Projects Funded: 2017
Human Library events are “a worldwide movement for social change” and have been held across the world. More information about the movement is available at http://humanlibrary.org/. Our event will be an opportunity for students to engage in conversation with individuals that are different from them; individuals whose life experiences or culture or religion or skin color are such that they have a different worldview. There will be “books” available for checkout that represent different types of people. The movement tagline is “Don’t judge a book by its cover.” Students may come to this Human Library and “check out” a person for conversation for a brief period of time. Some examples of “books” would be a Muslim, a Drug Addict, a Homeless person, a Veteran, a Police Officer, etc. Our hope is that by promoting conversation students will learn more about how human beings are more alike than different.
- Nancy Colborn | Head of Information Literacy Services (team leader)
- De' Bryant | Professor of Psychology
- Kevin Griffith | Director, Student Counseling Center
- Cynthia Murphy | Recruitment/Retention Counselor, Office of Multicultural Enhancement
- Hasan Reza | Assistant Professor of Social Work
Grounded within IU South Bend's Strategic Plan are two specific strategic objectives: (1) IV -Increase high-impact educational practices including student research, learning communities, internships, service learning, international experiences, and other experiential learning opportunities; and (2) V - Strengthen and expand scholarship and creative activity among both faculty and students (including faculty-student collaborations).
When interpreted through the blended perspectives of education, sustainability, psychology, and history faculty, these objectives resonate outward and form the basis of E3:
- Align specific course content - one course per E3 faculty - to pedagogically promote place-based education;
- Create a blended cohort of students to experience "place" through organized and intentional weekend field trips focused on historical challenges within urban settings; and
- Develop guidelines for a collaborative research project focused on weekend experiences as each person considers outcomes of social justice and activism while answering the broader question, "What does this story mean to you?"
- Terri Hebert | Assistant Professor of Education (contact person)
- Krista Bailey | Director, Center for a Sustainable Future
- De' Bryant | Professor of Psychology
- Darryll Heller | Director, Civil Rights Heritage Center; and Director of Student and Community Engagement
- Monica Tetzlaff | Associate Professor of History
Learning communities can take many forms. They include communities within and across classrooms as
well as living-learning communities. While IUSB, and the Judd Leighton School of Business and
Economics in particular, has been able to form several forms of learning communities, the advent of
student housing allows the campus to explore living-learning communities and assess their impact on
positive student outcomes.
Living-learning communities are a high impact practice that have been found to have positive academic
outcomes. They help students with both academic success as well as forming social relationships. They
have also been found to be particularly beneficial for first-generation college students in terms of
transitioning to college life. The proposed Leighton School of Business Living-Learning Community
(B&E LLC) would be a pilot project to explore their efficacy for the campus.
- Tabitha Kingsbury | Associate Director of Retention for Undergraduate Business (contact person)
- Beth B. Kern | Professor of Accounting and Associate Dean of Undergraduate Business Programs
- Arlette Palacios | Student, General Business Major
- Scott Strittmatter | Director of Student Life; and Interim Director of Housing
We envision a multiyear plan that will train targeted students by sending them to two well-respected training programs (one national and one local); and then empower the students to develop grassroots leadership initiatives of their own at IUSB (with our guidance).
Two programs we have identified are Leadershape and Indiana Campus Compact. The aim would be to ensure the students chosen for this opportunity feel empowered to develop additional campus leadership programs to address our first year retention needs, and the unique needs of our underserved populations. We also discussed how these purposeful programs can prepare students for exiting the university and confidently enter the work force.
- Laura Whitney, Director of Student Conduct (team leader)
- Scott Strittmatter, Director of Student Life
- Dr. Bruce Watson, Associate Professor in Education
- Dr. Theo Randall, Associate Professor of Sociology and Anthropology
- Dr. Darryl Heller, Director of the Civil Rights Heritage Center
Imagine if we could attract a world-class expert on growth mindset to provide a forum for the EDUC-U100 students as well as providing a workshop for faculty who teach first year students. Research has repeatedly shown that first generation college students and under-represented students fail to succeed in college because they do not embrace the growth mindset ( Yeager and Dweck, 2012). A growth mindset enables students to move toward the “yes” of three important questions: Can I do it? Do I belong? And is it worth it (Yeager, Walton, and Cohen, 2013)? These three questions provide an ecosystem with the absence of any one affirmative negatively affecting a positive response to the other two questions. If students do not believe they “can do it,” they will never put in the effort to achieve success. In my role as a UCET Teaching Fellow (2016) focusing on Growth Mindset, I have reviewed numerous books, article, videos, and have had conversations with leaders in the field. I am already positioned to invite our inaugural presenter who generates enthusiasm about the topic, who connects with students and helps them experience the power of growth mindset, and who can work with faculty to develop practical application to cultivate growth mindset in their students.
- Kathleen Sullivan | Director of EDUC-U 100 (contact)
- Joel Rangel | Peer Mentor/Student
- Kyoko Takanashi | Chairperson, Reimaging the First Year Experience
- Kara Werner-Sanders | Instructor
The objective of this project is to create a successful linked course, with an embedded tutor, between W131 and QIIO in the First Year Experience program. These two courses teach fundamental skills to incoming freshman; all students must be proficient in communication, writing, and research if they are to thrive in academia. A strong link will not only provide students with additional instruction and support in writing and research methods, but it will also help overall student success and retention in multiple ways: This link will better acclimate students to the rigors of college by supplying them with the tools they will need in school and in the workforce, and to look deeper into the various culturally relevant issues explored in W-131. This link will provide benefits to hundreds of incoming students who will enter their college career prepared to succeed.
- Julie Elliott | Associate Librarian (co-director)
- Nicole Mason | Associate Faculty, Composition (co-director)
- Rachel Cheeseman | Tutor, ACE Writers' Room