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Conference Features Leadership Training
by Wells College Personnel
Young women from Baltimore-area private
schools identify social problems and develop action plans
Staff and students from Wells College
served as facilitators and counselors at a conference June 14-16 which
brought students from six Baltimore-area private schools for young women
to the Oldfields
School in Baltimore for a weekend designed to help develop
women's leadership skills.
"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
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
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 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
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
Wells College recently presented two awards to faculty members in recognition
of academic excellence. Christopher T. Bailey, associate professor of chemistry,
was awarded the Excellence in Teaching Medal; and Spencer H. Hildahl, professor
of sociology, received the Excellence in Academic Advising Award.
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
in Wells College News:
2000. - May.,2001
||May - June,1997
1999 - August, 2000
||March - April,1997
2001. - May.,2002
||November - December,1996
||June - Aug.,1996
||July - August,
||February - March,
Last updated 01/22/2003