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ED 086 665 SP 007 601 TITLE Excellence in Teacher Education. 1973 Distinguished Achievement Awards Program. INSTITUTION American Association of Colleges for Teacher Education, Washington, D.C. PUB DATE 73 NOTE 18p.

EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Early Childhood Education; *Educational Innovation; Elementary Education; Inservice Education; *Programs; School Community Programs; *Teacher Education IDENTIFIERS Distinguished Achievement-Awards Entry ABSTRACT The State University of New York College of Cortland received the 1973 Distinguished Achievement Award for its Project Change, a performance-based early childhood teacher educat''n program. Also cited for distinguished achievement were a TS College of Ball State University, Indiana for an experimE 3gram designed to include laboratory-centered experiences in ti ling of elementary school teachers; b) Southern Colorado Stat'_ .ege for its Teacher Corps program which maximizes interaction arm.g public schools, the college, and the community; c) University of Massachusetts at Amherst for creating a council it the School of Education responsible for policy making, admissil leadership, administrative coordination, and program internsh 4nd d)Western Washington State College for demonstrating the efficacy of a competency-based teacher education program through a portal school while at the same time enlarging the cognitive and affective capabilities of inner-city elementary school children. The announcement booklet contains brief descriptions of the five award-winning programs and of the eight programs that received recognition certificates. A list of the 1973 entrants concludes the booklet. (DDO) FILMED FROM BEST AVAILABLE COPY

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PERMISSION TO REPRODUCE THIS COPY RIGHTED MATERIAL HAS BEEN GRANTED BY U S DEPARTMENT OFHEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF /9/9 C. 7".-..-- EDUCATION I THIS DOCUMENT HASBEEN REPRO DUCED EXACTLY ASRECEIVED FROM TO ERIC AND ORGANIZATIONS OPERATING THE PERSON ORORGANIZATION ORIGIN UNDER AGREEMENTS WITH THE NATIONAL IN ATiNG IT POINTS OF VIEWOR OPINIONS RE PRE STITUTE OF EDUCATIONFURTHER REPRO STATED DO NOT NECESSARILYINSTITUTE OF DUCTION OUTSIDE TIE ERIC SYSTEM RE SENT OFFICIAL NATIONAL POLICY OUIRES PERMISSION OFTHE COPYRIGHT EDUCATION POSITION OR OWNER Copyright CO 1973 by THE AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION One Dupont Circle Washington, D. C. 20036 PresidentGeorge W. Denemark Dean, College of Education University of Kentucky

President-electWilliam A. Hunter Dean, School of education Tuskegee institute

Executive DirectorEdward C. Pomeroy Standard Book Number 910052-71-9

IN MEMORIAM

Violet T.C. Richards, chairman, Division of Education, Dillard University, suffered a stroke while attending the meeting of the Distinguished Achievement Awards Panel of Judges. She died two weeks later at the George Washington Hospital. The Associatiqn acknowledges her contribution to the 1973 Distinguished Achievement Awards Program and her even greater contributions to the teacher education profession. The Distinguished AchievementAwards ENCOURAGEMENT AND RECOGNITION OF EXCELLENCE

Innovation,implementation, and and those the judges have change are the necessary actions designated as worthy of special by which teacher education recognition. The Association hopes programs at colleges and that the wide range of programs universities bring about desired cited in this booklet will lead to achievement and progress. Schools further improvements in teacher of education across the country still education and that the sense of strive for improvement despite achievement reflected in these dwindling resources, curtailed programs will serve to remind the budgets, widespread criticisms, and Aublic that quality of preparation general apathy. Often, their is being provided in the training of achievement and progress remain teachers. Each participating college unrecognized by both the teacher and university and its faculty and education profession and the public. students are commended by the The main purpose of the Association for making these American Association of Colleges awards possible. for Teacher Education always has The Association is deeply grateful been the encouragement and to the Distinguished Achievement recognition of excellence by its Awards Panel of Tudges who member institutions. Many of the undertook the decision-making Association's activities have been responsibilities. Members of the devoted to encouraging Panel were: ChairmanRobert J. improvements in teacher education Alfonso, dean, College of programs, which, in turn, benefit Education, Kent State Uhiversity; the profession. Lawyer Chapman, former district The Association's Distinguished zoordinator for teacher education, Achievement Awards for Washington Portal School, Excellence in Teacher Education, Philadelphia; Donald Hight, which were begun in 1965, are professor of mathematics, Kansas designed to encourage member State College of Pittsburg; colleges and universities to describe Jonathan Messerli, dean, School of their successful programs, thereby Education, Hofstra University; stimulating other institutions and Violet K. Richards, chairman, toward excellence in their programs. Division of Education, Dillard University. This booklet summarizes the programs of the 1973 Distinguished Edward C. Pomeroy Achievement Awards, recipients Executive Director, AACTE

1 The Distinguished Achievement Award STATE UNIVERSITY OF NEW YORK COLLEGE AT CORTLAND Cort Lad, New York

President Richard C. Jones Dean, Division of Education Louis Rzepka Project Staff Thomas Lickona Ruth Nickse David Young Susan Dalziel Nancy-Jo Scheers

Project Change is an early change in teacher education at childhood teacher education Cortland and in the College's program at the State University of relationship with public schools in New York College at Cortland. central New York. In 1969, a group of College and community educators developed a Eight features define the program proposal for a multiyear early in practice. The first feature childhood project that would incorporated into the Project is that create new teacher training students direct their own learning. programs at Cortland for early In seven new early childhood childhood ttachers and that education courses developed by would support and work with Project Change, students are free to regional schools. choose from a wide range of knowledge and behavioral The proposal for Project Change competencies and select the ones was approved for funding by the which best meet their interests Early Childhood Branch of the U. S. and needs. Office of Education. The grant has been renewed twice, and, recently, For example, the student first the Project was selected for a fourth, chooses the content areas in which final year of federal funding. The to do his competency projects. end of outside funding will not Then, he selects a particular mean the end of the Project, problem ,,rithin each of those areas however. Care has been taken to and proceeds to do a refined institutionalize the new programs diagnosis of the problem, designs in ways that will mean lasting a strategy for coping with the

3 problem, implements the strategy Since students in the courses are with the child, and evaluates its scattered throUghout the region, effectiveness. the five-member Project staff is not The second feature of the Project able to observe their performance is courses that are practicum- directly. Sometimes one member of -centered. The Majority of students the class observes another and does in the program are part-time an evaluation as one kind of students who take the courses in competency project. More the afternoon or evening. Mast are frequently, however, a form of full-time teachers in the area's student self-report is used. A schools. Therefore, most of the videotape, a slide presentation, a students have their own classrooms talk in front of the class, or a as daily practicum sites. written description of the teaching Those students who are not situation is submitted by the teaching participate in the student. classroom of another student in the The program is organized in teams. course or are helped to find a One of the aims of the Project is to practicum site somewhere else. develop a different model of staff Class lectures and discussions are relationships. There are four full- organized around the content areas time staff members: one who in which students do their field directs the project and teaches competency projects, thereby part time, two who teach most of ensuring that the practicum the courses, and one who works experience is integrated with mainly in the field. There is also a academic work, rather than simply half-time research associate who is added on to it. in charge of program evaluation Another of the Project's features Staff members lecture in their areas is that it is performance-based. of expertise in each other's courses. The program differs from some There are weekly meetings of all conceptions of performance-based staff on total program development education in that Project Change or specific course matters, and there students select the competencies are many more informal contacts. to acquire and there is no The fifth feature of the Project is predetermined criterion of that it is interdisciplinary. Faculty performance success. from eight different College

4 departments have been invited to are accumulated in an "Early give guest presentations. People in Childhood Education Ideas Bank" the community who have housed at Project Change. The Bank something to say about educating is open to anyone who wishes to young children also are encouraged use it; it serves as a valuable to speak before the classes. In fact, resource for students in other the program has sought to stimulate education courses, as well as interdisciplinary interaction by those in the early chiltarod opening up most of the special program. Some of the student guest lectures and subsequent products are also described in the discussion periods to the entire Project's Minibook of the Month College community. which is disseminated to schools in Another feature of the program is the Project's eight-county target that it is designed to be open- area. ended and self-renewing. Project The final feature of the program Change is conceived as an "organic seeks to develop teachers who are model" in which growth and change open to change as persons and are defined as essential to the whole capable of fostering change in teacher education process. In others. The teacher as a person and practice, this means a heavy as a professional is examined. emphasis on regular program Characteristics of teachers, their analysis by staff and student process needs and feelings, and teachers' evaluation. The former comes in rights are studied. Organizational weekly staff meetings while the theory and discussions on the latter comes through midterm characteristics of organizations, student evaluation of courses and including roles, norms, feedback to the staff. communications networks, goals, The seventh feature of Project and leadership also are presented. Change ithat it is generative. There are eight courses offered in Students in the courses frequently the early childhood graduate develop tangible educational program. A minimum of four products, such as new teaching Felteted courses is required for a materials, a slide presentation on a graduate "specialization in early particular curriculum theme, or a childhood education." This layout for an interest center. These specialization is part of a 30-hour

5 master's program which includes institutes, and workshops for three hours of foundations courses regional school personnel; and (4) and six hours of outside electives. the cosponsorship of a regional The entire early childhood Title III Project for Elementary program's ultimate aim is to In-Service Training in Open produce positive change in the Education and Teacher schools. There are four specific Development. strategies beyond the formal Cortland College hopes that its academic pro-.am to accomplish Project Change can make this aim: (1) the training of ten performance-based teacher training professional/paraprofessional teams compatible with open education. of teachers from area schools; (2) Through its innovative program, the the development of an exemplary College hopes to offer an approach experimental early childhood that other teacher training classroom at the College; (3) the institutions will find worthwhile sponsorship of special conferences, and worth emulating.

6 For Distinguished Achievement: Teachers College, Ball State University Muncie, Indiana President John J. Pruis

The University and the Muncie, For two quarters during the junior Indiana, community schools are year, students spend four two-hour cooperating in providing laboratory- periods each week in classroom centered experiences in ar assignments in conjunction with Experimental Program in the method courses. The classrooms Professional Preparation of become laboratories for developing Elementary School Teachers and practicing teaching methods in (EXCEL). The Program capitalizes all curricular areas. on the interest of students who Students may elect to spend one enter the University with the quarter of their junior year in declared intention of majoring in Great Britain. After an introduction elementary education. to British society, culture, and Students enter the Program in their education at the University of freshman year and complete a four- Kee le, they work full time as year sequence of professional student teachers i i primary schools education experiences, including in Staffordshire and surrounding assignments in elementary areas for aye weeks. classrooms. The purpose of the Student teaching occurs during the Program is to provide opportunities senior year. Preference is given to for students to integrate theory and schools with innovative programs, practice and personal potential into team teaching, open classrooms, authentic teaching styles. multiage grouping and/or For two quarters of the freshman individualized instruction, and year, students spend a two-hour special programs for particular period in selected elementary school neighborhoods. classrooms and attend a two-hour Throughout the program, students seminar each week. This is work in various school settings to continued through two quarters of enable them to become versatile the sophomore year with another and to function well in any school two-hour weekly seminar. environment.

7 For Distinguished Achievement: Southern Colorado State College Pueblo, Colorado

President Harry P. Bowes

The Teacher Corps Program at The Teacher Corps Program is the College was developed by a based on a number of principles. team composed of representatives The project is planned and executed from the community, public with a broad base of participation. schools, and six colleges. Two major emphases of the project are upon the developinent of Working in six elementary schools cross-cultural awareness in in low-income neighborhoods of participants and upon community- Pueblo, the project features: (1) based programs in the schools a cross-cultural component for all involved, with opportunities for participants which is designed to children's learning to reflect build an understanding of individual community needs. Another cultures; (2) a community-based principle upon which the Program component which moves the is based is that intern training community through stages from should take place in the field as "assistance" to "participation in much as possible. Improvement decision making"; (3) a two-year and change in the College's teacher intern training program at the education program are the founding undergraduate level; (4) a career principles upon which the project ladder component which provides is based. programs for the high school The Program maximizes interaction diploma through the master's or between public schools, College, three types of doctorates; (5) a and community; and learning communications component experiences are more functional. designed to build an open The project represents a significant communications system among attempt to prepare teachers better all participants; and (6) a portal and to make a major contribution school plan for coordinating all to the well-being of children, to activities, with participation of the in-service education of teachers, community, school, and and to the betterment of neighbor- college personnel. hoods and communities.

8 For Distinguished Achievement: University of Massachusetts Amherst, Massachusetts

President Robert C, Wood

The Teacher Preparation Program The Council sought school-wide Council of the School of Education, involvement in the design of University of Massachusetts, was teacher education programs. To created in 1970 with responsibility achieve its ends, the Council was for all graduate, undergraduate, empowered to call on any faculty preservice and in-service teacher member to devote some time to the education programs. The Council is teacher education program. The responsible for policy making, Council's membership reflects admissions, leadership, adminis- school-wide concern with repre- trative coordination, and program sentation from various disciplines. internship. Presently, the Council offers 24 After numerous deliberations, different teacher preparation the Council selected a cross-school, programs, each with a different alternative programs approach to thrust and each created in answer teacher education. This approach to the need for teachers trained and was selected for the reasons given oriented toward a specific kind of below. (1) No person can student, school, curriculum, or determine the best method of community environment. General preparing a person for any teaching programs offered by the Council role. (2) Many people are committed include programs fOr teaching a to ideas of preparing prospective particular group of children, teachers in particular ways. (3) teaching in a particular kind of Conditions were right for the School school, teaching in a particular of Education to create a laboratory method, and teaching a particular where new ideas in teacher curriculum. education could be tested. The Council then created program Through its alternate programs, guidelines, which called for a the Council has succeeded in rationale, a clinical experience, a countering student alienation, reflective component, and removed increasing University and com- constraints within the system munity relationships, and of state certification. integrating theory and experience.

9 For Distinguished Achievement: Western Washington State College Bellingham, Washington

President Charles J. Flora

Established in 1971, Turn About, laboratory students during their a competency-based teacher junior year and return for a final education program, has dual but quarter of internship in their interrelated thrusts. The first thrust senior year. is to establish a portal school and to demonstrate, in an actual school The clinical staff operates in setting, the efficacy of a com- teams in an open classroom setting petency-based teacher education with a ratio of one adult for every program for undergraduates and four children. Each professor heads graduates. The second thrust is a team which includes a graduate aimed at enlarging the cognitive student, two or three other Everett and affective capabilities of inner- elementary teachers, two to four city elementary school children. interns, and six to 12 laboratory Program leadership rests with students. five clinical professors and a director. They are simultaneously Turn About is organized like a responsible and accountable for teaching hospital; professors the education of 525 elementary diagnose, and college students school children in Everett, Wash- carry out their prescriptions. ington's central area Garfield About half of each professor's School and 58 full-time education time is spent demonstrating the students who are assigned to diagnosis/prescription model, and the school. half is spent working with the Graduate students are Everett college students on site. teachers on professional leave. They complete a master's degree in one Evaluation results, validated by year by spending one day a week at an independent auditor, show Western and four days at Garfield. significant increases in the rates Undergraduates in Turn About of cognitive development in are assigned to the school for elementary students and criterion three academic quarters. Usually, level performances for most college they spend two quarters as students in the program.

10 Certificates of Recognition:

California State University, San Diego Hunter College of the City University San Diego, California of New York

Presider t President Brage Guiding Jacqueline G. Wexler

The Nova Project of the Department The Training of Teachers of Teachers of Secondary Education offers teacher Program at Hunter College has effected candidates a unique program of learning a field-based program, the principle leading to California's secondary of community involvement in teacher teaching credential. Since its inception education, the development of high in 1970, the program has involved a morale in a school-within-a-school faculty team of six members arrangement, and the recruitment of and 225 students. unprecedented numbers of minority- group candidates into teacher education. Now in its fifth cycle, the Nova Project features a highly interfaced Liberal arts faculty, education faculty, pattern of school and community students, public school personnel, and experiences and maximizes a team community representatives joined approach, emphasizing: (1) joint forces to achieve a more effective planning by faculty and students, (2) preparation for teachers in inner- team teaching, (3) significant involve- city schools. ment with local school districts, (4) The result has been a program in flexibility in the use of time and which students and faculty share presentation of content, (5) varied and didactic experiences in their general intensive field experiences, and (6) a education courses and in professional continuity in both semesters of the courses in public schools situated in Project (th' student in the program is poverty areas throughout the city. enrollee for 11 units for the first They work with the close cooperation semester and nine units during of community members and public the second semester). school teachers and administrators to The basic elements of the Nova Project develop a sympathetic understanding include the most recent innovations of children and the community from and emphasis on teaching/leaming which they come. They also build a strategies. Student contracts and self strong commitment to improvement evaluation, individual conferences of opportunities for these children. between faculty advisors and students, The five-sided team recruits candidates student-sponsored workshops, micro- for the Program from high schools and teaching, quest projects, visits to has succeeded in recruiting a gc.xl community agencies, and student percentage of black and Puerto Rican services to the Project are basic to the candidates. Community input has Nova's program of teacher preparation. resulted in determining curriculum, Faculty members believe that students in personnel resources offered to will teach others as they have been participants, and in opportunities to taught and that, by actively participating study and work in field situations. in the systems mentioned above, they, The Program affects six elementary as teachers, will engage their own stu- schools, about 45 faculty members, dents and colleagues in such activities. and 270 students.

11 Certificates of Recognition:

Lehigh University Mississippi State TJniversity Bethlehem, Pennsylvania State College, Mississippi President President W. Deming Lewis William L. Giles

The School of Education, in cooperation The Pre-School and Early Education with the Pennsylvania Department of Project was designed to provide a Education, is undertaking an experi- model program for developmentally mental program to prepare teachers handicapped children from four to nine for institutionalized populations years old. through a graduate-level Social The Project's objectives are: (1) to Restoration Program. present a practical, functional model The three-phased Program is designed educational program for nonurban to give teachers competencies in coping schools; (2) to provide a model for with students in crisis situations, as parent and home-assistance education; well as provide teachers with diagnostic (3) to demonstrate new teaching and remedial capabilities. Under the methods and curriculum innovations first phase of the Program, students in psycholinguistics and perception; (4) become involved in school and to make these new teaching methods community agencies and police and known to students in the school's probation offices. Activities in the teacher training program; and (5) to first phase are supplemented by develop in-service training, consultative information seminars with theoreticians services, and replication assistance for and practitioners in associated disci- those involved in educating the plines, including psychology, sociology, developmentally handicapped child. and corrections. The Project incorporates teacher The second phase, or core phase, of in-service training by assisting the Program is a one-year internship experienced teachers to replicate as a teacher in a correctional institution, selected components of the model into public school, or learning center. their individual educational settings. During their internship, the teachers Preservice training is incorporated are visited regularly by a supporting through direct student involvement in University team, which is composed of workshops, direct observations, field curriculum and reading specialists experiences, graduate-level internships, and a psychologist. Supportive staff and undergraduate student teaching. tutor and give on-site seminars. The terminal and integrating phase The heart of the Project consists of of the Program is spent on campus, language development through verbal where multidiscipline seminars bombardment and training in perception. are held to build the interns' Such varied courses as art and physical theoretical base. education are designed to add to the growth of these two areas. Through this action-internship Program, the University hopes to prepare teachers Presently, the University is utilizing more effectively to respond to the knowledge gained from the Project to roblems of the community and its build an effective early childhood young. education program.

12 Certificates of Recognition:

Trinity College University of Delaware Washington, D. C. Newark, Delaware President President Sister Margaret Claydon E. Arthur Trabant

The Bilingual-Bicultural Education The Delaware Model: A Systems Program is sponsored by the Institute of Approach to Science Education (Del American Studies, a joint creation of Mod System) evolved from cooperative Trinity College and the American projects conducted by a number of Language Academy. public agencies responsible for teacher education in the state. The major objectives of the Program, The System is jointly funded by which was begun in 1972, are: (1) to the National Science Foundation, the increase the effectiveness of teachers DuPont Company, the state, and and others who work in cross-cultural several institutions concemed with service professions; (2) tsi provide changing teacher education programs training in teaching English to speakers for both preservice and in-service of other languages; (3) to cultivate an teachers. understanding of the social and cultural forces in language; (4) to give practical The general goals of the System are: experience in teaching and working in (1) to coordinate all segments of science a bicultural setting and to develop and mathematics teacher education appropriate curricular materials. throughout the state; (2) to improve the extent and quality of teaching at the The Bilingual-Bicultural Education pre-elementary, elementary, secondary, Program provides training, not only in and college levels; and (3) to provide current language teaching methodology a favorable climate for research and against a background of applied development activities in teacher linguistics, but a curricular and practical education. understanding of the cultural, social, and Under the System, teacher education psychological impact of biculturalism. activities are grouped into resource center services, field agent experiences, Practice and field study supllement University projects, and local school the formal course work. These provide district projects. Research, development, the opportunity to apply understanding and dissemination of teacher training and skills by working with intemational methods permeate these activities. students, by bilingual teaching in the area's schools, and by working with Educational needs are assessed and validated, remediation projects and the area's ethnic groups. strategies are assigned to and The Program offers instruction at both implemented by the institution the unde! graduate and graduate levels. which has the appropriate resources, On the graduate level, the Program progress is monitored and evaluated, leads to a Master of Arts in Teaching and feedback information is provided. degree with a concentration in bilingual- Teacher education, therefore, is bicultural education. A Certificate in improved by closer liaison among Teaching English to Speakers of Other institutions and by development of Languages and Dialects also is offered. individualized programs.

13 Certificates of Recognition:

The University of South Dakota Washington State University Vermillion, South Dakota Pullman, Washington President President Richard L. Bowen Glenn Terrell

The Indian Counselor Preparation The Competency Oriented Personalized Program was developed in response to Education (COPE) Program was the educational needs of American developed by education faculty to Indiana in areas where the schools meet the needs of the dynamic social serve large populations of Indian enterprise of teaching. Approximately children and youth. three years of intensive planning, The program revolves around a center reviewing, and evaluating went into institution, the University of South the development of the Program. Dakota, and satellite institutions in The Program results in learning where North Dakota, Montana, Washington, prospective teachers must illustrate and Wyoming. This interinstitutional competence in the act of teaching. The cooperation is enhanced by an advisory Program's general design can be divided board of Indians with representation into three phases: (1) knowledge, (2) from each of the satellites. Cooperation simulation, and (3) application. Under is further enhanced by including this general design are four major interaction between members of the components. local community and educational Ile first component is a career personnel. seminar taken during the sophomore The institutions modify and provide year. This seminar is designed to curricular experiences for Indian improve a student's self understanding educators in the total pupil/personnel and his understanding of a teacher's service area. Presently, there are roles and responsibilities. A Ieamir g approximately 50 Indian trainees who and development seminar, taken by are pursuing a program of studies juniors, is the second component. which provides them with the Emphasis is ;placed upon understanding knowledge, skills, and tools to be youngsters and on the processes better counselors for Indian children by which children learn. and youth. The third component is a set of learning modules, most of which are Training is divided into two phases. taken during the junior and senior The first phase is a six-week general years. These modules are designed for orientation program at South Dakota. independent study but dc have a The second phase of the Program is the set of instructions for the student, academic year at the home satellite including performance level criteria institution. In addition, a wide range and alternative leaming activities. of field experiences involves the During the senior year, an intemship participants in the target communities. program, the fourth component, is This programmatic approach provides undertaken by the student. Prospective the framework for modifying many teachers may intem in two different existing traditional practices in current public schools for two eight- college programs. week periods.

14 1973 Distinguished Achievement Awards Entries

Appalachian State University Eastern Connecticut State College Boor.:, North Carolina Willimantic, Connecticut

Ashland College Eastern New Mexico University Ashland, Ohio Porta les, New Mexico Bernard M. Baruch College, The City University of New York Eastern Washington State College New York, New York Cheney, Washington

Bowling Green State University Edinboro State College Bowling Green, Ohio Edinboro, Pennsylvania

Brooklyn College of the City University Elizabeth City State University of New York Elizabeth City, North Carolina Brooklyn, New York Florida Agricultural & Mechanical California State University, San Diego University San Diego, California Tallahassee, Florida

Campbell College Fitchburg State College Buie's Creek, North Carolina Fitchburg, Massachusetts

Chadron State College Governors State University Chadron, Nebraska Park Forest South, Illinois

Cheyney State College Hunter College of the City University Cheyney, Pennsylvania of New York New York, New York Clemson University Clemson, South Carolina Indiana University-Purdue University at Indianapolis College of Mount Saint Joseph Indianapolis, Indiana on-the-Ohio Mount Saint Joseph, Ohio John Carroll University Cleveland, Ohio College of Mount Saint Vincent- on-Hudson Johnson State College Riverdale, New York Johnson, Vermont

Dakota State College Kutztown State College Madison, South Dakota Kutztown, Pennsylvania

East Carolina University Lehigh University Greenville, North Carolina Bethlehem, Pennsylvania

15 1973 Distinguished Achievement Awards Entries

Lyndon State College Quincy College Lyndonville, Vermont Quincy, Illinois

Lowell State College Regis College Lowell, Massachusetts Denver, Colorado

Madonna College Rhode Island College Livonia, Michigan Providence, Rhode Island

Mankato State College Roosevelt University Mankato, Minnesota Chicago, Illinois

Miami University Rutgers, The State University Oxford, Ohio New Brunswick, New Jersey Mississippi State University State College, Mississippi Saint Francis College Fort Wayne, Indiana Missouri Western College Saint Joseph, Missouri Southern Colorado State College Pueblo, Colorado Montclair State College Upper Montclair, New Jersey State College at Westfield Westfield, Massachusetts Mount Mercy College Cedar Rapids, Iowa State University of New York at Buffalo Buffalo, New York National College of Education Evanston, Illinois State University of New York College at Cortland Northeastern State College Cortland, New York Tahlequah, Oklahoma Teachers College, Ball State University Muncie, Indiana Northwestern State University of Louisiana Texas Agricultural & Industrial Natchitoches, Louisiana University Kingsville, Texas Oregon State University Corvallis, Oregon Southeastern State College Durant, Oklahoma Pacific College Fresno, California The College of Saint Rose Albany, New York Plymouth State College of the University of New Hampshire The University of Delaware Plymouth, New Hampshire Newark, Delaware

16 1973 Distinguished Achievement Awards Entries

The University of Georgia University of Houston Athens, Georgia Houston, Texas

The University of Iowa University of Maryland Iowa City, Iowa College Park, Maryland The University of Michigan University of Massachusetts Ann Arbor, Michigan Amherst, Massachusetts The University of NebraskaLincoln University of New Hampshire Lincoln, Nebraska Durham, New Hampshire The University of South Dakota University of Northern Colorado Vermillion, South Dakota Greeley, Colorado The University of Tennessee University of Southwestern Louisiana Knoxville, Tennessee Lafayette, Louisiana The University of Toledo University of Virginia Toledo, Ohio Charlottesville, Virginia The University of Utah Utah State University Salt Lake City, Utah Logan, Utah The University of Wisconsin LaCrosse Washingtr-i State University LaCrosse, Wisconsin Pullman Washington The University of WisconsinOshkosh West Texas State University Oshkosh, Wisconsin Canyon, Texas The University of Wisconsin Western Illinois University Stevens Point Macomb, Illinois Stevens Point, Wisconsin Western Kentucky University The University of Wisconsin Bowling Green, Kentucky Whitewater Whitewater, Wisconsin Western Michigan University Kalamazoo, Michigan The William Paterson College of New Jersey Western Washington State College Wayne, New Jersey Bellingham, Washington Trinity College Wichita State University Washington, D. C. Wichita, Kansas University of Hartford Wittenberg University West Hartford, Connecticut Springfield, Ohio

17