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... Bringing Global and Local Together: Engaging with Local Communities to Promote Global Learning Dr. Wendy Westphal Assoc. Prof. of German, Director of Study Abroad 2018 Central States World Languages Teacher of the Year Finalist ABSTRACT THE LOST C CONNECTIONS IN THE MIDWEST Building the Community C : German students at Marian, as well as my FYS students, engage with members of different communities. This enhances their learning and cross-cultural skills, creates professional connections and builds the Community C . INTRODUCTION Figure 2. From ACTFL s A Decade of Foreign Language Standards (p. 26) The 5 C s : The American Council on the Teaching of Foreign Languages (ACTFL) defines 5 World-Readiness Standards for Learning Languages Fig 1. Language and 5 C s. Definitions: Communication: communicate effectively in more than one language Cultures: Interact with cultural competence & understanding. Connections: Connect with other disciplines & acquire information and diverse perspectives in order to use the language to function in academic and career-related situations Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence. Communities: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. Class trip to Chicago to the German-American Chamber of Commerce (tour and presentation Kyle Steinbach: Internship), the Goethe Institute & the Dank Haus. Visit German sites in Lincoln Square (Berlin Wall) & the Chicago Brauhaus. FAZ Online Stock Market Investment Game Students attended Indiana-Germany Business Conference (met deputy consul general, local business leaders) German Undergraduate Research Conference (GURC) at Illinois Wesleyan U., in Bloomington, IL Class trip to Cincinnati: Tour of Over the Rhine District, Lunch Trips to CANDLES Holocaust Museum to hear Eva Kor speak. Class visits: Hanne Heckmann, AJY Heidelberg & SC Reps Language Honors Society Inductions CONNECTIONS IN INDIANAPOLIS Instructors are not incorporating the Communities goal area [] despite the fact that some consider it to be the most valuable and visionary of the five goal areas. Nor are they assessing their students abilities to use the TL in communities. (A Decade of FL Standards) -Use language in the Community C & make Connections on campus, in Indianapolis, in the region & internationally. CONNECTIONS ON CAMPUS GLOBAL CONNECTIONS Businss German: Guest lecture on Germany by Martin Baier, CEO, The International Center Indiana Veneers Corporation: tour of the German-owned wood veneer factory by VP Peter Lorenz, a German-American & Marian graduate (A-Team) Indianapolis-Cologne Sister City lecture Lecture by Dr. Cornelia Schu: Germany as an Immigration Country 100th Anniversary lectures, dinner commemoration: Das deutsche Haus GER 330: Write letters to local German Professionals Conduct & record a formal interview in German w/local German professional German tour & art exhibit (WWI German letters) w/Hamilton HS NE IGHS annual Collegiate Essay Contest Dr. Michael Feldmann, Agaplesion Diakonie Hospital Internship in Rotenburg, Germany & Campus visit. Lunch reception with the Archduke Markus Salvator von Habsburg-Lothringen, the great-great-greatnephew of Emperor Ferdinand I of Austria. Commemoration of 30th Anniversary of the Fall of the Wall: Panel lecture w/3 Germans (1 MU student) Skype w/ & visit MU students abroad (Fulbright, SC) Engagement with local German Culture & History: 1. 2. 3. 4. 5. Cultivating a German community on campus: 1. Deutschland ist Weltmeister Party 2. Austrian cuisine party - w/Salzburg College returnee. 3 & 4. Teaching German cultural lessons to the Holy Angels students for College Mentors for Kids. (future Fulbright ETA) 5. Cross-cultural Research Symposium=3 High Impact Practices. 6., 7 & 8. Connecting with Marian s international students from Germany & Switzerland (interviews & presentations) for IE&CW. 6. Guided tour of Athenaeum, Lunch: Rathskeller & Heidelberg Haus Guided tour of German-American architecture in Indianapolis Carmel Christkindlmarkt: invitation to VIP Opening German Wandertag at Eagle Creek Park a b c d LITERATURE CITED 7. 1. 2. For FYS: I organized guest lectures on campus by Soulaf Abas (Syrian Artist), Dr. Tint Swe 8. (Burmese doctor), Megan Hochbein (Director at Exodus) Anneliese Krauter for FYS class on Refugees. Community-engaged service learning at Exodus & The Welcome Center 3. 4. https://www.actfl.org/publications/all/world-readiness-standards-learning-languages A Decade of Foreign Language Readiness Standards: Influence, Impact and Future Directions Survey Results (April 2011) https://www.actfl.org/sites/default/files/publications/standards/StandardsImpactSurvey.pdf All Photo credits: Wendy Westphal  ...

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... BUILDING STEM EQUITY AND IDENTITY IN THE COMMUNITY Colleen Doci, Adrianna Ernstberger, and Davyd Hall BIO 490 GOAL Develop collaborative curriculum with senior biology students to explore topics of significance in the field and positively impact our community CURRICULUM SURVEY Senior Seminar Topic Rankings STEM Issues Global Issues Career Issues 0 2 4 6 8 10 12 IDENTITY AND INTERSECTIONALITY STEM Identity is a strong predictor of sustained interest and engagement in these fields Intersectionality The complex, cumulative way in which the effects of multiple forms of privilege or discrimination combine, overlap, or intersect Many STEM initiatives fail to engage identity-forming pedagogies Belonging and Identity What identity markers currently define you? Funding of Research Meaningful Work Gun Control Which are most significant? Which relate to your choice of major? Which have helped you be successful? Immigration Trade Tariffs What circumstances created those markers? Biology education value Gender Gap Minority barriers Senior Seminar Format Rankings 0 1 2 3 4 Group Discussion/ In-Class Activities 5 Markers that inspired your biology major Service projects Which are intrinsic? Which have developed over time? What was most impactful in creating them? Markers that helped you be successful Markers associated with scientists Curious Reflective Writing Explore personal and professional identity Transition resources to Indianapolis classrooms Female Example BIO 490 Student Studious Middle-class American Detailed Investigate factors that sustain STEM engagement Develop activities that promote STEM identity White Persistent Sister LEARNING OBJECTIVES Formative identity markers that address intersectionality issues are most impactful Community/ Family Anchoring Re-Purpose common classroom activities in ways that build STEM Identity for underrepresented youth in our community Reframe universal learning values BUILDING STEM IDENTITY Implement Formative Grading Emphasize global character traits Catholic Research Project Performance STEM IDENTITY RESEARCH Compassionate Resilient Good at math Intelligent Socially awkward STEM IDENTITY PROJECTS  ...

... Writing Stories of Gifts, Talents, and Passions: Narrative as a Way to Disrupt Deficit Perspectives Mark Latta College of Arts and Sciences, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 THE COURSE: ENG 210 PUBLIC ACTION WRITING INTRODUCING DESIRE-BASED FRAMEWORKS & ABCD This community-engaged learning course explores how public literacy practices advocate community perspectives, document lived experience, and produce social texts. Students research contemporary and local uses of public writing, engage in written literacy practices that shape public discourse, and explore public applications of writing. Students produce at least one collaborative community literacy project and meet regularly off-campus. To prepare students for relational community engagement, we first explore desire based frameworks as a replacement script for deficit narratives. CHALLENGING DEFICIT NARRATIVES & IDENTITIES ENG 210 focuses on the Near Northwest Area (NNW), an area Marian is located within. The NNW is often defined through deficit narratives by city leaders, local media, and Central Indiana residents. Desire Based Frameworks: craft research to capture desire instead of damage [and are] concerned with understanding complexity, contradiction, and the self-determination of lived lives documenting not only the painful elements of social realities but also the wisdom and hope. (3) The Learning Tree trained ENG 210 and ART 101 in assetbased community development (ABCD), a form of community development that focuses on assets rather than deficits. This training was made possible by a grant from the Indiana Campus Compact. FORMING RELATIONSHIPS / SHARING LITERACIES What might it mean to write from a desire and asset-based perspective? Deficit Narratives: Dominant narratives that needs, concerns, or deficits. Defining a person, community, or place lacks while overlooking assets, abilities, knowledge, expertise, or desires. The Near Northwest Boundary Area COMMUNITY PARTNERSHIP: THE LEARNING TREE We partner with The Learning Tree, a neighbor collective located in the NNW that specializes in the asset based community development. Its guiding principles are: 1. You Must See We 2. Learning is Key 3. We Must Break Rules 4. Love is What We Strive For 5. Develop a Gift Economy 6. Follow the Story as Well as the Investment (2) The class met regularly at Cle Bodega, at The Learning Tree, and in homes of NNW residents. We collected stories at neighborhood events, engaged in listening tours, and participated in community meals. The class wrote with residents to challenge dominant deficit narratives about the NNW and investigated what it means when these narratives are internalized. DISRUPTING DEFICIT PERSPECTIVES For the final project, the students in ENG 210 decided to create a g ideb k about the Near Northwest Area: Why the Near Northwest? This guidebook assembles responses from Marian students and community residents and was written over a series of dialogues and community meals. Why the Near Northwest? is designed to challenge misconceptions about the NNW and subtly invite readers to interrogate their own reliance upon deficit narratives. The guidebook will be made available to prospective and incoming Marian University students as well as parents. COMMUNITY ENGAGED LEARNING AT MARIAN ENG 210 Public Action Writing asks students to challenge deeply embedded social stories, develop relationships with community residents, and explore how writing is used to share community expertise. This type of community engaged learning works to enact the Franciscan Values in tangible and transformative ways. ENG 210 works to cross borders of difference and examine structural issues by forming relationships and providing witness to one another. This learning has meaningful implications. For example, racial reconciliation typically emerges as a central theme within the course. Marian is a predominately white institution. 52.3% of NNW residents identify as Black or African American. (3) By honoring community expertise and working alongside residents, students are encouraged to view society through humanizing, desire-based frames. LITERATURE CITED 1: thelearningtrees.org/our-mission 2: Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-428. 3: American Fact Finder, U.S. Census Bureau, accessed Jan. 5, 2020  ...

... Networking for Success: Saint Joe Indy students prepare for an internship networking event through a Communication assignment Amanda Ostoich, Assistant Professor of Liberal Arts for Saint Joe Indy Alice Susemichel, Director of Workforce Development for Saint Joe Indy Earn and Learn Student Preparation in COM 101 During the week leading up to the event, all Saint Joe Indy students participated in a Networking Speech for a grade and a mock networking event in-class activity. The Networking Speech featured a detailed assignment and rubric, asking students to highlight their personalities, skills, and goals. Students performed the Networking Speech in pairs, starting with a handshake and introduction and ending with asking the peer employer a question. The speech comprised 8% of their class grade. Photo Credit: Marketing Communications Each Saint Joseph's College student is encouraged to pursue an Earn and Learn internship 15-24 hours per week while earning their associate degree. These experiences begin during the student s third term. The next class session, students participated in a Mock Networking Event, delivering conversational versions of their Networking Speeches to mock employers in the exact same venue and format as the Networking Event. Networking Event Results Saint Joe Indy students participated in an on-site Meet & Mingle Networking Event in September 2019. Although early in the Workforce Development Program, this event served as a first introduction between students and our employer partners their future bosses! Employers remained at cocktail table stations during the event. Students rotated in pairs (to minimize the stress of one-on-one interactions) from table to table every five minutes. Recognizing that most of our students have not participated in a formal networking event, Saint Joe Indy staff and faculty partnered to prepare students through the COM 101: Public Speaking course. Photo Credit: Marketing Communications 92% of employer partners rated the event a e ceedi g e ec a i . 100% of employer partners felt the students with whom they interacted were prepared. Students prepare for these paid, long-term internships with a series of workforce development activities, such as resum development and mock interviews. Most activities are completed through a Canvas non-credit course, created and monitored by the Director of Workforce Development. I lea ed ma hi g i j I ill be able ef he e Saint Joe Indy student 3h ha f m life. Several Saint Joe Indy students landed interviews and/or internships with employer partners from the Networking Event. Example Student: June 2019-December 2019 Attend classes two days per week Complete Workforce Development Program Students had the opportunity to submit feedback in the COM 101 Canvas course. The feedback regarding the event was overwhelmingly positive. January 2020-May 2021 Attend classes two days per week Participate in paid Earn and Learn internship Employer Partners Students must additionally meet eligibility requirements of a 2.5 cumulative GPA, 90% class attendance, active participation in the classroom, and a faculty endorsement. Once ready, the Director of Workforce Development facilitates connections between the student and Saint Joe Indy s employer partners area businesses excited about the opportunity to develop diverse talent pipelines, inform curriculum, and nurture internships for more than one semester. Photo Credit: Marketing Communications  ...

... Integration of Virtual Microscopy Podcasts in Histology Discipline: Learning Outcomes Sumathilatha Sakthi Velavan and Sarah Zahl Division of Biomedical Sciences, Marian University College of Osteopathic Medicine At Marian University College of Osteopathic Medicine (MU-COM), Histology (microscopic anatomy) is integrated with other disciplines. The DO curriculum includes virtual microscopy using Digital Slidebox DSB , rather than traditional microscopy. Outcome Introduction The survey yielded an overall response rate of 49%. The Classes of 2022, 2021 & 2020 represented 39.75%, 37.66% and 22.59% respectively. The majority of respondents (84.81%) viewed the podcasts 1-2 times/ topic. Average Exam Performance in Histology: C2020 (76.07%); C2021 (82.33%); C2022 (In progress) All respondents rated the quality of the podcasts as Excellent or Good. This indicates a strong relationship between student confidence in the histology content and actual performance on these topics on examinations. Further, this increase directly corresponds to the increase in the number of histology podcasts between the two cohorts (2-5 courses). Instructional need: An innovative teaching method that is more conducive to independent Histology learning was required due to the following reasons: Diverse background of DO students, many lacking a Histology framework led to students perception of difficulty with microscopic images. Integrated Histology teaching and lack of exclusive laboratory hours necessitates assimilation of the content with other medical knowledge. The DO program is designed to facilitate the seven core competencies enunciated by the NBOME. Competency in Histology discipline is a component of the third learning outcome of the achievement of Medical Knowledge. Method: Short narrative podcasts of digital microscopic slides were created and provided to the students as a supplementary Histology resource. Almost 60 podcasts were created using the software, Camtasia. The recordings were uploaded to the Panopto recordings folder of the integrated courses. The Podcasts made me feel more confident about the Histology content of the examinations. 1.15% 2.30% 1.15% 4.60% While 80.65% of the Class of 2022 strongly agreed that podcasts enabled more efficient study time, this was 72.55% for the Class of 2020. This is an interesting finding, particularly due to the increase in the amount of podcasts between the 2 cohorts (2-5 courses). Relationship between e ponden elf-reported ability to utilize the podcasts to help them remember key information and the average number of times they viewed the podcasts per topic: The class of 2020 had access to the podcasts in two courses, and the class of 2021 in five courses. The class of 2022 is currently using the podcasts. Research: Students perception of the virtual microscopy podcasts was analyzed using a voluntary and anonymous survey. The study is in progress, and the overall class performance in the Histology discipline is being analyzed using the Examsoft reports. Cohort differences emerged when comparing student performance averages on Histology content on examinations. Students in the Class of 2021 performed 6.26% higher than the Class of 2020. The self-reported confidence in histology content (as a result of DSB podcasts) is also higher for the Class of 2021. Interestingly, the self-reported ability was strongest for the respondents who averaged two (2) viewings per topic. The self-reported ability to remember key information was lower for those students who averaged 3 or more viewings per topic. Discussion The virtual microscopy podcasts comprise an innovative Histology laboratory manual and this tool enhances Histology learning and aligns with the institution s learning outcome. Evidence exists to support virtual microcopy to be a superior pedagogical tool and is preferred by learners over light microscopy [1]. A Histology prelaboratory talk, using glass or virtual slides to show relevant structures live, has been shown to enhance learning [2]. Unlike the live pre-laboratory talks, the virtual microscopy podcasts are available on Canvas and the students could watch them as many number of times as needed. The differences among the study groups indicated a positive association between the podcasts viewing and efficient utilization of study time, confidence about the Histology content and the class performance. Overall, the podcasts were found to be beneficial by the students and they were often used as pre-exam review material. A summary of students feedback and academic performance will help us understand the significance of integrating multimedia with Histology teaching. The study will also facilitate planning a curricular modification when needed. References 1. Wilson AB, Taylor MA, Klein BA, Sugrue MK, Whipple EC, Brokaw JJ. 2016. Meta-analysis and review of learner performance and preference: Virtual versus optical microscopy. Med Educ 50:428 440. 2. Higazi TB. 2011. Use of interactive live digital imaging to enhance histology learning in introductory level anatomy and physiology classes. Anat Sci Educ 4:78 83.  ...

... ENG 180 Marian Colle e s Women of Color Firsts s-1970s) Summer 2020 -- Research and Writing Seminar Course Shelia Antley Counts, PhD A Celebration of Teaching at Marian University Wednesday, January 8, 2020 THE BACKGROUND On July 9, 2019, Marian University welcomed its inaugural class of Sai J e h C llege f Ma ia U i e i Indianapolis a small but mighty group of students representing a broad spectrum of racial and ethnic groups and hailing from lands as far away as El Salvador and Honduras. With more than 70% of its incoming class representing racial minority groups, SJI is indeed a majority-minority two-year college. Given the history of Marian College, should this seem so unusual? As I was walking through the basement hallways of the University's library early on the morning of Friday, August 23, 2019 (I remember the date because it was prior to an All-Faculty Meeting.), I perused more closely the black and white photos of Marian College graduates from the earliest decades of the college. Marian College came out of an early educational institution started by German immigrant Sister Theresa Hackelmeier, one of the founding Sisters of the Order of St. Francis of Oldenburg, IN, back in the early 1850s. It was originally created so that women could learn how to be teachers. The school became Marian College in 1936, opening in Indianapolis in 1937. And almost from the first, it welcomed students of all races, creeds, and ethnic origins. I learned that day from closely examining the facial features, hair textures, and surnames of these early women -- that Marian College graduated its first Black woman student (Sister Sarah Page, OSF) as early as 1949! (My alma mater in South Carolina Clemson University -- didn't admit its first Black student -- Harvey Gantt -until 1963!). There were also women with Spanish-appearing and other ethnic surnames, and early research reveals that women from Puerto Rico, the Philippines, Cuba, Japan, Thailand, etc., all attended and graduated from Marian College. The first Black man to graduate Marian -- A.E. Reeves -- graduated in 1959. THE PROJECT > Research-Based: Working with primary sources, including historical documents from the period like those highlighted here, students will research the time period, Indianapolis hi , Ma ia C llege ea l history, and the history of the Catholic church and Black e le lace i hi he church. THE PROCESS ENG 112 Spring 2020 Annotated Bibliography -- Students will be introduced to the project by reading historical documents, including Sister Claire Whalen 1966 dissertation which explored Marian C llege history from 1937-1962, and books and articles by Drs. Jim Divita and Bill Doherty, Marian professors of history emeriti. They will create an annotated bibliography of important information gleaned from these source materials. ENG 112 Spring 2020 Dialogic Inquiry Students will engage in a dialogue with invited guest speakers, including at least three former professors and students who authored primary source documents, about their recollections of the earliest days of Marian College in Indianapolis, the progressive spirit of the Sisters of Oldenburg, the tenacity required to open up a college to all who sought education beyond high school, and the challenges faced. ENG 180 Summer 2020 Investigative Journalism Students will learn how to properly examine historical documents, including editions of The Phoenix, Marian C llege newspaper, from the time period. An investigative journalist will be invited to share her expertise with us. ENG 180 Summer 2020 Interviews/Biographical Sketches With the assistance of the MU Library staff, and the Office of Alumni and Parent Engagement, students will reach out to the family and friends of these earliest graduates, requesting interviews and contemporaneous sources of information in an effort to craft biographical sketches of as many Marian Women of Color Firsts as possible. SPRING 2021 Students will make Poster Presentations of their findings at the Center for Teaching and Learning Research Symposium. THE IMPACT Beyond the original intent of this project, which was to demonstrate to SJI students Norma Lewis Cummings (1929-2014) that they have a rightful place Marian College Class of 1951 here at Marian University, this > Writing-Focused: Working in pairs, project now potentially will students will bring the stories of some also serve as a timely reminder f Ma ia C llege ea lie me f to all members of Marian color graduates to life, so that our University of the College s students will know that their own educational path is not uncharted. It beginnings as a beacon of is, in fact, marked by excellence, equality and social justice for courage and determination. all.  ...

... Kathy S. Marra, MBA, MA, SHRM-SCP, SPHR Marian University BUS 200, Careers in Business: Research and Internships January 2020 Inspiring Engagement & Collaborative Learning Linking Athletic & Personalized Achievements to Internship Success Who are you Your Autobiography What you bring / your value Relating skills, interests, personality to what you offer an employer Assessment on the field to the internship Now that I have assessed who I am and what I offer What are items/ways to prepare to win the internship game? o Results Based Resume o Social Media Presence o Matching the Fit Congratulations - You have mastered Your Playbook to WIN the internship game. Practice doesnt make perfect. Perfect practice makes perfect. Vince Lombardi, American Football Writing cover letters, email etiquette, Networking, Company Research Interview Practice and Scenarios 9 From Start to Finish Accomplishing EACH inning of the mock internship project 9 Demonstrate and Succeed 9 Yields a Winning Internship Interview  ...

... Collaboration with Consultants Drives Intrinsic Motivation Paul W. Bible and Kevin Rudynski Computer Science / Mathematics + Art and Design The Application The Idea Peer Learning The Results Authentic Tasks and Projects Dialog Across Disciplines Intrinsic Motivation Students motivation generates, directs, and sustains what they do to learn. -Ambrose et al. 2010 How learning works. Intrinsic interest motivates students to apply effort to tasks in which they see value. Our experimental collaboration used a consultant-client relationship to create an authentic project experience. Principles at work Authentic tasks modeling the real world. Peer learning with long-term set groups. Guided collaboration across disciplines. As a major project, the students of CST 150 Intro to Programming collaborated with the students from ART 343 Design for Print Media to create educational video games aimed at elementary school children. High quality projects The consultant model Student teams interact with a consultant that models the real-world customer-client relationship. Consultants help client groups to focus their goals, target an audience, and refine project design. Positive Student Feedback Mutual accountability around deadlines and responsibilities keep clients and consultants on track. having the consultant was a positive factor considering we knew our artwork was going to be quality and ready by the deadline set Students engage each others' strengths within the diverse disciplines fostering a sense of professional worth. The final projects are more than the sum of their parts. Students take pride the quality of the work. The art consultant idea was genius. Helped us focus our project, prioritize [what] was important, and create a much more appealing final project than we could have done alone on our own. Overall the consultant helped us refine our topic and made us prioritize. This allowed us to finish on time and have a complete game.  ...