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Exhibit R.4.4.h.1: UNIT Affirmative Procedures for Attracting Diverse Initial Program Candidates Representative examples of the unit’s affirmative procedures for attracting diverse initial program candidates to teacher education include: Towson University serves as Maryland's affiliate university for the Teacher Academy of Maryland (TAM; ). Originated with three Baltimore City high schools, the unit now partners with thirteen public school systems (exs., Baltimore City, Prince George’s and Baltimore Counties) to develop and implement TAM as a "grow-your-own" pipeline of future teachers. TAM is a multi-pronged recruitment incentive. While emphasizing the Top Ten Percent Scholarship, TU also awards three (3) Core Curriculum credits to students who successfully complete the TAM program and enroll at Towson University. Additionally, based on recommendations from the COE, Towson provides a $1,000 Towson University Teacher Academy of Maryland (TAM) Scholarship to successful TAM program completers who choose to become education majors at Towson University. working with Future Educators of America chapters, hosting campus visits by students from high schools with highly diverse populations.Associate of Arts and "2 + 2" articulation agreements with community colleges to facilitate the seamless transfer and pursuit of education degrees. As a result of the unit’s collaborative efforts, it was recognized by the Maryland Higher Education Commission (MHEC) at its January, 2012 Education Policy Committee meeting. The Education Policy Committee praised the unit’s effort, noting that “Towson University for example, has become particularly adept at establishing agreements with community colleges, private institutions and public school districts” (MHEC, 2012, p. 15; Retrieved from ( the unit’s long-term engagement with the Baltimore City Public School System (BCPSS). The representative examples of ongoing initiatives below, enhance and build on TU2020, and the President’s and Provost’s public commitment to Towson’s role “as the state’s comprehensive metropolitan institution” (Undergraduate Catalog, Fall 2012, p. 222):Top Ten/S3 efforts: Continuation of the University’s Top Ten Percent Scholars () and Support for Student Success (S3) () programs sustains the University’s commitment to enhance student diversity. A critical part of the S3 initiative is its engagement of peer mentors from Students Achieve Goals Through Education (SAGE) (), a critical component of the University's cultural diversity and student retention; SAGE focuses on incoming first generation full-time students who had the potential to succeed in college but might, for a variety of reasons, struggle academically and socially in their first year of college. The integrated Top Ten/S3 efforts provide scholarships and ongoing supports to students from Baltimore City and Baltimore County public high schools that completed a college preparatory curriculum and graduated in the top ten percent of their class. Institutional Research data for the 2012-2013 academic year identified eighteen education majors were part of an S-3 cohort, with nine being minority candidates, thirty seven education majors were part of a Top Ten cohort, with thirteen being minority candidates, and seven majors were part of both an S-3 and a Top Ten cohort, with five being minority candidates.The unit continues to work with BCPSS professional development schools and provide leadership to the Cherry Hill Learning Zone Initiative (), in collaboration with BCPSS, the Cherry Hill Ministerial Alliance, and the Baltimore City Mayor's Office to improve simultaneously the Cherry Hill area's schools and family, community, health, and economic quality of life. Towson students have the opportunity to take what they have learned inside the classroom outside into the real world. By engaging in the community, TU students gain practical hands-on experience that is invaluable to their education. Numerous unit faculty (and students) are continuing their engagement through After-School Tutoring, Students of Service, Cherry Hill Oral History Project, Saturday Morning Science Series (). ................
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