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• W290436555 abstract "The College of Education at Arkansas State University (ASU) has a problem common to colleges of education at numerous universities: recruiting academically promising students into the teacher education program. The need for more of the and high schoolers entering the teaching profession has long been a concern of the educational profession and the public at large. In addition, teaching tends not to attract an abundance of high-achieving minority students. For example, Arkansas State University's College of Education has just undergone the NCATE review in which was noted a weakness regarding Standard III A, Criterion 40, Applicants from diverse economic, racial, and cultural backgrounds are recruited. While the college received praise for recruitment efforts, the results of those efforts are less than positive since fewer than 10% of the students are from a minority. The problem has motivated the Vice-President of Academic Affairs and the Dean of the College of Education to devise a blueprint for achieving greater diversity. An idea inherent in this blueprint has been an activity reported in Charles Hams' and Tarra Azwell's February 1992 Phi Delta Kappan article, Summer Academy for Future Teachers. Harris and Azwell report that the Teachers College of Emporia (Kansas) State University convened a Phi-Delta-Kappa-sponsored summer academy for prospective teachers. A committee of professors at Arkansas State University's College of Education decided to utilize Emporia's endeavor and create a summer academy for future teachers as well. Academy Mission/Objectives The mission of the ASU summer academy was to recruit some of the best and brightest high school students into the teacher education program at ASU. Following are the specific student objectives which were used to fulfill the academy's mission: 1. To be knowledgeable about intrinsic and extrinsic rewards for teachers; 2. To become aware of ASU's teacher education program and the collegiate environment; 3. To understand the academic requirements for earning a Bachelors of Science in Education and for teacher certification in Arkansas; 4. To meet, interact and initiate a communications network with peers from various backgrounds from across the ASU service area; 5. To interact with senior, teacher-education majors and professors in the teacher-preparation program; and 6. To become acquainted with the characteristics of effective teachers. Participant Profile The criteria for admission to the summer academy were devised to recruit thirty of the and high schoolers, especially those from the minority ranks. The applicants had: 1. Successfully completed the junior year in high school and were upcoming seniors; 2. A grade point average of at least 3.00 on a 4.00 scale; 3. An ACT composite score of at least 20 or a composite score at the 75th percentile on a national standardized achievement test; 4. Three letters of recommendation--one from a teacher, counselor and a school administrator; and 5. Composed an essay explaining why he/she wished to attend the summer academy. Recruitment Methods School counselors and administrators in ASU's service area were mailed brochures and letters explaining the summer academy; these school officials were encouraged to make the information available to the appropriate students in their respective schools. Notices, along with application forms, were printed in area newspapers. Additionally, College of Education personnel who were often in area schools made personal contact with public school personnel and students concerning the academy. Academy Curriculum and Activities Sunday--Students arrived on the ASU campus between 3:00-4:30 p.m. and met at a dorm for room assignments and orientation to the facility and counselors. From 6:00-6:30 p.m., the Dean of the College of Education welcomed and oriented academy participants. …" @default.
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• W290436555 date "1994-03-22" @default.
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• W290436555 title "Recruiting Future Teachers Via Summer Academies" @default.
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