This document provides recommendations for college admissions offices to reshape the admissions process to place greater emphasis on ethical engagement and contributions to others. It aims to inspire high school students to engage in more meaningful community service and collective action. The recommendations also seek to better assess students' daily awareness of and contributions to others across differences. Additionally, it addresses the need to reduce undue achievement pressure on students and redefine achievement to create a more equitable process for economically diverse students. Over 80 college admissions leaders and organizations have endorsed the vision of using admissions to promote ethical development and concern for others.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about trends in independent schools, colleges and universities, and workplaces. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
Engage in discussions on how diversity and inclusion enhance each girl’s unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, and how young people can best prepare for their future. Discover how is cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
Session for parents, guardians, and teachers. What is cultural competency, and how is it different than the way we were taught to interact across difference? What are developmentally appropriate and important conversations we should have with youth to help them develop cultural competency?
Engage in discussions on how diversity and inclusion enhance each student’s unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, how young people can best prepare for their future, and how you can help at home. Discover how cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
Engage in discussions on how diversity and inclusion enhance each young person's unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, and how young people can best prepare for their future. Discover how is cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
The document describes a proposed 4-year leadership and service program called the Lucius E. Burch Scholars Program at Rhodes College. It discusses the needs assessment conducted by Rhodes College that found issues with retention, diversity, and developing leadership skills. The proposed program aims to address these needs by involving students in campus activities, community service, and formal leadership training over 4 years. It provides details on the program philosophy, components, and research that shows benefits of such programs in developing students' skills, sense of community, and civic responsibility.
Institute for Women in Higher EducationWilma Jones
The document summarizes participant Wilma L. Jones' report on her experience at the Summer Institute for Women in Higher Education. The Institute aims to improve representation of women in middle and executive levels of higher education administration. It provides 74 participants from the US and Canada with skills training focused on academic management, external trends, institutional management, and professional development. Jones gained a broader understanding of higher education leadership and administration. She recommends continuing professional development opportunities and promoting diversity at her institution.
Institutional Performance Case Study -- Humboldt State University, Arcata, Ca...Joline Pire MBA
Humboldt State University is a public university located in Arcata, California that offers affordable education to over 8,000 undergraduate and 500 graduate students. It aims to promote social, economic, and environmental understanding through its programs and activities. The university is set in a beautiful natural environment near forests, mountains, and beaches. It has a student-faculty ratio of 22:1 and offers bachelor's and master's degrees across 48 majors and 69 minors. Humboldt State University strives to improve the human condition and environment through its education.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about trends in independent schools, colleges and universities, and workplaces. How is cultural competency a value added model that involves everyone, teaching and learning, school operation, and educational excellence?
Engage in discussions on how diversity and inclusion enhance each girl’s unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, and how young people can best prepare for their future. Discover how is cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
Session for parents, guardians, and teachers. What is cultural competency, and how is it different than the way we were taught to interact across difference? What are developmentally appropriate and important conversations we should have with youth to help them develop cultural competency?
Engage in discussions on how diversity and inclusion enhance each student’s unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, how young people can best prepare for their future, and how you can help at home. Discover how cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
Engage in discussions on how diversity and inclusion enhance each young person's unique journey through awareness and interaction at each developmental stage to lead a life of purpose and impact. Learn about trends in independent schools, higher education, and workplaces, and how young people can best prepare for their future. Discover how is cultural competency is a value-added model that results in social-emotional health, academic excellence, and financial success for your children.
The document describes a proposed 4-year leadership and service program called the Lucius E. Burch Scholars Program at Rhodes College. It discusses the needs assessment conducted by Rhodes College that found issues with retention, diversity, and developing leadership skills. The proposed program aims to address these needs by involving students in campus activities, community service, and formal leadership training over 4 years. It provides details on the program philosophy, components, and research that shows benefits of such programs in developing students' skills, sense of community, and civic responsibility.
Institute for Women in Higher EducationWilma Jones
The document summarizes participant Wilma L. Jones' report on her experience at the Summer Institute for Women in Higher Education. The Institute aims to improve representation of women in middle and executive levels of higher education administration. It provides 74 participants from the US and Canada with skills training focused on academic management, external trends, institutional management, and professional development. Jones gained a broader understanding of higher education leadership and administration. She recommends continuing professional development opportunities and promoting diversity at her institution.
Institutional Performance Case Study -- Humboldt State University, Arcata, Ca...Joline Pire MBA
Humboldt State University is a public university located in Arcata, California that offers affordable education to over 8,000 undergraduate and 500 graduate students. It aims to promote social, economic, and environmental understanding through its programs and activities. The university is set in a beautiful natural environment near forests, mountains, and beaches. It has a student-faculty ratio of 22:1 and offers bachelor's and master's degrees across 48 majors and 69 minors. Humboldt State University strives to improve the human condition and environment through its education.
A creative look at Furman University and how the work-study program can be restructured to provide additional support for the low-income student demographic.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
Poverty, intersectionality & youth success case studies to eradicate sy...KelleyMercuri1
This document discusses the impact of poverty on student achievement and educational outcomes in Canada. It finds that poverty negatively influences academic performance through several mechanisms, such as limiting access to educational resources and opportunities. Students from low-income backgrounds often face stereotyping from teachers and stigma from peers. The COVID-19 pandemic has further exacerbated inequities, as poverty intersects with lack of internet access and increased financial stress and mental health challenges for students. The document calls for addressing systemic barriers, direct support for students' well-being, and teacher training on mitigating the impacts of poverty in the classroom.
This document discusses the critical role of higher education in fostering civic engagement and global competencies in students. It emphasizes that universities should make the development of personal and social responsibility in students a major focus and learning outcome. This involves promoting civic knowledge, intercultural skills, ethics and lifelong learning through experiences such as service learning, dialogue programs, and campus-community partnerships. While progress has been made, more needs to be done to ensure civic learning is a core, integrated part of the student experience and curriculum in higher education.
The 4W Initiative at the University of Wisconsin-Madison aims to improve the lives of women globally through interdisciplinary research, education and community engagement. It coordinates numerous projects across campus related to women's health, empowerment and leadership. This progress report provides updates on several projects, including supporting artisans in Mexico and Ecuador through design collaborations and microenterprise; establishing the STREETS program to help end human trafficking through research, education and partnerships; and convening a forum on these issues to promote survivor perspectives. The overall goal is for UW-Madison to become an academic leader in addressing challenges faced by women worldwide.
This document provides an overview of research projects and initiatives at the Gevirtz Graduate School of Education at UC Santa Barbara. It highlights the work of several faculty members, including Professor Michael Gerber who is examining the community college to university transfer student experience, Associate Professor Maryam Kia-Keating who is using participatory photography to empower Latino youth and address violence and disparities, and Associate Professor Hsiu-Zu Ho who is studying the influence of parents on children's learning in Taiwan. It also summarizes grants, faculty honors, international initiatives, and contributions from alumni.
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
This document summarizes a journal article about the perceived influence of African American male mentorship on the academic success of African American male students at a predominantly white institution. It finds that:
1) While African American male mentorship could potentially be beneficial, the 7 successful African American male students interviewed did not find it to have a significant impact on their academic achievement.
2) The students found success through other support systems like siblings, peers, and parents rather than African American male mentors.
3) However, the students acknowledged the general lack of African American male mentors on campus and in their lives, and that mentorship from someone who could relate to their experiences could potentially provide additional guidance.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
The United World Colleges (UWC) aims to unite people across divides through education for peace and sustainability. UWC brings students from around the world together based on merit regardless of ability to pay. Students follow an International Baccalaureate curriculum while developing social, academic, philosophical and moral skills through a rigorous academic program, demanding social responsibility program, and intensive multicultural environment. The experience prepares students to empower themselves to make the world a better place.
Durban wg the requirements of internationalization of higher educationIAU_Past_Conferences
The document discusses internationalization in higher education at a conference of the International Association of Universities. It addresses key issues around distinguishing internationalization from homogenizing globalization. Recommendations include universities taking initiative in internationalization rather than reacting to market forces, developing clear internationalization policies, ensuring quality of internationalization processes, and promoting partnership and intercultural competence among global citizens. There was debate around whether internationalization curriculum should prepare experts in fields or not prescribe details, and whether having the same curriculum abroad is internationalization or globalization.
This document discusses the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The school board president provides an update on the strong state of the University Place School District. Superintendent Patti Banks is retiring after many years of service. The board undertook a thorough process to select a new superintendent, seeking community input. They ultimately hired Deputy Superintendent Jeff Chamberlin who was seen as continuing the legacy of excellence in the district.
The document discusses the "At Promise" program, which was created to help struggling students succeed. It has expanded over the years and now supports students at multiple grade levels. The first graduates of the program are being produced, including a student who credits the program for his academic and athletic success.
This document summarizes trends in American higher education funding and performance-based funding models. It discusses how state funding for higher education has shifted from appropriations to tuition as the primary revenue source. It also describes trends toward performance-based funding models, where states allocate funding based on metrics like course completion, graduation rates, and employment outcomes. The document discusses implications of these models, like pressures to prioritize programs that perform well metrics, which can impact underserved student populations. It provides an example of how Cleveland State University addressed these challenges through curricular reforms to improve their graduation rates under Ohio's performance funding system.
Liberal Education & Civic Capacity: We Are Only Half-Way ThereRobert Kelly
This document summarizes research on students' civic learning in college. It finds that according to a national survey, less than half of students reported gains in understanding people from other backgrounds, developing personal values and ethics, contributing to their community, or participating in community projects related to courses. Additionally, the percentage of students who agreed their campus helped them expand awareness of civic involvement declined each year of college. However, the percentage who agreed their ability to consider diverse perspectives increased with time in college. The document concludes that while many students develop civic skills, too many do not, and more work is needed by educational institutions to prepare students for civic participation and a democratic society.
1) Dr. Anjalé D. Welton, Rachel Moyer, and students from the Social Justice Class at Urbana High School in Illinois are being nominated for the 2014 AERA Leadership for Social Justice SIG "Bridge People" Award for their collaborative work.
2) The Social Justice Class at Urbana High School, led by teacher Rachel Moyer with assistance from Dr. Welton and graduate students, introduces students to social justice topics and has them conduct research projects on issues of institutional racism at their school.
3) Educators and scholars praised this group's work to build bridges between the university and community, engage in courageous conversations around institutional racism, and empower students to create change through
CWRU continues to make progress in comprehensive internationalization. In 2015, CWRU received national recognition for its efforts by being awarded the prestigious Heiskell Award for campus internationalization from the Institute of International Education. CWRU also ranked among the top 40 doctorate-granting universities for the percentage of undergraduates studying abroad. Faculty, students, and the university are driving internationalization through research collaborations, study abroad programs, partnerships with international universities, and providing opportunities for global experiences.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
A creative look at Furman University and how the work-study program can be restructured to provide additional support for the low-income student demographic.
Narratives of systemic barriers & accessibility summary of article 1KelleyMercuri1
(1) The pandemic has spotlighted long-standing systemic barriers in education that disadvantage students from low-income families and marginalized backgrounds. Teachers have had to abandon conventional practices to meet student needs.
(2) Interview findings revealed five themes: the pandemic uncovered pre-existing inequities; teachers broke rules to create new approaches; teacher-student relationships are key; students should have a voice in programming decisions; and resilience involves understanding identity and barriers.
Poverty, intersectionality & youth success case studies to eradicate sy...KelleyMercuri1
This document discusses the impact of poverty on student achievement and educational outcomes in Canada. It finds that poverty negatively influences academic performance through several mechanisms, such as limiting access to educational resources and opportunities. Students from low-income backgrounds often face stereotyping from teachers and stigma from peers. The COVID-19 pandemic has further exacerbated inequities, as poverty intersects with lack of internet access and increased financial stress and mental health challenges for students. The document calls for addressing systemic barriers, direct support for students' well-being, and teacher training on mitigating the impacts of poverty in the classroom.
This document discusses the critical role of higher education in fostering civic engagement and global competencies in students. It emphasizes that universities should make the development of personal and social responsibility in students a major focus and learning outcome. This involves promoting civic knowledge, intercultural skills, ethics and lifelong learning through experiences such as service learning, dialogue programs, and campus-community partnerships. While progress has been made, more needs to be done to ensure civic learning is a core, integrated part of the student experience and curriculum in higher education.
The 4W Initiative at the University of Wisconsin-Madison aims to improve the lives of women globally through interdisciplinary research, education and community engagement. It coordinates numerous projects across campus related to women's health, empowerment and leadership. This progress report provides updates on several projects, including supporting artisans in Mexico and Ecuador through design collaborations and microenterprise; establishing the STREETS program to help end human trafficking through research, education and partnerships; and convening a forum on these issues to promote survivor perspectives. The overall goal is for UW-Madison to become an academic leader in addressing challenges faced by women worldwide.
This document provides an overview of research projects and initiatives at the Gevirtz Graduate School of Education at UC Santa Barbara. It highlights the work of several faculty members, including Professor Michael Gerber who is examining the community college to university transfer student experience, Associate Professor Maryam Kia-Keating who is using participatory photography to empower Latino youth and address violence and disparities, and Associate Professor Hsiu-Zu Ho who is studying the influence of parents on children's learning in Taiwan. It also summarizes grants, faculty honors, international initiatives, and contributions from alumni.
Brown, ronald w perceived influence of aam mentorshipWilliam Kritsonis
This document summarizes a journal article about the perceived influence of African American male mentorship on the academic success of African American male students at a predominantly white institution. It finds that:
1) While African American male mentorship could potentially be beneficial, the 7 successful African American male students interviewed did not find it to have a significant impact on their academic achievement.
2) The students found success through other support systems like siblings, peers, and parents rather than African American male mentors.
3) However, the students acknowledged the general lack of African American male mentors on campus and in their lives, and that mentorship from someone who could relate to their experiences could potentially provide additional guidance.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
The United World Colleges (UWC) aims to unite people across divides through education for peace and sustainability. UWC brings students from around the world together based on merit regardless of ability to pay. Students follow an International Baccalaureate curriculum while developing social, academic, philosophical and moral skills through a rigorous academic program, demanding social responsibility program, and intensive multicultural environment. The experience prepares students to empower themselves to make the world a better place.
Durban wg the requirements of internationalization of higher educationIAU_Past_Conferences
The document discusses internationalization in higher education at a conference of the International Association of Universities. It addresses key issues around distinguishing internationalization from homogenizing globalization. Recommendations include universities taking initiative in internationalization rather than reacting to market forces, developing clear internationalization policies, ensuring quality of internationalization processes, and promoting partnership and intercultural competence among global citizens. There was debate around whether internationalization curriculum should prepare experts in fields or not prescribe details, and whether having the same curriculum abroad is internationalization or globalization.
This document discusses the importance and rationale for integrating global competence and global education into K-12 curricula in the United States. It provides evidence from test rankings, government mandates, frameworks like Common Core that call for students to develop global skills and perspectives, and the practices of high-performing education systems like Singapore's. The document suggests global education can be integrated into any subject area or grade level to help prepare students for a globally connected world.
The school board president provides an update on the strong state of the University Place School District. Superintendent Patti Banks is retiring after many years of service. The board undertook a thorough process to select a new superintendent, seeking community input. They ultimately hired Deputy Superintendent Jeff Chamberlin who was seen as continuing the legacy of excellence in the district.
The document discusses the "At Promise" program, which was created to help struggling students succeed. It has expanded over the years and now supports students at multiple grade levels. The first graduates of the program are being produced, including a student who credits the program for his academic and athletic success.
This document summarizes trends in American higher education funding and performance-based funding models. It discusses how state funding for higher education has shifted from appropriations to tuition as the primary revenue source. It also describes trends toward performance-based funding models, where states allocate funding based on metrics like course completion, graduation rates, and employment outcomes. The document discusses implications of these models, like pressures to prioritize programs that perform well metrics, which can impact underserved student populations. It provides an example of how Cleveland State University addressed these challenges through curricular reforms to improve their graduation rates under Ohio's performance funding system.
Liberal Education & Civic Capacity: We Are Only Half-Way ThereRobert Kelly
This document summarizes research on students' civic learning in college. It finds that according to a national survey, less than half of students reported gains in understanding people from other backgrounds, developing personal values and ethics, contributing to their community, or participating in community projects related to courses. Additionally, the percentage of students who agreed their campus helped them expand awareness of civic involvement declined each year of college. However, the percentage who agreed their ability to consider diverse perspectives increased with time in college. The document concludes that while many students develop civic skills, too many do not, and more work is needed by educational institutions to prepare students for civic participation and a democratic society.
1) Dr. Anjalé D. Welton, Rachel Moyer, and students from the Social Justice Class at Urbana High School in Illinois are being nominated for the 2014 AERA Leadership for Social Justice SIG "Bridge People" Award for their collaborative work.
2) The Social Justice Class at Urbana High School, led by teacher Rachel Moyer with assistance from Dr. Welton and graduate students, introduces students to social justice topics and has them conduct research projects on issues of institutional racism at their school.
3) Educators and scholars praised this group's work to build bridges between the university and community, engage in courageous conversations around institutional racism, and empower students to create change through
CWRU continues to make progress in comprehensive internationalization. In 2015, CWRU received national recognition for its efforts by being awarded the prestigious Heiskell Award for campus internationalization from the Institute of International Education. CWRU also ranked among the top 40 doctorate-granting universities for the percentage of undergraduates studying abroad. Faculty, students, and the university are driving internationalization through research collaborations, study abroad programs, partnerships with international universities, and providing opportunities for global experiences.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Five ways to help your child if they are being bullied atAntonis Stergiou
Bullying is a major concern for parents and can negatively impact children's well-being and education. The article provides five key ways for parents to help if their child is being bullied: 1) Identify signs of bullying and listen calmly to understand their experiences; 2) Educate themselves and their child about different types of bullying; 3) Advise children not to retaliate aggressively but to remove themselves from situations and report bullying; 4) Contact the school and work with them using their anti-bullying policy and strategies; 5) Ensure bullying does not prevent the child's education by keeping them home from school.
This document provides an introduction to the topic of veiling of women in ancient Greece. It argues that veiling was a common practice that has been overlooked by scholars. While sources on veiling are fragmentary, they compel questions about who wore veils, when, and why. The veil both confined women and allowed self-expression. This study aims to understand veiling's social and symbolic meanings through analyzing scattered textual and visual evidence. It suggests veiling reinforced the male construction of women as sexualized and dangerous beings who needed to be hidden.
This document contains 24 writing prompts ranging from broad, open-ended questions to more specific hypothetical scenarios. The prompts cover a wide variety of topics including ethics, personal values, relationships, current events, hypothetical situations, and reflections on life experiences. They are intended to inspire reflective writing for students of various grade levels from elementary through high school.
The document provides guidance on writing a persuasive essay. It explains that a persuasive essay takes a position for or against an issue to convince the reader. It should use sound reasoning and evidence from credible sources. When planning a persuasive essay, the writer should choose a position, analyze the audience, research the topic, and structure the essay. The introduction should grab the reader's attention and state the thesis. The body paragraphs should each present a reason to support the thesis and consider opposing viewpoints. The conclusion should restate the thesis and main points and call the reader to action.
How is Old School Diversity (something good to do and nice to have) shifting to 21st Century Cultural Competency (something critical in the success of all of our students in a global world)? Learn about culture and cultural competency, trends in K-12 schools, colleges, and workplaces. How is cultural competency a value added model that involves everyone, educational excellence, and future success?
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Minot State University offers a small school atmosphere with opportunities found at larger universities. It has over 100 areas of study and dedicated faculty. The campus is located in Minot, North Dakota, the state's 4th largest city, which has many community events and attractions. Students receive individual attention and can get involved in activities like honors programs, study abroad, research, and internships to expand their education.
This document provides a guide for helping students make informed choices about which colleges to attend. It focuses on strategies for identifying and enrolling students in "match colleges" - colleges that are a good fit based on students' academic qualifications, financial needs, and personal preferences. The guide is informed by lessons learned from MDRC's College Match Program, which placed advisers in high schools to help low-income and first-generation students navigate the college application and selection process. The guide outlines best practices for creating a college-going culture, identifying match colleges, applying to colleges, assessing costs, selecting a college, and enrolling - with the goal of reducing undermatching and helping more students enroll in and complete degrees at colleges appropriate to their abilities
The document provides an overview of the work and impact of Minnesota Campus Compact over the past year. It highlights several programs, events, and partnerships that engaged students in community service and civic leadership development while addressing issues like health, education, and community development. Testimonials from students, faculty, and community members demonstrate the value and benefits of campus-community collaboration, including improved academic and career outcomes for students.
A Promising Connection: Increasing College Access and Success through Civic E...Jacob Vennie-Vollrath
This session will explore the known research about the connection between civic engagement activities and college access and success and share best practices, data and evaluations two successful programs that have used service and service-learning as a strategy to increase college access and success.
Mortenous A. Johnson has extensive experience in higher education administration, having held several leadership roles focused on student access, retention, and diversity initiatives. He managed an annual $4.2 million budget and created numerous programs at Sinclair Community College to support underserved student populations. Johnson currently serves as Coordinator of Graduate Admissions at Wilberforce University, where he develops strategic frameworks to support graduate students and teaches several courses. He holds multiple degrees and has received several awards and honors for his work in education.
Alumni perceptions of their alma mater of a public university in ghanaAlexander Decker
This document summarizes a study that examined alumni perceptions of their alma mater, the University of Education, Winneba – Kumasi Campus (UEW-K) in Ghana. The study surveyed 408 alumni using a questionnaire. It found that alumni highly rated academic programs as an activity carried out by UEW-K. They also highly rated the qualification they obtained from the university as a value received. Alumni highly rated their desire to give to their alma mater as part of their willingness to support it. The study provides recommendations to university management to improve engagement with alumni.
"Student Affairs," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
The article discusses Dr. Leah Robinson, an assistant professor in the Department of Kinesiology at Auburn University's College of Education. Dr. Robinson works with preschoolers at Auburn Day Care Centers to promote healthy lifestyles. She uses her energetic personality and ready smile to encourage the children and relate to them. Her goal is to instill good habits in young children through fun activities that keep them active and engaged. The article highlights how Dr. Robinson's youthful exuberance helps children lead healthier lives.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
The Division of Student Affairs 2019-2020 Annual Report summarizes the division's work over the past year. It discusses goals related to recruitment and yield, retention, customer service, innovation, and student wellbeing. It provides examples of initiatives and achievements in each of these areas, such as increasing admissions applications and financial aid outreach. The report also highlights how departments adapted services like orientations to virtual formats during COVID-19. Overall, it presents the division's mission to support students and remove barriers to access and success.
The Schuler Scholar Program prepares under-resourced, high-potential students to succeed at competitive colleges. It provides academic support, mentoring, and financial assistance to first-generation students. In 2010, 63% of Schuler graduates attended Ivy League or top liberal arts colleges, receiving over $1.8 million in scholarships. The program also recruits recent college graduates as mentors and tutors through AmeriCorps to support students. Davidson College's STRIDE program additionally provides academic preparation, peer mentoring, and social and cultural support for minority students. The Center for Student Opportunity empowers low-income, first-generation students through college guidance, scholarships, and an Opportunity Scholars blog.
This document is a resume for Daniel Schwartz, who has 24 years of experience leading progressive independent schools. It summarizes his qualifications and experience as the head of Baker Demonstration School, where he increased enrollment and student retention. It also outlines his experience as principal of Carleton Washburne School, where he oversaw curriculum development and facilities planning. The resume lists his areas of expertise in strategic leadership, fiscal administration, and developing strong community and board relations.
The document is the spring 2009 issue of The Magazine of Radford University. It includes articles about Radford University's sustainability initiatives, athletics programs, alumni profiles and accomplishments. Governor Tim Kaine spoke at the spring commencement ceremony. The university received recognition for its community service work. Several academic programs received accreditation. Homecoming 2009 featured basketball games and other alumni events.
Evaluation of Student Development Programs in the State Universities and Coll...ijtsrd
This study evaluated of the student development programs among state universities in Samar Island. The four 4 SUC's in Samar Island were selected as the locale of this study. These were the University of Eastern Philippines Main Campus Catarman , North West Samar State University Main Campus Calbayog City , Samar State University Main Campus Catbalogan City and Eastern Samar State University Main Campus Borongan City with the university presidents, deans directors of the Student Affairs and Services, personnel, and students as respondents. Frequency counts, percentages, and weighted mean computations were used to analyze the descriptive data obtained from the respondents of the study who were chosen through complete enumeration for presidents, deans directors and personnel and random sampling for the students, respectively. As to status of implementation of the students' development programs and services, the respondents rated the following programs and services as “very satisfactory†cultural development program, leadership training program, multi faith services, social and community development program, sports development program, student organization and services, student publications, and student council government. Ronaldo A. Amit ""Evaluation of Student Development Programs in the State Universities and Colleges of Samar Island"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd22920.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/22920/evaluation-of-student-development-programs-in-the-state-universities-and-colleges-of-samar-island/ronaldo-a-amit
School Counseling and College Acces1_FinalJasmine Mcleod
The National Consortium for School Counseling and Postsecondary Success (NCSCPS) was formed to increase equitable access to higher education. The Consortium aims to identify and address barriers underserved students face in pursuing educational opportunities. It emerged in response to First Lady Michelle Obama's Reach Higher Initiative, which encourages all students to continue their education after high school. The Consortium will work with states, colleges, and schools to strengthen counseling, advising, and information systems to better support students and families nationwide. It is led by leaders in school counseling and college access and aims to provide leadership on excellence and access in counseling and postsecondary planning.
This document provides recommendations for increasing graduation rates on Maryland's Lower Eastern Shore. It begins with an executive summary of the recommendations, which are to: improve funding for education and community programs; increase access to supportive services; establish safe, reliable, and funded transportation systems; keep education connected to the real world; and create opportunities to engage parents and families. The full report then provides more context and details on each recommendation. It discusses the need to take a regional approach and outlines the process used to gather input from local stakeholders to develop the recommendations.
Over-parenting, also known as helicopter parenting, can have negative consequences for children's development by not allowing them to experience failure or frustration. When parents are over-involved and solve all their children's problems, it hinders the children's ability to develop resilience and self-regulation. Research shows that children of over-involved parents tend to have higher levels of anxiety, depression, low self-efficacy, and poor peer relationships. While parental involvement is important, too much protection can increase children's sense of entitlement and dependence on parents. It is better to teach children how to face problems themselves to develop the skills needed to thrive independently.
The teacher loves their job and students, but is considering leaving due to a lack of respect. The teacher has witnessed a steady decline in respect over their four years as a teacher. The teacher provides a list of ways respect could be improved, such as respecting teachers' time by not requiring unpaid overtime, respecting their qualifications by paying them enough to not require second jobs, respecting their health by not overloading them, and respecting their teaching methods by reducing micromanaging. The teacher argues that with more respect and support for teachers, they would have the best job, students' needs could be better met, and fewer teachers would experience burnout or feel they need to leave the profession.
Learning a foreign language provides several cognitive, academic, career, and social benefits according to the author. It can make you smarter through improved problem-solving and reasoning skills, boost academic achievement, and provide professional advantages through increased job opportunities in a globalized world. Speaking another language also allows you to access more international education, information, and social/cultural experiences while strengthening national security. Overall, being multilingual enriches life by opening doors to communicate with more people around the world.
Learning a foreign language provides several cognitive, academic, career, and social benefits according to the author. It can make you smarter through improved problem solving and reasoning skills, boost academic achievement, and provide professional advantages through increased job opportunities in a globalized world. Speaking an additional language also allows you to access more international education, information, and social/cultural experiences while strengthening national security. Overall, becoming multilingual enriches life by opening doors to communicate with more people around the world.
School exclusion rates in England are rising, disproportionately impacting students with special needs, from disadvantaged backgrounds, or ethnic minorities. Exclusions often result from minor misbehaviors but have severe consequences, linking to issues like knife crime and drug trafficking. Vulnerable students feel their voices are disregarded in schools, where a zero-tolerance approach dominates over understanding the trauma many experience. Alternative approaches that train former excluded students to mentor current ones and address underlying needs through relationship-building may be more effective than exclusionary practices at reengaging students in learning and achieving social justice through education.
England has looked to Shanghai's education system as a model for improving math scores on international tests. However, research found that English schools adopting Shanghai-style "mastery math" teaching saw no significant change in test scores. While particular Shanghai methods like mathematical talk show promise, broader factors influence test performance. The article suggests England could learn from high-performing countries like Switzerland that support teachers and emphasize good outcomes for all students, not just high achievers. Overall, schools may benefit more from focusing on each student's potential rather than international rankings.
1) Appalachian attitudes towards technology are more sophisticated than stereotypes suggest, with many intentionally choosing how much and how to use technology due to concerns about privacy and the harmful effects of misuse.
2) A study found Appalachians expressed themes of "resistance" to the idea that more technology is always better and "navigation" regarding intentional choices about technology use. They carefully consider privacy sacrifices required.
3) Appalachian values of humor, privacy, and self-reliance factor into their technology views, with some using humor to resist unwelcome intrusions and prioritizing minimizing involvement with technology.
1) Schools are legally required to promote moral development in students, but there is little agreement on what this involves or how to teach morality.
2) The document discusses recent government initiatives around values education and character development, but argues these have little to do with teaching morality. True morality involves subscribing to ethical standards in a particular way and seeing their violation as punishable.
3) Schools have a role in passing on a "common morality" around standards like not harming others or breaking promises. They can do this through "moral formation" like modelling good behavior, and "moral inquiry" like discussion to understand justification of moral values.
1) Schools are legally required to promote moral development in students, but there is little agreement on what this involves or how to teach morality.
2) The document discusses recent government initiatives around values education and character development, but argues these have little to do with teaching morality. True morality involves subscribing to ethical standards in a particular way and seeing their violation as punishable.
3) Schools have a role in passing on a "common morality" around standards like not harming others or breaking promises. They can do this through "moral formation" like modelling good behavior, and "moral inquiry" like discussion to understand justification of moral values.
1) Schools are legally required to promote moral development in students, but there is little agreement on what this involves or how to teach morality.
2) The document discusses recent government initiatives around values education and character development, but argues these have little to do with teaching morality. True morality involves subscribing to ethical standards in a particular way and seeing their violation as punishable.
3) Schools have a role in passing on a "common morality" around standards like not harming others or breaking promises. They can do this through "moral formation" like modelling good behavior, and "moral inquiry" like discussion to understand justification of moral values.
1) Schools are legally required to promote moral development in students, but there is little agreement on what this involves or how to teach morality.
2) The document discusses recent government initiatives around values education and character development, but argues these have little to do with teaching morality. True morality involves subscribing to ethical standards in a particular way and seeing their universal application.
3) Schools have a role in passing on a "common morality" around standards like not harming others or breaking promises. This requires both "moral formation" through modeling good behavior, and "moral inquiry" where students discuss and reflect on moral values and their justification.
1) Admissions decisions at top universities like Harvard are made through a holistic process, not based solely on merit, and involve discussions between admissions officers.
2) Many qualified applicants are rejected each year, including some with perfect SAT scores or who are high school valedictorians.
3) Looking at individual admissions files will not reveal why some students were accepted while others were not, as the process is complex and considers both academic and personal factors.
1) Admissions decisions at top universities like Harvard are made through a holistic process, not based solely on merit, and involve discussions between admissions officers.
2) Many qualified applicants are rejected each year, including some with perfect SAT scores or who are high school valedictorians.
3) Looking at individual admissions files will not reveal why some students were accepted while others were not, as the process is complex and considers both academic and personal achievements.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. Turning the Tide
Inspiring Concern for Others and the
Common Good through College Admissions
CREATED BY MAKING CARING COMMON,
A PROJECT OF THE HARVARD GRADUATE SCHOOL OF EDUCATION
2. II MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
MARTHA BLEVINS ALLMAN, DEAN OF ADMISSIONS, WAKE FOREST UNIVERSITY | DIANE ANCI, DEAN
OF ADMISSION & VICE PRESIDENT FOR ENROLLMENT, KENYON COLLEGE | CINDY BABINGTON, VICE
PRESIDENT FOR ADMISSION & FINANCIAL AID, DEPAUW UNIVERSITY | PHILLIP BALLINGER, ASSOCIATE
VICE PRESIDENT FOR ENROLLMENT AND UNDERGRADUATE ADMISSIONS, UNIVERSITY OF WASHINGTON |
MICHAEL BESEDA, VICE PRESIDENT FOR ENROLLMENT AND UNIVERSITY COMMUNICATIONS, WILLAMETTE
UNIVERSITY | TODD BLAND, HEADMASTER, MILTON ACADEMY | JIM BOCK, VICE PRESIDENT AND DEAN OF
ADMISSIONS, SWARTHMORE COLLEGE | JULIE BROWNING, DEAN FOR UNDERGRADUATE ENROLLMENT,
RICE UNIVERSITY | FLORA Z. CHAN, ASSOCIATE DIRECTOR OF STUDENT LIFE FOR DIVERSITY AND
COMMUNITY, AMHERST COLLEGE | DEBRA J. CHERMONTE, VICE PRESIDENT AND DEAN OF ADMISSIONS
AND FINANCIAL AID, OBERLIN COLLEGE | JONATHAN COHEN, PRESIDENT, NATIONAL SCHOOL CLIMATE
CENTER | KC COHEN, MIDDLE AND UPPER SCHOOL COUNSELOR, RIVERDALE COUNTRY SCHOOL |
SUSAN DILENO, VICE PRESIDENT FOR ENROLLMENT MANAGEMENT, OHIO WESLEYAN UNIVERSITY
| ZINA EVANS, VICE PRESIDENT FOR ENROLLMENT MANAGEMENT, ASSOCIATE VICE PROVOST, UNIVERSITY
OF FLORIDA | STEPHEN M. FARMER, VICE PROVOST FOR ENROLLMENT AND UNDERGRADUATE
ADMISSIONS UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL | MATTHEW X. FISSINGER, DIRECTOR OF
UNDERGRADUATE ADMISSION, LOYOLA MARYMOUNT UNIVERSITY | WILLIAM R. FITZSIMMONS, DEAN OF
ADMISSIONS AND FINANCIAL AID, HARVARD UNIVERSITY | ANDREW FLAGEL, SENIOR VICE PRESIDENT
FOR STUDENTS AND ENROLLMENT, BRANDEIS UNIVERSITY | KATIE FRETWELL, DEAN OF ADMISSION
AND FINANCIAL AID, AMHERST COLLEGE | SCOTT FRIEDHOFF, VICE PRESIDENT FOR ENROLLMENT AND
COLLEGE RELATIONS, COLLEGE OF WOOSTER | ERIC J. FURDA, DEAN OF ADMISSIONS, UNIVERSITY OF
PENNSYLVANIA | HOWARD GARDNER, PROFESSOR, HARVARD GRADUATE SCHOOL OF EDUCATION |
BARBARA GILL,ASSOCIATE VICE PRESIDENT FOR ENROLLMENT MANAGEMENT,UNIVERSITY OF MARYLAND
| DONALD HELLER, DEAN, COLLEGE OF EDUCATION, MICHIGAN STATE UNIVERSITY | MICHAEL S. HILLS,
DIRECTOR OF ADMISSIONS, DENISON UNIVERSITY | REV. DENNIS H. HOLTSCHNEIDER, CM, PRESIDENT,
DEPAUL UNIVERSITY | HORACE MANN SCHOOL | DONALD HOSSLER, SENIOR SCHOLAR, CENTER FOR
ENROLLMENT RESEARCH, POLICY, AND PRACTICE, ROSSIER SCHOOL OF EDUCATION, USC | INDEPENDENT
SCHOOL HEALTH ASSOCIATION | KEDRA ISHOP, PHD, ASSOCIATE VICE PRESIDENT FOR ENROLLMENT
MANAGEMENT, UNIVERSITY OF MICHIGAN | BILL JACKSON, FOUNDER, PRESIDENT, CEO, GREATSCHOOLS
| STEPHANIE JONES, ASSOCIATE PROFESSOR, HARVARD GRADUATE SCHOOL OF EDUCATION | STEVE
KLEIN, VICE PRESIDENT, ENROLLMENT MANAGEMENT, ALBION COLLEGE | MARIA LASKARIS, DEAN OF
ADMISSIONS AND FINANCIAL AID, DARTMOUTH COLLEGE | JOHN F. LATTING, ASSISTANT VICE PROVOST
FOR UNDERGRADUATE ENROLLMENT,DEAN OF ADMISSION,EMORY UNIVERSITY | CORNELL LESANE,DEAN
OF ADMISSIONS, ALLEGHENY COLLEGE | JASON C. LOCKE, ASSOCIATE VICE PROVOST FOR ENROLLMENT,
CORNELL UNIVERSITY | JESSICA MARINACCIO, DEAN OF UNDERGRADUATE ADMISSIONS AND FINANCIAL
AID, COLUMBIA UNIVERSITY | JOHN MAHONEY, DIRECTOR OF UNDERGRADUATE ADMISSIONS, BOSTON
COLLEGE | ROBERT MASSA, SENIOR VICE PRESIDENT ENROLLMENT & INSTITUTIONAL PLANNING, DREW
UNIVERSITY | KATHLEEN MCCARTNEY, PRESIDENT, SMITH COLLEGE | ANN BOWE MCDERMOTT, DIRECTOR
OF ADMISSIONS, COLLEGE OF THE HOLY CROSS | JUDITH MCLAUGHLIN, SENIOR LECTURER, HARVARD
GRADUATE SCHOOL OF EDUCATION | SCOTT MEIKLEJOHN, DEAN OF ADMISSION AND FINANCIAL AID,
BOWDOIN COLLEGE | JAMES MILLER, DEAN OF ADMISSION, BROWN UNIVERSITY | COURTNEY MINDEN,
COVER PHOTO: COPYRIGHT CAVAN IMAGES / OFFSET.COM
3. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions III
DEAN OF UNDERGRADUATE ADMISSIONS, BABSON COLLEGE | MACKENZIE MORITZ, ASSOCIATE DIRECTOR
FOR STRATEGIC PARTNERSHIPS, FRANKLIN PROJECT AT THE ASPEN INSTITUTE | ERIC MONHEIM,
DIRECTOR OF COLLEGE COUNSELING, ST. MARK’S SCHOOL | JACOB MURRAY, FACULTY DIRECTOR FOR
PROFESSIONAL EDUCATION, BOSTON UNIVERSITY SCHOOL OF EDUCATION | NATIONAL ASSOCIATION OF
INDEPENDENT SCHOOLS | JAMES NONDORF, VICE PRESIDENT, DEAN OF ADMISSION AND FINANCIAL AID,
UNIVERSITY OF CHICAGO | ANGEL B. PEREZ, VICE PRESIDENT FOR ENROLLMENT AND STUDENT SUCCESS,
TRINITY COLLEGE | DENISE POPE, SENIOR LECTURER, STANFORD GRADUATE SCHOOL OF EDUCATION AND
CO-FOUNDER, CHALLENGE SUCCESS | JEREMIAH QUINLAN, DEAN OF UNDERGRADUATE ADMISSION, YALE
UNIVERSITY | JANET LAVIN RAPELYE, DEAN OF ADMISSION, PRINCETON UNIVERSITY | GREGORY WARREN
ROBERTS, DEAN OF ADMISSION, UNIVERSITY OF VIRGINIA | WALTER ANTHONY ROBINSON, ASSOCIATE
VICE CHANCELLOR, UNIVERSITY OF CALIFORNIA DAVIS | MICHAEL JOHN ROE, ED.D., PRINCIPAL,POLY HIGH
SCHOOL | JAMES RYAN, DEAN, HARVARD GRADUATE SCHOOL OF EDUCATION | MANDY SAVITZ-ROMER,
PHD, SENIOR LECTURER AND DIRECTOR, PREVENTION SCIENCE AND PRACTICE AND CAS IN COUNSELING
PROGRAMS, HARVARD GRADUATE SCHOOL OF EDUCATION | STUART SCHMILL, DEAN OF ADMISSIONS,
MASSACHUSETTS INSTITUTE OF TECHNOLOGY | FALONE SERNA,DIRECTOR OF ADMISSION,REED COLLEGE
| MIKE SEXTON, VICE PRESIDENT FOR ENROLLMENT MANAGEMENT, SANTA CLARA UNIVERSITY | AUDREY
SMITH, VICE PRESIDENT FOR ENROLLMENT, SMITH COLLEGE | ROD SKINNER, DIRECTOR OF COLLEGE
COUNSELING, MILTON ACADEMY | JOSEPH A SOARES, CHAIR, DEPARTMENT OF SOCIOLOGY, PROFESSOR
OF SOCIOLOGY, WAKE FOREST UNIVERSITY | ERIC STAAB, DEAN OF ADMISSION AND FINANCIAL AID,
KALAMAZOO COLLEGE | ANDREW K. STRICKLER, DEAN OF ADMISSION & FINANCIAL AID, CONNECTICUT
COLLEGE | JONATHAN M. STROUD, VICE PRESIDENT FOR ENROLLMENT & COMMUNICATIONS, EARLHAM
COLLEGE | LLOYD THACKER, EXECUTIVE DIRECTOR, EDUCATION CONSERVANCY | J. CAREY THOMPSON,
VICE PRESIDENT OF ENROLLMENT AND COMMUNICATIONS, RHODES COLLEGE | MICHAEL THORPE, DEAN
FOR ENROLLMENT MANAGEMENT, WABASH COLLEGE | KRISTIN R. TICHENOR, SENIOR VICE PRESIDENT,
WORCESTER POLYTECHNIC INSTITUTE | WILLIAM VANDERBILT, VICE PRESIDENT FOR ADMISSIONS, HOPE
COLLEGE | KELLY WALTER, ASSOCIATE VICE PRESIDENT AND EXECUTIVE DIRECTOR, ADMISSIONS, BOSTON
UNIVERSITY | MITCH WARREN, DIRECTOR, OFFICE OF ADMISSIONS, PURDUE UNIVERSITY | ROGER P.
WEISSBERG, BOARD VICE CHAIR AND CHIEF KNOWLEDGE OFFICER, CASEL; PROFESSOR, UNIVERSITY OF
ILLINOIS AT CHICAGO | RICHARD WEISSBOURD, SENIOR LECTURER, HARVARD GRADUATE SCHOOL OF
EDUCATION | HAROLD WINGOOD, INTERIM DEAN OF ADMISSION AND FINANCIAL AID, ANTIOCH COLLEGE
| JAMES YOUNISS, WYLMA R. & JAMES R. CURTIN PROFESSOR EMERITUS, THE CATHOLIC UNIVERSITY
OF AMERICA | JEFF YOUNG, SUPERINTENDENT, CAMBRIDGE PUBLIC SCHOOLS | VICKI ZAKRZEWSKI,
EDUCATION DIRECTOR, GREATER GOOD SCIENCE CENTER AT UC BERKELEY
In addition, Turning the Tide is supported by the Board of Directors of the Coalition for Access, Affordability,
and Success, and by the Great Lakes Colleges Association. Endorsing this report signifies general
agreement with the report and its recommendations, not necessarily agreement with every specific point
and recommendation. Visit www.makingcaringcommon.org for additional endorsers.
4. IV MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
This report stems from an exploratory meeting hosted by the Making Caring Common project at the Harvard Graduate
School of Education. Participants included college admissions officers, university administrators, school guidance
counselors and principals, character education experts, individuals representing national organizations of school
guidance counselors, admission professionals, and independent schools as well as other key stakeholders. The purpose
of the meeting was to consider how to improve the role of the college admissions process in promoting and assessing
ethical and intellectual engagement. The recommendations here emerged from that meeting and have been revised in
subsequent conversations with admissions deans. A list of those who have endorsed this report is included at the end of
this document and online at www.makingcaringcommon.org. Several of these endorsers have already made changes
in their admissions materials or practices as the result of this report. Making Caring Common, in collaboration with the
Education Conservancy, will work with college admissions officers and other key stakeholders—including parents, high
school guidance counselors, and high school and college administrators—over the next two years to far more widely
implement the report recommendations.
5. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions V
EXECUTIVE SUMMARY 1
REPORT 7
RECOMMENDATIONS FOR COMMUNITY ENGAGEMENT AND SERVICE 10
- Meaningful, Sustained Community Service
- Collective Action that Takes on Community Challenges
- Authentic, Meaningful Experiences with Diversity
- Service that Develops Gratitude and a Sense of Responsibility for
the Future
RECOMMENDATIONS FOR ASSESSING ETHICAL ENGAGEMENT AND
CONTRIBUTIONS TO OTHERS ACROSS RACE, CULTURE AND CLASS 16
- Contributions to One’s Family
- Assessing Students’ Daily Awareness of and Contributions to Others
RECOMMENDATIONS FOR REDUCING UNDUE ACHIEVEMENT PRESSURE,
REDEFINING ACHIEVEMENT, AND LEVELING THE PLAYING FIELD FOR
ECONOMICALLY DIVERSE STUDENTS 18
- Prioritizing Quality—Not Quantity—of Activities
- Awareness of Overloading on AP/IB Courses
- Discouraging “Overcoaching”
- Options for Reducing Test Pressure
- Expanding Students’ Thinking about “Good” Colleges
CONCLUSION 20
APPENDIX 21
ENDORSERS 22
REFERENCES 24
Turning the Tide was written by Richard Weissbourd, Senior Lecturer and Co-director of the Making Caring Common project at the Harvard
Graduate School of Education, in collaboration with Lloyd Thacker, Executive Director of the Education Conservancy, and the Making Caring
Common team including Trisha Ross Anderson, Alison Cashin, Luba Falk Feigenberg, and Jennifer Kahn.
Table of Contents
6. VI MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
PHOTOCREDIT:
EXECUTIVESUMMARY
7. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 1
Executive Summary
T
oo often, today’s culture sends young people messages that emphasize personal
success rather than concern for others and the common good (Konrath, O’Brien,
Hsing, 2011; Putnam, 2005; Putnam, 2014; Weissbourd Jones, 2014). And
too often the college admissions process—a process that involves admissions
offices, guidance counselors, parents and many other stakeholders—contributes to this
problem. As a rite of passage for many students and a major focus for many parents, the
college admissions process is powerfully positioned to send different messages that help
young people become more generous and humane in ways that benefit not only society but
students themselves. Yet high school students often perceive colleges as simply valuing
their achievements, not their responsibility for others and their communities. While some
colleges have diligently sought to convey to applicants the importance of concern for others
and the common good, many other colleges have not. The messages that colleges do
send about concern for others are commonly drowned out by the power and frequency of
messages from parents and the larger culture emphasizing individual achievement. Further,
even when students and parents receive the message that contributions and service to
others do count, they often seek to “game” service.
This report advances a new, widely shared vision of
college admissions that seeks to respond to this deeply
concerning problem. It makes the case that college
admissions can send compelling messages that both
ethical engagement—especially concern for others and
the common good—and intellectual engagement are
highly important. Colleges can powerfully collaborate to
send different messages to high school students about
what colleges value. This report, endorsed by over 80
key stakeholders in college admissions, represents such
a collaboration.
More specifically, this report takes up three challenges.
First, it describes how college admissions can motivate
high school students to contribute to others and
their communities in more authentic and meaningful
ways that promote in them genuine investment in
the collective good and deeper understanding of and
respect for others, especially those different from them
in background and character. Second, it demonstrates
how the admissions process can more accurately and
meaningfully assess young people’s contributions to
others and their communities, especially students who
vary widely by race, culture and class.
College admissions can send compelling
messages that both ethical engagement—
especially concern for others and
the common good—and intellectual
engagement are highly important.
Promoting ethical and intellectual development via
college admissions requires taking up two other
related goals. In some communities students suffer
from a lack of academic resources and opportunities.
In other communities pervasive pressure to perform
academically at high levels and to enter selective
colleges takes an emotional toll on students and often
squeezes out the time and energy students have to
consider and contribute to others. A healthy and fair
admissions process cannot simply encourage students
to devote more time to others: It needs simultaneously
to reward those who demonstrate true citizenship,
deflate undue academic performance pressure and
redefine achievement in ways that create greater equity
and access for economically diverse students.
8. 2 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
The following report offers specific
recommendations for reshaping the
admissions process in each of the
following three areas:
RECOMMENDATIONS FOR COMMUNITY
ENGAGEMENT AND SERVICE
The admissions process should both
clearly signal that concern for others
and the common good are highly
valued in admissions and describe
what kinds of service, contributions
and engagement are most likely to
lead to responsible work, caring
relationships and ethical citizenship.
1
Promoting more meaningful contributions to
others, community service and engagement
with the public good.
2
Assessing students’ ethical engagement
and contributions to others in ways that
reflect varying types of family and community
contributions across race, culture and class.
3
Redefining achievement in ways that both
level the playing field for economically
diverse students and reduce excessive
achievement pressure.
For a fuller discussion of each of these
recommendations, including suggestions for
specific changes in application essay questions
and recommendations, please see the full report.
Additional resources are available at
www.makingcaringcommon.org.
IMAGE:COPYRIGHTANDERSENROSS/BLEND/OFFSET.COM
9. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 3
Recommendation #1:
Meaningful, Sustained
Community Service
We recommend that students engage in forms of
service that are authentically chosen—that emerge
from a student’s particular passions and interests—
that are consistent and well-structured, and that provide
opportunity for reflection both individually and with
peers and adults. We also recommend that students
undertake at least a year of sustained service or
community engagement (see below for description of
“community engagement”). This service can take the
form of substantial and sustained contributions to one’s
family, such as working outside the home to provide
needed income. Just as important, it’s vital that the
admissions process squarely challenges misconceptions
about what types of service are valued in admissions.
Some students seek to “game” service by taking
up high-profile or exotic forms of community service,
sometimes in faraway places, that have little meaning
to them but appear to demonstrate their entrepreneurial
spirit and leadership. The admissions process should
clearly convey that what counts is not whether service
occurred locally or in some distant place or whether
students were leaders, but whether students immersed
themselves in an experience and the emotional
and ethical awareness and skills generated by that
experience.
Recommendation #2:
Collective Action that Takes on
Community Challenges
While individual service can be valuable, we also
encourage young people to consider various forms of
community engagement, including working in groups on
community problems, whether the problem is a local
park that needs attention, bullying in their schools or
communities or some form of environmental degradation.
These types of activities can help young people develop
key emotional and ethical capacities, including problem-
solving skills and group awareness, as well as greater
understanding of and investment in the common good.
Recommendation #3:
Authentic, Meaningful
Experiences with Diversity
We encourage students to undertake community service
and engagement that deepens their appreciation
of diversity. Too often, current forms of service are
patronizing to recipients and don’t spark in those providing
service a deeper understanding of social structures and
inequalities. Rather than students “doing for” students
from different backgrounds, for example, we encourage
students to “do with”—to work in diverse groups for
sustained periods of time on school and community
challenges, groups in which students learn from one
another. Importantly, these experiences of diversity should
be carefully constructed and facilitated.
Recommendation #4:
Service that Develops Gratitude
and a Sense of Responsibility
for the Future
We encourage students to take up forms of community
engagement, service and reflection that help them
appreciate the contributions of the generations before
them—how their lives are built on the service of
others—and their responsibility to their descendants.
Working within a tradition, whether religious or secular,
such as 4H clubs, can help generate this kind of
gratitude and responsibility.
E X E C U T I V E S U M M A R Y
10. 4 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
RECOMMENDATIONS FOR ASSESSING
ETHICAL ENGAGEMENT AND
CONTRIBUTIONS TO OTHERS ACROSS
RACE, CULTURE AND CLASS
Recommendation #1:
Contributions to One’s Family
The admissions process should clearly send the
message to students, parents and other caregivers that
not only community engagement and service, but also
students’ family contributions, such as caring for younger
siblings, taking on major household duties or working
outside the home to provide needed income, are highly
valued in the admissions process. Far too often there
is a perception that high-profile, brief forms of service
tend to count in admissions, while these far more
consistent, demanding, and deeper family contributions
are overlooked. Students should have clear opportunities
to report these family contributions on their applications.
Recommendation #2:
Assessing Students’ Daily
Awareness of and Contributions
to Others
The admissions process should seek to assess more
effectively whether students are ethically responsible and
concerned for others and their communities in their daily
lives. The nature of students’ day-to-day conduct should
be weighed more heavily in admissions than the nature of
students’ stints of service.
11. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 5
RECOMMENDATIONS FOR REDUCING
UNDUE ACHIEVEMENT PRESSURE,
REDEFINING ACHIEVEMENT, AND
LEVELING THE PLAYING FIELD FOR
ECONOMICALLY DIVERSE STUDENTS
Recommendation #1:
Prioritizing Quality—Not
Quantity—of Activities
Admissions offices should send a clear message that
numerous extracurricular activities or long “brag sheets”
do not increase students’ chances of admission.
Applications should state plainly that students
should feel no pressure to report more than two
or three substantive extracurricular activities and
should discourage students from reporting activities
that have not been meaningful to them. Applications
should provide room to list perhaps no more than four
activities or should simply ask students to describe two
or three meaningful activities narratively. Applications
should underscore the importance of the quality and
not the quantity of students’ extracurricular activities.
Admissions offices should define students’ potential
for achievement in terms of the depth of students’
intellectual and ethical engagement and potential.
Recommendation #2:
Awareness of Overloading on
AP/IB Courses
Admissions offices should convey to students that simply
taking large numbers of AP or IB courses per year is
often not as valuable as sustained achievement in a
limited number of areas. While some students can benefit
from and handle large numbers of AP/IB courses, many
students benefit from taking smaller numbers of advanced
courses. Too often there is the perception that these
students are penalized in the admissions process.
At the same time, it’s vital to increase access to advanced
courses for large numbers of students in schools without
access to adequately challenging courses.
Recommendation #3:
Discouraging “Overcoaching”
Admissions offices should warn students and parents
that applications that are “overcoached” can jeopardize
desired admission outcomes. Admissions officers,
guidance counselors and other stakeholders should
remind parents and students that authenticity, confidence,
and honesty are best reflected in the student’s original
voice. Admission officers should consider inviting students
(and families) to reflect on the ethical challenges they
faced during the application process.
Recommendation #4:
Options for Reducing
Test Pressure
Admissions offices should work to relieve undue
pressure associated with admission tests (SAT and
ACT). Options for reducing this pressure include:
making these tests optional, clearly describing to
applicants how much these tests actually “count” and
how they are considered in the admissions process,
and discouraging students from taking an admissions
test more than twice. Colleges should tell students
that taking the test more than twice is very unlikely to
meaningfully improve students’ scores. Colleges should
also be asked to justify the use of admissions tests by
providing data that indicates how scores are related to
academic performance at their particular institution.
12. 6 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
Recommendation #5:
Expanding Students’ Thinking
about “Good” Colleges
Admissions officers and guidance counselors should
challenge the misconception that there are only a
handful of excellent colleges and that only a handful
of colleges create networks that are vital to job
success. It is incumbent upon parents to challenge
this misconception as well. There is a broad range of
excellent colleges across the country, and students who
attend these colleges are commonly successful later
in life in the full array of professions. There are many
paths to professional success, and students and parents
should be far more concerned with whether a college is a
good fit for a student than how high status it is.
Finally, we are keenly aware that reforming college
admissions is only one piece of a far larger challenge.
Ultimately, we cannot bring about a sea change in the
messages our culture sends to young people unless
educational institutions at every level elevate and
embody a healthier set of values. While this change
needs to start or accelerate from multiple points, we
view our recommendations as one powerful place to
begin. In the face of deeply troubling trends that only
seem to be worsening, it is time to say “Enough.”
Admissions officers and guidance counselors should challenge the misconception that
there are only a handful of excellent colleges and that only a handful of colleges create
networks that are vital to job success.
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13. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 7
Report
14. 8 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
REPORT
Introduction
A
ny healthy society depends on citizens who are concerned about others and the
common good. Yet research suggests that we are not preparing large numbers
of youth to create this kind of society. Too often, today’s culture sends young
people messages that emphasize personal success rather than investment
in others or our collective future (Konrath et al., 2011; Putnam, 2005; Putnam, 2014;
Weissbourd Jones, 2014).
How might we strengthen this commitment to others
and the common good in young people? While there
is no single answer, college admissions can play a key
role. Admissions processes inevitably send messages
about what colleges value, messages that young people
may interpret as signals of what society values as well.
Collectively, colleges spend a huge sum each year
sending signals that influence the behavior of millions
of students. These messages can exacerbate young
people’s sometimes singular focus on achievement
or, alternatively, motivate behaviors that are likely to
develop in them a greater commitment to others and
the common good. Some colleges have sought diligently
to communicate the importance of this commitment in
the admissions process, but too often these messages
are overwhelmed by messages from the larger culture
and from parents that narrowly emphasize academic
performance and personal success. Many other colleges
fail to send messages to applicants emphasizing
commitment to others and the common good.
Currently, college admissions could—and should—
do more to generate positive changes in young
people’s ethical commitments. In fact, it seems that
most high school students interpret colleges as being
narrowly focused on their achievements—expressed,
for example, in test scores, grades and numerous
impressive extracurricular activities—not on their sense of
responsibility for others or their communities. Many other
students are receiving the message that service to others
does count, but they’ve embraced notions of service
that provide little benefit to themselves or others. Other
students are simply trying to “game” service.
How might we construct an admissions process that sends
compelling messages that both academic achievement
and commitment to others and the common good are
highly important? How might we construct a process
that motivates young people to contribute to others and
their communities in ways that are more authentic and
meaningful and that promote in them greater appreciation
of and commitment to others, especially those different
from them in background and character? How might we
increase young people’s understanding of and commitment
to the public good? Just as important, how might the
admissions process assess young people’s contributions
to others and their communities in ways that are more
valid and meaningful, especially students varying widely by
race, culture and class?
Too often, today’s culture sends young people
messages that emphasize personal success
rather than investment in others or our
collective future.
The following is the first of a series of reports intended
to both strengthen the role of the admissions process
in promoting and assessing ethical engagement in
students and to achieve greater fairness and integrity
in the admissions process. This first report is focused
primarily on how college admissions might best promote
and assess key aspects of both ethical engagement—
especially students’ ability to take other perspectives and
their commitments to others and the common good—
and intellectual engagement. College admissions needs
to send clear signals to students and parents early in
high school that these commitments are at the heart
of preparing for responsible work, caring relationships
and informed and ethical citizenship. Further, college
admissions officers, guidance counselors and other
stakeholders should provide guidance to young people
about what kinds of experiences are likely to develop in
them ethical awareness and commitments.
15. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 9
We also recommend key strategies for alleviating
excessive academic performance pressure and for
redefining achievement itself. In so doing, we seek to
respond to two problems. First, in many communities
students struggle with a lack of academic resources and
opportunities. Second, in other communities, pressure to
perform academically at high levels and to enter selective
colleges has serious emotional costs for students and
often depletes the time and energy students have to
focus on and contribute to others. Academic performance
becomes not one important theme, but the theme in the
large composition of a life.
A healthy and fair admissions process cannot simply
encourage students to devote more time to others: It
needs to simultaneously reward those who demonstrate
true citizenship, deflate undue academic performance
pressure and redefine achievement so that it is both
more meaningful and helps level the playing field for
economically diverse students.
WE THUS OFFER RECOMMENDATIONS IN THE
FOLLOWING THREE AREAS:
Two final caveats: First, this report is not suggesting that
admissions offices should promote a particular moral or
political ideology. It is suggesting that the admissions
process can counteract a narrow focus on personal success
and promote in young people greater appreciation of others
and the common good.
Ultimately, we cannot bring about a sea
change in the messages our culture sends to
young people unless educational institutions
at every level elevate and embody a healthier
set of values.
Second, we recognize that these recommendations
only address pieces of a complex problem. Reshaping
college admissions needs to be coupled with more
purposeful, intensive and wiser efforts across our culture,
at home, and at every level of education, including
colleges themselves to develop in young people deeper
commitments to others. Colleges themselves tend
to be far less deliberate and active about cultivating
ethical character in students today than they have been
throughout our history (Lagemann Lewis, 2012).
Attention to ethical character is often scant in both
residential life and curricula and too few administrators
and faculty see their role as ethical stewards. While
reforming college admissions can lead to more ethically
aware and committed college students, these gains won’t
be fully realized unless colleges themselves pay more
serious attention to cultivating students’ ethical character.
Ultimately, we cannot bring about a sea change in the
messages our culture sends to young people unless
educational institutions at every level elevate and embody
a healthier set of values. This process of change needs to
start or accelerate from multiple points. We believe that
our recommendations are one powerful place to begin.
1
Promoting more meaningful contributions to
others, community service and engagement
with the public good.
2
Assessing students’ ethical engagement
and contributions to others in ways that
reflect varying types of family and community
contributions across race, culture and class.
3
Redefining achievement in ways that both
level the playing field for economically
diverse students and reduce excessive
achievement pressure.
16. 10 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
REPORT
PHOTOCREDIT:HECTORALEJANDRO
RECOMMENDATIONS FOR COMMUNITY
SERVICE AND ENGAGEMENT
Recommendation #1:
Meaningful, Sustained
Community Service
A good deal of research suggests the characteristics of
community service that are likely to develop empathy,
altruism, and other key emotional and ethical capacities
in young people. Community service is more likely
to promote these capacities when it is authentically
chosen—when it emerges from a student’s particular
passions and interests—when it is consistent, well-
structured and sustained, and when it provides
opportunity for reflection both individually and with
peers and adults (Hart, Donnelly, Youniss, Atkins,
2007; Youniss Yates, 1999; Metz Youniss, 2005).
Whether service should be voluntary or mandatory is
widely debated. Yet research suggests that the benefits
of service are determined not by whether it is required,
but by whether it is high-quality, (i.e., whether it has these
characteristics). Required service often has significant
ethical benefits (Hart et al., 2007; Metz Youniss, 2005).
The admissions process should convey to high schools
the importance of creating these kinds of high quality
service experiences while seeking to unearth the
degree to which service has, in fact, engaged students’
concerns and intellect and developed in them important
awareness of and commitment to others and the
public good. Admissions might assess whether service
has, for example, enhanced students’ understanding
of their own ethical strengths, flaws, and blind spots,
generated in them greater humility, or deepened their
understanding and respect for those who are vulnerable
or simply different from them. It might seek evidence
of whether service has developed in students a more
incisive understanding of the workings of society and of
the sources of social problems. It might assess whether
service has stirred in young people deeper questions
about justice and emboldened them to challenge injustice.
While it can certainly be constructive for students to
try out many kinds of service in the course of their high
school career, we urge students to commit for at least
a year to one activity. Sustained service is significantly
more likely than brief service to generate deeper
reflection, to develop in students key emotional and
ethical capacities and to have greater impact on others.
For many types of students and for most students,
sustained service also appears to be a significant
predictor of college success (Sedlacek, 2011).
This service can also take the form of sustained
community engagement, as described below, or the
form of contributions to one’s family, such as working
outside the home to provide needed income.
At the same time, it’s vital that the admissions process
challenges misconceptions about what types of service
“count.” Many students who can afford it seek high-profile
or exotic forms of community service to demonstrate
their entrepreneurial spirit and leadership, sometimes
taking up service in faraway places. To be sure, these
experiences are meaningful and even transformative
for some students. Yet the admissions process should
convey that admissions officers are alert to service
that appears inauthentic or trumped up. Further, what
should matter in admissions is not whether service
occurred locally or in some distant place but students’
willingness to immerse themselves in an experience and
the emotional and ethical awareness and commitments
this generates. And while student leadership can reflect
one form of contribution, the admissions process should
clearly indicate that colleges value the widely varying ways
students can contribute to others and the common good.
Many students will struggle to access high quality
community service and civic engagement opportunities
or face other obstacles to committing to service. It’s
important that applications give students opportunities
to describe these obstacles and that admissions offices
consider these obstacles in assessing candidates.
Admissions officers might also join with other
stakeholders in more effectively identifying and facilitating
connections with high quality and sustained opportunities
for students within a variety of high-quality local and
national organizations.
17. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 11
Finally, we recognize that we cannot prevent some
students from “gaming” community service. But in
valuing sustained and high-quality forms of service we
can increase the likelihood that what students “game”
will have considerably more benefit than it currently
does for a large number of students.
Guidance counselors, admissions officers and other
stakeholders can also send a strong message that
college admissions officers are far more alert to
“gaming” than is commonly perceived.
SUGGESTED CHANGES IN THE
APPLICATION PROCESS
Applications should not just ask students about
the number and type of their service or community
engagement activities, but about their significant and
demanding family contributions, longest period of
service, why they chose this service/activity, what they
learned from their experience and how they may have
changed as a result.
Sample application questions:
• “Define what you mean by community
(neighborhood, family or extended family, religious
affiliation, etc.) and explain both why and how you
have contributed to a community.”
• “Explore what you learned from a community service
activity or consider what you learned from other
efforts you’ve undertaken to contribute to your
community/communities. What did you learn about
yourself, about your community, about community in
general? What, if anything, did you learn about how
society functions more generally?” “What questions
do you have as a result of this engagement?” “If you
have engaged in substantial activities to support
your family, such as employment or caring for a sick
relative, you might reflect on what you’ve learned
from these activities.”
• “What kind of community/communities do you
want to develop or join as part of your college
experience? Why? What do you see yourself as
bringing to these community/communities?”
SUGGESTED CHANGES IN
APPLICATION RECOMMENDATIONS
Students should be encouraged to provide a
recommendation from someone who can assess
their contributions during their period of service. This
person could be, for example, a supervisor, a recipient
of a service, a peer or a teacher. Recommenders
should be asked to assess what applicants learned
and how they might have changed as a result of
community service or engagement.
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REPORT
Recommendation #2:
Collective Action that Takes on
Community Challenges
While volunteering in a soup kitchen or nursing home
can certainly be a valuable experience, other forms
of community engagement can be just as valuable.
We encourage young people to consider, for example,
working in groups on community problems, whether the
problem is a local park that is dangerous, bullying in
their schools or communities, a high teen pregnancy
rate or some form of environmental degradation.
Students might begin these projects by conducting
research. These types of activities can develop in young
people important emotional and ethical skills, including
problem-solving and group skills, that are required
for many jobs in the modern economy and that are
important in many other aspects of their lives. These
activities can also deepen students’ understanding of
and commitment to our civic life.
Activities outside of school such as arts, sports,
religious or political activities—conducted at the local,
state, national or international level—are also valued by
colleges. These activities should also count as community
engagement if students can demonstrate in applications
how these activities involved contributions to others
and helped them become more aware of others and
committed to their communities.
SUGGESTED CHANGES IN THE
APPLICATION PROCESS
Personal essay questions should prompt students
to not simply reflect on service but on community
engagement more broadly.
Sample application questions:
• “How do you imagine you might contribute
to your college community and/or other
communities during college? Your actions
might describe individual service, such as
volunteering in a local homeless shelter. But
they might also describe many other types of
contributions, for example, working on
an initiative to prevent sexual harassment, a
religious activity, contributing to residential
life or collectively seeking solutions to an
environmental challenge. Why might you
make these contributions? What would
motivate you?”
19. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 13
Recommendation #3:
Authentic, Meaningful
Experiences with Diversity
Too often students’ experiences with diversity, including
their service experiences, are brief and token and can be
patronizing to recipients. This service commonly doesn’t
increase young people’s understanding of and respect
for those who are disadvantaged or different from them,
or spark in young people reflection on the causes of and
solutions to societal challenges.
The college admissions process should encourage
other types of community engagement that are likely to
generate deeper appreciation of diversity and greater
social awareness and insight. Rather than students
“doing for” those from different backgrounds, for
example, we encourage students to “do with”—to work
in diverse groups for sustained periods of time on
community challenges, groups in which students learn
from one another while working towards a common goal.
We also encourage students to work in groups that
are diverse in terms of gender, religious and political
orientation and other characteristics. These types of
diverse, collective experiences are not only important in
generating deeper forms of respect in young people; they
are also more likely to help develop knowledge and skills
vital to working and interacting in diverse groups in an
increasingly interconnected world. Greater understanding
of multiple perspectives is also key to understanding
the common good. When students live in areas of the
country with little diversity, they might consider working in
diverse groups virtually.
It’s crucial that these experiences of diversity are
carefully constructed and facilitated. Deep appreciation
and understanding of others is not simply a function
of proximity or a common task. In fact, constructed or
facilitated poorly, diverse groups may reinforce divisions
and stereotypes.
SUGGESTED CHANGES IN THE
APPLICATION PROCESS
Personal essay question:
• “Explore what you learned about yourself,
about the functioning of your community and/
or about the workings of society based on
an experience you have had working with or
interacting with others who are different from
you in terms of race, class, culture, political
orientation, or other characteristics.”
SUGGESTED CHANGES IN
APPLICATION RECOMMENDATIONS
Recommenders might be asked to consider
whether students are able to work effectively and
sensitively with those who are different from them
in background or other characteristics.
20. 14 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
REPORT
Recommendation #4:
Service that Develops Gratitude
and a Sense of Responsibility
for the Future
We encourage students to take up forms of service and
reflection that help them appreciate the contributions
of the generations before them—how their lives are
built on the service of others—and their responsibility
to their descendants. Gratitude is a powerful ethical
emotion—appreciating what one has is deeply tied to
appreciating what others don’t have. Working within
a tradition, whether religious or secular—such as 4H
clubs—can help generate this kind of gratitude and
responsibility. Other types of activities, such as working
on an environmental challenge, can charge students with
responsibility for the future.
SUGGESTED CHANGES IN
THE APPLICATION PROCESS
When asked about their contributions/service,
students might be asked to reflect on whether and
how their contributions are tied to the contributions
of previous generations and how these contributions
might influence future generations.
Sample questions:
• “Reflect on one or more aspects of your life
that are built on the contributions of previous
generations. Why did you choose these
particular contributions? Do you feel that you
‘owe’ these ancestors? If so, what do you owe?
How might you want to contribute to the lives of
future generations and what motivates you to
contribute in this way?”
21. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 15
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22. 16 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
RECOMMENDATIONS FOR ASSESSING
ETHICAL ENGAGEMENT AND
CONTRIBUTIONS TO OTHERS ACROSS
RACE, CULTURE AND CLASS
Recommendation #1:
Contributions to One’s Family
Many students in low- and modest-income and working-
class communities are often contributing vitally to others
in ways that are not measured by traditional forms of
community service. These students may be caring for
a sick relative, supervising a younger sibling, helping to
run a household or working after school to support their
families. Often students can’t undertake conventional
high school extracurricular activities and community
involvement because of these important obligations. At
the same time, these family responsibilities themselves
are often building blocks of ethical character. Too
often, in fact, students and parents believe that high-
profile forms of service that are unlikely to build ethical
character count in admissions while these more
demanding and significant family contributions do not.
Often these contributions also aren’t inquired about
in the admissions process. Even when admissions
offices send the message that these contributions are
valued, students may not know where to discuss these
contributions on their application.
The admissions process should clearly send the
message to students, parents and other caregivers that
these types of family contributions are highly valued in
admissions and provide clear opportunities for applicants
to discuss them.
REPORT
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23. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 17
Recommendation #2:
Assessing Students’ Daily
Awareness of and Contributions
to Others
Orienting oneself around others and the common good
is certainly not simply a matter of formal acts of service.
Admissions offices should continually seek to better
assess whether students are kind, generous, honest,
fair and attuned to those who are struggling in their daily
lives. How fair and honest, for example, are students
in their daily interactions? How frequently and how far
does a student’s concern extend beyond themselves or a
small circle of people similar to them?
While recommendations sometimes capture these
qualities in students, often recommendations heavily
focus on academic abilities. Recommendations are also
often uniformly glowing and inflated, simply stringing
together superlatives about students; recommenders
aren’t required to be discerning about applicants’
ethical concerns and commitments. In addition to the
changes in the application process, we suggest it’s
vital that high school guidance counselors, teachers
and other stakeholders convey the message that how
students conduct their daily lives is critically important
in admissions and remind students and parents that
recommenders will be asked to reflect on students’
daily conduct.
We also encourage admissions offices to pilot and
evaluate various strategies for assessing and weighting
ethical engagement, sharing the results widely. How,
for example, do those students admitted because
more weight is given to their ethical engagement fare in
college, according to a variety of academic, emotional
and social measures, compared to other students?
RECOMMENDED CHANGES IN
THE APPLICATION PROCESS
Personal essay question: Applications might ask
students to reflect broadly on how they contribute to
others and on what values guide their lives.
Sample questions:
• “Do you think of yourself as a ‘good’ person?
Do you think other people are generally ‘good?’
How do you define ‘good?’ What makes a
‘good’ person?”
• “Explain what values are most important to you
and why.”
SUGGESTED CHANGES IN
APPLICATION RECOMMENDATIONS
Recommenders should supply specific, concrete
examples of concern for and contributions to
others. Recommenders might describe, for
instance, how specifically a student contributes to a
classroom, a school or a community, a specific act
of moral courage or a time when a student showed
an exemplary understanding of fairness.
We suggest recommendations include choices.
In addition to describing narratively applicants’
academic abilities and character, recommenders
might be encouraged, for example, to provide
three adjectives that best describe a student, or
to choose among a list of adjectives, only some
of which reflect ethical character, such as “kind”
or “fair.” Whether or not recommenders selected
adjectives with ethical content would be one factor
in assessing candidates.
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RECOMMENDATIONS FOR REDUCING
UNDUE ACHIEVEMENT PRESSURE,
REDEFINING ACHIEVEMENT, AND
LEVELING THE PLAYING FIELD FOR
ECONOMICALLY DIVERSE STUDENTS
Academic challenges clearly vary across different types
of communities. In many communities, students lack
access to key academic opportunities and resources.
Students may lack access, for example, to AP courses
and to important extracurricular activities that can build
academic and other skills. It’s vital that the admissions
process consider this lack of access and opportunity
in assessing students and not create a threshold for
academic activities and courses that some students will
not be able to cross.
On the other hand, in many middle- and upper-income
communities, students are overloading on AP courses
and extracurricular activities and fierce pressure to
attend high status colleges is taking a large emotional
and ethical toll. Rates of depression, delinquency,
substance abuse and anxiety, for example, appear to
be considerably higher in these communities than in
the general population of adolescents and research
suggests that achievement pressure is a significant
cause (Galloway, Conner, Pope, 2013; Luthar Becker,
2002). The intense focus on personal achievement can
also crowd out concern about others and the common
good. The admissions process should not only elevate
the importance of ethical engagement; it should seek to
deflate this undue academic performance pressure.
The following recommendations seek to both strengthen
the prospects of economically diverse students and
to decelerate the excessive academic performance
pressure that can be destructive to students in better
off schools.
Recommendation #1:
Prioritizing Quality—Not
Quantity—of Activities
Admissions offices should clearly indicate that
numerous extracurricular activities or long “brag
sheets” do not increase students’ chances of
admission. Applications should state plainly both that
students should feel no pressure to note more than
two or three substantive extracurricular activities and
that students should focus on the qualitative aspects
of their participation. Applications should discourage
students from reporting activities that have not been
meaningful to them and provide room to list perhaps
no more than four activities or to describe two or three
meaningful activities narratively. Admissions offices
should define students’ potential for achievement in
terms of the depth of their intellectual and ethical
engagement and potential, not in terms of the number
of their accomplishments. If students want to note more
than three activities, they should make clear that these
additional activities are lower priorities for them.
Recommendation #2:
Awareness of Overloading
on AP/IB Courses
Admissions offices should convey to students that
taking large numbers of AP or IB courses per year is
often not as valuable as sustained achievement in a
limited number of areas. While many students lack
access to AP courses, some students are overloading
on AP courses. Some students taking numerous
AP courses and other advanced courses in a single
year, to be sure, can benefit from this courseload
and these students should not be viewed unfavorably
in admissions. Others may find their academic
and personal development jeopardized by taking a
courseload for which they are not prepared. Admissions
offices should encourage students to take courses that
25. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 19
are appropriate for their academic development and
emphasize that taking large numbers of AP, IB, honors,
or college courses is not right for everyone. Even the
most advanced students may benefit from avoiding
course “overload” and devoting more time for scholarly
work that allows unstructured reflection and encourages
the development of intellectual curiosity.
Recommendation #3:
Discouraging “Overcoaching”
Students and families should consider a number of
issues in obtaining outside help with applications,
coaching, and test prep. Admissions offices should
discourage students and parents from seeking
inappropriate help to prepare applications and warn
students that applications that are “overcoached”
can be transparent and detrimental to admission. It’s
crucial for students to understand that originality and
authenticity are aspects of character that colleges
look for and view favorably. Admission officers should
consider inviting students (and families) to reflect
on the ethical challenges they faced during the
application process. For example, typical presentations
to prospective students and parents about applying
to college could include a section addressing relevant
ethical issues. The college application could include
an essay question asking the student to describe and
discuss the ethical challenges they experienced during
the college application process.
Recommendation #4:
Options for Reducing
Test Pressure
Admissions offices and other stakeholders should work
together to reduce unfair advantages and reduce undue
pressure associated with admission tests (SAT and ACT).
Options for reducing this pressure include: making these
tests optional, clearly describing to applicants how much
these tests “count” and how they are considered in the
admissions process, and discouraging students from
taking an admissions test more than twice. Colleges and
testing companies should convey that taking the test
more than twice is very unlikely to significantly improve
students’ scores. Colleges should provide data that
validate how scores are related to academic performance
at their particular institution.
Recommendation #5:
Expanding Students’ Thinking
about “Good” Colleges
Admissions officers and guidance counselors and other
stakeholders should challenge the misconception that
there are only a handful of excellent colleges and that
only a handful of colleges create networks that are vital
to job success. It is incumbent on parents to underline
this misconception as well. There is a broad range of
excellent colleges across the country, and students who
attend these colleges are commonly successful later
in life in the full array of professions. There are many
roads to Rome, and students and parents should be far
more concerned with whether a college is an appropriate
match for students than how high its status it is.
26. 20 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
REPORT
CONCLUSION
In sum, we certainly do not expect
all college admissions officers, high
school guidance counselors or other
stakeholders to wholly embrace
these recommendations. Our hope,
in fact, is that college admissions
officers will take up some of these
recommendations and improve on
others. What we are convinced of
is that far too often colleges, high
schools and parents are placing more
and more pressure on young people
to focus on personal success at the
expense of others and our common
goals. And we are concerned that
too often colleges, high schools and
parents are competing—engaging in
an “arms race”—that is costly both
to young people and to our society.
Fighting these problems and this
contagion will require many individual
acts of courage and discipline on
the part of admissions officers,
guidance counselors, students and
their parents. But it will also require
collective action. It will require those
involved in admissions to band
together with others to hold up,
expect and honor in young people a
more ethical and meaningful way of
leading a life, to create a healthier
balance in young people between their
self-concerns and their investment
in others and the larger world. Our
hope is that this report will be part of
many conversations, partnerships and
widely-shared agreements that move
us closer to this vital goal.
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27. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 21
Appendix
28. 22 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
Endorsers
Martha Blevins Allman, Dean of Admissions,
WAKE FOREST UNIVERSITY
Diane Anci, Dean of Admission Vice President for
Enrollment, KENYON COLLEGE
Cindy Babington, Vice President for Admission Financial
Aid, DEPAUW UNIVERSITY
Phillip Ballinger, Associate Vice President for Enrollment
and Undergraduate Admissions,
UNIVERSITY OF WASHINGTON
Michael Beseda, Vice President for Enrollment and
University Communications, WILLAMETTE UNIVERSITY
Todd Bland, Headmaster, MILTON ACADEMY
Jim Bock, Vice President and Dean of Admissions,
SWARTHMORE COLLEGE
Julie Browning, Dean for Undergraduate Enrollment,
RICE UNIVERSITY
Flora Z. Chan, Associate Director of Student Life for
Diversity and Community, AMHERST COLLEGE
Debra J. Chermonte, Vice President and Dean of
Admissions and Financial Aid, OBERLIN COLLEGE
Jonathan Cohen, President,
NATIONAL SCHOOL CLIMATE CENTER
KC Cohen, Middle and Upper School Counselor,
RIVERDALE COUNTRY SCHOOL
Susan Dileno, Vice President for Enrollment Management,
OHIO WESLEYAN UNIVERSITY
Zina Evans, Vice President for Enrollment Management,
Associate Vice Provost, UNIVERSITY OF FLORIDA
Stephen M. Farmer, Vice Provost for Enrollment and
Undergraduate Admissions
UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
Matthew X. Fissinger, Director of Undergraduate Admission,
LOYOLA MARYMOUNT UNIVERSITY
William R. Fitzsimmons, Dean of Admissions and Financial
Aid, HARVARD UNIVERSITY
Andrew Flagel, Senior Vice President for Students and
Enrollment, BRANDEIS UNIVERSITY
Katie Fretwell, Dean of Admission and Financial Aid,
AMHERST COLLEGE
Scott Friedhoff, Vice President for Enrollment and College
Relations, COLLEGE OF WOOSTER
Eric J. Furda, Dean of Admissions,
UNIVERSITY OF PENNSYLVANIA
Howard Gardner, Professor,
HARVARD GRADUATE SCHOOL OF EDUCATION
Barbara Gill, Associate Vice President for Enrollment
Management, UNIVERSITY OF MARYLAND
Donald Heller, Dean, College of Education,
MICHIGAN STATE UNIVERSITY
Michael S. Hills, Director of Admissions,
DENISON UNIVERSITY
Rev. Dennis H. Holtschneider, CM, President,
DEPAUL UNIVERSITY
HORACE MANN SCHOOL
Donald Hossler, Senior Scholar, Center For Enrollment
Research, Policy, and Practice, ROSSIER SCHOOL OF
EDUCATION, USC
INDEPENDENT SCHOOL HEALTH ASSOCIATION
Kedra Ishop, PhD, Associate Vice President for Enrollment
Management, UNIVERSITY OF MICHIGAN
Bill Jackson, Founder, President, CEO, GREATSCHOOLS
Stephanie Jones, Associate Professor,
HARVARD GRADUATE SCHOOL OF EDUCATION
Steve Klein, Vice President, Enrollment Management,
ALBION COLLEGE
Maria Laskaris, Dean of Admissions and Financial Aid,
DARTMOUTH COLLEGE
John F. Latting, Assistant Vice Provost for Undergraduate
Enrollment, Dean of Admission, EMORY UNIVERSITY
Cornell Lesane, Dean of Admissions, ALLEGHENY COLLEGE
Jason C. Locke, Associate Vice Provost for Enrollment,
CORNELL UNIVERSITY
Jessica Marinaccio, Dean of Undergraduate Admissions
and Financial Aid, COLUMBIA UNIVERSITY
John Mahoney, Director of Undergraduate Admissions,
BOSTON COLLEGE
Robert Massa, Senior Vice President Enrollment
Institutional Planning, DREW UNIVERSITY
Kathleen McCartney, President, SMITH COLLEGE
Ann Bowe McDermott, Director of Admissions,
COLLEGE OF THE HOLY CROSS
Judith McLaughlin, Senior Lecturer,
HARVARD GRADUATE SCHOOL OF EDUCATION
Scott Meiklejohn, Dean of Admission and Financial Aid,
BOWDOIN COLLEGE
APPENDIX
29. Turning the Tide | Inspiring Concern for Others and the Common Good through College Admissions 23
James Miller, Dean of Admission, BROWN UNIVERSITY
Courtney Minden, Dean of Undergraduate Admissions,
BABSON COLLEGE
MacKenzie Moritz, Associate Director for Strategic
Partnerships, FRANKLIN PROJECT AT THE ASPEN INSTITUTE
Eric Monheim, Director of College Counseling,
ST. MARK’S SCHOOL
Jacob Murray, Faculty Director for Professional Education,
BOSTON UNIVERSITY SCHOOL OF EDUCATION
NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS
James Nondorf, Vice President, Dean of Admission and
Financial Aid, UNIVERSITY OF CHICAGO
Angel B. Perez, Vice President for Enrollment and Student
Success, TRINITY COLLEGE
Denise Pope, Senior Lecturer,
STANFORD GRADUATE SCHOOL OF EDUCATION AND
CO-FOUNDER, CHALLENGE SUCCESS
Jeremiah Quinlan, Dean of Undergraduate Admission,
YALE UNIVERSITY
Janet Lavin Rapelye, Dean of Admission,
PRINCETON UNIVERSITY
Gregory Warren Roberts, Dean of Admission,
UNIVERSITY OF VIRGINIA
Walter Anthony Robinson, Associate Vice Chancellor,
UNIVERSITY OF CALIFORNIA DAVIS
Michael John Roe, Ed.D., Principal, POLY HIGH SCHOOL
James Ryan, Dean, HARVARD GRADUATE SCHOOL
OF EDUCATION
Mandy Savitz-Romer, PhD, Senior Lecturer and Director,
PREVENTION SCIENCE AND PRACTICE AND CAS IN
COUNSELING PROGRAMS, HARVARD GRADUATE SCHOOL
OF EDUCATION
Stuart Schmill, Dean of Admissions,
MASSACHUSETTS INSTITUTE OF TECHNOLOGY
Falone Serna, Director of Admission, REED COLLEGE
Mike Sexton, Vice President for Enrollment Management,
SANTA CLARA UNIVERSITY
Audrey Smith, Vice President for Enrollment,
SMITH COLLEGE
Rod Skinner, Director of College Counseling,
MILTON ACADEMY
Joseph A Soares, Chair, Department of Sociology,
Professor of Sociology, WAKE FOREST UNIVERSITY
Eric Staab, Dean of Admission and Financial Aid,
KALAMAZOO COLLEGE
Andrew K. Strickler, Dean of Admission Financial Aid,
CONNECTICUT COLLEGE
Jonathan M. Stroud, Vice President for Enrollment
Communications, EARLHAM COLLEGE
Lloyd Thacker, Executive Director,
EDUCATION CONSERVANCY
J. Carey Thompson, Vice President of Enrollment and
Communications, RHODES COLLEGE
Michael Thorpe, Dean for Enrollment Management,
WABASH COLLEGE
Kristin R. Tichenor, Senior Vice President,
WORCESTER POLYTECHNIC INSTITUTE
William Vanderbilt, Vice President for Admissions,
HOPE COLLEGE
Kelly Walter, Associate Vice President and Executive
Director, Admissions, BOSTON UNIVERSITY
Mitch Warren, Director, Office of Admissions,
PURDUE UNIVERSITY
Roger P. Weissberg, Board Vice Chair and Chief Knowledge
Officer, CASEL; Professor,
UNIVERSITY OF ILLINOIS AT CHICAGO
Harold Wingood, Interim Dean of Admission and Financial
Aid, ANTIOCH COLLEGE
Richard Weissbourd, Senior Lecturer,
HARVARD GRADUATE SCHOOL OF EDUCATION
James Youniss, Wylma R. James R. Curtin Professor
Emeritus, THE CATHOLIC UNIVERSITY OF AMERICA
Jeff Young, Superintendent, CAMBRIDGE PUBLIC SCHOOLS
Vicki Zakrzewski, Education Director,
GREATER GOOD SCIENCE CENTER AT UC BERKELEY
In addition, Turning the Tide is supported by THE BOARD
OF DIRECTORS OF THE COALITION FOR ACCESS,
AFFORDABILITY, AND SUCCESS, and by THE GREAT
LAKES COLLEGES ASSOCIATION. Endorsing this report
signifies general agreement with the report and its
recommendations, not necessarily agreement with
every specific point and recommendation. Visit
www.makingcaringcommon.org for additional endorsers.
30. 24 MAKING CARING COMMON | A Project of the Harvard Graduate School of Education
EXECUTIVESUMMARY
References
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APPENDIX
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32. MAKING CARING COMMON PROJECT
HARVARD GRADUATE SCHOOL OF EDUCATION
14 Appian Way
Cambridge, MA 02138
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mcc@gse.harvard.edu