Vision 2020

Projects Funded in 2014

  • Assessment of Online Alcohol and Drug Educational Programs at IU South Bend

    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


  • Disability Support Services Summer Workshops

    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


  • IUSBBrave

    Abstract

    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:

    1. orienting all new students to sexual assault safety/reporting guidelines and inviting them to become “empowered bystanders”
    2. engaging in year-round training to develop bystanders who can safely interrupt/prevent sexually harmful behaviors
    3. 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)

  • Increasing Student Retention through High Impact Practices for EDUC-U 100

    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:

    1. 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).
    2. 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).
    3. 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


  • Internships in the Liberal Arts and Sciences

    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


  • Tiny Shelves Student Concert Series

    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.

    Feedback Form


    Team Members


  • Successful Scholar-Athlete Class

    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

  • Summer Bridge Program

    Abstract

    The Summer Bridge 2014 Community Building and School Spirit 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