ART 341 Design for Social Impact is a studio graphic design course with a mission to activate students’ awareness of social issues on their journey to becoming citizen designers. Through studio projects, students learn to apply Human Centered Design (HCD) principles to their personal design methodology. For the highlighted project of this poster, the design brief challenged students to design an exhibition featuring Marian’s Franciscan Values. Students employed HCD principles to inform the conceptual content of their posters, poster design, and presentation format. Student research indicated the exhibition should raise awareness of the Franciscan Values in our everyday lives. Collaboration between student designers and members of the Marian community was necessary to define individual topics for the poster exhibition now featured in the Marian Hall second floor gallery.
Online instruction poses challenges including creating opportunities for student interactions. This discussion format combines real-world implications and classroom community building. Students explore instructor-provided information and then reflect on what they would like to learn by identifying search terms. Then students locate information related to the topic and write a post. Students comment on other’s posts to develop an understanding of other students’ interests. Student response has been overwhelmingly positive with survey results indicating an appreciation for “understanding other’s points of view” and “connecting…learning to actual research going on” and ratings showed increased interest and interaction with peers.
Efforts to increase the diversity among healthcare providers may help close the gap of health disparities, combat inequities, and address medical access in underserved populations. In response to the need for more healthcare providers from populations under-represented in medicine, Marian University College of Osteopathic Medicine (MU-COM) hosted a week-long day camp for high school students with the goal of introducing them to different healthcare careers and osteopathy. To determine the effect of a healthcare camp on recognition of careers in medicine and awareness of the osteopathic profession a pre- and post-camp survey was administered. Prior to the intervention of the healthcare camp, participants were able to list on average 5.4 healthcare professions, which significantly increased to 11.5 careers on the post-camp survey (p<0.05). Awareness of the osteopathic profession, as indicated by listing DO, osteopathy, osteopathic, or OMM in the pre-and post-camp surveys, increased from 0 to 42%. The survey results support the implementation of a healthcare camp as an effective measure to increase the perception of careers in healthcare while also enhancing the awareness of the osteopathic profession in high school students.
This presentation showcases the community engaged learning from Publishing and Print Culture, ENG 480. Working with local residents and authors, students assembled and published chapbooks highlighting stories, recipes, and memories of senior citizens who live in the Emma Thompson housing community and other residents of the Near Northwest Area. These authors were celebrated through a book release at the Ujamaa Community bookstore organized and promoted by the Publishing and Print Culture class. This work demonstrates the effectiveness of an engaged and experiential pedagogy in teaching students the generative power of print culture.
Teacher candidates explore themselves more deeply than ever before through community engaged critical service learning paired with ongoing
self-reflection and examination of critical consciousness. Students are challenged to answer the questions: Who am I? Where did I come from? What do I carry with me? What (historical) practices, experiences, and influences have significantly impacted my dispositions, assumptions, expectations, and behaviors? How might all these things impact the way I approach teaching my future students? How will I help students to successfully navigate and negotiate cultural differences/conflict? How will I teach for social action? Critical Service Learning forces students out of their comfort zones and into unfamiliar community funds of knowledge that are crucial to culturally relevant and equity pedagogy.
Inclusive excellence is important for student learning. To learn, it is important to be engaged, be welcomed, and be considered during instructional design and assessment. Here, I share activities at Marian University as part of the Howard Hughes Medical Institute (HHMI) inclusive excellence learning community project. This project aims to build colleges' and universities' capacities for student belonging with the goals of fostering a diverse, talented STEM workforce. We share how faculty and staff have participated thus far, and present opportunities for future involvement.
Come hear undergraduate and graduate students from Psychological Sciences and the Master's of Counseling program discuss counseling and school interventions provided at The Crossing, a downtown Indianapolis alternative school with high risk student populations. Community engagement transformed curriculum into relevant and meaningful learning experiences as students put into practice objectives aligned with state and national school counseling practices.
Chemistry 100 is a survey chemistry course tailored to students in the health sciences. This course provides an excellent opportunity for tailoring course content to student interest, while simultaneously posing the challenge many non-major courses face: capturing student interest and motivating learning the material. Typically taken by 1st year students, Chemistry 100 also provides an excellent opportunity help students build good learning habits. Here, I will share some of the formative assessments and activities that I am developing to improve student engagement, monitor performance, and provide students with frequent feedback on their work.
The use of a buzzer system and game-based learning after delivering clinical-based medical content effectively take a student-learner from remembering and understanding medical knowledge to applying it to an immediate task. The required amount of relevant material for osteopathic medical students to develop a sufficient medical knowledge base is colossal. Frequently, medical students remain at the level of "remembering material." Game-based learning using a tactile buzzer system can increase the level of engagement of the material and emphasize key concepts at the end of instruction.