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Valedictorian Speaks Out Against Schooling in Graduation Speech

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Last month, Erica Goldson graduated as valedictorian of Coxsackie-Athens High School. Instead of using her graduation speech to celebrate the triumph of her victory, the school, and the teachers that made it happen, she channeled her inner Ivan Illich and de-constructed the logic of a valedictorian and the whole educational system.

Erica originally posted her full speech on Sign of the Times, and without need for editing or cutting, here's the speech in its entirety:

Here I stand 

There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, "If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, "Ten years . ." The student then said, "But what if I work very, very hard and really apply myself to learn fast -- How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" Replied the Master, "When you have one eye on the goal, you only have one eye on the path." 

This is the dilemma I've faced within the American education system. We are so focused on a goal, whether it be passing a test, or graduating as first in the class. However, in this way, we do not really learn. We do whatever it takes to achieve our original objective. 

Some of you may be thinking, "Well, if you pass a test, or become valedictorian, didn't you learn something? Well, yes, you learned something, but not all that you could have. Perhaps, you only learned how to memorize names, places, and dates to later on forget in order to clear your mind for the next test. School is not all that it can be. Right now, it is a place for most people to determine that their goal is to get out as soon as possible. 

I am now accomplishing that goal. I am graduating. I should look at this as a positive experience, especially being at the top of my class. However, in retrospect, I cannot say that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system. Yet, here I stand, and I am supposed to be proud that I have completed this period of indoctrination. I will leave in the fall to go on to the next phase expected of me, in order to receive a paper document that certifies that I am capable of work. But I contest that I am a human being, a thinker, an adventurer - not a worker. A worker is someone who is trapped within repetition - a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker. While others would come to class without their homework done because they were reading about an interest of theirs, I never missed an assignment. While others were creating music and writing lyrics, I decided to do extra credit, even though I never needed it. So, I wonder, why did I even want this position? Sure, I earned it, but what will come of it? When I leave educational institutionalism, will I be successful or forever lost? I have no clue about what I want to do with my life; I have no interests because I saw every subject of study as work, and I excelled at every subject just for the purpose of excelling, not learning. And quite frankly, now I'm scared. 

John Taylor Gatto, a retired school teacher and activist critical of compulsory schooling, asserts, "We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that." Between these cinderblock walls, we are all expected to be the same. We are trained to ace every standardized test, and those who deviate and see light through a different lens are worthless to the scheme of public education, and therefore viewed with contempt. 

H. L. Mencken wrote in The American Mercury for April 1924 that the aim of public education is not "to fill the young of the species with knowledge and awaken their intelligence. ... Nothing could be further from the truth. The aim ... is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States." 

To illustrate this idea, doesn't it perturb you to learn about the idea of "critical thinking." Is there really such a thing as "uncritically thinking?" To think is to process information in order to form an opinion. But if we are not critical when processing this information, are we really thinking? Or are we mindlessly accepting other opinions as truth? 

This was happening to me, and if it wasn't for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed. I am now enlightened, but my mind still feels disabled. I must retrain myself and constantly remember how insane this ostensibly sane place really is. 

And now here I am in a world guided by fear, a world suppressing the uniqueness that lies inside each of us, a world where we can either acquiesce to the inhuman nonsense of corporatism and materialism or insist on change. We are not enlivened by an educational system that clandestinely sets us up for jobs that could be automated, for work that need not be done, for enslavement without fervency for meaningful achievement. We have no choices in life when money is our motivational force. Our motivational force ought to be passion, but this is lost from the moment we step into a system that trains us, rather than inspires us. 

We are more than robotic bookshelves, conditioned to blurt out facts we were taught in school. We are all very special, every human on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still. 

The saddest part is that the majority of students don't have the opportunity to reflect as I did. The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it. I will never be able to turn back these 18 years. I can't run away to another country with an education system meant to enlighten rather than condition. This part of my life is over, and I want to make sure that no other child will have his or her potential suppressed by powers meant to exploit and control. We are human beings. We are thinkers, dreamers, explorers, artists, writers, engineers. We are anything we want to be - but only if we have an educational system that supports us rather than holds us down. A tree can grow, but only if its roots are given a healthy foundation. 

For those of you out there that must continue to sit in desks and yield to the authoritarian ideologies of instructors, do not be disheartened. You still have the opportunity to stand up, ask questions, be critical, and create your own perspective. Demand a setting that will provide you with intellectual capabilities that allow you to expand your mind instead of directing it. Demand that you be interested in class. Demand that the excuse, "You have to learn this for the test" is not good enough for you. Education is an excellent tool, if used properly, but focus more on learning rather than getting good grades. 

For those of you that work within the system that I am condemning, I do not mean to insult; I intend to motivate. You have the power to change the incompetencies of this system. I know that you did not become a teacher or administrator to see your students bored. You cannot accept the authority of the governing bodies that tell you what to teach, how to teach it, and that you will be punished if you do not comply. Our potential is at stake. 

For those of you that are now leaving this establishment, I say, do not forget what went on in these classrooms. Do not abandon those that come after you. We are the new future and we are not going to let tradition stand. We will break down the walls of corruption to let a garden of knowledge grow throughout America. Once educated properly, we will have the power to do anything, and best of all, we will only use that power for good, for we will be cultivated and wise. We will not accept anything at face value. We will ask questions, and we will demand truth. 

So, here I stand. I am not standing here as valedictorian by myself. I was molded by my environment, by all of my peers who are sitting here watching me. I couldn't have accomplished this without all of you. It was all of you who truly made me the person I am today. It was all of you who were my competition, yet my backbone. In that way, we are all valedictorians. 

I am now supposed to say farewell to this institution, those who maintain it, and those who stand with me and behind me, but I hope this farewell is more of a "see you later" when we are all working together to rear a pedagogic movement. But first, let's go get those pieces of paper that tell us that we're smart enough to do so!

Update 8/7/10 - It was only a matter of time until a Youtube video of Erica's speech emerged. I'll warn you now, her delivery isn't as well put together as her speech. 

Stop Making Parents the Punchline and Include Them in the EdTech Conversation

Digitally ignorant parents find themselves once again the punchline of a new website dutifully called MyParentsJoinedFacebook.com. The site was created by a daughter after her dad joined Facebook and his social networking activity quickly became obnoxious to her. With a swift gain in popularity, MyParentsJoinedFacebook.com joins others in exploiting (right or wrong) parents' naivete as a way to add a few laughs and clicks. 

Between the easy laughs and "Dateline" fear mongering, I can understand why a 2008 MacArthur Foundation supported study showed that parents tend to be in the dark about what their kids are doing online and 66% consider "the internet" as dangerous as drunk driving.

We need to stop scaring, laughing at, or excluding parents and instead start having real conversations. As James P. Steyer, CEO of Common Sense Media, said:

“Technology is a major part of our kids’ worlds, and that is not going to change. Parents need to know what their kids are doing in their digital lives, and they have to be well informed about issues like privacy, ethical behavior, digital literacy, and cyberbullying. When parents understand these potential pitfalls and communicate with their kids, the internet can be an educational, entertaining, and safe environment.”

Not surprisingly, research shows that the more educated and engaged a parent is in their child's online activity, the more positively they see the internet's potential.

Having said all this, we at Swift Kick are launching several new educational offerings geared toward parents and grandparents.

To kick off, this Saturday we're partnering with the world-renounwed education group QLN to host our first, parent/grandparent only, training in San Diego. If you are in the area, sign up today to reserve your seat.

Then, over the next month, we'll begin announcing a series of regional parent/grandparent programs, webinars, and an ongoing Web Coaching Program.

After 5 years and 300+ trainings with 10,000s of students and educators we know we've progressed the technology conversation further past the doom and gloom. Now it's time to work with parents as a critical third player.

We are bringing to parents the same level of quality and research that's awarded us the title as the #1 Campus Trainers for 2007, 2008, and 2009 by member schools of the Association for the Promotion of Campus Activities.

There are champions already promoting great work like Common Sense Media, iSafe, Digital Dialog, Cable in the Classroom, Radical Parenting, The Online Mom, and BJ Fogg that we'll parter with to help dispel the myths and promote positive, effective technology use.

These are just a few and we don't like to move slow, so if you're connected to parents and would like to partner, either leave a comment below or contact us.

Here's to parents, we got your digital back ;-) 

What's Wrong With the College Speaking Market

There's one name all college speakers know.

That "brand awareness" is a great testament to his ability to market himself and his own products. Not surprising, then, that marketing is what he teaches.

People say he's very successful and that's great.

I'm sure he helps some college speakers with their marketing.

The problem in the college speaking market today, in my opinion, is that there is too much focus on marketing and not enough on meaning.

The marketing message, one of the hundreds of emails we've received from this marketing trainer, has this header:

It addresses a pain of many aspiring and even moderately successful speakers - they are financially stressed. I get it.

It also appeals to our lowest instincts and produces speakers who do the same.

Money is not bad. I'm not against being rich or getting rich.

I simply believe that if you have decided to go into education, in any form, you have to be in it to help first. If you help well, by all means, you are free to make money. If you put money first, however, you won't help much.

Take one minute to watch a segment of this video by Barry Schwartz at TED - start at 12:35

At every conference there are legions of new speakers that will come and go. They will flood the colleges with their postcards and phone calls. They will, in short, market.

But they won't last.

If Barry's morality plea is too squishy for you, Jim Collins will give you 300 odd pages of case studies showing putting money first is simply bad business.

Find your meaning in helping. Do this first.

2008 Swift Kick Program Calendar

As we close the door on 2008, here's a look back at who we worked with:

01/02/08 APCA Advisors Institute
01/03/08 APCA Advisors Institute
01/04/08 APCA Advisors Institute
01/04/08 Shepherd U
01/19/08 Potsdam U
01/30/08 Emporia State
02/01/08 U. Of Alaska
02/08/08 Western State College
02/10/08 Wesley College
02/12/08 Boise State
02/15/08 27th Annual FYE Conference
02/16/08 27th Annual FYE Conference
02/17/08 27th Annual FYE Conference
02/18/08 27th Annual FYE Conference
02/19/08 27th Annual FYE Conference
02/23/08 SUNY Cobleskill
02/26/08 U. of Missouri
02/26/08 Lake Forest College
02/27/08 Darton College
02/28/08 Bossier Parish
02/29/08 Baker U.
03/11/08 SUNY Rockland
03/12/08 Hudson Valley CC
03/12/08 APCA Nationals
03/13/08 APCA Nationals
03/14/08 APCA Nationals
03/15/08 APCA Nationals
03/26/08 U of San Diego
03/28/08 APCA Northeast
03/29/08 APCA Northeast
03/30/08 APCA Northeast
04/05/08 SUNY Cobleskill
04/15/08 Everett CC
04/16/08 East Carolina U
04/17/08 U of Washington Tacoma
04/18/08 Big Bend CC
05/02/08 San Antonio College
05/06/08 Snow College
05/07/08 Snow College
05/08/08 Snow College
05/12/08 Texas State San Marcos
05/13/08 Texas State San Marcos
05/14/08 Texas State San Marcos
05/15/08 Texas A&M International
06/03/08 ICCSAA Conference
06/04/08 Dakota Association For College Admissions Conference
06/06/08 Norfolk Navy Base
08/08/08 Army Boss Conference
08/12/08 Xavier University
08/13/08 Weber State University
08/18/08 UW Madison
08/19/08 University of Akron Ohio
08/20/08 San Antonio College
08/21/08 Penn State Lehigh
08/22/08 Utah Valley State
08/23/08 Penn State Erie
08/24/08 Schreiner University
08/28/08 University of Mary
08/30/08 Bridgewater
08/31/08 Graceland University
08/31/08 Rivier College
09/06/08 Shepherd College
09/08/08 Johnson and Wales - Denver
09/10/08 US Navy Norfolk
09/11/08 US Navy Norfolk
09/12/08 Winthrop University
09/13/08 Winthrop University
09/14/08 Winthrop University
09/16/08 Southeastern Louisiana
09/17/08 Georgia Southwestern State
09/19/08 Weber State University
09/20/08 Darton College
09/24/08 Clarkson College
09/25/08 ASGA National Conference
09/26/08 Howard Community College
09/26/08 Fulton-Montgomery
10/02/08 Parkland College
10/03/08 Rock Valley College
10/04/08 Coastal Georgia College
10/07/08 Palm Beach Community College
10/07/08 Reading Area
10/08/08 Lynn University
10/10/08 San Antonio College
10/15/08 Mohawk Valley
10/21/08 Pasco-Hernando Community College
10/25/08 ASGA Chicago Conference
11/08/08 Houston Community College
11/10/08 APCA Iowa Conference
11/11/08 APCA Iowa Conference
11/12/08 APCA Iowa Conference
11/14/08 Lord Fairfax Community College
11/15/08 Lord Fairfax Community College
11/17/08 APCA Verona Conference
11/18/08 APCA Verona Conference
11/19/08 APCA Verona Conference
12/04/08 Baton Rouge Community College


Check out our 2007 Program Calendar
Check out our 2006 Program Calendar

The Tale of Two Grateful Dead Shirts and My Passion for Red Rover

Last week I spoke at U. Penn Erie's freshmen orientation in a huge room filled with 1200 freshman. The orientation leaders were scattered around the room directing the students to fill the seats closest to the front. In my normal approach, I planted myself by the front door with a few orientation leaders and became the informal welcoming crew.

The students filled in as we greeted them with smiles and good morning wishes. I usually comment on cool or unique clothing I see as a way to personalize the greeting and make the students feel more welcome.

With the room about half full a student walked in wearing a torn Grateful Dead shirt, but I couldn't see his face to make eye contact and say hello because his head was drooped to his chest. His shoulders hung low and his feet barley lifted off the ground as he moved past. All his non verbals said he wasn't excited to be there and he hadn't made any friends yet. As he passed me in our greeting line, I pointed to his shirt and said, "Nice shirt." He looked up and smiled quickly and went on to his seat off to the side by himself.

Ten minutes passed and with the room nearly full, another student walked in with a similar torn Grateful Dead shirt and body language. As he passed me in the greeting line, I pointed at his shirt and said, "Nice shirt." He looked up and smiled. I continued,  "There's another guy who came in with almost the exact same shirt. He's seated somewhere over there." I pointed and the student's eyes lit up for a moment as he looked over the crowd of people. But with 1200 freshman in one room, it was nearly impossible to find that one student again.

I held out hope that maybe they'd run into each other throughout the rest of the day and make a connection because they were the only two people wearing Grateful Dead shirts. But the realistic side of me knew that the odds were extremely low and that made me sad because that one little connection could have completely changed their college experience.

The National Resource Center for The First-Year Experience and Student in Transition says,

"If we don't engage a student within the first two weeks of school, we essentially loose them for the full 2 or 4 years."

That's my fear of leaving the connection up to chance or through some randomly paired ice breaker. We might loose them for the full 2 or 4 years. I know there is a fantasy about meeting interesting people in college by chance, but we shouldn't stop there.

This leads to the passion I have for what we are doing with Red Rover. It's not just a technology solution or assessment tool, it really can change lives and I believe that 100%. It's why we've put so much into it already and continue to do so. When I talk about Red Rover, I don't want to talk about it as just a technology solution, but rather I want to talk about it in terms of changing students' lives, because that's what it does. For the two students at U. Penn Erie, it could have potentially helped them have a better first day at college, a better four years at college, and ultimately a better life.

Thoughts on Thoughts on Thoughts

Our ideas come from a collection of conversations, books, articles, blogs, and videos among many other sources. We are active participants in what is coined the Read/Write Web in which someone takes a little content to produce a little content. We are both consumers and produces at the same time.

It's very gratifying to receive an email weeks after a training in which I can tell the person was mulling over our content and now has produced some content of their own in the email. Last week I received this type of email from Larry Androes of Bossier Parish Community College.

Thank you Larry for your thoughts on our thoughts so I can have more thoughts. Larry makes many great points so with his permission, here is his email in full:

Hi Tom!

I attended the talk you gave at Bossier Parish Community College about two weeks ago. I was one of the two students who stayed to talk with you (I would have thought everyone would be wildly exited by these ideas). I was the guy with grey hair and a cane, and I talked with you about the exponential curve of all this information.

I definitely want to be included in the information you are getting through the del.icio.us site. Hopefully, my email is enough for this connection.

But I also wanted to take a moment to express how important I think what you are doing is. On one level, it is certainly about advising students to be careful about their online identity and using it to pursue future goals.

…Yet on another level, you are part of a wave nudging young people toward a paradigm shift in how they conceive personal identity, moving from physical to digital. This cultural shift might be the biggest change since one of our ancestors picked up a rock and used it to crack a nut.

So, at a deeper level, you are teaching kids to change their inner software – outmoded beliefs about who they are (physical, local, separated) – toward a new dimension of global digital identity that is supported by our expanding technology.

I am reminded of two current streams of thought. One is by Peter Russell, who talks about different revolutions in our history – agricultural, technological, information, and consciousness. Each is exponential, but they differ in the rate that information/knowledge doubles. If I remember correctly, the information revolution doubles every six years and began in the early 1900’s, and the consciousness revolution doubles every three years and began in the 60’s. So we are now seeing huge changes in who we are and how we know the world.

I also think about the Spiral Dynamics ideas, in which portions of humanity are opening to new memes, or ways of interacting with the world. The turquoise and coral spirals are about global consciousness and new neurological capabilities.

I thought of a couple of ideas – there are probably already five dozen web sites I don’t know about yet (that’s the way it is with exponential curves):

1. For our physical identity we generally use a mirror; we look at a mirror for feedback about who we are physically. We need the equivalent of a mirror online for our digital identity –something like a ‘digitalme.com’ – where we could click and see a view of our current digital presence (a Google list just doesn’t do a striking reflection). I am thinking of a page that would look something like kartOO.com.
2. Parents need to start at the beginning with the idea of digital identity. We need something like a ‘firstdigitalfootprint.com’. “Hey! Flipoo was born yesterday. Google him – check out his website and profile.”
3. I’d also like to see a page one could pull up – oneself as a circle in the center, with online contacts as circles connected to that one (kind of like a mind map). And if you clicked on a connected person’s circle, you could see all of their connections – and so on outward. It would be a fun way to explore how many degrees of separation existed between you and any other person on the internet (What is the shortest path between you and the Dalai Lama?).
   

Thanks for stimulating some new ideas!
Larry Androes

College Speaker of The Year - 2008

Each year student activities departments from around the country vote for their favorite speaker of the year. Last week, in Atlanta, we were honored as the 2008 College Speaker of the Year. To add to the honor, it's our second year in a row winning the award.

Last year we spoke at 60 schools, went to 15 conferences, and spent around 210 days on the road. In short, we work hard and it's nice to be recognized for the work we do. Thank you to all the advisors, students, schools, staff, administrators, educators, and other folk who supported us in 2007. Stay tuned as we have lots planned for 2008 and it's your input, support, and feedback that allows us to do what we do.

Video Blog From Baker University

Bosie State Newspaper Article About Swift Kick Training

It's nice for us to connect with school newspaper reporters during our on site trainings. It allows the message of the training to go out beyond just those who attended.

Colby Stream of the Boise State Arbiter, wrote a follow up to our Myspace/Facebook training at their school. Colby did a great job in capturing many of the main points. We often forget to mention these articles, so here's a full reprint. Thanks Colby!

It's all about harnessing the power of the Internet. More specifically, the networking capabilities of the Internet.

Tom Krieglstein, co-founder of Swift Kick, gave a lecture last Tuesday sponsored by the Boise State Student Programs Board (SPB), which discussed how students can use MySpace, Facebook and other online resources to make job-seeking and money-making an easier task.

According to Krieglstein, the Internet creates a megaphone effect. This means that everything a person does on the Internet can be potentially spread everywhere, all over the world.

Krieglstein describes it as living in a glass house.

"Everyone's looking in to see what you're doing," he said.

This can be good or bad, depending on what you're showing the world.

Krieglstein pointed out that 60 percent of employers now search the Internet to find out more information about potential job candidates. Pictures, comments and blogs are up for grabs for these employers to see.

One mission of Swift Kick is to help students portray the image these people find desirable.

"The good behavior is what you want amplified out," Krieglstein said.

The company was co-founded about four years ago by Krieglstein and his partner, Kevin Prentiss. They were both in business at the time and felt like the businesses they were with only wanted to make money. After meeting each other, Krieglstein and Prentiss decided to start Swift Kick.

Today the company is totally virtual; it has no physical location. The team doesn't even live together. They are spread all over the United States in places like Chicago and San Francisco.

But why target college students?

"The strength of America depends on its educational system," Krieglstein said.

The mission of the company is not just to help students portray a positive image. It's also to help students increase their engagement on and off campus.

"College is the one time in your life when you should try as much as possible," Krieglstein said. Only then can a student fail and still have safeguards, he explained.

Krieglstein is the perfect model of an ambitious student. In college, he set up a text book selling business which generated around $1.5 million in sales in a single year. He also won a speaking competition, which opened up his eyes to the money-making opportunities in speaking.

Today, he travels all over the United States giving lectures. At other times, he goes to conferences for student leaders. It is at these conferences that schools hire the company.

One such conference is where Boise State SPB got wind of the company.

"We get a nice little taste of what they're about," Jill Krenecki, director of Student Programs Board, said about the conference.

SPB hoped that the lecture would help to "solve the problem of student apathy," Krenecki said.

The Myspace/Facebook lecture is just one of many events SPB brings to the Boise State campus. Other events include movies, shown every Thursday night at 7 p.m. in the Student Union Building, and the Rock Star 101 concerts. But SPB doesn't want to make up all the events by itself.

"We're always open for suggestions," Krenecki said, stressing that student involvement is critical to the success of SPB events.

Any students who wish to submit ideas can visit SPB's Myspace page by searching "BSU SPB."

2007 Swift Kick Program Calendar

As we close the door on 2007, here's a look back at who we worked with.

01/02/07 APCA Las Vegas Advisors Summit
01/03/07 APCA Las Vegas Advisors Summit
01/04/07 APCA Las Vegas Advisors Summit
01/23/07 Valencia CC
01/27/07 University of Alabama - Birmingham
01/27/07 Nazareth College
02/11/07 Lees-McRae College
02/17/07 NACA Nationals
02/18/07 NACA Nationals
02/19/07 NACA Nationals
02/20/07 NACA Nationals
02/21/07 NACA Nationals
02/27/07 US Army International Conference
03/01/07 APCA Nationals
03/02/07 APCA Nationals
03/03/07 APCA Nationals
03/04/07 APCA Nationals
03/07/07 John Hopkins University
03/20/07 Wesley College
03/23/07 APCA Northeast
03/24/07 APCA Northeast
03/25/07 APCA Northeast
03/24/07 Southeastern Louisiana University
04/09/07 Columbia Basin College
04/12-15/07 NACA Northern Plains
04/25/07 Fordham University - Rose Hill
05/01/07 US Army Boss Program
05/16/07 Texas State Univeristy
06/02/07 Miami Dade College
06/23/07 Valencia Community College
07/08/07 APCA FL Advisor Institute
07/09/07 APCA FL Advisor Institute
07/10/07 APCA FL Advisor Institute
07/27/07 APCA Chicago Leadership Conference
07/28/07 APCA Chicago Leadership Conference
07/29/07 APCA Chicago Leadership Conference
08/05/07 APCA NY Leadership Conference
08/06/07 APCA NY Leadership Conference
08/07/07 APCA NY Leadership Conference
08/19/07 Schreiner College
08/20/07 De Sales University
08/20/07 College of Dupage
08/21/07 University of Akron Ohio
08/21/07 Sam Houston State University
08/22/07 Texas A & M International
08/23/07 Penn State - Shenango
08/23/07 Penn State - Lehigh Valley
08/24/07 Queens College
08/24/07 Saint Mary’s University
08/25/07 Penn State - Erie
08/26/07 Kutztown
09/07/07 Howard Comm College
09/12/07 University of Wisconsin - Milwaukee
09/13/07 Greensboro College
09/15/07 Winthrop University
09/17/07 Morningside College
09/18/07 Coe College
09/19/07 Drake Unviersity
09/20/07 Iowa Wesleyan
09/21/07 APCA Midwest
09/22/07 APCA Midwest
09/23/07 APCA Midwest
09/21/07 Berry College
09/24/07 LACUSPA
09/25/07 Society of Success
09/26/07 Chippewa Valley Tech
09/26/07 St. Paul College
09/27/07 WITC
09/29/07 University of Wisconsin - Green Bay
10/05/07 Lord Fairfax CC
10/06/07 Lord Fairfax CC
10/05/07 Coastal Georgia CC
10/06/07 Hunter College
10/09/07 College of Dupage
10/09/07 Augustana College
10/10/07 U. of Minnesota Crookston
10/11/07 North Dakota State U.
10/12/07 APCA Verona
10/13/07 APCA Verona
10/14/07 APCA Verona
10/14/07 Manhattenville College
10/19/07 ACUI Regional Conference
10/20/07 ACUI Regional Conference
10/20/07 ASGA Mid America
10/21/07 ASGA Mid America
10/24/07 Hunter College
10/27/07 Kean College
10/30/07 Valencia CC
10/31/07 Valencia CC
11/02/07 APCA South Central
11/03/07 APCA South Central
11/04/07 APCA South Central
11/05/07 APCA South Central
11/08/07 NACA West
11/09/07 NACA West
11/10/07 NACA West
11/11/07 NACA West
11/09/07 Bridgewater College
11/10/07 Wesley College
11/13/07 U. of WI - Milwaukee
11/13/07 Fordham University
11/15/07 Mott CC


Check out our 2006 Program Calendar