Title: Leadership ledger
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 Material Information
Title: Leadership ledger
Series Title: Leadership ledger
Physical Description: Serial
Language: English
Creator: Department of Educational Administration & Policy, College of Education, University of Florida
Publisher: Department of Educational Administration & Policy, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: Fall 2006
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Bibliographic ID: UF00091020
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

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The


Ledger


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Fall 2006

In this Issue:

Page 2
Notes from a retiring
professor

Page 3
Composing a Song of
Honor
Dr. Behar-Horenstein
wins award
Kelly Mongiovi wins
award

Page4
IHE $1.6 Million grant

Page 5 & 6
Conference listings
Travel Grants

Page 7
FJEAP

Page 8 & 9
Student Accomplishments

Page 10 & 11
Faculty Accomplishments
IEW Schedule of Events

Page 12
Wattenbarger cont'd


Dr. Wattenbarger's Legacy Continues
~ by Syraj Syed

In the practice of higher education administration, they key measure of success is student
outcomes. Student level of educational attainment, persistence through the educational
experience, and, ultimately, positive placement in the labor market, defines the learning
legacy. This paradigm of growth and development, the ideal to which higher education
leaders aspire in serving their students, is the model of success that epitomizes the
professional efforts and lifetime achievement of a man instrumental in placing the benefits of
postsecondary education within reach of every Floridian.

The vision with which Dr. James Wattenbarger initiated the progress of Florida's
community colleges grew out of a desire to bring systematic cohesion and direction to an
emerging network of institutions intended to serve a diverse student pool. Dr.
Wattenbarger's contributions resulted in the creation of the Community College Council
which proceeded to formulate a strategy to establish and subsequently govern the state's
new postsecondary institutions.

Dr. Wattenbarger's leadership led to recommendations that marked the advent of the state's
community college system, which provided accessible education to every Floridian on a
number of levels including geographic and financial. According to Dr. Wattenbarger, the
community college was to focus nearly solely on the mission of teaching; providing all
manner of oncoming students with myriad opportunities for educational attainment and life
success.

In its commitment to inclusion, broad-ranging service, and access to education for its entire
constituency, Florida's community college system reflects Dr. Wattenbarger's personal
commitment to education and the students that defined his life's work; a commitment that
extended far beyond the parameters of his professional existence.

As Dr. Wattenbarger approached retirement, his vision for accessible higher education was
fully realized, as Florida's citizens lived within driving distance of postsecondary education
and training that promised job attainment, social mobility, and the road to a four-year
college education through open enrollment and flexible scheduling. He chronicled this
success story via a history of the Florida Community College System in the Spring 1998
issue of Visions, the Journal of Applied Research for the Florida Association of Community
Colleges, which Dr. Wattenbarger founded and for which he served as editor.

Continued on page 12








Reflections of a Retiring University Professor

A colleague at another university just recently asked me to participate in her study of former community college presidents
who had made the transition to full-time faculty members teaching graduate programs in higher education administration.
One of her questions was something to the effect, "What do you enjoy most about being a graduate professor at your
university?"

I was tempted to say something about the joy of parking at UF, but I thought better of that response. Then I contemplated
how much I looked forward to waiting three or four months to receive simple travel reimbursements; however, with
PeopleSoft and other human issues, that would have been too easy. I also thought about how much I enjoyed the luxurious
and posh confines of Norman Hall. While I actually do love the environment which has changed so very little since I
received my bachelor's degree from UF's College of Education in 1964 (that would be 42 years ago), maybe that response
wouldn't qualify. I pondered the excitement of attending department meetings. Scratch that one, too. Finally, I remembered
how important teaching is in the value structure of the COE and University. Oops! It comes way down the list after research,
publications, grants, contracts, service, finding chalk for the classroom, and begging to have the temperature regulated in
Norman 250.

All cynicism aside, my response to the question about what I enjoyed most was very easy and immediately forthcoming: The
Students! Frankly, there is nothing which comes even remotely close. They come in all shapes, sizes and backgrounds.
Many, if not most, work full-time while trying to chip away at their master's, specialist's, or doctor's degree. Some are single
moms. Others balance family, work, and school responsibilities. Some walk or bike across campus to attend classes, others
travel across town, while still others commute across or up and down the state. Some even venture across the world to be
our students.

Despite their differences, I also found significant commonalities among our students. Almost without exception, they have a
passion for learning, they welcome being proactively engaged as active participants in the learning process, they are faithful
in their class attendance and punctual with their class assignments, they are not the least bit reticent about respectfully
challenging what they may have read and heard, and they are better writers than I would have imagined. I found myself
blown away by many of their class presentations, and I secretly identified numerous students whom I would have hired in a
heartbeat to help facilitate learning at my institution were I a college president. I also discovered that our students love to
laugh and eat, and they are ever mindful to leave Dr. Phil Clark's Room 1331 as they found it (on that rare occasion when one
of my classes was actually scheduled there).

If asked what I will miss most when I leave the faculty, my answer would be identical: The Students! So I sincerely thank
them for their major part in my own learning, their enthusiasm, their testing and challenging, their willingness to try new
and different approaches, their sense of humor, and, perhaps most importantly, their making me realize, actual institutional
values notwithstanding, the most vital role of a faculty member is to facilitate student learning inside the classroom and
beyond.

In closing, I am reminded of that poster by the elevators in the five-star hotel in Dallas which I, with permission, plagiarized
and shared extensively those many years ago.

A Student is...

The most important person on campus. Without students there would be no need for the institution.

Not a cold enrollment statistic but a flesh and blood human being with feelings and emotions like our own.

Not someone to be tolerated so that we can do our thing. They are our thing.

Not dependent on us. Rather we are dependent on them. Not an interruption of our work, but the very purpose of it.

We are not doing them a favor by serving them. They are doing us a favor by giving us the opportunity to do so.

Larry W. Tyree-Feb. 27, 2006







Composing a Song f Honor

Program assistant Eileen Swearingen writes nationally recognized poetry. This past summer her poetry is being
recognized internationally as a new work of hers is to be published in a book entitled Songs ofHonor. The book is
available from Noble House Publishing of London, England. Two samples of her work may be found at
http://www.coe.ufl.edu/web/?pid=765 or in her office. A new poem entitled Journeys was also accepted to be
published in American Poets of 2006.



Dr. Behar-Horenstein named Distinguished Teaching Scholar

Dr. Linda Behar-Horenstein was one of five professors across campus selected as a
University of Florida Academy of Distinguished Teaching Scholar for 2006. This
recognition is bestowed upon professors who have demonstrated sustained innovation
and commitment to teaching scholarship throughout their careers. They also have
articulated their vision for promoting excellence across campus to the faculty
committee that reviewed nominations for the Academy. Dr. Linda Behar-

Horenstein
Dr. Behar-Horenstein will serve three years on the University Center for Excellence
in Teaching Advisory Board and will continue to retain the title of Distinguished
Teaching Scholar following her service.




UF Superior Accomplishment Award for
2006

The University of Florida strives to recognize excellence,
and in its attempt to do so Educational Administration &
Policy student Kelly Mongiovi stood out. This past
February, Ms. Mongiovi was recognized by the Division
of Student Affairs for her contributions to the university
with a divisional Superior Accomplishment Award.
In doing so, Ms. Mongiovi was then entered into the
Winner of the 2006 UF Superior Accomplishment Award,
university-wide search for excellent "staff members who
Kelly Mongiovi with VP of Human Resource Services Kyle
contribute outstanding and meritorious service, efficiency Cavanaugh
and/or economy, or to the quality of life provided to students and employees."
In April 2006, at a large reception in the J. Wayne Reitz Union's Grand Ballroom, Ms. Mongiovi was selected as
the sole Superior Accomplishment Award winner in the area of clerical/office support. The award carries with it
a stipend, a commemorative plaque and tickets to an upcoming football game as a guest in President Machen's
box.








IHE gets $1.6 million grant to help community colleges improve data use
~ by contributing writer Tim Lockette
UF's Institute of Higher Education, headed by Educational Administration and Policy Chair Linda Serra Hagedorn, has been
awarded a $1.6 million grant from Lumina Foundation for Education for an innovative program that will teach community
college administrators to make better use of the data they collect on student achievement.


"The University of Florida has a reputation for excellence and innovation with respect to community colleges," said Professor
Linda Serra Hagedorn, chair of the Department of Educational Administration and Policy and director of IHE. "Lumina is
expressing its trust that we will continue the excellence while at the same time expanding our current services to community
colleges."


IHE is developing an online education program that will show community college institutional research officers the people
responsible for collecting data on enrollment, retention and student demographics how to use their data to create policies to
help students become more academically successful.


"Community colleges across the country are collecting data to report to their funders the various state legislatures but
they often aren't using their data to its fullest extent," said Christopher Coogan, associate director of IHE. "In addition to
using their data to report progress to outside agencies, they could be using the same numbers to spot problems and address
them before they grow."


Coogan offered the example of an institution that collects demographic data on entering students, and then tracks those same
students over the next two years to evaluate their progress and measure retention and success rates. At the end of the two
years, the school might identify a high dropout rate among a certain demographic group say, Hispanic males whose fathers
didn't finish high school. By collecting and using data more creatively, Coogan said, the community college could have
spotted the at-risk group and developed a program to help them.


The IHE grant is part of Achieving the Dream, a multiyear national initiative to help more community college students
succeed (earn degrees, earn certificates or transfer to other institutions to continue their studies). The initiative is particularly
concerned about student groups that have faced the most significant barriers to success, including low-income students and
students of color. Achieving the Dream acts on multiple fronts, including efforts at community colleges and in research,
public engagement and public policy. The initiative currently includes 58 colleges in nine states (55 community colleges and
three open-admission, four-year institutions). Lumina Foundation, a private, Indianapolis-based non-profit dedicated to
expanding access to postsecondary education across the country, is a major founder of Achieving the Dream.


The IHE distance education program will help institutional researchers perform their jobs more effectively by allowing them
to elect specific educational modules that fill "learning gaps." Coogan said the program will stand out from others because it
is "asynchronous" not tied to a regular school year.


"If a community college hires you as an Institutional Researcher on Oct. 5, you can start the program Oct. 6 if you want," he
said. While other universities have established programs to teach IR officers in higher education, UF's will be the first aimed
specifically at community college staff. The IHE project will also be the first IR program to be offered completely online.








Conferences & Call for Papers

Membership in associations and organizations specific tothe areaa of study within the department are of utmost
importance to development as a professional. Listed below are (in alphabetical order) some of the leading
conferences this year. The organizations names are linked to their respective homepage so the reader may learn
more about the event and organization. The majority of organizations have student membership and conference
registration rates to ease the fiscal burden. For those interested in presenting, many are still seeking conference
submissions.


American Association of Community Colleges 87th Annual Convention, April 14-17,2007
Tampa Convention Center-Tampa, FL.
American Education Finance Association 32nd Annual conference, March 22-24, 2007
Baltimore Inner Harbor Hotel
American Education Research Association Annual Convention and Exhibition, April 9-13, 2007
Chicago, IL.
Association for the Study of Higher Education 31st Annual Conference, Nov. 2-4, 2006
Hyatt Regency Orange County, Anaheim, CA
Association of College and University Housing Officers International, June 2007
TBA
Association of Community College Trustees Comm. College Leadership Congress, Oct. 11-14, 2006
Orlando Marriott World Center-Marriott Resort & Convention Center.
Council for the Study of Community Colleges 49th Annual Conference, April 2007
TBA
Education Law Association 52nd Annual Conference, October 12-14, 2007
Atlantis, Paradise Island, Bahamas
Florida Association of Community Colleges 57th Annual Convention, Nov. 1-3, 2006
Tampa Hyatt Regency.
Florida Association of School Administrators Annual Summer Conference, July 2007
TBA
Futures Assembly January 27-30, 2007
Hilton at Walt Disney World, Orlando, FL
National Academic Advising Association- October 18-21, 2007
Indianapolis, IN
National Association for Campus Activities National Convention February 17-21, 2007
Nashville, TN
National Association of School Personnel Administrators & American College Personnel Association
Joint Meeting, March 31-April 4, 2007
Orlando, FL








Conferences & Call for Papers (cont'd)

National Education Association Annual Meeting and Representative Assembly, June 2007
TBA
National Education Association 24th Annual Higher Education Conference, March 2-4, 2007
San Diego, CA
National Intramural-Recreational Sports Association April 18-21, 2007
Minneapolis, MN
National Orientation Directors Association Annual Conference, October 28-31, 2006
Salt Lake City, UT
Southeastern Association of Housing Officers February, 2007
TBA
University Council for Educational Administration 20th Convention, November 9-12, 2006
San Antonio, TX

Travel Grants provide support
Traveling to conferences is the primary vehicle for those students interested in expanding and enhancing their
knowledge of current issues in their respective field. Attending a conference may be a costly venture when one
considers registration fees, transportation to and from both airports, lodging, food and social activities. However,
to ease the burden of attending conferences, graduate students do have a few funding sources available to them
including the Graduate Student Council, the Department of Educational Administration & Policy, and the Office
of Research & Graduate Programs.


The Graduate Student Council offers travel grants in the amount of $250 to students presenting at a conference.
Applications must be received more than five weeks before the event. Early applications also help in the receipt of
award as the number of grants are limited. Acceptance of a reward often requires the participation, via poster or
roundtable session, in the Graduate Student Forum held each spring. More information may be found at
http://grove.ufl.edu/- gsc/wp/.


The Department of Educational Administration & Policy offers the opportunity to be awarded funds for travel
related expenses. Students presenting at national conferences are given preference. Students applying for
departmental grants must also apply for funding from the Graduate Student Council and/or the Office of
Research and Graduate Programs. More information may be obtained by downloading the application from the
"Resources, Information and Forms" section of the department website.


The Office of Research & Graduate Programs offers $300 travel grants for graduate students who a) are invited to

give a presentation, b) present at a national conference while in their last year of the program, or c) are offered an
opportunity to conduct research at an off-campus site. Priority is given to individuals in terminal degrees. For
more information visit http://rgp.ufl.edu/rgp/pdf/travel.pdf.









Florida Journal of Educational

Administration & Policy

Fall 2006


Announcing the Florida Journal of
Educational Administration & Policy.
FJEAP is an online, blind, peer-reviewed
journal published by the department of
Educational Administration & Policy at
the University of Florida's College of
Education.

The journal seeks to serve as an outlet
for poignant and rigorous research and
study, as well as provide a venue for
quality research reviews and thought
provoking commentaries.

The journal will be published bi-annually
with the inaugural issue in the Spring of
2007.

Manuscript submission is open to all,
with a special invitation to graduate
students.

Audience
University researchers, university and
community college faculty, K-12
teachers, graduate students, school
principals, and college administrators.


Topics of Interest
All issues pertaining to the leadership
of schools and colleges (K-20).

Format of the Submission
Research studies, case studies, policy
analyses, literature reviews, and
scholarly essays and commentaries.

Submission Guidelines
APA 5th Edition
Manuscripts must be less than 30 pages
in length including references and
images.

Submission Process
Manuscripts shall be submitted
electronically using Microsoft Word to
submissions@fjeap.org

Deadlines:
Spring issue: January 15, 2007
Fall issue: July 15, 2007

Please visit the website
www.fjeap.org for more information
and to view the journal.








Student Accomplishments

Matt Basham
Basham, M.J. (October 2006). Preserving academic freedom for faculty while maintaining network security.
League of Innovation IT Conference, Charlotte, NC.

Basham, M.J. (2006). A case study in non-traditional publishing. Textbook and Academic Authors Conference,
Orlando, FL.

Basham, M.J. (2005). Change management in curriculum redesign: A case study. ITEC, Daytona Beach, FL.

Basham, M.J. (2005). Why computer security classes are failing in community colleges: A fresh look two years
later. CISSE, Atlanta, GA.

Basham, M.J. (2005). A look at a revolutionary new textbook publishing method. NISOD, Austin, TX.

Basham, M.J. (2005). Computer book or boat anchor? North Carolina Computer Instructor's Association, March
2005.

Bob Cowan
Was promoted from assistant principal at Stilwell Middle School in Duval County to principal of Yulee Primary
School in Nassau County.

Lynne Crosby
17th International Conference on College Teaching and Learning: Ponte Vedra Beach, Florida, April 2006:
------- Using Classroom Assessment to Improve Student Learning?
------- Developing Interactive Web-Based Courses? Pre-Conference Workshop
League for Innovation in the Community College, Innovations Conference, Atlanta, Georgia, March 2006:
------- Implementing a Faculty Requirement for Learning Outcomes Assessment?
------- Cases, CATs, and Kits: Applying Active Learning in Faculty Professional Development

Trent Daniel
Was a finalist for the NEA Excellence in Teaching Award. She was named the representative for the state of
Florida this year. She was flown to DC to be interviewed by a panel, and taught a lesson. As a result she became
one of the 5 finalists for the nation. She will find out in February if she will be the national winner.

In addition to teaching ability, one of the reasons she was nominated for this award was because of her work in
bargaining for the teachers of Seminole County Public Schools.

John Denny
Has been hired as the Assistant Director and Advisor at the University of Florida Honors Program. John is
making this career change after working for over five years as the Director of Disability Resources at UF.

Adam Gismondi
Gismondi, A. (2006). The Down Side of The Internet: Cheating and Technology in Higher Education. Journal of
College & Character, (7) 5.








Student Accomplishments (cont'd)

Christopher M. Mullin
Proposal Reviewer, Fall 2006
American Education Research Association
Reviewed presentation proposals in the areas of:
SIG: Fiscal Issues, Policy, and Education Finance and
Division J, Section 4: Governance, Management, Policy, and Politics

Mullin, C.M. (August 4, 2006). Contexts of Higher Education: Targeting the Need. Presentation to Mobile Campus,
Inc. Invited Presentation.

Mullin, C.M. & Honeyman, D.S. (2006, June). State Funding of Community Colleges:
A New Tork Perspective. Presented to the New York State Community College Business Officers
Association, Lake Placid, NY. Invited Presentation.

Mullin, C.M. (2006). Community College Funding Formula Typologies. Poster Session at the Graduate Student
Council Research Forum, University of Florida.

Mullin, C.M. Technical Support to Montana Legislative Fiscal Division. (2006, March). Community College
Funding Formula .... The Cost ofEducation (COE) Factor.

Kenneth Savage
Has accepted a position as Assistant Principal in Lee County School District at Cypress Lake Middle School. Ken
will complete his MEd degree in Educational Leadership summer term.

Brian Schoonover
Started a Teen Leadership Center at Pedro Menendez High School in St. Johns County, FL to instill leadership
qualities in our freshman students. The center, a part of the Capturing Kids' Hearts program out of Texas,
facilitates over 230 freshman a day, teaching them public speaking skills as well as behavioral techniques that
enable the students to form appropriate and meaningful relationships within their peer groups and with the
adults in their lives.

Thea Rachel Schoenberg
Will be presenting the research that she completed over this summer at The University of New South Whales in
Sydney, Australia at the NASPA Drive-In Conference on October 6, 2006. Her research included an in depth look
into the services and programs that were offered to all students which resulted in a comprehensive survey in order
to assess these functions for the entire student body. Her presentation is entitled "A Tale of Two Campuses: A
Comparative Analysis of Student Affairs in Australia and American Institutions"

Ronald Thomas
Has accepted a position as Director, Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical
University in Ormond Beach, FL.

Dr. Wesley E. Wilson-Strauss (Ed.D., "05)
Awarded 2006 National Council on Student Development's Category Three Dissertation of the Year Award.
Dissertation Title: Graduate Preparation of Community College Student Affairs Officers


Students, submit your accomplishments for future newsletter publications.
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Faculty Accomplishments

Dr. Dale F. Campbell
Recently completed a national study of community colleges that found projected shortages of administrative staff
between 2006-2011 in highly specialized positions. The research is featured in the latest issue of the Community
College Journal, 76(4), 10-14 and is titled "The New Leadership Gap: Shortages in Administrative Positions."

Served as Guest Editor for a special issue of the Community College Journal of Research and Practice with Tina
O'Daniels (2006). Special issue: recreating America's community colleges, 30(2).

Conducted a workshop for the Louisiana State University LEAD Academe program for deans and department
chairs on "Becoming a transformational leader--visionary, coach and mentor.

Dr. Linda Serra Hagedom
PUBLICATION
Hagedorn, L.S., Maxwell, W E., Cypers, S., Moon, H. S., & Lester, J. (in press). Course shopping in Urban
Community Colleges: An Analysis of Student Drop and Add Activities Journal of Higher Education

BOOK REVIEW
Hagedorn, L.S. (2005) Mapping the Town: Highlighting Adelman's "Moving Into Town"
Monograph. Teachers College Record, Date Published: August 30, 2005
http://www.tcrecord.org ID Number: 12139, Date Retrieved: 8/31/2005 9:25:57 PM

GRANT
2006 Planning Grant: Data Facilitation: Teambuilding for Strong Community College Institutional Research.
($87,000). Partner in the Achieving the Dream; Community Colleges Count Initiative.

PRESENTATIONS
Critical Mass: The Effect of Latino Representation in Urban Community Colleges. Council for the Study of
Community Colleges. Long Beach, CA. April 2006.
Looking in the Rearview Mirror: A Retrospective Look at the Factors A . Transfer for Urban Community College
Students. American Educational Research Association (AERA), San Francisco, April 2006.

INVITED PRESENTATIONS
Community College Success: Numbers, Measures, and Delusions. Keynote for the 35th Annual Conference of the
Southeastern Association of Community College Research (SACCR) Nashville, TN July, 2006.
Increasing Access for Low Income Students. Opening keynote for the 48th Annual Conference of the Council for the
Study of Community Colleges (CSCC). Long Beach, CA. April 2006.
N ..... ', Community College and Making Common Sense. Keynote Speech for the Community College Planning and
Research Organization (CCPRO) Annual Conference. Wrightsville Beach, NC. February, 2006.
TRUCCS Overview: Lessons Learnedfrom the Transfer and Retention of Urban Community College Students Project.
Workshop at the 2006 Community College Leadership Development Institute (CCLDI), San Diego, CA.
August, 2006.
Creating a Culture ofEvidence. Kickoff Institute for Round 3 Colleges of the Achieving the Dream Initiative.
Denver, July 2006.
Tracking Success in Community College Mathematics. Invited Presentation to the Mathematics Faculty of Santa Fe
Community College, Gainesville, FL. July 2006.
Factors Influncingl Student Persistence and Achievement: Excerpts from a Longitudinal Study of the Los Angeles
Community College District. Tillery Institute at the University of California- Berkeley, Berkeley, CA. July,
2006.
Workshop for New Coaches and Data Facilitators of the Achieving the Dream: Community Colleges Count Initiative.
Denver, June, 2006
Student Success: What Have We Learned from TRUCCS? Invited presentation to the Student Success Taskforce of
the Los Angeles Community College District. Los Angeles, May 2006







Faculty Accomplishments

Dr. Linda Serra Hagedorn (cont'd)

The Data Driven College: From Rhetoric to Reality. Designed and delivered workshop to the data facilitators of the
Achieving the Dream; Community Colleges Count Initiative. Kansas City, MO. May 2006
Lessons Learned: A Discussion from the TRUCCS Project. Invited presentation to the Administration and Faculty of
Foothills D'Anza College. San Jose, California. May, 2006.
The State of Community College Data: Research and Policy Concerns. Invited address to the William and Flora
Hewlett Foundation. April 2006.
Increasing Transfer Rates ofHispanic Community College Students. Invited address to the Latina/o Summit Falling
Through the Cracks: Critical Transitions in the Latina/o Educational Pipeline. March, 2006.
Data Mining:Al, ..i Student Transcripts. Achieving the Dream Strategy Institute. Orlando, FL. January 2006.


International and Comparative Education Event
College of Education
Tuesday, November 14, 2006
Norman Hall Terrace Room
2:00 7:00 pm


2:00 2:15 Welcome: Dr. Theresa Vernetson, Dr. Linda Hagedorn

2:15 2:45 Student Poster Sessions

2:50 3:30 Student Panel: The Islamic Student Experience on Campus. Dr. Ken Osfield, Moderator

3:35 4:15 Student Panel: International Education Within our Borders: Voices of Migrant Children.
Dr. Maria Coady, Moderator

4:20 5:10 Student Poster Sessions/Faculty Study Abroad Showcase

5:15 6:00 Keynote Speaker: Dr. Thomas Oakland, Professor of Educational Psychology. Winner of the
International Educator of the Year Award: The Status of Education Internationally
Introduction by Dr. Dennis Jett, Dean of the International Center

6:00 6:30 Refreshments
International Exchange Activity, coordinated by Thea Schoenberg
Music

6:30 7:00 -Closing and Presentation of Certificates: Dr. Thomasenia Adams

For additional information please contact the Department of EducationalAdministration and Policy 352-392-2391








PU College of Education
UNIVERSITY of FLORIDA







Dr. Wattenbarger's Legacy (Continued from page 1)

During his professional tenure, Dr. Wattenbarger maintained his leadership in community college reform. He was an
essential member of the College of Education faculty at the University of Florida, having chaired the Department of
Educational Administration and Policy and also having served as the Director of the Institute of Higher Education. All the
while, Dr. Wattenbarger strengthened his commitment to preparing subsequent generations of community college leaders.

Dr. Wattenbarger's influence extended well beyond the state of Florida, as his vision for serving a broad base of constituents
through a comprehensive system of open access higher education institutions became a scalable, generalizable, and
redeployable model for success in many other states. His strengths as a teacher and mentor facilitated the successes many
state systems of two-year colleges presently enjoy.

The Institute of Higher Education, headed by Dr. Linda Serra Hagedorn, Professor and current Chair of the Department of
Educational Administration and Policy, carries on the work Dr. Wattenbarger began by honoring his commitment to
maintaining the relevance and positive social impact of community colleges. The Institute continues to prepare future
community college leaders that aspire to the standards and traditions established by Dr. Wattenbarger as a benchmark for
graduate excellence at the University of Florida.

James Doud, former Department Chair in Educational Leadership at the University of Florida, had sought Dr.
Wattenbarger's guidance and assistance in maintaining a connection with graduates of the program, in support of their
ongoing aspirations to positions of leadership within higher education. As a result, Dr. Wattenbarger developed and led the
Higher Education Leadership Academy as a means for imparting the collective wisdom of notable educational leaders in
preparation of the future leaders of academe.

Dr. Doud recalls that Dr. Wattenbarger once made jest that he wished the University would give him a thank you note and a
dollar for his ongoing work with students following his official retirement. Dr. Doud subsequently prepared a thank you
note, enclosed $1, and sent it to Dr. Wattenbarger, who was so moved by the gesture that he framed both the note and the
dollar bill and hung it in his den at home.

Significant of his tireless efforts to further not only the field of education, but those who champion its causes, Dr.
Wattenbarger worked with little regard for proportionate recognition or compensation for his efforts. The intangible
rewards gained by facilitating the achievements of others served more as remuneration for him than anything else.

As this nation turns its attention to the issues of accountability, affordability, and accessibility in higher education, Dr.
Wattenbarger's vision remains steadfast in the face of such scrutiny. The Florida Community College System continues to
serve not only as a model for the success of community colleges nationwide, but also exemplifies the criteria and
competencies upon which higher education in the U.S. is now required to base its future growth.


UNIVERSITY of

FLORIDA

College of Education

Department of Educational
Administration & Policy


It is the mission of the Department of
Educational Administration and Policy to
develop and improve leadership in variety of
educational settings and with diverse
populations. Graduates are expected to be
technologically competent; to believe in the
worth of human learning; to advocate for the
interests of children, families and adults; to
respect the needs of people of all ages to
continue learning; and to demonstrate the use
of collaboration and reflective practice in the
pursuit of their professional responsibilities.


Learn more by visiting
www.education.ufl.edu/Leadership


UF




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