 Section 2. Recruitment and Retention, Preservice Programs, and Early Career Support0 Section 3. Teacher-Education Centers, Alternative Certification Programs, Teaching Excellence Awards,

and School/College Faculty Exchanges0 Section 4. National Models of Faculty Development and Professional RevitalizationO Section 5. Programs for Leadership Development and School Management for Teachers,

Administrators, and Counselors

0 PART THREE: COORDINATION, DEVELOPMENT, AND ASSESSMENT OF CURRICULUM ANDINSTRUCTION

0 Section 1. Curriculum and Instructional Materials Development0 Section 2. Instructional Research, Evaluation, and Testing0 Section 3. Tech-Prep 2+2 and Coordinated Vocational-Technical Programs0 Section 4. Regional and Statewide Inter-Institutional Articulation Councils and Agreements

0 PART FOUR: PROGRAMS TO MOBILIZE, DIRECT, AND PROMOTE SHARING OF EDUCATIONALRESOURCES

0 Section 1. Coordinating Councils and Consortia for School Improvement0 Section 2. Adopt-A-School0 Section 3. Tutoring and Volunteer Programs0 Section 4. Magnet Schools0 Section 5. Resource-Sharing Agreements

Grade LevelIf you wish to restrict your search by grade level, please indicate this below. Otherwise, your search will includeall available programs for all grade levels.

0 Elementary school 0 Middle school 0 High school

Geographic AreaIf you wish to restrict your search to partnerships from a particular geographic area, indicate this below. Youmay specify one or more states OR, in the case of cities or regions, one or more postal zip code areas. Otherwise,your search will include all available programs nationwide.

0 State(s) to be included.

C Zip code(s) to be include&

314

Focus CodesOne final way you can tailor your search is by the useas are appropriate to your needs.

0 Basic Skills/Study Skills0 Bilingual/ESL0 Business0 Critical Thinking/Problem Solving0 Cultural/Pluralism0 Drug/Sex Education, Suicide Prevention, Child Abuse0 Early Childhood0 Ecology/Environmental IssuesEl Engineering/Technology/Computers0 English/Writing/Language Arts/Reading0 Foreign Languages0 Global Education/International Studies0 Health Professions/Health Education

of focus codes. Check as many of the following codes

Mailing Labels

0 Leadership/Development0 Library0 Literacy0 Mathematics0 Music/Art/Performing Arts0 Parental Involvement0 Research0 Science0 Social Science/Social Studies/Government/

Civics/Law/Economics0 Special Education0 Sports/Recreation/Physical Education0 Vocational/Occupational Education

If you would like mailing labels produced in conjunction with a database search and ,report, please check oneof the following two formats for pressure-sensitive, pin-feed labels:

0 One-across labels (single strip) 0 Four-across labels

Payment/Delivery

Every attempt is made to process and ship all requests for reports and/or labels within 10 working days ofreceipt. Please attach a check or institutional purchase order to each request. If you have any questions regardingyour order, call the Center at (315) 443-2404 from 9:00 AM to 4:00 PM EST, Monday through Friday. Fax requestsor inquiries can be received anytime at (315) 443-1524.

Prais,e from' the Field

ittst as A Ali ingi ng. faculty -together --oy (OM M-00 is.sues;_this,..directory_....succeeds at facilitatMg important and productive academic connections."

president; Connecticut Colle%-y, tind founder, Academic ,4111ances-

kinNL nuy-ica-!6 -Schools; -and -Cd.//rges_is ai invaluable_sou rceboak, ,Thisprovides more usefirl information than eV-0T before."

----/Itison.Wrnsh'in, u.sociate dean, Princeton University; and 1990-91 A A If! 'Board

'The book is an indispensable source'of ideas and .contacts, providing need6.1 context andexamples to helP connect partnership efforts around the-country."

Alfredo G. de los Santos, fr., vice chancellor, Maricolm Community olleyes

1111: ;401-116,16

1 RANK1..IN P. WILBUR is Director of Undergraduate Studies at SyracuSe.Universitx wherefor many-ye-ars he has also adm inistered Project .Advance, a nationaq known school-collegepar,tnership serving schoolsThroughout the Northeast. As an Associate Professor in Syracuse'.sG p uoite School of Vducation, he has taught courses on.instructional development, planningand managing change ahd innovation, project management,.and 'educational adMinistration.A frequenf.sffaker at reghmal and national meetings, Dr. Wilbur has chnsulte4 WIth 'schools

.

and 'colleges throughout the country and has written axtensively on theloPic ot school"n,

college parther'ships and educational refOrm.

110 NI -1...AMBi:R I. is Associate Dean olthe Graduafi School:- Director.rif the TeaChingsSistant Program, and Associate Professor of Higher. Education at Syracuse. University.

Irormerly aSsociated with Projed AdVance, he has, publiShed many articles and coauthored(with rranklin .Wilbur) two monographs on the snbject Of schoolscollei,e.partnerships. Of.1.ambert's other areas of interest include program evaluation, evaluation Of leadring, andteachinga ;',.:,tant training and faculty deVelopment..

AMFMCA.N ASSOCIATION FOR HICH.FR FDIJ6TIONOne Dupont Cir e, Suite 600Washington, DO 20036-1110

. ph 202'293-6440 talk 202/293-0073

BEST COPY AVAILABLE

3 11ISBN l -5077 -.000-8

Lambert, Leo M. TITLE Linking America's Schools and Colleges

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