Projects Funded: 2017
Abstract
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.
Team Members
- 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
Proposal
Abstract
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?"
Team Members
- 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
Abstract
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.
Co-Investigators
- 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
Abstract
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.
Team Members
- 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
Abstract
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.
Team Members
- 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
Abstract
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.
Team Members
- Julie Elliott | Associate Librarian (co-director)
- Nicole Mason | Associate Faculty, Composition (co-director)
- Rachel Cheeseman | Tutor, ACE Writers' Room
Projects Funded: 2016
Abstract
The objective of the Titans Feeding Titans food pantry is to help address the food insecurity that many of our undergraduate students and graduate students are experiencing. The definition of food insecurity is defined as not knowing where their next meal will come from, or how they will get it. The College and University Food Bank Alliance (CUFBA) has reported that food insecurity is rapidly becoming a major barrier for college students and on university campuses. This issue can pose a threat not only to overall student success, but also to student retention and completion of degrees as well. In a survey conducted on campus, 71% of respondents stated a food pantry would be beneficial. These same respondents also stated that they felt addressing food insecurity on campus would relieve student stress as well. Titans Feeding Titans will address a student's physical and emotional needs.
Team Members
- Anne Drake | Student Services and Social Work. Disabilities Specialist/Adjunct instructor for the Social Work department. (Team Leader)
- Michele Lentner | BSW student
- Dr. Carol Rippey Massat | Director of the Social Work Department and Professor
- Dr. Ezella McPherson | Director of Titan Success Center
- Loni Oehlwein I Assistant Director of Housing
- Melissa Pace | Financial Aid
- Andi Trowbridge | BSW student
- Karen White | Associate Vice Chancellor for Student Services
- Lysa Winston | President, Bi-Weekly Staff Council
- Helene Cooper Vice President, Bi-Weekly Staff Council
Abstract
The IU South Bend Student Counseling Center seeks to engage students in a peer-helping support system where stigma in mental health has no power in limiting one’s commitment to academic success and self-determination. As reported in www.whatadifference.org, “among 18-25 year olds, the prevalence of serious mental health conditions is high, yet this age group shows the lowest rate of help-seeking behaviors”. Information exchange and mutual understanding are powerful tools in the quest to disempower stigma in mental health. Evidence based research reflects that peer-led efforts to assist University students in seeking help are gaining momentum. At IU South Bend, we know that on a yearly basis 550 students will engage in confidential mental health services. Hundreds more will participate in on-line screenings and awareness-outreach events.
We can do more!
Team Members
- Kevin Griffith, Director, Student Counseling Center (team leader)
- South Bend Human Rights Commission: Study Tables on Race: Christine Bettcher, participant and SCC pre-licensed staff
- IU South Bend Student Association Civil Rights and Social Justice Student Organization Officers
- Chaka Ward, Counseling and Human Services Department
- Active Minds... changing the conversation about Mental Health
Abstract
International students develop the confidence and skills necessary for successful adjustment when they associate with those who share common interests, backgrounds, and problems. While pre-arrival correspondence and orientation sessions are critical in preparing international students to enter into our learning community, these support services are offered at a time when students are beset by the demands of new physical, linguistic, pedagogical and social environments. Regular infusions of critical information and follow-up orientation sessions facilitated by OISS staff members provide ongoing support, but as many who work with international students have learned, they often seek information from their peers, and indeed, professionals rely upon these peer networks to both gauge and respond to student needs throughout adjustment.
This structured peer mentoring program seeks to:
- Help mentees identify the challenges that inhibit adjustment.
- Train mentors to assist mentees in responding effectively to these challenges.
- Strengthen the bonds of community through collaborative learning, problem-solving, and support.
- Develop resources that support international student integration and lay the foundation for academic success.
Team Members
- Constance Peterson-Miller, Director, Offices of Admissions and International Student Services
- Torrey Wang, International Student Services Representative, Office of International Student Services
- Vincci Kwong, Associate Librarian
- Monika Lynker, Associate Dean and Director of the Academic Advising Center,
- TBA, Assistant Director, Offices of Admissions and International Student Services
- 8 students chosen from the full-time international undergraduate and graduate student body, balanced in as much as possible for gender and cultural background.
Abstract
We envision a multiyear plan that will train targeted students by sending them to two wellrespected 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.
Team Members
- 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
Proposal >>
Year 2 Proposal >>
Projects Funded: 2015
Abstract
The objective of the COEUS Award (named for the Titan of Intellect) is to engage undergraduates more deeply in their learning by challenging them to participate in at least two high-impact practices from Creative Activity, Overseas Study, Experiential Learning (e.g., internships, practica), Undergraduate Research, or Service Learning. Each COEUS Award experience promotes application of learning and integration of knowledge through guided reflection and mentoring, and these types of experiences are closely related to skills sought by employers. In addition, studies consistently show that those students who participate in high-impact practices are more likely result in retention and timely graduation. The COEUS Award will provide an incentive for students to engage in university activities, create a method through which participation in high-impact practices can be tracked and assessed, and help brand IU South Bend as providing a distinctive education.
Team Members
- Jay VanderVeen | Associate Professor and Chair, Department of Sociology and Anthropology (Team Leader)
- Gretchen Anderson | Professor and Chair, Department of Chemistry and Biochemistry
- Keith Dawson | Registrar, Office of Academic Affairs
- Michael Turner | Incoming MBA Student
Abstract
Being part of a community is about making connections with others who have common interests. Community is about getting involved and contributing to something larger than you. Development of the Judd Leighton Living-Learning Community (LLC) at IU South Bend will bridge students' academic interests and goals with their residence hall living experience.
In LLCs, students with common academic interests live together in the same residence hall and develop personal and academic relationships with other students and faculty from a specific field of study. Students participate in out of the classroom enrichment activities that support their academic interests. Some LLCs have specific academic courses students are enrolled in together to help create a semi-structured cohort.
LLCs complement students' classroom experience by providing enriched lifelong learning opportunities. Through formal and informal activities, students' connection with faculty results in greater understanding of their academic pursuit, affirmation of career choice, and enhanced preparedness for a career path. (Van, 2015)
Team Members
- Ricky Ganaishlal | Director, Housing and Residence Life
- Gary Hawkins | Lecturer: Retention and First Year Programming, Judd Leighton School of Business and Economics
- Beth Kern | Associate Dean, Undergraduate Business Programs; and Associate Professor of Accounting
- Hannah Van | student in the Judd Leighton School of Business and Economics
Abstract
We envision that four Indiana University (IU) South Bend upperclassmen will share their stories of trials and triumphs in workshops to mentor and advise approximately 80 incoming IU South Bend freshmen (e.g., 2015 Leadership Academy, 2015 Summer Bridge Program, including those at the Elkhart Center) and 30 first-year ABC Program/Ivy Tech students. We expect the sharing of stories will provide first year students with knowledge about successfully navigating through college, including understanding college expectations, increasing their financial literacy, and choosing and/or changing college majors. Similar to prior research (Stephens, Hamedani, and Destin, 2014), we also hypothesize that first year students who participate in our workshops will have higher first term grade point averages (GPAs) than their freshman peers from similar backgrounds who forwent these workshops.
Team Members
- Ezella McPherson | Director, Titan Success Center (Team Leader)
- Cathy Buckman | Associate Vice Chancellor for Enrollment Services
- Marvin Curtis | Dean, Ernestine M. Raclin School of the Arts
- Andrea Welch | Director/Licensing Advisor, Education Advising Office
- Karen White | Associate Vice Chancellor for Student Services
Abstract
Currently on campus, the Mathematical Sciences Tutoring Center is located in 310 Northside. The center is free of charge to all registered IU South Bend students. The mission of the center is to provide a positive and courteous atmosphere in which skilled and friendly mathematics tutors help students succeed in any IU course that involves mathematics. However, this mission is not being fully realized due to the limited space and resources given to the tutoring center. The space issue is currently planned to be resolved during Spring Break 2015 by increasing the tutoring center's area by 50%, allowing more students to get the help they need to work through their courses here on campus. However, the resource issue currently has no plans in place.
Presently in the tutoring center, the tutors are making use of broken down tables and chairs. These pieces of furniture are hand-me-downs from different departments who did not have any more use for them. Many of these pieces do not go together, leaving the center looking shabby and rundown. Two tables are broken to the point that they are leaning to one side, making them useless for students who want to put their writing utensils down while watching a tutor remediate. The office chairs are broken, making sitting in theme extremely uncomfortable. Finally, many of these chairs are of an inappropriate size for tutors/tutees of adult size and are not ADA compliant.
The tutoring center is a great resource on campus that many people use to pass traditionally difficult courses on campus. Last semester alone (Fall 2014), M215, Calculus 1, and M119, Business Calculus, saw a combined total of 314 contacts. These classes are often seen as roadblocks when it comes to retaining students in their programs due to their difficulty and the overwhelming percentage of our student population that have some sort of math/test anxiety. These contacts helped the students coming to the center overcome these obstacles and kept these students on track to graduate. However, I believe we could help many more students if the center looked more inviting and valued by the university.
This proposal is for the cost to purchase furniture for the Mathematical Sciences Tutoring Center that would encourage both students and faculty to utilize our services. The proposed purchases are for furniture that would allow students to work collaboratively, helping alleviate some of the stress and work for our fantastic tutors. The cost of this furniture is something that the Department of Mathematical Sciences does not have funding for. The proposed purchases would support the mission statement of the tutoring center to provide a positive and courteous atmosphere.
This proposal includes the costs of two round tables and one long table that would be utilized for student collaboration for students who are enrolled in the same course to promote learning and study groups. The proposal also includes the costs of twenty one chairs that would make the center look inviting, give the center a more professional look, and give appropriate seating for students who would >not be able to use the chairs that we currently have in the center. Finally, the proposal includes the cost of two lounge chairs to give the tutors seating for when students are working without them or a place for people who are waiting for help to relax.
Team Members
- Michael Darnel | Chair, Department of Mathematical Sciences; and Professor of Mathematics
- Peter Goldstein |
- Virginia Heidemann | Director, Academic Centers for Excellence
- Kyle Schwieterman | Lecturer in Mathematics; and Math Tutoring Administrator, Academic Center for Excellence in Student Services
- Nicholai Stuckwisch | Student, Mathematical Sciences Tutor
Team Members
- Joel B. Langston| UITS, Manager of Media Services, Team Leader
- Brandon Bauschke | Assistant Head of the Wiekamp Educational Resource Commons
- Daniel Cassidy | Student, Computer Science, 2017, founding member of IU South Bend Gamers Guild
- Julia Gressick, PhD | School of Education, Assistant Professor of Instructional Technology
- Stephen Craig Finlay | Schurz Library, Scholarly Communications Librarian
- Christine Jordan | Student, Computer Science, 2017, founding member of IU South Bend Gamers Guild
- Kael Kanczuzewski | UCET, Instructional Technology Specialist
- Robert Kinney | Student, Computer Science, 2017, founding member of IU South Bend Gamers Guild
- Kaylee Shepherd | Student, Secondary Education, 2017
- Scott Strittmater | Director of Student Life, Office of Athletics and Activities
Abstract
The intersection of games and learning has become a popular topic in education. Games engage, motivate and inspire participants. With this in mind, we propose to cultivate two communities that will increase the presence of tabletop games on the IU South Bend campus, one centered around students and the other involving faculty. The first community will improve student retention on campus by focusing on organizing fun and engaging student social events. The second community, focused on faculty, will demonstrate the usefulness of games as tools for effective teaching and learning in the classroom. Furthermore, this team will support the design, production and final implementation of games for classrooms on our campus.
Abstract
We seek to pilot an "enhanced" version of ENG-W 131 that will improve time-to-degree and student persistence without sacrificing program rigor. Under the current system, 70% of IU South Bend students have to complete a two-semester composition sequence (W130/W131). This pilot would enable the more motivated of these students to complete their writing requirements in one semester. W131 Enhanced sections will meet an additional period each week with a supplemental instructor of peer mentor, who will provide tutoring that helps student complete the upcoming assignments. To reduce the start-up work for the first year, the Pilot will initially use experienced tutors as supplemental instructors. It will then transition to peer mentors, with the ultimate goal of incorporating peer mentoring into an upper-level class in writing pedagogy. Our goal, then, is for W131 Enhanced students to advance more quickly in their degrees while mentors have the valuable learning experience of translating theory into practice.
Team Members
- Rebecca Brittenham | Associate Professor of English (Director)
- Lee Kahan, Associate Professor and Acting Chair of English (Co-Director)
- Nancy Botkin | Senior Lecturer in English
- Clayton Michaels | Lecturer in English
- Joshua Rubin | Director of the Writer’s Room
- Julie Wells | Advisor, College of Liberal Arts and Sciences
Abstract
Supporting Our Students (SOS) is an initiative that will complement the design of three specific test preparation workshops to be funded by the School of Education. Two test preparation workshops will focus on coaching students for elementary and secondary mathematics exams. A third workshop will prepare students for three separate elementary subtests. If funded, this Vision 2020 grant will allow us to include information in the workshops on test anxiety and general test preparation strategies in addition to the discipline content. The grant will also allow us to develop collaborative assignments facilitated by faculty and student leaders. Finally, the grant will provide some student scholarships based on financial need and faculty recommendations.
Team Members
- Dr. Hope Smith Davis, Assistant Professor of Secondary Education/ Reading & Literacy, Chair of Initial Licensure Programs, School of Education | Team Leader
- Nuran Bradley, Lecturer, Department of Mathematical Sciences, College of Liberal Arts and Sciences
- Dr. Terri Hebert, Assistant Professor of Elementary Education, School of Education
- Dr. Dan Holm, Associate Professor of Elementary Education, School of Education
- Dr. Julia Gressick, Assistant Professor of Instructional Technology, School of Education
- M. Jean Henry, Staff Counselor, Student Counseling Center, IU South Bend
- Dr. Deborah Marr, Associate Professor of Biology, College of Liberal Arts and Sciences
- Talandra Neff, Director of the Office of Student Teaching and Clinical Practice, School of Education
- Dr. Sara Sage, Associate Professor of Secondary Education, School of Education
- Dr. Kathleen Sullivan, Learning Strategies Specialist, School of Education
- Aaron Turner, Elementary Education Undergraduate Student, President of the Education Student Association
- Dr. A. Bruce Watson, Assistant Professor, Coordinator of Educational/Organizational Leadership, School of Education
Abstract
Peer mentorship is a high impact practice that benefits both mentors and mentees, establishing a learning community and social engagement. Mentees are able to take advantage of mentors’ knowledge and familiarity with the university as well as their guidance on time management and study strategies; mentors are able to act as role models while learning facilitation skills that will help them in their future careers. Receiving this grant will allow us to help our students beneficial mentoring relationships, promote the development of social responsibility in our students, and further our campus mission to create engaged citizens prepared to build strong communities."
Team Members
- Jessica Birch, Ph.D. | Women’s and Gender Studies Governing Board Member
- Christina Gerken, Ph.D.|Associate Professor, Women’s and Gender Studies Program (contact person)
- K. Andrea Rusnock, Ph.D.|Associate Professor of Art History, Women’s and Gender Studies Program
- Nicole Micolichek | Residence Coordinator
Projects Funded in 2014
Abstract
IU South Bend has recently completed its second year of utilizing AlcoholEdu, an online health education program, for all incoming freshman. Other online programs have recently entered the market offering a range of cost and content including drug use and sexual assault. Other IU campuses are implementing these types of programs and it is possible that a single program could be purchased and implemented for multiple campuses, resulting in significant cost savings and a better database for assessment. Between now and Fall 2014, it would benefit our students and campus to examine the options for future programs in this area and articulate input that accurately reflects the needs and diversity of our campus.
This proposal seeks funding for a graduate student assistant to focus on the tasks involved in doing this type of assessment with support from a strong collaborative team with expertise in this area.
The research literature consistently identifies misuse of alcohol as a frequent and significant obstacle to student academic success. Therefore, identifying the best program for our campus is an important contribution to giving our students the information and tools for them to achieve optimum success as measured by grades, persistence, graduation, and post-graduate health and fulfillment.
Team Members
- Jeremy Linton | Associate Professor, Counseling and Human Services, (Team Leader)
- Gary Browning | Director, Web Technical Services
- John Gallagher | Assistant Professor, School of Social Work
- Ricky Ganaishlal | Director, Housing and Residence Life
- Marty Gersey | Chief of Police
- Virginia Heidemann | Director, Academic Centers for Excellence
- Richard Hubbard | Associate Professor, Department of Psychology
- Jim Hurst | Director, Student Counseling Center
- Jeff Johnston | Registrar
- Lindsay London | Staff Counselor, Student Counseling Center
- Cynthia Murphy | Recruitment/Retention Counselor
- Scott Strittmatter | Director of Student Life
Abstract
Workshop presentations will focus on critical themes for incoming freshmen and transfer students, and will introduce students to the peer mentoring program run by the Disability Support Services (DSS) office. While building strong college success skills is important for any incoming student, the additional challenges facing students with a disability make establishing a strong initial foundation particularly important. Existing data also clearly indicates a strong relationship between the academic success of entering students and their engagement with the DSS office. The summer workshops will support student engagement with DSS and other University resources, as well as better prepare students to begin the fall semester.
The capturing of class content, particularly note-taking, is often difficult for the student with a disability. Traditionally, the academic accommodation was the use of a note taker. The note taker has largely been replaced, however, with a digital recorder. Whether vision, hearing, learning, or some other physical disability, having the ability to record lectures and listen to them again is a great benefit. The recorder allows the student to take notes on their own from the recording, rather than depending on someone else to do that for them. It enables the student to pay more attention to class lectures and activities rather than trying to take notes. Not only are students more fully engaged with the class, it makes them a more self-sufficient and self-directed learner. Each student attending the workshops will be provided with a digital recorder to support their academic progress.
Assessments via surveys, focus groups, and cohort tracking will be completed in an ongoing manner.
Team Members
- Jim Hasse | Director, Disabled Student Services
- Anne Drake | Learning Disabilities Specialist
- Virginia Heidemann | Director, Academic Centers for Excellence
- Dennis Rodriguez | Chair and Associate Professor of Psychology
Abstract
Dream with me! Imagine significantly impacting the academic success of 417 EDUC-U 100 freshmen. These are the University’s most at risk students. They enter college with SAT’s as low as the mid-700’s and possess minimal skills to navigate college. More than 41% of them have an Expected Family Contribution of $0.
If the University is to increase retention, then it must invest in courses like EDUC-U 100 that provide rigorous, relevant, and relationship centered experiences for these students. In Chancellor Allison’s, Installation Address, he cautioned us to avoid the black hole of negative, directionless complaining and focus our energies on ways to empower our students’ success. “Let’s put aside some questions like, “How did this student ever make it to college?” or “Why don’t our students study like they should?” and begin to ask a new set of questions. “What can I do to help this student?” “How can I help our students better manage their time and their other resources?”
This grant proposes a three prong approach to enhance student retention:
- Develop engaging pedagogy that uplifts our students’ critical thinking skills (Gaming/Videoscribe) and utilizes a significant campus experience that brings relevancy to such learning (Campus Reads).
- Pilot learning communities that strengthen relationships between students, position students to form study groups, and reinforce critical thinking and writing between the linked courses (EDUC-U 100 and ENG-W 130).
- Educate EDUC-U 100 instructors and peer mentors on the essentials of Financial Aid. Financial aid would be a component of the EDUC-U100 curriculum and students would be mandated to meet with their financial aid counselor near the mid-term.
Team Members
- Kathleen M. Sullivan, PhD, Director of U-100 (team leader)
- Nancy Botkin, Director of the Writing Program
- Julie Elliot, Library
- Julia Gressick, PhD, Education
- Joel Langston, Manager, Instructional Media Services and Communication
- Malyssa Ayala, Assistant Director, Financial Aid and Scholarships
- Tabitha Kingsbury, Administrative Assistant, Student Services
- Brian Nicholls, Senior Education Major
- Christina Sullivan, Communications and Marketing Major and U-100 Peer Mentor
- Kelsey Camren, Sophomore, Education Major and U-100 Peer Mentor
- Zach Warhover, Current U-100 student, Sophomore, Business School,
Year 1 Proposal
Year 2 Proposal
Year 3 Proposal
Final Report
Abstract
Internships are a “high-impact” practice that increase rates of student retention and improve student learning. Internships create a bridge between what students learn in the classroom and real world practices. They help confirm students’ choices in their majors and career paths and allow them to begin building their professional networks. Internships allow students to gain the practical skills they need to successfully secure a job and excel in a work environment.
Despite numerous benefits associated with internships, there are no standardized procedures for locating, developing, offering, or assessing internships with the CLAS. We seek a VISION 2020 Grant to coordinate and expand internships in the College. Improving internships in CLAS will further our campus mission to “engaged citizens prepared to build strong communities” as well as our College mission to provide “transformative learning experiences, leading students to become engaged, informed, creative, and adaptive contributors to the local and global society.”
Team Members
- Gail McGuire | Associate Professor | Sociology and Anthropology (Lead Author)
- Elizabeth Bennion | Associate Professor | Political Science
Abstract
We propose a monthly concert series in the Library featuring student bands and musicians. These concerts will be filmed and then placed on the campus’ and library’s Youtube sites. The goals for the concerts are to increase a sense of campus community among students and to increase the use of the Library’s and campus’ social media sites (Youtube, Facebook, Twitter), to visibly promote creative extracurricular student interaction with the university.
Abstract
We propose a monthly concert series in the Library featuring student bands and musicians. These concerts will be filmed and then placed on the campus’ and library’s Youtube sites. The goals for the concerts are to increase a sense of campus community among students and to increase the use of the Library’s and campus’ social media sites (Youtube, Facebook, Twitter), to visibly promote creative extracurricular student interaction with the university.
Team Members
- Julie Elliott, Associate Librarian (Co-Team Leader)
- Craig Finlay, Assistant Librarian (Co-Team Leader)
- Joel Langston, Manager, IMS/IT
- Scott Strittmatter, Director of Student Life, Office of Student Life
Abstract
The Successful Scholar-Athlete will be an introductory course designed specifically for freshmen (required) who will be participating on any IUSB athletic team. The class would assist those scholar-athletes in successfully balancing the challenges of a rigorous scholastic schedule with the demands of a competitive athletic program. This course would provide opportunities for discovery learning, instruction in learning skills, and assimilation into the social and academic cultures of the IU South Bend campus.
Specific areas of focus would be:
- identifying strengths/weaknesses of each scholar-athlete that will impact their college success
- developing short-term and long term academic goals
- creating time management systems that work
- exploring majors and careers, developing study habits which will lead to academic success
- improving communication skills
- honing critical thinking skills
The course work will be coordinated with each head coach to facilitate study table activities and mentoring of each scholar-athlete.
Team Members
- Bruce Watson, Ed.D., Assistant Professor, School of Education | EA 2246 | (574) 520-4486 (Team Leader)
- Jamie Ashmore-Pott | Head Women's Volleyball coach | SAC 032A | (574) 520-4509
- Steve Bruce, Head Women's Basketball Coach | SAC 130F | (574) 520-5084
- Scott Cooper, Head Men's Basketball Coach | SAC 13D | (574) 520-4508
- Gary Demski, Director of Athletics | SAC 130C | (574) 520-4457
- Tom Norris, Director of Sport Information | SAC 130B | (574) 520-4457
- Melanie Troyer, Scholar/Athlete
Abstract
The project will add an engagement component to the Summer Bridge program currently in place. Students will receive merchandise with the IU South Bend logo to build school spirit, and will be treated to a Continental Breakfast and a Taco Bar to encourage a welcoming and festive environment.
Team Members
- Virginia Heidemann | vmheidem@iusb.edu | Director, Academic Centers for Excellence | Al 117C | 574-520-4823
- Nancy Botkin | nbotkin@iusb.edu | Director, First Year Writing/Senior Lecturer, Composition,Creative Writing | OW 3155 | 574-520-4886
- Joshua Giorgio-Rubin | jerubin@iusb.edu | Associate Director, First Year Writing/Writers' Room Administrator/English Lecturer | Al 1170/DW 3176 | 574-520-4500
- Kyle Schwieterman | kschwiet@iusb.edu | Math Lecturer/ Math Tutoring Center Administrator | NS 345 | 574-520-4665
- Kathleen Sullivan | sullivka@iusb.edu | Learning Strategies Specialist/Lecturer in Education | EA 2234 | 574-520-4195
IUSBBrave seeks to create a living and learning community free from sexual violence. Students victimized by sexual assault often feel disempowered and alienated from their college experience, resulting in “impediments to academic success, lower graduation rates, health problems and persistent mental health issues. Students cannot learn in an atmosphere where they do not feel safe.” (American College Health Association, 2007, Shifting the Paradigm.)
IUSBBrave seeks to reduce the incidence of sexual assault and abuse in order to improve student retention and success.
We aim to achieve this through:
- orienting all new students to sexual assault safety/reporting guidelines and inviting them to become “empowered bystanders”
- engaging in year-round training to develop bystanders who can safely interrupt/prevent sexually harmful behaviors
- increasing survivor use of IUSB counseling services and better identifying and addressing the impact of sexual violence for all Student Counseling Center clients.
Team Members
- April Lidinsky | Director, Women’s and Gender Studies Program
- Susan Lee | Director, Office of Affirmative Action and Campus Diversity, Director
- Valerie Hinkle | Student Counseling Center, Licensed Mental Health Counselor
- Rick Dennie | Director of Student Support, Student Services Office
- School of Education Counseling and Human Services Program Graduate Students (Five students currently recruited and interested in participating in project, depending on internship site, a minimum of three will be selected to participate; Women’s and Gender Studies senior practicum students, to be identified in Summer–Fall 2014)