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Start Over Author "Wilcox, Susan" Publication Type Reports
6 results on '"Wilcox, Susan"'

1. Finding Community and Forming Identity: Exploring the Role of Youth Programs Serving Blacks and Latinos.

Author

Columbia Univ., New York, NY. Inst. for Urban and Minority Education. and Wilcox, Susan

Abstract

An evaluation of the International Youth Leadership Institute (IYLI), summarized in this IUME Brief, helps fill the gaps in knowledge about how youth programs help Blacks and Latinos negotiate their adolescence and attempt to form an integrated sense of self. IYLI, founded in 1989, is an academic leadership development program for Black and Latino high school students (called Fellows) that provides leadership training and exposure to international education and career options through biweekly seminars and overseas study in Africa and Latin America. Since its inception, IYLI has been staffed by a core group of volunteers, all of whom have been of African descent. Selection to the program is based on interest in leadership, community development, and global affairs. Academic standing is not a basis for selection as a Fellow, although applicants must submit a school transcript so that staff members can offer appropriate academic support. Following IYLI's seventh year of operation, 29 Fellows, representative of the total of 109 participants over the years, completed a survey or participated in focus groups about the experiment. Seventy-five percent were girls, while 69% were Black, 10% Latino, and 21% of mixed heritage. Fellows reported that the program met their expectations, and they saw the overseas study as particularly significant. Fellows were split between perceiving Black and Latino youth as having the same or some same and some different identity needs and concerns, but their perceptions of adolescence and identity reflected their cognitive strengths. They tended to draw a connection between their participation in IYLI and identity, and they valued achieving a positive sense of self based on ethnicity. Overall, IYLI was able to meet the developmental needs of its participants because its aims and practices aligned with the reasons why Fellows joined a youth program. The evaluation of IYLI provides insight into adolescent and identity development and highlights the significance of continuity between home and school institutions for Black and Latino youth. (Contains 16 references.) (SLD)

Published
1998

2. Learning from Our Past: The History of Educational Development in Canadian Universities. Occasional Papers in Higher Education Number 8. Occasional Paper Series.

Author

Manitoba Univ., Winnipeg. Centre for Higher Education Research and Development., Society for Teaching and Learning in Higher Education, North York, (Ontario)., and Wilcox, Susan

Abstract

This paper examines the evolution over three decades of the educational development (ED) movement in Canada. An informal history of ED was constructed, using published documents about ED and personal interviews with 8 educational developers who played key roles in programs and ED centers; e-mail responses were received from ten other developers. Five "critical" scenes in the early story of ED are identified: the opening in 1969 of the McGill University (Canada) Centre for University Teaching and Learning; the activities of the Professional Orientation Committee (1970-80); the Ontario University Program in Instructional Development (1973-80); founding of the Society for Teaching and Learning in Higher Education; and the Canadian Society for Studies in Higher Education (1969-). The paper goes on to examine the growth and expansion of educational development, and (1) reviews three separate eras of ED unit openings; (2) changes in program development over time; and (3) changes in perceptions, attitudes, and activities of developers. It also identifies important issues that underlie the movement, including concerns about competence; the role of the developer; and concerns about ED as an accepted and legitimate activity in universities. (Contains 12 references.) (SM)

Published
1997

3. Project TRACE: Transitional Resource Addressing Children's Early Education. Program Performance Report. July 1, 1980-June 30, 1981.

Author

West Chicago School District 33, IL. and Fay-Wilcox, Susan

Abstract

The 1980-1981 performance report is presented for the Transitional Resource Addressing Children's Early Education (TRACE) Project, West Chicago, Illinois, which provides developmental preschool and transitional primary-level classes for 3-8 year olds. Screening of 130 preschool children (2 years 10 months through 4 years old) was undertaken to identify special needs relating to speech and language, hearing, vision, motor skills, behavior, and cognition. The Comprehensive Identification Program was used, along with a locally developed, comparable program for the Spanish-speaking children, who represented about 20% of the sample. Nineteen children were enrolled in the TRACE Preschool program, and 11 students were enrolled in the Transitional Kindergarten program. Sixteen preschoolers and five kindergarten children received speech therapy. Monthly parent meetings addressed a variety of topics including children's memory, nutrition, and the family life cycle. Evaluation efforts included administration of the Brigance Inventories to assess children's progress. Inservice training was provided for TRACE staff and personnel from other agencies, and program demonstration and dissemination activities were undertaken. For 1981-1982 year, the Itinerant Primary program was deleted. (SEW)

Published
1981

4. Fostering Self-Directed Learning in the University Setting.

Author

Wilcox, Susan

Abstract

A survey of 139 faculty at a Canadian university concerning support for self-directed learning (SDL) found the majority did not support SDL. Among those who were fully supportive, instructional practices did not always exemplify their convictions. Implications for the ways in which SDL is conceptualized in the adult education literature and fostered in the higher education setting are considered. (Author/MSE)

Published
1996

5. Peer and Self Assessment of Group Work: Developing an Effective Response to Increased Enrollment in a Third Year Course in Microclimatology.

Author

Strachan, Ian B. and Wilcox, Susan

Abstract

Discusses the development and implementation of small group work focusing on seminar presentations and term papers in a microclimatology class. The class utilized peer- and self-assessment strategies developed in conjunction with a university department of education. Responses both from teachers and students were positive. (MJP)

Published
1996

6. You Are a Storyteller!

Author

Wilcox, Susan

Abstract

The aim of this presentation is to persuade early childhood educators that they can and should tell stories to children in their preschool classes, day care homes, or centers. The story of Scheherezade is retold in order to illuminate the points that: (1) traditional stories share a basic, satisfying structure which, regardless of the details of the particular story, asserts to the listener that, in some mysterious way, life makes sense; and (2) trustworthy relationships with others are possible. Children seek reassurance on these two points. It is suggested that one begin telling stories to children by selecting a story that involves physical imitation and simple verbal participation. Children will imitate both physically and emotionally. The reader can model the emotions of story characters with tone of voice, facial expression, and gestures. Readers can also watch and respond to emotions registered on children's faces, and ensure that no child becomes too upset. Additional guidelines and reflections are offered. An appendix provides a list of stories for beginning storytellers to tell to preschoolers that is arranged according to the age of the child. A storytelling bibliography of 14 items is also provided. (RH)

Published
1990

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