Conference Features Leadership Training by Wells College Personnel

Young women from Baltimore-area private schools identify social problems and develop action plans

"This is the first time Wells has conducted a program like this off campus," said Wells' Director of Admissions Susan R. Sloan, who was a conference facilitator. "The students benefited a great deal. Our reputation in leadership training for young women is growing, and we are looking forward to offering other programs like this in the future."

Wells' Dean of Students Susan H. Ryan, who was also a facilitator said, "The schools that participated in this conference sought out Wells College personnel because of our reputation for developing leadership skills. We were very happy to help the students and are pleased to be recognized as a college for leaders."

Sloan says, "This program offered great opportunities for Wells students - who served as counselors to these young women - to show other students what they have learned through the Wells leadership experience."

The Wells representatives helped the students increase awareness of collaborative leadership and social responsibility - a style that has become associated with Wells through its contributions to the field of leadership studies in recent years, says Ryan.

Twenty-seven sophomores and juniors from the private schools were selected to attend the program through nominations provided by their guidance counselors. They represented Bryn Mawr, Garrison Forest, St. Paul's School for Girls, St. Timothy's School, Roland Park Country School, and Oldfields School.

The participants were asked by the Wells facilitators and counselors to discuss issues of importance at their schools. After presenting the issues to the group, the young women worked in small teams to develop possible solutions. Students addressed such complex problems as drug abuse, tolerance, school communications, stereotyping, community service, and environmental awareness.

The Student Tolerance Education Program (S.T.E.P.) group worked to promote a greater understanding of diversity among students. They concluded that unhealthy images develop out of ignorance, and education is a solution. The students intend to post an issues box relating to diversity at their schools and hold an open forum to discuss the issues.

The school communications group focused on ways to improve communications among students, teachers, and the administration. The team plans to form small discussion groups comprised of students, teachers, and administrators and use these groups to resolve some of the existing issues at each school.

Students in another group worked together to break down the myths and stereotypes they feel are associated with private schools. They encouraged open discussion among students and the need to promote better images of the schools to one another. The students will return to their schools in the fall and encourage dialogue among the schools and continue to promote a positive image.

The students on the drug and alcohol abuse team believe that peer education is a vital part of solving this problem. They will create a survey to be administered to students in the private schools. After careful analysis of the survey responses, they plan to develop a peer education program to discourage drug and alcohol usage.

The students in the community service and environmental awareness group discussed the importance of community service and ways to better promote it. The group also felt that environmental awareness was an important issue for young people and should be an ongoing community service project in all schools. They hope to educate people about the importance of community service and environmental awareness through school clubs and organizations and to advocate volunteerism and the importance of recycling.

All action plans are subject to approval by each school administration in the fall. Students were encouraged to work with their administrations to implement the plans effectively.

Other activities in the program included workshops on conflict resolution, self-esteem, and team building. Students also took part in the ropes course, a program in which participants are encouraged to cooperate, communicate, support, trust and have fun while developing an appreciation for the natural environment.

July 1, 1996 

Annual Excellence Awards Given At Wells College

The excellence in teaching medal is bestowed upon the instructor who exemplifies enthusiasm for teaching, is impartial and willing to share time outside of class, encourages students to think critically and act independently. The recipient also best embodies the spirit of the Wells education in addition to having a strong command of a given field of study.

Commenting on the award, Bailey says, "I was both pleased and honored to receive this year's Excellence in Teaching Medal. Members of the Wells faculty are all hardworking and extremely dedicated to teaching. To be singled out from this group is very humbling."

Bailey joined the Wells faculty in 1987. He received his B.S. degree from Beloit College and his Ph.D. from the University of Vermont. In addition to his teaching responsibilities, Bailey recently returned from the National Conference on Undergraduate Research where he participated in the Undergraduate Research Network Symposia, a forum for faculty discussions. He was accompanied by five Wells students who presented their research to a national audience.

The excellence in academic advising award recognizes the fundamental importance of academic advising to the students of Wells College and to support the faculty in their advising work.

"Students have honored me in a very special way. I am appreciative and grateful. Thank you," says Hildahl.

Hildahl joined the Wells faculty in 1970. He received his B.S. and M.S. from Iowa State University and his Ph.D. from Cornell University. In addition to teaching, Hildahl is also the coordinator of the interdisciplinary minor in communications.

June 19, 1996

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