Error!KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EXC 8375
Practical Applications
Department Special Education
Degree Title (if applicable) Ed.D.
Proposed Effective Date 2006
Increasing Achievement of Diverse Students through
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new
course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part
of a new program. Current catalog information (Section I) is required for each existing course
incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EXC 8375______
Course Title Increasing Achievement of Diverse Students through Practical Applications
Credit Hours 3 Credit Hours
Prerequisites Admission into the Special Education/ESOL Ed.D. program
Successful completion of Planning, Implementing, and Assessing Instruction for Diverse
Students
Description (or Proposed Degree Requirements)
The goal of the course is threefold: (1) to examine the professional research and theory on
instructional design for inclusive classrooms; (2) to demonstrate the ability to design curriculum;
and instruction for such settings; and (3) and to apply this body of knowledge and skills in a P-12
setting. Distributed School Leadership (DSL) roles will be embedded in the course to give
candidates an opportunity to recognize their potential for leadership.
III.
Justification
Educators in the United States face a tremendous challenge: meeting
the needs of all learners in increasingly diverse classrooms. At a time of rapid demographic
changes in Georgia’s student population, 20 % of teachers report that they do not feel “prepared”
to meet the needs of diverse students (The 2002 Interim Report of the President’s Advisory
Commission on Educational Excellence). Teachers not prepared to work with diverse student
populations often “teach to the middle,” leaving the special needs of students on both the low and
high ends of the readiness spectrum unaddressed. The old traditional one-size-fits-all does not
serve the growing diverse student populations. In addition, the lack of teacher preparation
translates into the use of inappropriate curricula, assessments, and instructional materials, all of
which have contributed to the poor academic performance of diverse students. For example,
African American, Hispanic, and Special Education students consistently perform below average
in Georgia schools. Many of these students have disrupted schooling, lower attendance rates, and
are under-represented in higher level courses. It is clear that simply "teaching to the middle" by
providing a single avenue for learning for all students in a class is not effective, ethical, or legal.
Teachers must learn to use differentiated instruction to match tasks, activities, and assessments
with their students' interests, abilities, and learning preferences. The course will specifically
address DSL roles in the areas of (a) change leader; (b) curriculum, instruction, and assessment
leader; (c) learning and development leader, (d) performance leader, and (e) operations leader.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Karen Harris and Dr. Karen Kuhel
Texts:
2
Woolfolk-Hoy, A. (2005). Educational psychology, 9th ed. Active Learning Edition, My Lab
School Edition. Allyn & Bacon
Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current
trends, and future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the
learning profession: Handbook of policy and practice (1st ed.). San Francisco, CA: Jossey
Bass Publishers.
Prerequisites: Admission into the Special Education/ESOL Ed.D. program
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
NCATE/KSD
Standards/
*DSL Roles
NCATE Standard I
KSD Standard 1a, 1b, & 2e
DSL CL, CIAL, & LDL
Course Objectives
5.a.1. Use extensive
Synthesize and evaluate
knowledge of research and
teaching methodologies
evolution of field to make
and media techniques
instructional decisions and
appropriate to a range of
conduct classroom-based
teaching contexts and
research
student needs
5.a.1. Use extensive
NCATE Standard II
Articulate and critically
knowledge of research and
KSD Standard 1a, 1b, 2c & 4b
think about pedagogical
evolution of field to make
DSL CL, RDL, CIAL, LDL,
models for planning,
instructional decisions and
DAL, & PIL
implementing and
conduct classroom-based
assessing instruction
research
through participation in a
5.a.2. assist schools to design
range of structured field
ESL instructional programs
experiences in a variety of
that meet and fulfill federal,
contexts
state, and local guidelines,
laws, and policies
1.b.5. Understand and apply
NCATE Standard IV
Articulate and critically
knowledge of language and
KSD Standard 1c & 2e
investigate epistemological
literacy development theory
DSL CL, LDL, PIL, & RDL
assumptions and
and research to provide
orientations of knowing,
optimal learning environments
pedagogy, and practice
for ESOL learners and to
conduct theory-based research
in the K-12 classroom.
3.a.1. Inform and work with
NCATE Standard I & II
Evaluate lessons using
colleagues to plan standardsKSD Standard 4a, 4c, & 4e
differentiation to ensure
based instruction
DSL CL, PL, LDL, CIAL, & OL
student instruction centered
3.a.2. Systematically plan
around universal design
student-centered ESL and
and zone of proximal
content instruction
development principles
3.a.3. Systematically plan
multilevel activities and are
flexible in grouping students
to meet instructional needs of
culturally and linguistically
diverse student populations
*DSL = Distributed School Leadership
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
3
Evidence of
Mastery
Action research
Major area paper
Position paper
Instructional design
project
Behavior project
(formal
presentation)
Case studies
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
Instructional Method
The following instructional strategies will be used to collaboratively and interactively present
course material and engage students in critical thinking and discourse at the doctoral level:
 Lecture
 Discussion
 Collaborative Group Work
 Case Study Analysis
 Simulation Activities
 Role Play
Method of Evaluation
Assessment of student learning in this course will be done through the following
assignments and performance-based projects meeting specific course objectives and
relating to identified knowledge, skills, and dispositions.
COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Major area paper
Case studies
Instructional design project
Curriculum mapping
Class Participation/Professionalism
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
4
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Education/Special Education_____________
EXC 8375
Increasing Achievement of Diverse Students
3 Credit Hours
Fall 2006
Regular
NA
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee _
5
I.
EXC 8375 Increasing Achievement of Diverse Students through Practical Applications
Department of Special Education and TESOL
Kennesaw State University
Fall, 2006
II.
INSTRUCTOR :
III.
Class Sessions:
Name
Location: Kennesaw State University
Office:
Phone:
e-mail:
Day:
Location: Kennesaw Hall 1107
IV.
Texts (required):
Woolfolk-Hoy, A. (2005). Educational psychology, 9th ed. Active Learning Edition, My Lab School
Edition. Allyn & Bacon
Ladson-Billings, G. (1999). Preparing teachers for diversity: Historical perspectives, current trends, and
future directions. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession:
Handbook of policy and practice (1st ed.). San Francisco, CA: Jossey Bass Publishers.
Catalog Description: The goal of the course is threefold: (1) to examine the professional research and
theory on instructional design for inclusive classrooms; (2) to demonstrate the ability to design curriculum;
and instruction for such settings; and (3) and to apply this body of knowledge and skills in a P-12 setting.
Distributed School Leadership (DSL) roles will be embedded in the course to give candidates an
opportunity to recognize their potential for leadership.
V.
Purpose/Rationale: Educators in the United States face a tremendous challenge: meeting
the needs of all learners in increasingly diverse classrooms. At a time of rapid demographic changes in
Georgia’s student population, 20 % of teachers report that they do not feel “prepared” to meet the needs of
diverse students (The 2002 Interim Report of the President’s Advisory Commission on Educational
Excellence). Teachers not prepared to work with diverse student populations often “teach to the middle,”
leaving the special needs of students on both the low and high ends of the readiness spectrum unaddressed.
The old traditional one-size-fits-all does not serve the growing diverse student populations. In addition, the
lack of teacher preparation translates into the use of inappropriate curricula, assessments, and instructional
materials, all of which have contributed to the poor academic performance of diverse students. For example,
African American, Hispanic, and Special Education students consistently perform below average in Georgia
schools. Many of these students have disrupted schooling, lower attendance rates, and are underrepresented in higher level courses. It is clear that simply "teaching to the middle" by providing a single
avenue for learning for all students in a class is not effective, ethical, or legal. Teachers must learn to use
differentiated instruction to match tasks, activities, and assessments with their students' interests, abilities,
and learning preferences. The course will specifically address DSL roles in the areas of (a) change leader;
(b) curriculum, instruction, and assessment leader; (c) learning and development leader, (d) performance
leader, and (e) operations leader.
6
VI.
Conceptual Framework Summary and Related Standards and Requirements: The Kennesaw State
University teacher education faculty is committed to preparing teachers who demonstrate expertise in
facilitating learning in all students. Toward that end, the KSU teacher education community strongly
upholds the concept of collaborative preparation requiring guidance from professionals inside and outside
the university. In tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal; further, as
candidates develop a strong research-based knowledge of content and pedagogy, they develop their
professional expertise in recognizing, facilitating, assessing, and evaluating student learning. While
completing the graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational experiences, you
are encouraged to explore every opportunity to learn by doing.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the
concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at
KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress from being Novices
learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching.
We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued
development.
The knowledge base for methods of teaching culturally and linguistically diverse students and students with
disabilities continues to develop rapidly. The historical framework included grammar-translation, audiolingual, pull-out English only programs, perceptual training, behavior modification and task analysis.
Current directions include multiple intelligence models, systematic instruction, strategy approaches to
teaching and learning, direct instruction, and Sheltered Instruction Observation Protocol. The field draws
on research literature from educational psychology, medicine, psychology, special education, second
language acquisition, linguistics, and sociocultural theory. .The emphasis in this class will be on developing
knowledge on best practices, skills in application of research-based best practices in the area of
differentiation, behavior management, documenting impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They
will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident
to design multimedia instructional materials, create WWW resources, and develop an electronic learning
portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for
students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs,
charts, and tables, word processing to write papers, and e-mail to communicate with the instructors and
their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
7
differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region,
giftedness, language, race, religion, sexual orientation, and socioeconomic status. An emphasis on
cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required. Please be aware there are other support/mentor groups on the campus
of Kennesaw State University that address each of the multicultural variables outlined above.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required to be involved in
a variety of leadership and school-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing school-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational experiences, you
are encouraged to explore every opportunity to learn by doing.
VIII.
Goals and Objectives
The knowledge, skills, and dispositions (KSDs) of the graduates of the Kennesaw State University
Doctorate of Education program of the Bagwell College of Education reflect the unique aspects of this
degree. Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we have for
graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the complex nature of student
learning in advanced degree programs leading to a terminal degree. Consequently, many of the
proficiencies listed below incorporate aspects of knowledge, skills, and dispositions within a single
proficiency. These proficiencies are clearly linked to our conceptual framework, The Collaborative
Development of Expertise in Teaching, Learning, and Leadership.
8
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
5.a.1. Use extensive
knowledge of research and
evolution of field to make
instructional decisions and
conduct classroom-based
research
5.a.1. Use extensive
knowledge of research and
evolution of field to make
instructional decisions and
conduct classroom-based
research
5.a.2. assist schools to design
ESL instructional programs
that meet and fulfill federal,
state, and local guidelines,
laws, and policies
1.b.5. Understand and apply
knowledge of language and
literacy development theory
and research to provide
optimal learning environments
for ESOL learners and to
conduct theory-based research
in the K-12 classroom.
3.a.1. Inform and work with
colleagues to plan standardsbased instruction
3.a.2. Systematically plan
student-centered ESL and
content instruction
3.a.3. Systematically plan
multilevel activities and are
flexible in grouping students
to meet instructional needs of
culturally and linguistically
diverse student populations
NCATE/KSD
Standards/
*DSL Roles
NCATE Standard I
KSD Standard 1a, 1b, & 2e
DSL CL, CIAL, & LDL
Course Objectives
Evidence of
Mastery
Synthesize and evaluate
teaching methodologies
and media techniques
appropriate to a range of
teaching contexts and
student needs
Articulate and critically
think about pedagogical
models for planning,
implementing and
assessing instruction
through participation in a
range of structured field
experiences in a variety of
contexts
Action research
Major area paper
NCATE Standard IV
KSD Standard 1c & 2e
DSL CL, LDL, PIL, & RDL
Articulate and critically
investigate epistemological
assumptions and
orientations of knowing,
pedagogy, and practice
Behavior project
(formal
presentation)
NCATE Standard I & II
KSD Standard 4a, 4c, & 4e
DSL CL, PL, LDL, CIAL, & OL
Evaluate lessons using
differentiation to ensure
student instruction centered
around universal design
and zone of proximal
development principles
Case studies
NCATE Standard II
KSD Standard 1a, 1b, 2c & 4b
DSL CL, RDL, CIAL, LDL,
DAL, & PIL
*DSL = Distributed School Leadership
Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
9
Position paper
Instructional design
project
Grades will be assigned as follows:
540 -600 points = A
479 -539 points = B
418 -478 points = C
<435 points = D
XII. ACADEMIC INTEGRITY
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in
the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/ falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a candidate to
the Code of Conduct's minimum one semester suspension requirement.
The candidate is reminded to consult pp 142-143 of the 2001-2002 KSU Graduate Catalog for the University's
policy. Any strategy, which has the appearance of improving grades without increasing knowledge, will be dealt
with in accordance with the University's policy on academic honesty. In addition, candidates in the graduate
program in special education are held accountable by the Georgia Professional Code of Ethics for Educator.
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's (CEC)
Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
XIII. COURSE OUTLINE
This is a tentative outline. The syllabus schedule reflects a proposed general sequence of topics. Any topic may be
covered in greater or lesser detail depending on the needs of the class. Topics may overlap in dates. Additional
topics may be added as requested by the candidates. However, any changes in due dates or written products that are
part of a “grade” will be changed only after class discussion and written notification by the professor. Candidates
will be expected to initial that they have read the written notification by the instructor. The assigned readings are to
be completed before coming to class on the assigned day (except for the first day and those marked “during class”).
First Class
Second Class
Third Class
Forth Class
Fifth Class
Sixth Class
Seventh Class
Eighth Class
Ninth Class
Tenth Class
Eleventh Class
12th Class
13th Class
14th Class
15th Class
16th Class
Course
introduction/Policies/Course
Overview Orientation
Review of Pedagogical models
for planning, implementing and
assessing instruction
Collaborative Planning
Collaborative Planning
Delivery of Instruction
Evaluating Teaching Videos
Collaborative Planning
Delivery of Instruction
Delivery of Instruction
Assessment of Instruction
Delivery of Instruction
Delivery of Instruction
Delivery of Instruction
Assessment and Reflection
Assessment and Reflection
Assessment and Reflection
10
XIV.
REFERENCE/BIBLIOGRAPHY
Blackwell, J. E. "Faculty Issues Affecting Minorities in Education." In R. C. Richardson and A. G. de los Santos
(Eds.), From Access to Achievement: Strategies for Urban Institutions. Tempe: National Center for
Postsecondary Governance and Finance, Arizona State University, 1987.
Broder, L. L. B. and Chism, N. V. N. "The Future is Now: A Call For Action and List of Resources." In L. L. B.
Broder and N. V. N. Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no.
49. San Francisco: Jossey-Bass, 1992.
Chism, N. V., Cano, J., and Pruitt, A. S. "Teaching in a Diverse Environment: Knowledge and Skills Needed by
TAs." In J. D. Nyquist, R. D. Abbott, and D. H. Wulff (Eds.), Teaching Assistant Training in the 1990s.
New Directions for Teaching and Learning, no. 39. San Francisco: Jossey-Bass, 1989.
Coleman, L. The Influence of Attitudes, Feeling and Behavior Toward Diversity on Teaching and Learning.
Boulder: University of Colorado, Faculty Teaching Excellence Program, n.d.
Collett, J. "Reaching African-American Students in the Classroom." In L. Hilsen (Ed.), To Improve the Academy.
Vol. 9. Stillwater, Okla.: New Forums Press, 1990.
Cones, J. H., Janha, D., Noonan, J. F. "Exploring Racial Assumptions With Faculty." In J. H. Cones, J. F. Noonan,
and D. Janha (Eds.), Teaching Minority Students. New Directions for Teaching and Learning, no. 16. San
Francisco: Jossey-Bass, 1983.
Fleming, J. Blacks in College. San Francisco: Jossey-Bass, 1988.
Flick, D. Developing and Teaching an Inclusive Curriculum. Boulder: University of Colorado, Faculty Teaching
Excellence Program, n.d.
Green, M.F. (ed.). Minorities on Campus: A Handbook for Enriching Diversity. Washington, D. C.: American
Council on Education, 1989.
Hall, R. M., and Sandler, B. R. The Classroom Climate: A Chilly One for Women? Washington, D. C.: Association
of American Colleges, 1982.
Institute for the Study of Social Change. The Diversity Project: Final Report. Berkeley: University of California,
1991.
Jenkins, M. L., Gappa, J. M., and Pearce, J. Removing Bias: Guidelines for Student- Faculty Communication.
Annandale, Virg.: Speech Communication Association, 1983.
Levine, A. and Associates. Shaping Higher Education's Future. San Francisco: Jossey-Bass, 1990.
Pascarella, E. T. "A Program for Research and Policy Development on Student Persistence at the Institutional
Level." Journal of College Student Personnel, March 1986, pp. 100-107.
Pemberton, G. On Teaching Minority Students: Problems and Strategies. Brunswick, Maine: Bowdoin College,
1988.
11
Sadker, M. and Sadker, D. "Confronting Sexism in the College Classroom." In S. L. Gabriel and I. Smithson (Eds.),
Gender in the Classroom: Power and Pedagogy. Urbana: University of Illinois Press, 1990.
Sadker, M. and Sadker, D. "Ensuring Equitable Participation in College Classes." In L. L. B. Border and N. V. N.
Chism (Eds.), Teaching for Diversity. New Directions for Teaching and Learning, no. 49. San Francisco:
Jossey-Bass, 1992.
Simpson, J. C. "Black College Students Are Viewed as Victims of a Subtle Racism." Wall Street Journal, April 3,
1987, p. 1.
Smith, D. G. The Challenge of Diversity: Involvement or Alienation in the Academy? Report No. 5. Washington, D.
C.: School of Education and Human Development, The George Washington University, 1989.
Solomon, B. B. "Impediments to Teaching a Culturally Diverse Undergraduate Population." In J. D. Nyquist, R. D.
Abbott, D. H. Wulff, and J. Sprague (Eds.), Preparing the Professoriate of Tomorrow to Teach: Selected
Readings for TA Training. Dubuque, Iowa: Kendall/Hunt Publishing, 1991.
Tinto, V. "Principles of Effective Retention." Paper presented at the University of California Student Research
Conference, Asilomar, Calif., April 23-24, 1989.
Woolbright, C. (Ed.). Valuing Diversity on Campus: A Multicultural Approach. Bloomington, Ind.: Association of
College Unions-International, 1989.
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