Stetson University

College of Arts and Sciences

Partnerships

The Nina B. Hollis Institute began with a desire to work collaboratively with local schools. A small group of faculty decided that it was important to bring tschools into college classrooms. Instead of telling the schools what we could do for them, we asked the schools, "What can we do for you?" Year after year our projects have changed and grown with the needs and desires of the local schools we work with. However, our resources were as limited as our time.

Through the generous gift of the Mark Hollis family we were able to hire a full-time school liaason to work in the schools and are able to fund small projects to support our work. Along the way we have received grant funding from the State of Florida as well as the Federal Government. We are proud of the partnerships we have cultivated and built and the products that has transpired through our partnerships. 

 

 

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Stetson Reads: An After School Tutorial Program for At-Risk Students.

Heins, Elizabeth D.; Perry, Adrienne; Piechura-Couture, Kathy; Roberts, Deborah; Collins, Robin; Lynch, Mary

Reading Improvement, v36 n3 p116-21 Fall 1999

 

Teaming in Teacher Education: Redesigning Internship Experiences.

Piechura-Couture, Kathy; Tichenor, Mercedes; Heins, Elizabeth; Haugaard, Joy

Professional Educator, v23 n2 p23-28 Spr 2001

Video Link

 

PARKnerships Are for All

 Heins, Elizabeth D.; Piechura-Couture, Kathy; Roberts, Deborah; Roberts, James

 Science and Children, v41 n3 p25-29 Nov-Dec 2003

 

 Coteaching: A Model for Education Reform

Piechura-Couture, Kathy; Tichenor, Mercedes; Touchton, Debra; Macissac, Douglas; Heins, Elizabeth D.

Principal Leadership, v6 n9 p39-43 May 2006

 

Summer Camps: A Fun Way to Reinforce Math Skills

Tichenor, Mercedes; Plavchan, Joan

 Journal of Instructional Psychology, v37 n1 p71-75 Mar 2010

 

The Boy Factor: Can Single-Gender Classes Reduce the Over-Representation of Boys in Special Education?

 Piechura-Couture, Kathy; Heins, Elizabeth; Tichenor, Mercedes

 Journal of Instructional Psychology, v38 n4 p255-263 2011

 

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