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Wa L D O R F
Survey of Waldorf Graduates Phase II David Mitchell and Douglas Gerwin RESEARCH INSTITUTE FOR EDUCATIONWa l d o r f Research Institute for Waldorf Education Survey of Waldorf Graduates Phase II David Mitchell and Douglas Gerwin Printed with support from the Waldorf Educational Foundation Published by: Research Institute for Waldorf Education P.O. Box 307 Wilton, New Hampshire 03086 [email protected] www. waldorfresearchinstitute.org Title: Survey of Waldorf Graduates, Phase II Research and Analysis: Douglas Gerwin and David Mitchell Statistical Analysis: Ida Oberman, PhD, and Yasuyo Abe, PhD Survey Administrator: Arthur Pittis Editors: David Mitchell and Douglas Gerwin Layout: David Mitchell Proofreader: Ann Erwin © 2007 by Research Institute for Waldorf Education ISBN: 978-1-888365-82-5 Contents ACKNOWLEDGEMENTS ......................................................................................... 9 ABSTRACT ......................................................................................................... 11 HIGH sCHOOL gROWTH IN nORTH AMERICA ........................................................ 15 PROFILE OF A TYPICAL WALDORF gRADUATE ........................................................ 16 METHOD uSED IN THIS sURVEY .......................................................................... 17 RESULTS, oBSERVATIONS, AND ANALYSIS ............................................................. 19 1. oVERVIEW OF PARTICIpaNTS ............................................................... 19 2. HIGHER eDUCATION -
Read Our Brochure
YOUTH INITIATIVE HIGH SCHOOL VIROQUA, WISCONSIN | USA WanTed: DOERS, DREAmERS, lEARNERS—lEADERS. Youth Initiative High School provides a holistic Waldorf-inspired education for grades 9-12. We offer an academically rigorous, developmentally appropriate curriculum infused and balanced with the arts. In all we do, we strive to engage students’ heads, hearts, and hands, offering them real opportunities to grow as confident, independent thinkers. At Youth Initiative, we foster an engaged, active learning environment where students have real purpose, exercise both leadership and teamwork, flourish creatively, think critically, collaborate readily, and take initiative in every aspect of school life. Faculty, parents, and students work cooperatively to create an educational experience “To truly know the world, look deeply within your being; to truly know yourself, that challenges and inspires each student to become a mature, empowered, and active take real interest in the world.” participant in their community and the world beyond. RUDOLF STEINER, Founder of Waldorf Education We hope you’ll join us! BUIlDING CHaRaCTeR At Youth Initiative, our classes are not just concerned with what, but how, and why, and what if. With a curriculum that’s both rich and rigorous, we challenge students to demonstrate not just what they know, but who they want to be. And, because we believe in learning by doing, we offer our students a real challenge— running a nonprofit! From the Board of Directors to the Administrative Group to the Curriculum Committee, students serve alongside faculty, parents, and community “Youth Initiative offers a great holistic education and more. members on every decision-making body of the school, helping to shape Youth It engages the students in the workings of things and inspires Initiative’s present and future. -
Academic Course Catalog Fall 2005 – Fall 2013
Deep Springs College Academic Course Catalog Fall 2005 – Fall 2013 Deep Springs College Deep Springs, CA HC 72 Box 45001 via Dyer NV 89010 760-872-2000 www.deepsprings.edu Table of Contents GENERAL INFORMATION.............................................................................................................................. 1 Educational Mission .......................................................................................................................................................................... 1 The Deep Springs Scholarship and Student Financial Obligations ..................................................................................................... 1 Admissions ........................................................................................................................................................................................ 1 International Students ........................................................................................................................................................................ 2 Learning Resources ............................................................................................................................................................................ 2 Statement on Academic Freedom ....................................................................................................................................................... 3 Diversity Statement ........................................................................................................................................................................... -
1993 Fall: First Sophomore Seminar
TELLURIDE NEWSLETTER 1993 FALL VOLUME 81. NUMBER 1 Thanks to innovative planning and a campus. As other committee, pro- stable of computers, Telluride gram, and administrative expenses Associaton President Henry Muller was rise, and the funds available to us re- able to adjourn the shockingly efficient main stable, the care and thought re- 1993 meeting earlier than almost any quired at this Convention will continue other Convention in recent memory. In to be necessary, as will the budgeting the first weeks of June, Muller and other precision made possible by the system members prepared preliminary budgets instituted by Muller this year. anda computer program to provide com- Despite the seriousness of the de- mittees and the assembled body with up- liberations at this Convention, mem- to-da te informa tionon the organization's bers made time, as they always do, for financial needs and constraints. Secre- long Telluridean gossips on the front tary Kolin Ohi recorded the proceedings porch. Michael Migiel-Schwartz, son on a rented Power Book. Even the ba- of Marilyn Migiel and Joe Schwartz, roque Telluridian proxy system was sub- demonstrated a new-found talent for ject to the lash of computerization, and standing upright, and Pinta, canine Dan Dulitz's programming cut several mascot of the Custodians, lurked at the minutes from the time that themost basic edges of the meeting like an impatient and tedious of parliamentary procedures smoker. The Association approved, reauired.1 with regret and congratulations, the The new (and newly efficient) bud- Abe:Association members Mi-1 Grew (1) and graduation from membership of JqhSdKUJrtz (T). -
Northern Highlands Regional High School
Northern Highlands Regional High School Guidance Counselors’ College Recommendations OVERVIEW Colleges That Change Lives Northeast Midwest Allegheny College Antioch College Clark University Denison University Goucher College Cornell College Hampshire College Earlham College Juniata College Hope College Marlboro College Kalamazoo College Ursinus College Ohio Wesleyan University McDaniel College College of Wooster The Hidden Ivies Amherst College Middlebury College Barnard College Mount Holyoke College Bates College University of Notre Dame Bowdoin College Oberlin College Colby College Rice University Colgate University Swarthmore College Davidson College Vanderbilt University Emory University Vassar College Grinnell College Wake Forest University Hamilton College Washington and Lee University Haverford College Washington University Cool Colleges Babson College Reed College California Institute of Technology Shimer College Colorado College Simon Rock College of Bard Deep Springs College St. John’s College Hampshire College Swarthmore College Harvey Mudd College The Thomas More College of Liberal Arts Indiana University of Pennsylvania The University of the South (Sewanee) (Robert E. Cook College) University of Chicago Marlboro College University of Cincinnati New College of the University of South Florida Prescott College 100 Colleges Where Average Students Can Excel Assumption College Monmouth University Bryant College Nichols College Colby-Sawyer College Rider University Curry College Roger Williams University Endicott College Sacred -
Call for Applications Telluride Faculty Fellowship
Cornell Branch of the Telluride Association 217 West Avenue | Ithaca, New York 14850 Call for Applications Telluride Faculty Fellowship The Cornell Branch of the Telluride Association (“CBTA” or “Telluride House”) welcomes applications for Faculty Fellows for the 2018-2019 academic year. Applicants should have a permanent or temporary position at Cornell University or Ithaca College during this period. The award consists of a full room-and-board scholarship in which Fellows live at CBTA, centrally located on Cornell’s west campus, and contribute to the House community both formally and informally. Faculty accommodations include a private room and either private or semi-private bathroom, as well as access to a full kitchen, and daily lunches and dinners prepared by our chefs. Each year we admit a small number of Faculty Fellows, contingent upon space available. We look for individuals who will contribute to the vision of an intellectually diverse, self-governing community. In a formal capacity, faculty fellows are asked to deliver one hour-long lecture to the house on a topic of general interest. In a more informal capacity, we ask our faculty fellows to attend meals, bring guests, and be present in the community through the duration of their stay. Fellows have often hosted formal and informal reading groups at CBTA. Fellows live in close proximity to the other residents of Telluride House, who include other Faculty Fellows, undergraduate students, and graduate students, studying a wide array of subjects at Cornell. The Telluride Association is a national nonprofit organization committed to fostering self-governance, a commitment to service, and intellectual inquiry among students and scholars at all stages of their careers. -
Research on Waldorf Graduates in North America, Phase 1
Research on Waldorf Graduates in North America, Phase 1 Faith Baldwin, Douglas Gerwin, and David Mitchell EDITORIAL NOTE: The Research Institute for Waldorf Education has completed Phase I of its research project, “Research on Waldorf Graduates.” We are pleased to present the report from this first phase of the research project with this issue of the Research Bulletin. Although the body of the report is printed here in its entirety, we have omitted all the appendices except Appendix E and Appendix F. (The other appendices are available on request). This initial project will form a foundation for the more in-depth research that will now begin with Phase 2. Readers of this report will be interested to learn that Waldorf graduates are being accepted by and attending not only the finest universities and colleges in North America but around the world. Especially intriguing is the number of students (22.8%) who opted to defer college for a year in order to pursue an impressive array of other creative and unique programs. Introduction Waldorf education is designed to provide its stu- Waldorf graduates, and to which colleges do they dents with broad skill sets and a wide range of choose to go? How many do not go directly to interests, giving them many options in life and college, and what do they do instead? allowing them to find fulfilling vocations. Seventy-five years after the founding of the first This first phase in a two-part survey examined Waldorf school in the United States and with the these questions by gathering data collected in tremendous growth of Waldorf schools across 2004–2005 in the United States and Canada the country, it is time to look in a systematic way from twenty-seven Waldorf high schools report- at what happens to Waldorf graduates: How ing on what their graduates from the past ten many go on to college? Which colleges accept years did in the year following graduation. -
Call to Convention Call to Convention
NEWSLETTER 2015 SPRING • VOLUME 101, NUMBER 1 Left: 2014 Convention hard at work Center: Earnest discussions Right: TA President Amy Saltzman In this issue: Call to Convention Call to Convention ........................... 1 Dear Associates and Friends of Telluride, TASS Expands to Cornell ................... 2 By the time you read this, Telluride’s 2015 Convention will be less than two months away. What new and exciting business will committees bring for debate? And what old debates will we get to have again? In my recent perusal of some century-old Telluridean records, I’ve Alumnae Reflect on the Past, been amazed by how things have changed — and how much things have stayed the same. Provide for the Future ...................... 4 According to historic Newsletters, ninety-nine years ago, we evidently found ourselves much in the same position as every February, kicking our work into high gear to fulfill the previous Past President Overcomes year’s mandates and getting our reports for Convention prepared on time. A 1916 Newsletter Post-Graduation Accident ................ 7 reads: The 1915 Convention adopted the following resolution: Trail Returns to Fold as ‘BE IT RESOLVED, that each person receiving financial assistance from Telluride Alumni Development Officer ........... 10 Association for the purpose of pursuing a regular course of study or special investigation shall present at the convention next following his preferment a written report, in the form News & Notes ................................. 11 of a brief resume, of the work done by him during the preceding year. Should two or more persons together be carrying on work of the same character, a single report from In Memoriam .................................. -
Regionally Accredited Post-Secondary Educational Institutions August 2017
Regionally Accredited Post-Secondary Educational Institutions August 2017 A B C D E F G H 1 Institution Name Address City State Zip Code Phone Website Accreditation Agency 11 A.T. Still University of Health Sciences 800 W. Jefferson St. Kirksville MO "63501" 660-626-2121 WWW.ATSU.EDU Higher Learning Commission 13 Aaniiih Nakoda College Hwys 2 & 66 Harlem MT "59526-0159" 406-353-2607 www.fbcc.edu Northwest Commission on Colleges and Universities 19 Abilene Christian University 1600 Campus Court Abilene TX "79699" 325-674-2000 www.acu.edu Southern Association of Colleges and Schools, Commission on Colleges 20 Abraham Baldwin Agricultural College 2802 Moore Hwy Tifton GA "31793-2601" 229-386-3236 www.abac.edu Southern Association of Colleges and Schools, Commission on Colleges 28 Academy for Jewish Religion California 3250 Wilshire Boulevard Los Angeles CA "90024" 213-884-4133 www.ajrca.org Western Association of Schools and Colleges, Senior College and University Commission 47 Adams State University 208 Edgemont Blvd Alamosa CO "81102" 719-587-7011 www.adams.edu Higher Learning Commission 48 Adelphi University South Ave Garden City NY "11530-0701" 516-877-3000 WWW.ADELPHI.EDU Middle States Commission on Higher Education 49 Adirondack Community College 640 Bay Rd Queensbury NY "12804" 518-743-2200 WWW.SUNYACC.EDU Middle States Commission on Higher Education 50 Adler Graduate School 1550 East 78th Street Richfield MN "55423" 612-988-4170 www.alfredadler.edu Higher Learning Commission 51 Adler University 17 North Dearborn Street Chicago IL "60602" 312-662-4000 www.adler.edu Higher Learning Commission 52 Adrian College 110 S Madison St Adrian MI "49221-2575" 517-265-5161 www.adrian.edu Higher Learning Commission 70 Advantage Career Institute 2 Meridian Road A-B Eatontown NJ "07724" 732-440-4110 aci.edu Middle States Commission on Secondary Schools 71 Adventist University of Health Sciences 671 Winyah Drive Orlando FL "32803" 407-303-7742 www.fhchs.edu Southern Association of Colleges and Schools, Commission on Colleges 72 Advocate Kutsch College of Nursing 4300 N. -
Deep Springs: Loyalty to a Fault? 5 L
Chapter 6 5 Deep Springs: Loyalty to a Fault? 6 L. Jackson Newell The desert has a deep personality; it has a voice; and God speaks through its personality and voice. Great leaders in all ages. have sought the desert and heard its voice. You can hear it if you listen, but you cannot hear it while in the midst of uproar and strife for material things. Gentlemen, “For what came ye into the wilderness?” Not for conventional scholastic training; not for ranch life; not to become proficient in commercial or professional pursuits for personal gain. You came to prepare for a life of service, with the understanding that superior ability and generous purpose would be expected of you. —Letter from L. L. Nunn to the student body, February 17, 1923 Deep Springs College in remote Inyo County in eastern California is nearly 80 years old. It has six faculty members, 24 students, 350 cows, and ranks second among the nation’s institutions of higher learning with respect to the aptitude of the students it admits. The Utopian dream and final effort of a highly successful 19th century inventor and developer, Deep Springs numbers among its alumni U.S. ambassadors, heads of corporations, presidents of universities, members of Congress, distinguished scholars, and prominent news analysts. More than half its students have gone on to acquire doctoral degrees, most of them in academic disciplines. Yet Deep Springs is only a 2-year college—one that requires its students to invest 20 hours a week in labor to sustain the community, and operate the 32,000-acre ranch on which the institution is situated. -
University Mkzrcxilms International 300 N, ZEEB RD
INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1.The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a definite method in "sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. -
Alumni Newsletter #95 Fall 2018
ALUMNI NEWSLETTER #95 FALL 2018 While Deep Springs is in one way isolated geographically, the idea was that you were going to be wed to the campus, ranch, farm, garden, garage or shop and to the intel- lectual rigor. Thinking and doing were meant to be complementary. Surgery is a craft and isn’t that different from fixing a tractor or working as a cowboy. I’m working with my hands in a very real way. I have to know intellectually what the right thing to do is, but, at the end of the day, I have to use my hands to deliver that craft in an exacting way. - Brendan Visser DS90 Table of Contents President’s Letter ................................................................................................................................................................... 3 Director of Development’s Letter ....................................................................................................................................... 5 SB President’s Letter ............................................................................................................................................................. 6 Farm, Ranch, and Garden Report ...................................................................................................................................... 7 Fall Courses ............................................................................................................................................................................ 8 Babies .....................................................................................................................................................................................