Summer 2014     ISSN 1096-1453     Volume 18, Issue 2

Editorial: Collaboration in Education

The Summer 2014 issue includes articles on Collaboration in Education in which academic professionals demonstrate their creativity, energy and willingness to work with colleagues to achieve a greater goal and broaden their own levels of learning. In collaboration, one brings their own expertise to the team but also a willingness to grow and learn from other members of the team. This sets an example for students to believe in their own grasp of knowledge but also to recognize how much they can learn from others.

Jones writes about grant projects that require interdisciplinary specialists from various fields to come together and work together towards a shared goal. He examines reasons for collaboration and the differences and challenges that face academic grant writers who work together. Jones also offers techniques and suggestions to make the endeavor successful.

Raska, Shaw, and Weisenbach-Keller describe a collaborative effort by a group of marketing faculty members determined to improve student long-term retention of discipline knowledge via the development of a method for studying the degree of course alignment within their core curriculum. Their goal was to transform the near graduating student whose mind was a Tabula Rasa to a more seasoned graduate in the discipline.

Masuda and Ebersole discussed a collaborative model between a school and university to support pre-service teacherís professional knowledge about literacy. Pre-service teachers are in schools working with elementary students, in this case. The arrangement brings benefit to both participants. The children receive the literacy help they need and the pre-service teachers benefit from seeing the integration of the theoretical knowledge of the University coursework in a real life setting of a school.

Madray discusses a team-centered, multisession information literacy (IL) initiative involving collaboration, instruction, and mentoring between the librarian and the course instructor for graduate education students. The Standards of the Education and Behavioral Sciences Section are used to measure instructional effectiveness. The findings are comprised of positive feedback from both the course instructor and the students.

Shepperson focuses her research on innovative and collaborative education. Wallace has research interests in K-12 education and womenís studies. They are both assistant professors in Educational Leadership and Policy Studies. Together, they discuss the differences between categories of early college\schools, middle colleges and early college high schools, their development, and growing significance in ensuring college and career readiness for students who need greater assistance to succeed.

The topic of Collaboration in Education has been a popular, annual topic demonstrating the many different ways that colleagues strive for achievement of a common goal in their respective fields. It is because of this, that Academic Exchange Quarterly has decided to print a Sound Instruction Book on this topic in Spring 2015.

I invite interested readers to submit an article to be showcased in this book. You may check the AEQ website for deadlines and submission requirements for Winter 2014 issue. We look forward to reading the many creative ways you are striving for excellence.

Melody DíAmbrosio Deprez, Ed.D.
Feature Editor, Collaboration in Education
Associate Professor of Graduate Education
Georgetown College
Georgetown, KY