| Abstract: | This paper presents the rationale of the Hartford Half Tuition Program at the University of Hartford which enrolls qualified graduates of city high schools. Since its inception four years ago, it has changed the demographics of the institution and been the catalyst for many events, discussions, and interactions that have served as  teachable moments for the development of students, staff, and faculty. A critique of key elements of the program leads to the identification of lessons learned.Elizabeth A. McDaniel, Associate Vice President for Academic Affairs at the University of Hartford, received a B.A. in psychology from the University of Florida, M.S. in Education from Barry University, and a Ph.D. in Education from the University of Miami. She is actively involved in issues relating to curriculum, instruction, and community in higher education. Tamara Moreland, Director of the Office of Graduate and Adult Academic Services at the University of Hartford, earned her B.S. in Economics, and is expected to receive her master's in organizational behavior from the University of Hartford in December 1994. Her interests are organizational design, group dynamics, and the influence of culture on interpersonal relationships. |
