| COUNSELING,
REHABILITATION, AND STUDENT DEVELOPMENT
25
Years of Helping the Helping Professionals
Colangelo and Hutchins represent 25 years of the annual summer school. |
Last
summer, the Annual Summer School for Helping Professionals
(ASSHP)-the state's largest workshop of its kind-celebrated
its 25th anniversary. Several hundred counselors, nurses,
social workers, and psychologists from 50 Iowa counties earned
academic and/or continuing education credits at the workshops
sponsored by the College.
Sue Hutchins, a practitioner at a Cedar Rapids crisis center,
has attended the summer school every year for the past 25
years. She says it is a valuable and fun combination of events.
"I can easily say the annual summer school has been a great
asset to my professional life-offering many timely and needed
workshops over the years," Hutchins said. "In addition to
providing much needed training, we also have the chance to
visit with others in the field, find out what goes on politically,
and keep abreast of state-wide services for individuals and
families."
For over two decades, ASSHP has consistently offered programs
and leadership that have enhanced the personal and professional
development of Iowa's helping professionals. School Counseling
Professor Nicholas Colangelo has been a part of this
long-standing tradition, teaching a course or two for the
school each summer over the past 25 years.
"That ASSHP has sustained itself for 25 years is a testament
to the value and impact of this program to the state of Iowa,"
said Professor Dennis R. Maki, director of the Annual
Summer School.
Colangelo
Finds Acceleration is Advantageous
 America's
schools routinely avoid the easiest and most effective way
to help highly capable students, according to a sweeping new
national report. While the popular perception is that a child
who skips a grade will be socially stunted, fifty years of
research shows that moving bright students ahead has strongly
positive results, both academically and socially.
For the first time, this research will be available to the
public in a bold new initiative to get research findings into
the hands of principals, teachers, and parents. Written by
three experts in gifted education and sponsored by the John
Templeton Foundation of Pennsylvania, the report gathers the
wealth of information on acceleration into one place.
The lead authors, Professor and Director Nicholas Colangelo
and Susan Assouline (BS '75/EdS '84/PhD '88) of the
College's Belin-Blank Center and Professor Miraca Gross of
the University of New South Wales in Australia, present A
Nation Deceived in two volumes. Topics include entering
school early, grade-skipping, high-school challenges, Advanced
Placement courses, and how adults who were accelerated in
school now feel about their experiences.
"With decades of data, the report shows that acceleration
for high-ability students is a well-researched topic with
a remarkably consistent result: acceleration is, overall,
the most effective intervention for highly capable students,"
Colangelo said. "This is true academically, emotionally, and
socially, and it is true for both the short term and the long
term."
The report is available free to schools, the media, and parents
requesting copies. In addition to print copies, the report
is also available in its entirety at www.nationdeceived.org.
The web site will also allow for dialogue with people across
the nation. Both online and in print, A Nation Deceived
plans to change the conversation about educating bright children
in America.
UI
Hosts National Student Affairs Conference
George Kuh, Ph.D. |
Why
are some colleges and universities better at engaging students
than others? What policies and practices might be adopted
to bolster graduation rates? These and other questions that
researchers of higher education explore were answered at the
2004 Institute for Student Affairs Administration (SAAR) national
conference held on The University of Iowa campus this fall.
SAAR graduate students said it was an experience of a lifetime
to learn from the great thinkers and researchers of the field
of student affairs administration and research.
"I can immediately apply many of the ideas discussed to my
job," said SAAR doctoral student Adele Lozano, multicultural
affairs coordinator for the University's Opportunity at Iowa.
"For example, to reach our goals, we'll need to make sure
that our mission permeates every aspect of our work with students."
SAAR master's student Carlton Goode said Indiana University
Chancellor's Professor George D. Kuh's (PhD '75) keynote
address encouraged everyone to reexamine assumptions.
"Everyone has a different type of learning style," Goode
said. "Kuh explained how best to cater to and accommodate
each student's individual talents."
More information about the conference and the SAAR Institute
can be found online at www.education.uiowa.edu/sdp/saar_int/.
Rehabilitation
Counseling Program Receives Nation's First Dual Accreditation
The
Rehabilitation Counseling program has become the first in
the nation to be dually accredited by the discipline's two
accrediting bodies.
The unique designation-accreditation by both the Council
for Accreditation of Counseling and Related Educational Programs
(CACREP) and the Council on Rehabilitation Education (CORE)-will
substantially improve access by graduates of the program to
licensure and other credentials in states across the country.
Coupled with the program's ranking as third best in the nation
by U.S.News & World Report, the designation should
also give them an edge in the job market.
Additionally, CACREP recently determined that all programs
in the UI College of Education's Department of Counseling,
Rehabilitation and Student Development-Community Counseling
(M.A.), School Counseling (M.A.), Student Affairs (M.A.) and
Counselor Education and Supervision (Ph.D.)-meet or exceed
CACREP's standards for re-accreditation.
CACREP's re-accreditation runs through 2011, and CORE's re-accreditation
runs through 2007.
"This is big news for our programs and our graduates," Dennis
R. Maki, Ph.D., chair of the CRSD department, said. "I
am pleased to report that all the programs were accredited
without conditions of any kind." -by Stephen Pradarelli
Whitt
Publishes Text
 When
it was time for Professor Elizabeth Whitt to revise
her textbook, ASHE (Association for the Study of Higher Education)
Reader on College Student Affairs Administration, she invited
six current students and recent master's graduates to assist
in the task. Through their combined efforts, the resulting
second edition was published last spring.
Student
Affairs Administration and Research (SAAR) doctoral student
authors include: Melanie Guentzel, Becki Elkins-Nesheim,
and Angela Kellogg. Master's graduate authors include:
Susan Fullenkamp (BA '95/MA '00) who is currently a
UI international student advisor, Steven Hubbard (MA
'96) who is now a doctoral student at New York University,
and Susan Summers (MA '02).
The
book is a collection of readings about student affairs administration-its
foundations, history, and evolution-and a variety of perspectives
about effective student affairs practice.
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