Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Tuesday, April 23, 2013
Thursday, April 4, 2013
Health and Physical Education
The Health and Physical Education major leads to a Bachelor of Science degree and prepares students for teaching health and physical education in grades P-12. The Health and Physical Education major is designed to develop knowing, sharing, caring teachers with a Christian philosophy who are specialists in the areas of health and physical education.
BACHELOR OF SCIENCE
LIBERAL ARTS CORE
Communication Skills
EN 101, 102 (Freshman Composition) 6 hrs.
CM 130 (Intro to Communication) 3 hrs.
Humanities
EN 200 (Intro to Literature) 3 hrs.
Art-Music Appreciation/Philosophy/Theater/Foreign Language/Literature 3 hrs.
Social & Behavioral Science
History 3 hrs.
PY 220 (Human Growth/Development) 3 hrs.
Natural Sciences/Mathematical Reasoning
SC 101 (Scientific Reasoning) 1 hr.
SC 111 (Biology I) 4 hrs.
Mathematics (MA 124or higher) 3 hrs.
Christian Ministries
BI 111 (Biblical Literature & History) 3 hrs.
BI 112 (Interpreting Biblical Literature) 3 hrs.
BI 300 (Gospel of John) 3 hrs.
TH 237 (Christian Ethics) 3 hrs.
Physical Wellness
PE 105 1 hr.
FS 101 (Freshman Seminar) 2 hrs.
SS 400 (Senior Seminar) 1 hr.
Total 45 hrs.
MAJOR LOWER AND UPPER LEVEL COURSES
Foundation Courses
ED 101 (Orientation to Teaching) 1 hr.
ED 200 (Principles of American Education ) 3 hrs.
EM/ES 350 (Media and Technology) 3 hrs.
ED 403 (Exceptional Children) 3 hrs.
Kinesiology Courses
SC 330 (Anatomy I) 4 hrs.
SC 331 (Anatomy II) 4 hrs.
KN 215 (First Aid/Safety) 3 hrs.
KN 218 (History/Philosophy PE) 3 hrs.
KN 219 (Personal/Community Health) 3 hrs.
KN 313 (Organization/Admin PE) 3 hrs.
KN 314 (Nutrition) 3 hrs.
KN 319 (Athletic Training) 3 hrs.
KN 321 (Kinesiology) 3 hrs.
KN 322 (Exercise Testing and Prescription) 3 hrs.
KN 401 (Tests and Measurements) 3 hrs.
KN 413 (Motor Learning) 3 hrs.
KN 414 (Exercise Physiology) 3 hrs.
Professional Courses
HPE 320 (Health Education) 3 hrs.
HPE 400P (August Experience) 1 hr.
HPE 415 (Teaching Individual/Dual Sports) 2 hrs.
HPE 416 (Teaching Team Sports) 2 hrs.
HPE 417 (Teaching Dance) 2 hrs.
HPE 418 (Teaching Outdoor Sports) 2 hrs.
HPE 420 (P-5 Methods) 3 hrs.
HPE 421 (6-12 Methods) 3 hrs.
HPE 431 (Adapted PE) 3 hrs.
HPE 451 (Classroom/Behavior Mgmt) 3 hrs.
HPE 475 (Student Teaching) 12 hrs.
TOTAL 132 hrs.
Thursday, March 28, 2013
Fairfield University dean named Distinguished Woman in Higher Education
Robbin Crabtree, Ph.D., dean of the College of Arts and Sciences at Fairfield University, received the 2013 Distinguished Administrative Woman in Higher Education Award presented today by the Connecticut American Council on Education (ACE) Women's Network. The award is designed to recognize and honor those Connecticut women who have distinguished themselves by providing outstanding leadership to women in their institutions, in their profession, and in society-at-large.
Dr. Crabtree, a Fairfield, Conn. resident, received the award at the organization's 2013 spring conference at the University of Hartford.
"I am very pleased and proud the committee singled out Dean Robbin Crabtree," said the Rev. Paul Fitzgerald, S.J., the University's senior vice president for academic affairs. "Robbin's service to Fairfield University's Jesuit mission is exemplary in so many ways. She demonstrates on a daily basis her deep understanding of, and commitment to, Jesuit ideals of intellectual rigor, integrative ways of thinking, knowing and creating, and a willing spirit of civic engagement and social responsibility in the education of all our students for the sake of human dignity and social justice. She does all this with passion, with joy and with a generosity of spirit that is truly infectious."
Dean since 2008, Dr. Crabtree has shown a commitment to diversity and the mentoring of women in many ways. Of the 30 faculty members she has hired, 50 percent are women and a third are members of historically under-represented groups or international scholars. She has appointed and mentored at least 10 first-time women department chairs, many in departments that have never had a female chair.
"My generation of faculty often were not mentored very well, but we need to do better for the next generation," said Dr. Crabtree. "As a former department chair, I know how important it is to have guidance about professional development, and support for balancing the many responsibilities and demands facing chairs, particularly when we are motivated to change our departments for the better and make lasting contributions to the university. As dean, I want to create the conditions in which faculty can thrive, so that they are able to succeed in their research and create meaningful engagements for our students in and beyond the classroom. It's a 'pay it forward' kind of process; the better folks are mentored, the better mentors they also will be for their students and their colleagues. I also learn so much in the process. Mentoring is a two-way street, so I really see it as 'co-mentoring'."
Prior to being appointed dean, Dr. Crabtree was professor of communication and the founding director of Fairfield's Office of Service Learning. She came to the University in 2001 from New Mexico State University, where she was an associate professor in the Department of Communication Studies. She was chair of the Department of Communication at Fairfield from 2001 to 2007.
Dr. Crabtree was named Teacher of the Year in 2007 by Fairfield's chapter of Alpha Sigma Nu, the Jesuit honor society. She has published more than 40 scholarly articles and chapters and presented papers at academic conferences across the country and in several international contexts.
Media Contact: Meredith Guinness, (203) 254-4000, ext. 2950, mguinness@fairfield.edu
Posted on March 22, 2013
Vol. 45, No. 230
Friday, March 22, 2013
Excelsior College Poll: Research Shows Higher Education Top Priority For Servicemembers
Excelsior College Poll: Research Shows Higher Education Top Priority For Servicemembers
ALBANY, N.Y. (February 27, 2013) — The Patriot Poll, an online survey conducted by the Excelsior College Polling Institute, reveals strong interest among active duty military personnel in pursuing higher education during their transition to civilian life, as well as a desire for flexible options and online learning solutions to complete their degrees.
Results of the Patriot Poll research findings were presented by Excelsior College at the Council of College and Military Educators Annual Symposium, in San Diego, Calif., on February 27, 2013.
The 678 respondents nationwide were loud and clear about the importance of a college degree to success in a post-military career. Nearly nine in ten (88.4 percent) believe that earning a degree was very or somewhat important to their future success. In addition, 43.4 percent believe that salary levels are higher for persons with a college degree.
The majority of participants (75.4 percent) were aware that military job training can be accepted as college credit, an important consideration in planning a degree path as a civilian. More than half of the respondents intend to work while they attend college after military life. Equal amounts, 28.7 percent, stated that they plan to study either full- or part-time while working either full-or part-time. Only 16.6 percent had plans to attend school full-time and not work while doing so.
An “online four-year school” was of most interest to one-fifth of all Patriot Poll respondents (19.4 percent). About one-third preferred a four-year public school (33.7 percent), a community college (20.8 percent), or a four-year private school (13.4 percent).
Regardless of the preferred institution, however, 81 percent expressed interest in online programs that allow students to study at their own pace and take exams when they are ready.
Regarding the use of text books, 37 percent of respondents said they preferred “E-Books” sent electronically to their own devices or computers versus printed & bound text books. Only 17 percent had no preference, 28.5 percent preferred traditional text books and 12.5 percent said they would opt for whichever is less expensive.
In terms of choosing a college, 59.4 percent cited financial considerations the most important criteria. Financial aid was ranked second, at 48.8 percent. However, only half (49.4 percent) indicated they were aware of Veterans education benefits and planned to use them. A full one-fifth (20.6 percent) of respondents said they were either unsure of or did not know how to use these benefits.
Three-quarters of those surveyed indicated support from relatives or their spouse in degree planning and school decision making was “very” (33.7 percent) or “somewhat” (39.9 percent) important.
The Patriot Poll reported the most popular fields of study among service members include business/management (19.4 percent), medicine/healthcare (18.3 percent), criminal justice/law/security (15.2 percent), computer science/IT (13.4 percent), science (7.8 percent) and engineering (5.7 percent).
About the Patriot Poll
The Patriot Poll was conducted by Excelsior College which focuses on military issues and higher education. For full results, including crosstabs: http://bit.ly/PatriotPoll
Research Methodology
The Patriot Poll surveyed 678 active duty servicemen and women. Participants have either earned a degree and plan another; are enrolled in a college degree program; or are interested in a degree but have not yet enrolled. The poll was conducted November 18-22, 2012. Participants completed an online survey. The poll has a +/- four percent margin of error at a 95 percent confidence level.
About Excelsior College
Excelsior College is a regionally accredited, nonprofit distance learning institution that focuses on removing obstacles to the educational goals of adult learners. Approximately 31 percent of Excelsior’s students are active-duty or reserve military personnel. Founded in 1971 and located in Albany, NY, Excelsior offers more efficient and affordable access to degree completion through multiple avenues: its own online courses and college-level proficiency examinations, and the acceptance in transfer of credit from other colleges and universities as well as recognized corporate and military training programs. Excelsior College is accredited by the Middle States Commission on Higher Education.
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Education Partnership Encourages Navy Machinist Mate to Complete Degree
Education Partnership Encourages Navy Machinist Mate to Complete Degree
By Judy Reed, Center for Military Education at Excelsior College--
Juventino Gaytan, Jr. of San Diego, a machinist mate, after separating from the Navy heard news about the education partnership between the Department of California Veterans of Foreign Wars and Excelsior College in January 2012. He was one of the first to contact the college about enrolling under the partnership and joined the VFW the following month.
“The best advice I can offer any Californian in the nuclear Navy who wants to finish their education is to join the VFW, enroll at EC, and finish their education. Joining the VFW allows you the opportunity to help your fellow veteran as well as providing a reduced tuition benefit with Excelsior College,” Gaytan explained.
Gaytan previously attended University of California Santa Cruz for two years and then decide to enter the U.S. Navy in 2002. While in the Navy, he continued his education taking classes working toward a nuclear power degree, and always keeping in mind his goal of obtaining a bachelor’s degree.
Gaytan added, “Earning a bachelor's degree is going to allow me to continue my educational goals of pursuing a post-graduate degree and coupled with my military and current work experience will also provide a well rounded degree of experience, education and service that any employer will certainly benefit.”
Currently, Juventino Gaytan works for Life Cycle Engineering as an office manager and also as an independent tax preparer and notary finds distance learning a benefit. “Without a doubt, online and distance learning were the most convenient method for my degree progression. The 8 week format was especially beneficial when I needed to take a general education course and I felt comfortable with the material and just wanted to get the course completed quickly. The benefit of the 15-week format has been extremely helpful in my current Calculus II course because the material is being presented at a more traditional pace where I can take more time to absorb and process all that I'm learning.”
Juventino Gaytan will take his final course in the spring of 2013 in Integrated Technology Assessment and he plans to participate in the Excelsior College graduation ceremony in July of 2013 in Albany, NY. His parting words to other VFW members considering going to college, “In order to be successful at EC or any college whether it be a brick and mortar college or a virtual classroom, you have to put time and effort into your homework.”
Sunday, March 3, 2013
Fielding alumni present at the 43rd Annual National Indian Education Association Convention
Posted by Hilary Edwards on Mon, Nov 19, 2012
The theme for this year's convention was "Maintaining Traditions in a Digital Era" and the conference was filled with exciting dialog, inspiration, and sharing of innovative ideas for use in the classroom. The NIEA Annual Convention and Tradeshow brings together Native leaders, congressional representatives, educators, students and school administrators to share best practices, connect with others who are passionate about educating Native students, and pursue solutions to education issues that affect Native communities. Each year, the convention teaches attendees about the local tribal culture and language through various evening events. NIEA’s board of directors and resolutions for yearly legislative priorities are also determined at this event.
Pictured above (left to right): Henry Fowler, Fielding faculty Kathy Tiner, Sandy Kewanhaptewa Dixon, and friend Charlene Teters.
News Archive
"Immigration: Undocumented Students in Higher Education" study findings unveiled in Washington, D.C.
Research, conducted by Fairfield University, Loyola University Chicago, and Santa Clara University, adds to debate on policies for undocumented students
Guadalupe, an undocumented student at Fairfield University who was born in Mexico and graduated from the Bridgeport, Conn. public school system, hopes to work in Information Systems one day. The outgoing Dolan School of Business freshman receives tuition assistance, enjoys classes taught by Vishnu Vinekar and Mary Murphy, and likes that there's "a fair number" of undocumented students at Fairfield. But without citizenship, the bright 18-year-old has a number of obstacles that might hold her back, including studying abroad and uncertain career prospects since she doesn't have a social security number. President Obama's Deferred Action for Childhood Arrivals (DACA) program offers her temporary relief so she can get a driver's license and obtain authorization to work legally.
To help students like Guadalupe, Jesuit university and college presidents, senators, and members of Congress joined more than 50 students and dozens of faculty and administrators this morning at an event, "Immigration: Undocumented Students in Higher Education," held in the Dirksen Senate Office Building. There, researchers unveiled the findings of a Ford Foundation-funded study, Immigrant Student National Position Paper, an endeavor led by Fairfield's Center for Faith and Public Life in Connecticut, in collaboration with Loyola University Chicago's Center for Urban Research and Learning and Santa Clara University in California. The study proposes a new model of leadership in higher education regarding access to education, particularly for the undocumented.
Of the 65,000 undocumented American students who graduate high school annually, roughly 5-10% of these students enter post-secondary education. A handful at the top of their class are awarded merit-based scholarships or find a way to finance attendance at a Jesuit institution, with their storied history of serving immigrants.
The presidents of 25 Association of Jesuit Colleges and Universities (AJCU) recently signed a moral statement, pledging their support, to the education and care of undocumented students, and many were at the event to support these individuals who were brought to the U.S. as young children by parents who either overstayed a legal visa or entered the country without the authorization of the federal government. Researchers said their obstacles, issues, and desires serve as a to do list of what any new practices and procedures must address. They include:
Inability to reach potential: In the U.S. today, many undocumented students - bright, talented, and motivated young men and women - find themselves prevented from developing their full potential, limited in their ability to contribute to the civic life of their surroundings.Fear of deportation: Underlying the college admissions process for undocumented students is the ongoing fear of being deported. From application to graduation, they worry whether their status will change their life or a family member's forever.Broken dreams: A group of people are eager to become teachers, accountants, engineers, nurses, and physicians. However, these dreamers are barred from pursuing those professions since they are not American citizens, and therefore they cannot get the proper certifications nor do internships to meet degree requirements.Limited opportunities: Other barriers they face include inability to work on and off campus; study abroad; go on service trips: take on resident assistant, student government or other leadership roles; participate in research; and attend academic conferences.No financial aid: The undocumented cannot apply for or receive any federal aid, including federal work-study stipends, and state aid is limited or non-existent for them.Isolation: They feel disconnected from fellow students and professors.Culture shock: Some experience college campus culture shock because the demographics are so different from where they came from.Lack of public support: Over 75% of Jesuit university staffers believe that enrolling and supporting undocumented students fits with the mission of Jesuit higher education and more than 60% support the idea that it should be an institutional priority. However, most staff recognized that their institutions do not publicly identify their support for the undocumented.
Recognizing the urgency of this immigration related problem, the study - featuring in-depth interviews with undocumented students, community advocates and university staff members - examined undocumented students' complex lives across the 28 American Jesuit colleges and universities, where there is no consistent policy regarding undocumented students.
"At the heart of the Immigrant Student National Position Paper is a call for improved institutional practices at Jesuit institutions in the United States to help these young people flourish on campus and off," said Project Leader Rev. Richard Ryscavage, S.J., a Jesuit priest who is the director of the Center for Faith and Public Life and professor of sociology. "Ultimately, this project presents a way of proceeding on this area of immigration that informs and helps shape the national educational discourse. Our findings revealed that a pathway to citizenship will not solve all of the challenges these student face. Additional policies that address the needs of the students as well as their families are critical."
Federal law does not prohibit the admission of undocumented students to public universities or colleges; states may admit or bar undocumented students from enrolling as a matter of policy or through legislation.
"If the whole Jesuit system of higher education were to become fully engaged in the challenges and issues of undocumented students, perhaps private, public and Catholic colleges and universities could be emboldened to do so as well," Fr. Ryscavage emphasized.
Project recommendations include:
Support reform of U.S. immigration law that includes a path to citizenship for undocumented students. A majority of Jesuit presidents have already signed a document supporting this path.Modify admissions materials so that applicants don't have to put their social security numbers or citizenship status to apply.Identify that aid is available to undocumented students.Create a database of alumni who were undocumented who can assist undocumented students with their post grad careers.Train university staff specifically on the needs of the undocumented.Researchers hope to make a substantive contribution to the common good of the nation from a principled Catholic perspective. Project Manager Melissa Quan, associate director of the Center for Faith and Public Life and director of Service Learning, noted, "We see these individuals' promise and want to help them reach their full human potential, it is our responsibility."
For more information, visit http://www.fairfield.edu/cfpl/cfpl_immigrant.html.
Images: 1) The presidents of 25 Association of Jesuit Colleges and Universities (AJCU) recently signed a moral statement, pledging their support, to the education and care of undocumented students, and many were at the event. 2) Researchers from Fairfield University, Loyola University Chicago, and Santa Clara University, on Capitol Hill, in Washington, D.C., February 26. 2013. (Seated left-right) Suzanna Klaf, Terry Ann Jones (Fairfield University), Cynthia Mertens, (Santa Clara University), Rev. Richard Ryscavage, S.J. (Fairfield University), (Standing left-right) Rev. Jeffrey P. von Arx, S.J. (President of Fairfield University), Laura Nichols (Santa Clara University), Maria Guzman (Loyola Chicago University), Ana Maria Siscar (Fairfield University), and Kurt Schlichting (Fairfield University). Photos by Mike Theiler.
Fairfield University is a Jesuit University, rooted in one of the world's oldest intellectual and spiritual traditions. More than 5,000 undergraduate and graduate students from 36 states, 47 foreign countries, the District of Columbia and Puerto Rico are enrolled in the University's five schools. In the spirit of rigorous and sympathetic inquiry into all dimensions of human experience, Fairfield welcomes students from diverse backgrounds to share ideas and engage in open conversations. The University is located in the heart of a region where the future takes shape, on a stunning campus on the Connecticut coast just an hour from New York City.
?Founded in 1870, Loyola University Chicago is one of the nation's largest Jesuit, Catholic universities, with nearly 16,000 students. Nearly 10,000 undergraduates hailing from all 50 states and 82 countries call Loyola home. The University has four campuses: three in the greater Chicago area and one in Rome, Italy, as well as course locations in Beijing, China; Saigon-Ho Chi Minh City, Vietnam; Vernon Hills, Illinois (Cuneo Mansion and Gardens); and a Retreat and Ecology Campus in Woodstock, Illinois. The University features 10 schools and colleges, including the Quinlan School of Business, Marcella Niehoff School of Nursing, Stritch School of Medicine, College of Arts and Sciences, School of Communication, School of Continuing and Professional Studies, School of Education, School of Law, School of Social Work, and Graduate School. Consistently ranked a top national university by U.S.News & World Report, Loyola is also among a select group of universities recognized for community service and engagement by prestigious national organizations like the Carnegie Foundation and the Corporation for National and Community Service. To learn more about Loyola, visit LUC.edu, "like" us at Facebook.com/LoyolaChicago, or follow us on Twitter via @LoyolaChicago.
Santa Clara University, a comprehensive Jesuit, Catholic university located 40 miles south of San Francisco in California's Silicon Valley, offers its more than 8,800 students rigorous undergraduate curricula in arts and sciences, business, theology, and engineering, plus masters and law degrees and engineering Ph.D.s. Distinguished nationally by one of the highest graduation rates among all U.S. masters universities, California's oldest operating higher-education institution demonstrates faith-inspired values of ethics and social justice. For more information, see www.scu.edu.
Posted on February 26, 2013
Vol. 45, No. 204
Friday, March 1, 2013
Health and Physical Education
The Health and Physical Education major leads to a Bachelor of Science degree and prepares students for teaching health and physical education in grades P-12. The Health and Physical Education major is designed to develop knowing, sharing, caring teachers with a Christian philosophy who are specialists in the areas of health and physical education.
BACHELOR OF SCIENCE
LIBERAL ARTS CORE
Communication Skills
EN 101, 102 (Freshman Composition) 6 hrs.
CM 130 (Intro to Communication) 3 hrs.
Humanities
EN 200 (Intro to Literature) 3 hrs.
Art-Music Appreciation/Philosophy/Theater/Foreign Language/Literature 3 hrs.
Social & Behavioral Science
History 3 hrs.
PY 220 (Human Growth/Development) 3 hrs.
Natural Sciences/Mathematical Reasoning
SC 101 (Scientific Reasoning) 1 hr.
SC 111 (Biology I) 4 hrs.
Mathematics (MA 124or higher) 3 hrs.
Christian Ministries
BI 111 (Biblical Literature & History) 3 hrs.
BI 112 (Interpreting Biblical Literature) 3 hrs.
BI 300 (Gospel of John) 3 hrs.
TH 237 (Christian Ethics) 3 hrs.
Physical Wellness
PE 105 1 hr.
FS 101 (Freshman Seminar) 2 hrs.
SS 400 (Senior Seminar) 1 hr.
Total 45 hrs.
MAJOR LOWER AND UPPER LEVEL COURSES
Foundation Courses
ED 101 (Orientation to Teaching) 1 hr.
ED 200 (Principles of American Education ) 3 hrs.
EM/ES 350 (Media and Technology) 3 hrs.
ED 403 (Exceptional Children) 3 hrs.
Kinesiology Courses
SC 330 (Anatomy I) 4 hrs.
SC 331 (Anatomy II) 4 hrs.
KN 215 (First Aid/Safety) 3 hrs.
KN 218 (History/Philosophy PE) 3 hrs.
KN 219 (Personal/Community Health) 3 hrs.
KN 313 (Organization/Admin PE) 3 hrs.
KN 314 (Nutrition) 3 hrs.
KN 319 (Athletic Training) 3 hrs.
KN 321 (Kinesiology) 3 hrs.
KN 322 (Exercise Testing and Prescription) 3 hrs.
KN 401 (Tests and Measurements) 3 hrs.
KN 413 (Motor Learning) 3 hrs.
KN 414 (Exercise Physiology) 3 hrs.
Professional Courses
HPE 320 (Health Education) 3 hrs.
HPE 400P (August Experience) 1 hr.
HPE 415 (Teaching Individual/Dual Sports) 2 hrs.
HPE 416 (Teaching Team Sports) 2 hrs.
HPE 417 (Teaching Dance) 2 hrs.
HPE 418 (Teaching Outdoor Sports) 2 hrs.
HPE 420 (P-5 Methods) 3 hrs.
HPE 421 (6-12 Methods) 3 hrs.
HPE 431 (Adapted PE) 3 hrs.
HPE 451 (Classroom/Behavior Mgmt) 3 hrs.
HPE 475 (Student Teaching) 12 hrs.
TOTAL 132 hrs.
Tuesday, February 12, 2013
"Race to Nowhere," "Temple Grandin" highlight education film series at Fairfield University
Fairfield University's Graduate School of Education and Allied Professions (GSEAP) will host a free public film series beginning on Wednesday, February 20 with the first of three films about the American educational system and related topics. The series is sponsored by GSEAP, The Office of Graduate Student Life and the Connecticut Writing Project-Fairfield.
The films will be shown in the multimedia room of the University's DiMenna-Nyselius Library with ample parking behind the Quick Center for the Arts. Fairfield welcomes the public to these free screenings. Light refreshments will be served and GSEAP faculty will facilitate discussions following each film.
The first film is "Race to Nowhere," which will be screened at 7 p.m. on Wednesday, February 20. Released in 2010, this thought-provoking film features the troubling stories of students across the country pushed to the brink by overscheduling, over-testing and the relentless pressure to achieve. Sheri Linden of the Los Angeles Times called "Race to Nowhere" "a dire warning and solid piece of advocacy journalism, complete with an action checklist at film's end."
Next up is the award-winning "Temple Grandin" (2010) at 7 p.m. on Wednesday, March 27. Claire Danes won an Emmy, a Golden Globe and a Screen Actors Guild Award for her performance as the title character, a woman who refuses to let autism limit her true potential. "The best biopic in a very, very long time," wrote A.O. Scott of At the Movies.
The final film in the series, "The Revisionaries," will be screened at 7 p.m. on Thursday, April 25. This 2012 documentary showcases how public education has become the latest battleground in a new wave of cultural, religious and ideological clashes, with local Texas education board members advancing agendas of Creationism and other religious issues in public schools. "It's a symbolic fight of our times, making [the film] a compelling and involving work," wrote critic Cary Darling of the Fort Worth Star-Telegram.
For more information, contact Stephanie Burrell Storms, Ed.D., at (203) 254-4000, ext. 3334 or sstorms@fairfield.edu.
Media Contact: Meredith Guinness, (203) 254-4000, ext. 2950, mguinness@fairfield.edu
Posted on January 15, 2013
Vol. 45, No. 141
Fielding alumni present at the 43rd Annual National Indian Education Association Convention
Posted by Hilary Edwards on Mon, Nov 19, 2012
The theme for this year's convention was "Maintaining Traditions in a Digital Era" and the conference was filled with exciting dialog, inspiration, and sharing of innovative ideas for use in the classroom. The NIEA Annual Convention and Tradeshow brings together Native leaders, congressional representatives, educators, students and school administrators to share best practices, connect with others who are passionate about educating Native students, and pursue solutions to education issues that affect Native communities. Each year, the convention teaches attendees about the local tribal culture and language through various evening events. NIEA’s board of directors and resolutions for yearly legislative priorities are also determined at this event.
Pictured above (left to right): Henry Fowler, Fielding faculty Kathy Tiner, Sandy Kewanhaptewa Dixon, and friend Charlene Teters.
News Archive
"Education Made It All Possible": Nadejda Hvoyneva, '12
"Education Made It All Possible": Nadejda Hvoyneva, '12
By Mike Lesczinski, Excelsior Life News Staff--
A business owner in Bulgaria, Nadejda secured an assistant manager position upon her arrival to the states after winning the “green card lottery.” While adult education in her homeland was rare, she knew the United States offered many opportunities. She had aspirations and knew the pathway required a college degree.
Nadejda researched online colleges – with her work schedule and family commitments she needed the flexibility of distance learning – and eventually decided on Excelsior due to its strong reputation with the U.S. military, an institution she highly respected.
Through her studies, Nadejda was able to attain the knowledge to navigate the business world and learn the marketing and management skills to differentiate herself within a competitive job market. The online format allowed her to be herself in class discussions without worrying about other students not understanding her accent.
Since completing her studies, Nadejda was hired as a marketing consultant for a firm near her hometown of Cockeysville, Maryland, a job that she loves. It’s also the type of position she applied for before earning her degree, but never heard back from.
“Education made it all possible,” says Nadejda.
Open research and education: Fielding alumna Gigi Johnson presents globally
Posted by Hilary Edwards on Mon, Oct 29, 2012
The first Open Knowledge Festival was held in in Helsinki from September 17th to 22nd, 2012 with over 800 participants from across the globe. This festival included a week of participatory sessions, keynote lectures, workshops, hackathons and satellite events. This years theme was Open Knowledge in Action: looking at the value that can be generated by opening up knowledge, the ecosystems of organizations that can benefit from such sharing, and the impacts transparency can have in society.
The week was organized through collaborations amongst over 100 guest planners from around the world leading 13 key Topic Streams of whom Fielding Graduate University alumna and current Fielding Alumni Council member, Gigi Johnson, EdD, (ELC '11) presented on Topic Stream 7: Open Research and Education. From her time zone southern California in the middle of the night, Gigi remotely joined team members from Mexico City, Brooklyn, and in Finland at the festival. Gigi noted, "It went really well. We used Google Hangout to do a four city discussion while showing videos and text from our Peeragogy project. Our cohort on the ground (on-site in Helsinki) worked with our workshop participants, who had contributing new ideas to the research project based on their experiences across several countries."
To view videos of how hundreds of change-makers and experts from private, public and community sectors and helped build an international open knowledge ecosystem in Helsinki: View the online videostreams today
News Archive
Immigration: Undocumented students in higher education
Media Advisory
Findings of major national study of undocumented students at Jesuits colleges and universities to be unveiled and discussed at Washington, D.C. event February 26
In the United States today, many undocumented students, bright, talented, and motivated young men and women who were brought into this country by parents without the authorization of the federal government or who entered the U.S. legally but overstayed their visas, find themselves prevented from developing their full potential, limited in their ability to contribute to the civic life of their surroundings, and living in fear of being deported.
Who: Collaborative group of three Jesuit Institutions - Fairfield University's Center for Faith and Public Life (Fairfield, Conn.); Loyola University Chicago's Center for Urban Research & Learning (Chicago, IL); and Santa Clara University (Santa Clara, Calif.)
What: Results of a National Study: "Immigration: Undocumented Students in Higher Education"
A major, multi-year Ford Foundation-funded study to understand the issues and complex lives of undocumented students in higher education, with a focus on the 28 Jesuit colleges and universities in the United States. The three lead Jesuit institutions - Fairfield, Santa Clara and Loyola University Chicago - each partnered with another Jesuit university in their region - Saint Peter's University in New Jersey (Fairfield), Loyola Marymount University in Los Angeles (Santa Clara), and University of Detroit Mercy (Loyola University Chicago), doing in-depth interviews with students, staff and community advocates.
Many findings to be presented. Researchers found some undocumented students dream of becoming teachers, accountants, nurses, doctors and engineers. However, those professions are off limits because they require certifications that undocumented students are unable to obtain. Some shared that they feel disconnected from campus life for multiple reasons.
When and Where: Findings to be presented; Tuesday, February 26, 2013, 7:45 a.m.; continental breakfast begins at 7:15 a.m. Kennedy Caucus Room, Russell Senate Office Building, Washington, D.C.
Why: Present and disseminate research results within parameters that:
present a way of proceeding on immigration that informs and helps shape the national educational discourseimprove institutional practices for undocumented students at Jesuit institutions nationwideexplore the obstacles, needs, and desires of impacted students, and provide them with a more fulfilling educational experience.make a substantive contribution to the common good of the nation from a principled Catholic perspectivesuggest a new model of leadership in this area.Participation: The event will bring together Association of Jesuit Colleges and Universities (AJCU) presidents, faculty and administrators, national legislators and students. There will be an opportunity to talk one-on-one with speakers and researchers following the event, including students. In a gesture of solidarity, a group of AJCU presidents have signed a moral statement to work together to help undocumented students. We anticipate that many of the presidents who signed it will also attend the event.
Fairfield University's Center for Faith and Public Life is spearheading this project. The Center for Faith and Public Life studies areas where religion and socio-political issues intersect. Fr. Richard Ryscavage, S.J., is the director of the center. For more information, please visit www.fairfield.edu/immigrantstudent
Media Contact: Meg McCaffrey, (203) 254-4000, ext. 2726, mmccaffrey@fairfield.edu
Posted on January 24, 2013
Vol. 45, No. 158
Sunday, February 3, 2013
Raylon Catlett: The Convergence of Education and Professional Development
Raylon Catlett: The Convergence of Education and Professional Development
By Mike Lesczinski, Excelsior Life News Staff--
A friend encouraged him to see what, if any, value his eclectic education background might be worth towards college credit. He was intrigued by the idea and began to research schools, discovering his insurance courses were approved for college credit by the American Council on Education (ACE). That meant Excelsior College would count them towards a degree. Realizing how close he was to his dream, Raylon looked into completion options; Excelsior College Examinations (ECEs) caught his eye.
Independent study and testing was a familiar concept, and in time, Raylon completed his associates through ECEs and returned to the workforce, seemingly content with his two-year degree. But the desire to continue on with his educational journey soon returned and he found himself back at Excelsior – this time in pursuit of a Bachelor of Science in Business Management.
Raylon knew it wouldn’t be a walk in the park; marriage, holding down full-time employment and raising a daughter (now a student at Seton Hall) required he find the right balance. For him, that meant implementing a study routine consisting of daytime employment, evening school work and nightly family time. It didn’t matter whether it was posting to a discussion board, reading the assigned text or writing a paper, if it was on his study schedule, Raylon would complete it. He kept his books by his side just in case he needed a quick stop at the Library driving home from work or finishing errands around town.
Now with his diploma in hand, Raylon says he has earned additional respect from his colleagues and added depth to his professional credentials. He is already planning to pursue his master’s in the hopes of becoming a consultant or even an adjunct instructor.
“I feel like between my education and my experiences, I have something to give back,” says Raylon.
This past July, Raylon walked across the stage for a second time as an Excelsior graduate.
“I didn’t want to the first time, but then you walk across that stage and share that moment with so many other students and you begin to realize what it all means,” he says. “I had to do it again.”
Excelsior Honored as “Top Military Friendly School” Fifth Straight Year by Military Advanced Education
Excelsior Honored as “Top Military Friendly School” Fifth Straight Year by Military Advanced Education
By Mike Lesczinski, Excelsior Life News Staff—
Excelsior College knows a thing or two about the unique needs of America’s military and veteran communities. Among the more than 37,000 currently enrolled students, over 14,000 count themselves as active-duty or of veteran status. And of the more than 5,200 Excelsior graduates in the 2011-2012 academic year 34 percent were members of the U.S. military.
“Since our founding Excelsior has been committed to the needs of veterans and all military personnel, and helping each achieve the dream of a college education,” Sue Dewan, executive director for Excelsior’s Center for Military Education. “This recognition is not an honor we take lightly.”
To earn the distinction, schools are rated on a distinct set of criteria, including tuition, scholarship and financial aid programs, advising excellence, presence on military installations, as well as acceptance of transfer credit, credit by exam and American Council on Education (ACE)-recognized military training. In addition, schools must meet specific standards on veteran support services, faculty training on veteran-specific issues, and mentorship programs, among others
“Excelsior’s Center for Military Education has launched a series of new initiatives in the past year, including a webinar series geared directly towards veterans and an online veterans’ center with vet to vet mentorship opportunities,” said Dewan. “We will continue to expand our services and meet the needs of our veteran and military communities.”
Excelsior College's other education credentials include:
• G.I. Jobs has named Excelsior a top military-friendly school the past four years.
• Excelsior's course, "Success Strategies for Military and Veterans" earned the 2010-2011 Innovation Award from the Center for Transforming Student Services (CENTSS). The course provides college and career orientation to veterans and military members and teaches transition strategies for those entering the civilian workforce after a military career.
• Excelsior is a recipient of the Council of College and Military Educators' (CCME) Institutional Award.
• Excelsior's military academic advising team includes veterans who are uniquely attuned to the unique needs of military students, veterans and their spouses.
• CME Executive Director Susan Dewan is the recipient of the 2011 William E. Kennedy Award from the Council of College and Military Educators (CCME), which recognizes leadership in providing higher education programs to personnel at U.S. military installations.
• Excelsior President Ebersole is a U.S. Coast Guard veteran who served in Vietnam and received the Secretary of the Army Public Service Award in 2010 for his leadership in contributing to the Army's educational mission.
Excelsior’s Smulsky Selected as Top 50 Innovator in Education
Excelsior’s Smulsky Selected as Top 50 Innovator in Education
By Mike Lesczinski, Excelsior Life News Staff—
The 2012 Yearbook “aims to support and inspire education leaders on their paths to a more digital education… (the report) highlights 50 education innovators that have led the way and provided best practice models to imitate.”
Smulsky was honored for her advocacy on behalf of student-faculty interaction via online learning environments, the co-development of an online Capstone retreat for graduate nursing students in response to rising enrollments and increased travel costs, and the findings in her dissertation research “Measuring Student-Faculty Interaction for Nontraditional College Students: A Comparison of data Collection Tools,” among a host of other initiatives.
Smulsky’s work was recently featured in the Excelsior Life piece earlier this December: Online Education: Why We Need to Reform Contemporary Methods of Assessing Faculty-Student Interaction.
Sunday, January 27, 2013
Health and Physical Education
The Health and Physical Education major leads to a Bachelor of Science degree and prepares students for teaching health and physical education in grades P-12. The Health and Physical Education major is designed to develop knowing, sharing, caring teachers with a Christian philosophy who are specialists in the areas of health and physical education.
BACHELOR OF SCIENCE
LIBERAL ARTS CORE
Communication Skills
EN 101, 102 (Freshman Composition) 6 hrs.
CM 130 (Intro to Communication) 3 hrs.
Humanities
EN 200 (Intro to Literature) 3 hrs.
Art-Music Appreciation/Philosophy/Theater/Foreign Language/Literature 3 hrs.
Social & Behavioral Science
History 3 hrs.
PY 220 (Human Growth/Development) 3 hrs.
Natural Sciences/Mathematical Reasoning
SC 101 (Scientific Reasoning) 1 hr.
SC 111 (Biology I) 4 hrs.
Mathematics (MA 124or higher) 3 hrs.
Christian Ministries
BI 111 (Biblical Literature & History) 3 hrs.
BI 112 (Interpreting Biblical Literature) 3 hrs.
BI 300 (Gospel of John) 3 hrs.
TH 237 (Christian Ethics) 3 hrs.
Physical Wellness
PE 105 1 hr.
FS 101 (Freshman Seminar) 2 hrs.
SS 400 (Senior Seminar) 1 hr.
Total 45 hrs.
MAJOR LOWER AND UPPER LEVEL COURSES
Foundation Courses
ED 101 (Orientation to Teaching) 1 hr.
ED 200 (Principles of American Education ) 3 hrs.
EM/ES 350 (Media and Technology) 3 hrs.
ED 403 (Exceptional Children) 3 hrs.
Kinesiology Courses
SC 330 (Anatomy I) 4 hrs.
SC 331 (Anatomy II) 4 hrs.
KN 215 (First Aid/Safety) 3 hrs.
KN 218 (History/Philosophy PE) 3 hrs.
KN 219 (Personal/Community Health) 3 hrs.
KN 313 (Organization/Admin PE) 3 hrs.
KN 314 (Nutrition) 3 hrs.
KN 319 (Athletic Training) 3 hrs.
KN 321 (Kinesiology) 3 hrs.
KN 322 (Exercise Testing and Prescription) 3 hrs.
KN 401 (Tests and Measurements) 3 hrs.
KN 413 (Motor Learning) 3 hrs.
KN 414 (Exercise Physiology) 3 hrs.
Professional Courses
HPE 320 (Health Education) 3 hrs.
HPE 400P (August Experience) 1 hr.
HPE 415 (Teaching Individual/Dual Sports) 2 hrs.
HPE 416 (Teaching Team Sports) 2 hrs.
HPE 417 (Teaching Dance) 2 hrs.
HPE 418 (Teaching Outdoor Sports) 2 hrs.
HPE 420 (P-5 Methods) 3 hrs.
HPE 421 (6-12 Methods) 3 hrs.
HPE 431 (Adapted PE) 3 hrs.
HPE 451 (Classroom/Behavior Mgmt) 3 hrs.
HPE 475 (Student Teaching) 12 hrs.
TOTAL 132 hrs.
Friday, January 25, 2013
Health and Physical Education
The Health and Physical Education major leads to a Bachelor of Science degree and prepares students for teaching health and physical education in grades P-12. The Health and Physical Education major is designed to develop knowing, sharing, caring teachers with a Christian philosophy who are specialists in the areas of health and physical education.
BACHELOR OF SCIENCE
LIBERAL ARTS CORE
Communication Skills
EN 101, 102 (Freshman Composition) 6 hrs.
CM 130 (Intro to Communication) 3 hrs.
Humanities
EN 200 (Intro to Literature) 3 hrs.
Art-Music Appreciation/Philosophy/Theater/Foreign Language/Literature 3 hrs.
Social & Behavioral Science
History 3 hrs.
PY 220 (Human Growth/Development) 3 hrs.
Natural Sciences/Mathematical Reasoning
SC 101 (Scientific Reasoning) 1 hr.
SC 111 (Biology I) 4 hrs.
Mathematics (MA 124or higher) 3 hrs.
Christian Ministries
BI 111 (Biblical Literature & History) 3 hrs.
BI 112 (Interpreting Biblical Literature) 3 hrs.
BI 300 (Gospel of John) 3 hrs.
TH 237 (Christian Ethics) 3 hrs.
Physical Wellness
PE 105 1 hr.
FS 101 (Freshman Seminar) 2 hrs.
SS 400 (Senior Seminar) 1 hr.
Total 45 hrs.
MAJOR LOWER AND UPPER LEVEL COURSES
Foundation Courses
ED 101 (Orientation to Teaching) 1 hr.
ED 200 (Principles of American Education ) 3 hrs.
EM/ES 350 (Media and Technology) 3 hrs.
ED 403 (Exceptional Children) 3 hrs.
Kinesiology Courses
SC 330 (Anatomy I) 4 hrs.
SC 331 (Anatomy II) 4 hrs.
KN 215 (First Aid/Safety) 3 hrs.
KN 218 (History/Philosophy PE) 3 hrs.
KN 219 (Personal/Community Health) 3 hrs.
KN 313 (Organization/Admin PE) 3 hrs.
KN 314 (Nutrition) 3 hrs.
KN 319 (Athletic Training) 3 hrs.
KN 321 (Kinesiology) 3 hrs.
KN 322 (Exercise Testing and Prescription) 3 hrs.
KN 401 (Tests and Measurements) 3 hrs.
KN 413 (Motor Learning) 3 hrs.
KN 414 (Exercise Physiology) 3 hrs.
Professional Courses
HPE 320 (Health Education) 3 hrs.
HPE 400P (August Experience) 1 hr.
HPE 415 (Teaching Individual/Dual Sports) 2 hrs.
HPE 416 (Teaching Team Sports) 2 hrs.
HPE 417 (Teaching Dance) 2 hrs.
HPE 418 (Teaching Outdoor Sports) 2 hrs.
HPE 420 (P-5 Methods) 3 hrs.
HPE 421 (6-12 Methods) 3 hrs.
HPE 431 (Adapted PE) 3 hrs.
HPE 451 (Classroom/Behavior Mgmt) 3 hrs.
HPE 475 (Student Teaching) 12 hrs.
TOTAL 132 hrs.
Thursday, November 29, 2012
Upcoming Events for Graduate Teacher Education
June 4, 2012 (Jackson) - Mark your calendars for some important teacher education events on the Jackson campus. These events supply students with information, practice, and advancement in the teaching profession.
Check out these important dates:
Graduate Teacher Education Information Session
July 26, 2012, 6:00 p.m.
Student Center Theatre
Please call 601-968-8947 to reserve your spot!
Praxis Workshop
July 14, 2012
8:30 a.m. – 12:00 p.m.
Irby Hall – Room 216
Please call 601-968-8947 to reserve your spot!
October 6, 2012
8:30 a.m. – 12:00 p.m.
Irby Hall – Room 216<
Please call 601-968-8947 to reserve your spot!
Application Deadline – June 11, 2012
New Student Orientation - June 21, 2012, 6:00 p.m., Student Center Theatre
Classes Start - June 26, 2012
Belhaven stands among the select Christian colleges and universities that offer a unique general core curriculum encouraging the development of a personal worldview. The university believes a Christian worldview is a key to preparing men and women academically and spiritually to serve Christ Jesus in their careers, in human relationships, and in the world of ideas.
Founded in 1883, Belhaven University now serves over 3,000 students from campuses in Jackson, Memphis, Orlando, Houston, Chattanooga, Atlanta and online, offering traditional undergraduate degrees, graduate and adult degree programs, and online degree programs.
For more breaking news, announcements, and upcoming events, visit the Belhaven University News and Information web site
Friday, October 19, 2012
Game Audio Education for the 21st Century
Academy of Art University School of Game Design instructor Scott Looney will give industry insights titled “New Models for Game Audio Education in the 21st Century” at the 133rd Audio Engineering Society Convention, at San Francisco’s Moscone Center, October 26-29. Always a hit, the Game Audio Track at the upcoming Audio Engineering Society Convention has finalized its lineup. Highlights include “Building an AAA Title,” “Game Audio in a Web Browser,” “Getting into Sound Design,” and a career panel. Additionally, “The Future Is NOW” presenters include the Red Storm Entertainment creative group behind Tom Clancy’s Ghost Recon Future Soldier. Academy of Art University School of Game Design students and School of Music Production & Sound Design for Visual Media students are encouraged to attend this event.
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