Northern Highlands Regional High School
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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 ........................................................................................................................................................................... -
HM College Handbook
HORACE MANN SCHOOL COLLEGE COUNSELING HANDBOOK CLASS OF 2013 H E A D O F S CHOOL : D R . T O M K ELLY H E A D O F U P P E R S CHOOL : D R . D A V I D S CHILLER D E A N O F C L A S S O F 2013 : D R . J E S S I C A L EVENSTEIN C O L L E G E C O U N S E L I N G O FFICE : C A N H O XELSON , D IRECTOR OF C O L L E G E C OUNSELING E. T H O M A S K ATZENBACH , S ENIO R A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING A M B E R N.L ONG, A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING E LIZABETH P ILI, A S S O C I A T E D IRECTOR OF C O L L E G E C OUNSELING B A R B A R A B ILLIES , A DMINISTRATIVE A SSISTANT L I N D A D OWLING , A DMINISTRATIVE A SSISTANT HORACE MANN SCHOOL COLLEGE COUNSELING OFFICE Dear Student: In its purest form, the college search and admissions process is one of excitement, possibility and self- discovery for a student. Through the assessment of one’s own traits, needs, skills, and interests, a young person has the opportunity to identify institutions and opportunities that not only match these traits, but also assist them in attaining future goals. -
Parenting for High Potential Benefiting Academically Talented Students
6 A Message From the President ........................................................ 3 By Dr. Paula Olszewski-Kubilius, NAGC President 6 Reflecting on My Journey ................................................................. 6 By Susan Dulong Langley, Parent Representative to the NAGC Board of Directors 6 Ten Tips for College Planning ......................................................... 12 Volume 1 Issue 6 Volume By Susan Goodkin, J.D. 6 Schools and Talent Search Centers: Meeting the Needs of Academically Talented Students .................................................... 16 By Dr. Michelle Muratori & Dr. Linda Brody % 6 ABCs of Being Smart . F Is for Fit and Flexibility ...................... 20 By Dr. Joanne Foster 0 6 Insights: Talent Searches From Parents’ Perspectives ................ 22 By Mariam Willis, NAGC Parent Outreach Specialist parenting for high potential a note from the editor ??? If a man empties his purse into his head, no ? man can take it away from him. An investment in knowledge always pays the best interest G F “— Benjamin Franklin his issue of PHP focuses on Talent Search pro- Tgrams across the United States. Talents” Search- es are one of many ways that gifted and high-ability children can have their advanced abilities supported and nurtured. Knowing about Talent Searches is just one way to be informed, and an informed parent armed with knowledge is in a bet- ter position to bring change or to perse- vere in the face of budget cuts or advo- cating on behalf of gifted children. NAGC is committed to being a source of knowl- edge for parents of gifted and high-ability children. I talk with parents on a regular basis who are search- ing for resources to help them understand their child’s unique learning or social emotional needs, find programming or services to supplement their child’s current educational situation, or network with other parents with children of similar abilities and interests. -
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. -
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. -
2015-16 College Visits on Campus
2015-16 College Visits on Campus University of Chicago Ranked 3rd in the Midwest by Forbes Ranked 4th Nationally by U.S. News and World Report Education Affiliated with 87 Nobel Laureates and 42 Rhodes Scholars Hillsdale College Ranked 16th in Happiest Students by Princeton Review Ranked 17th in Best Value Liberal Arts Colleges Nationally by Kiplinger 88% of faculty at Hillsdale hold the highest degree in their discipline University of Dallas Ranked 13th in Best Regional Universities (western) by U.S. News and World Report Education 80% (6th highest percentage) of students who participate in Study Abroad program Carleton College Ranked 4th in the Midwest by Forbes Ranked 12th in Best Value Liberal Arts College Nationally by Kiplinger Northwestern University Ranked 11th in College Research by Forbes Ranked 12th Nationally by U.S. News and World Report Education Washington University Ranked 8th in the Midwest by Forbes Ranked 1st in Smartest Colleges in American by Luminosity (ahead of Princeton, MIT, and Northwestern) Montana State University Top 2% of universities nationwide in research Research facilities include 30 greenhouses, Center for Bison and Wildlife Health and an extensive collection of fossils Marlboro College Intentionally small with less than 300 students, students self-design their own Plan of Concentration Self-governing community University of Vermont Ranked 15th Best College City by Forbes Ranked 89th Nationally by U.S. World News and Report Education Wesleyan University Every May, students are able to participate in a “Play-Term” a month long experimental learning opportunity to focus on a single course or topic of their choice Ranked 72nd National Liberal Arts Colleges by U.S. -
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. -
WHS College Application Book Updated 2019
Indiana University College Application Book Your guide to the college application process Westfield High School Welcome to your college search and application process! It’s all about fit... You are in the midst of one of the most exciting projects you have ever undertaken. The purpose of this book is to provide you with guidelines for submitting your college applications, offer helpful resources, and to help you organize your college search process. As you move through the process, remember to utilize the following resources: 1. Your parents 2. Your counselor 3. Your teachers 4. Your friends already attending college 5. College admission representatives 6. This guide 7. The School Counseling Center 8. College advising programs planned for you at Westfield High School 9. Westfield College Representative Visits and College Fairs Students come to college decisions in a variety of ways and for varying reasons. Finding your best fit is a result of willingness to define the college characteristics that are most important to you. All colleges possess unique features, which makes them distinctive. Identifying what is important to you is the foundation for a great fit. Ask your parents to compile a list of what they believe are important criteria – suggestions are on page 17. Compile your list of important characteristics then schedule family discussion time to talk about how you and your parents view your options. Use the college comparison grid and the list of college criteria in this book as a starting point. Discuss how the similarities and the differences in point of view will shape and drive your decision. -
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 .....................................................................................................................................................................................