ÍÃ×ÓÏÈÉú

EHS works with area school districts, public and private entities and institutions, and agencies to create partnerships that will advance our mutual goals for a stronger, healthier, more democratic community.

The concept of simultaneous renewal lies at the heart of all our partnerships sought and fostered by EHS, that is that each party working collaboratively readily gains mutual, tangible benefits from the work.

Over the years, EHS has established the partnerships described here and seeks to extend its reach, where possible, in support of the wider community and its goals.

Central Academy Partnership

Founded in 1994 when  was recognized as one of the first schools to be affiliated with ÍÃ×ÓÏÈÉú University and the National Network for Educational Renewal—John Goodlad's (Author of A Place Called School, 1984 and Educational Renewal, 1994) proving sites for his lifetime of ideas and work in public education—the thriving partnership with ÍÃ×ÓÏÈÉú focuses on several areas including teacher education and progressive school renewal.

—ÍÃ×ÓÏÈÉú University Liaison to Central Academy, Sheri Leafgren

Mason Schools Partnership

Since the late 1990's Professor Jim Shiveley has developed and implemented a partner-oriented student teaching supervision model that focuses on co-teaching, clinical observation, inquiry and on-site leadership.  is invested in the new Partnership Advisory Board of the Voice of America Learning Center.

—ÍÃ×ÓÏÈÉú University Liaison to Mason Schools, Jim Shiveley

Madeira Schools Partnership

Also one of the original  sites from the 1994 process that led to ÍÃ×ÓÏÈÉú's affiliation with the NNER, Goodlad Schools from the 1994 grants and programs that accompanied ÍÃ×ÓÏÈÉú's affiliation with the NNER,  still works to support ÍÃ×ÓÏÈÉú student teachers and early field experience students with a unique site based supervision model, especially in the field of mathematics education.

—ÍÃ×ÓÏÈÉú University Liaison to Madeira Schools, Todd Edwards

students who are in Butler Tech, a county career and technical education program, take online courses guided by a veteran teacher.

The partnership with Butler Tech and Talawanda was launched in fall 2010. More than 30 Talawanda students are already involved and over 150 ÍÃ×ÓÏÈÉú students are providing tutoring and mentoring.

ÍÃ×ÓÏÈÉú Connections depends on students who want to make a difference.

Program

ÍÃ×ÓÏÈÉú Connections makes a difference in the lives of adolescents and in the lives of future teachers. Some of the aspects of the program that make it special and different include:

• Online Learning - ÍÃ×ÓÏÈÉú Connections students take online courses through Butler Tech, guided by a Master Teacher.
• Daily Tutoring - Multiple tutors are assigned throughout the day. Tutors are encouraged to sign up to tutor in their academic area of interest. Some time is set aside each day for intervention, so students can stay caught up in work from other classes.
• Mentoring - ÍÃ×ÓÏÈÉú student volunteers are matched one-on-one to ÍÃ×ÓÏÈÉú Connections students based on interest. Interested students should register for EDP 351, a one-credit hour class that meets once monthly. A criminal background check will be required.
• On-Campus Activities - Every Wednesday time is set aside to introduce ÍÃ×ÓÏÈÉú Connections students to campus. Sample activities include a trip to the art museum, a challenge course and skating at the Goggin Ice Center.

How To Get Involved

ÍÃ×ÓÏÈÉú Connections has immediate needs. We appreciate feedback about any special talents or ways you can contribute to our program. For example, we're looking for:

• Students who can suggest free, fun, educational activities, anywhere on campus.
• Students who can coordinate activities.
• Funds to support ÍÃ×ÓÏÈÉú Connections and to help pay for transportation and extras such as visits to the rec center, ice arena, Outdoor Pursuit Center, etc.

Frequently Asked Questions

• What makes ÍÃ×ÓÏÈÉú Connections unique? ÍÃ×ÓÏÈÉú Connections is unique because it is a Career and Technical Education (CTE) housed on a university campus. Few such school programs are housed on university campuses and those that do often charge tuition and/or do not provide transportation.
• Who may tutor or mentor in ÍÃ×ÓÏÈÉú Connections? Tutoring and mentoring is open to all ÍÃ×ÓÏÈÉú students, regardless of major.
• How do I sign up for mentoring? The mentoring class is EDP 450G (1 credit). Contact Leah Wasburn-Moses, Ph.D. at wasburlh@ÍÃ×ÓÏÈÉúOH.edu for further information. A criminal background check is required and a one-year commitment is preferred. However, there may be limited openings for spring semester. 
• What if I miss my assigned tutoring time? If necessary, you may make up your time another day in the week (Monday, Tuesday, Thursday or Friday) at the same time.
• Where can I learn more about Career and Technical Education (CTE) and/or Career-Based Intervention (CBI) programs? ÍÃ×ÓÏÈÉú Connections is a CBI program, which is a type of CTE program.

Learn More about ÍÃ×ÓÏÈÉú Connections Alternative School

Contact ÍÃ×ÓÏÈÉú Connections

The ÍÃ×ÓÏÈÉú Connections classroom is located in 030 Boyd Hall. Hours are 7:25 a.m.-2:25 p.m. Monday through Friday.

For information on mentoring and other Opportunities, contact:

Leah Wasburn-Moses, Ph.D.
Project Manager and Professor
EDP 351
(513) 529-0409

Based on rigorously collaborative, mutually beneficial commitments and projects, the Partnership between  and ÍÃ×ÓÏÈÉú University continues to thrive. Thousands of students, faculty members and community advocates from both sides work together to improve public education, enhance opportunities for college students to serve the wider educational community and to cultivate new possibilities in our work together.

The Partnership Committee, made up of members from the Talawanda and ÍÃ×ÓÏÈÉú communities, meets monthly throughout the school year to monitor activities within the partnership, to discuss new directions and to provide a forum for concerns. Over the years, the body has negotiated and established bylaws and works across multiple constituencies to continue the work of the partnership. 

EHS has worked to conceptualize and support the earliest iterations of an urban cohort in Tom Dutton's Over the Rhine Residency Program and in the current work being conducted by Tammy Schwartz to build a systematic connection for students interested in urban teaching into ÍÃ×ÓÏÈÉú's programs in teacher education and licensure. The school districts immediately partnering on the urban cohort project are , , and .

The Urban Cohort is a community-based approach to teacher education. ÍÃ×ÓÏÈÉú faculty and Urban Cohort students collaborate with high-needs schools and community-based organizations to prepare teachers who are grounded in the life of the community.

—ÍÃ×ÓÏÈÉú University Director of The Urban Cohort, Tammy Schwartz

• Poetter, T.S., & Eagle, J. (2009).  .  Lanham, MD: University Press of America.
• Poetter, T.S., & Rotuno-Johnson, R. (2009).  Creating institutional memory for this journal: Opening calisthenics.  Education in a Democracy, 1 (October), pp. 7-14.
• Poetter, T.S., & Eagle, J. (2008).  Getting down to the curriculum: Partnership interventions that impact school and university curricula.  The Journal of Scholarly Partnerships, 2(1), pp. 25-42.
• Bueschel, E, & Poetter, T.  (2007).  Community engagement as catalyst for change in school-university partnerships.  Catalyst for Change, 35(1), pp.  22-25.