The PreK-20 Educational Pipeline Lecture Series
The Department of Educational Leadership and Policy, the Willower Fund, and the Holloway Fund endowments are pleased to present:
The PreK-20 Educational Pipeline:
Research, Policy, Practice and Preparation
Thursday, November 6, 2014:
WNY P-16 Partnerships: Unprecedented Collaborations Unparalleled Opportunities
with Steven Harvey, Ph.D.
Founder & CEO of the Center for Educational and Career Advancement (CECA)
Executive Director of the WNY Consortium of Higher Education
- Educational Opportunities Center (EOC)
1st floor Conference Center
555 Ellicott Street, Buffalo, NY 14203
- 9:00am – 11:00am; 8:30am check in and continental breakfast
- Registration is free! RSVP at http://bit.ly/1skYA23
- Questions? Contact Monica Washington at (716) 645-1350 or firstname.lastname@example.org
In an era where there is a great deal of attention and space afforded to collaboration, it seems remarkable that few areas in the state or country have committed the necessary resources to develop meaningful partnerships between the P-12 and higher education sectors. This presentation will examine the process of developing a cross-sector collaboration between two sectors whose greatest and yet most challenging link are the students that transition between the two. Born out of a summit that included educational leaders like superintendents, curriculum developers, college presidents and chief academic officers; this unprecedented collaboration met with one very real challenge, a lack of mutual awareness and mis-matched expectations. The P-16 Consortium, however, has become one of this region’s and perhaps NYS’s best model for partnerships between P-12 and higher education and will likely produce unparalleled opportunities for our students and form the foundation for the long-term economic prosperity of Western New York.
About Dr. Steven Harvey
Dr. Steven J. Harvey, Founder and CEO of The Center for Educational and Career Advancement (CECA), Inc. is the author of College to Career: How 4 Years of College Can Determine 40 Years of Career, The Quality Job Search Made Quick and Easy, and several research articles published in national peer-reviewed educational and career journals. Dr. Harvey is an adjunct faculty member at the University at Buffalo's Graduate School of Education and Buffalo State College and the Executive Director of the WNY Consortium of Higher Education (www.wnycollegeconnection.com). As a grant writer, he helped raise over $20,557,700 for various organizations and was included in the Marquis Who's Who 2007, 61st Edition and Leadership Buffalo 2007. He has been a professional career consultant for over 18 years and has coordinated the largest employment program and testing program in the State University of New York System. Dr. Harvey teaches college students of all levels, from freshmen to Ph.D. candidates, and has provided consulting for thousands of people on educational and career-related topics. In 2007, Dr. Harvey was awarded the 40 Under 40 Award, by the Business First Journal, Buffalo, New York. In 2009, 2010, and 2011, Dr. Harvey received the Faculty Appreciation Award for Outstanding Teaching from Buffalo State College, and was the Keynote Speaker during the Walking in the Footsteps of Giants at the University at Buffalo, Hilbert College Faculty Development Conference and the Houghton College Faculty Development Conference.
Thursday, September 25, 2014:
Markets, Mission, and the Public Good: the Future of Higher Education Through Equity in Primary and Secondary Schooling
By Scott Thomas, Ph.D.
Professor of Education and Dean, Claremont Graduate University
In this talk I will argue that, across the 20th century, we aggressively built an education system designed to achieve a set of publicly understandable goals. But even before the end of the Cold War we found ourselves with an obligation that outpaced our willingness to sustain the significant commitments made to education as a vehicle for economic, political, and social vitality. The rationale enabling the large public post World War II investment in the infrastructure of today¹s education system is increasingly indefensible as we continue to recast our post WWII "nation building" stance into the individual earnings and career building stance defining the first half of this century. But there are limits to this shift and the demographic realities facing our schools and colleges now force a choice between contraction in the postsecondary sector or a deeper public investment in elementary and secondary schools to better ensure the academic qualifications of students from non‐affluent backgrounds. In today¹s market parlance, this is the largest untapped market segment for institutions in the postsecondary sector ‐‐ but the barriers of inadequate preparation and affordability present steep challenges to the matriculation and success of these students. I will argue that these challenges are coincident with the latent public imperative of educational opportunity.
About Dr. Scott Thomas
Scott L. Thomas is professor and dean of the School of Educational Studies at Claremont Graduate University. He earned a PhD from the University of California, Santa Barbara and has held faculty positions at the University of Georgia’s Institute of Higher Education, the University of Arizona’s Center for the Study of Higher Educatioon, and the University of Hawaii at Mânoa (where he served as the founding director of the Hawaii Educational Policy Center). His research focuses on issues of student success and stratification of opportunity in higher education. Thomas is the editor in chief at the Journal of Higher Education, one of the premier journals in the field of higher education and he co‐edits (with David Palfreyman and Ted Tapper of Oxford University) the book series International Studies in Higher Education (published by Taylor & Francis).
Saturday, October 18, 2014:
Developing the Next Generation of School Level Leaders
with Michelle Young, Ph.D.
Professor, Curry School of Education, University at Virginia
Executive Director of University Council of Educational Administration (UCEA)
The complexity of leading our nation’s public schools continues to increase with every passing day. Contributing to this complexity are heightened external pressures to increase student and school performance and an increasingly diverse student population. Public schools are charged with ensuring quality educational experiences for all students, and a single school may serve students from a variety of cultural and racial communities, who speak upwards of 30 different languages, who have a range of educational and background experiences, and who represent the full spectrum of cognitive and physical abilities. Although, teachers play the most visible and direct role in supporting student learning, educational leaders are responsible for ensuring that all of the students enrolled in their school or school system have quality teachers and equitable opportunities to access valuable educational experiences within a learning focused educational culture. But, are they prepared to do so? Traditional approaches to preparing and developing educational leaders will not adequately prepare them to successfully lead within the contemporary public school system. Every year tens of thousands of educational leaders participate in formal leadership preparation and development courses and seminars; it is essential that those experiences be powerful. During this talk, I will discuss powerful learning for educational leaders and demonstrate several Powerful Learning Experiences (PLE) drawn from the University Council for Educational Administration’s (UCEA) Leaders Supporting Diverse Learners (LSDL) curriculum module initiative.
About Dr. Michelle Young
Michelle D. Young, Ph.D., is the Executive Director of the University Council for Educational Administration (UCEA) and a Professor of Educational Leadership and Policy at the University of Virginia. Dr. Young’s scholarship focuses on how university programs, educational policies and school leaders can support equitable and quality experiences for all students and adults who learn and work in schools. UCEA is an international consortium of research institutions with master and doctoral level programs in educational leadership and administration. As Executive Director of UCEA, Young works with universities, practitioners, professional organizations and state and national leaders to improve the preparation and practice of school and school system leaders and to develop a dynamic base of knowledge on excellence in educational leadership. Young has been instrumental in increasing the focus of research on leadership preparation and to bring research to bear on the work of educational leadership faculty members and policy makers.
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