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(04/02/01 5:53am)
Every year during registration, students have had choices they could check off after picking their classes. One choice, a $3 donation to the Middle Way House, benefits rape crisis programming. \n"Just three dollars can make a very big difference," junior Melissa Lear said. "This line is used by all members of the Bloomington community who need it, including IU students."\nBut perhaps many students don't realize the importance of their donation.\n"The funds we receive from student registration check off are vital," Toby Strout, executive director of the Middle Way House, said. "The other funds we receive from various other sources don't even make up one person's salary."\nParticipation in the check off is low, and Strout said low participation could potentially cause the check off to be eliminated.\nSixty-four out of every 100,000 women reported being raped in 1999, according to the FBI Uniform Crime Report 2000. Although these statistics might seem low in relation to world population, rape is not a rare occurrance. \n"Many rape victims, if not most, do not report the occurance," Amy Woods, crisis intervention services coordinator, Middle Way House, said.\nThe staff at the 24-hour rape crisis center at the Middle Way House are on call for the police and the emergency room to advocate for rape victims. \n"We stay with the rape victim throughout their entire medical examination, many times from five to eight hours," Woods said. "Not only do we provide support, but we can help victims get into touch with the right people who reimburse victims of sex crimes. Also, if they feel unsafe, we will provide shelter at the Middle Way House."\nThe organization provides community-wide education seminars, prevention seminars in high schools, support groups for rape victims and legal advocacy for rape victims.\n"It is possible for victims to recover with the right treatment, so it is essential we receive student funds," Strout said. "Most of us know someone who has been raped, and this donation goes a long way in helping people who have been traumatized."\nAlthough it is a common misconception, women are not the only rape victims.\n"About one in 10 men will be raped in their lifetime," Woods said.\nStrout said a fundraiser is always harder to sustain than to begin, so the Middle Way House is asking students to check off the $3 donation to continue this important resource.\nTo reach the rape crisis line, call 812-336-0846 or to reach Rape, Abuse, and Incest National Network call 1-800-656-HOPE. \nFor information on the Middle Way House visit their Web site at www.bloomington.in.us/~mwhouse/.
(03/28/01 4:00am)
Sunday and Monday, six middle school students took some time out of their spring break to come spend time with IU students for a Spring Shadow visit, organized under the Collegiate Compass Program. \nCollegiate Compass is a program designed to educate young students, especially students who will be first-generation college students, about college by bringing IU students to visit Indiana middle schools. The program also invites those middle school students to campus for enrichment programs and tours.\nMonday evening, the six middle school students met with IU student volunteer shadowees and faculty members, including Vice President for Student Development and Diversity Charlie Nelms, for dinner at Teter Quad to discuss their days' activities. During the dinner, students laughed and joked about the classes they had attended that day. \nThey said although some of their classes were boring, the college experience was a whole lot better than they had expected. \n"It's not important where you start in life, but where you end up," Nelms said in response to the middle school and IU students' enthusiastic responses. "All people start at the same point, but not all people finish."\nThis was the first year for the Spring Shadow visit, a spinoff of the Pathfinder Summer Camp held at IU this past summer. Middle school students came to IU for the camp, staying in dorms, taking mock classes, visiting with IU students and faculty and participating in campus tours. \n"Although the camp was a success, we felt that students couldn't get the real 'college experience' during the summer, so this program was designed as a follow-up," Clarence Boone, director of the Collegiate Compass program, said.\nFor this program, Collegiate Compass teamed up with Americorps and their Twenty-First Century Scholarship program. Collegiate Compass was responsible for organizing the IU volunteers, and Americorps was responsible for choosing which of the students from the Twenty-First Century Scholarship program would be allowed to attend the shadow visit. They selected students by examining essays they had been asked to write.\n "We work with these kids from middle school through high school," Bob Slisz, team leader with Americorps, said. "We assist them to become successful in college." \n Jim Provenzale, coordinator for the Twenty-First Century Scholars South Central Region, said their biggest hope for these students' futures is that they will want to pursue education past the secondary level.\n Twenty-First Century Scholars' students make a pledge when they are in 8th grade. \n Slisz said they must remain drug, alcohol and crime-free throughout school, graduate from an Indiana high school, apply for federal aid and go to a university in Indiana.\nMany faculty who attended spoke inspirational words to the students. \nFrank Motley, associate vice chancellor for academic support and diversity, inspired students with his words. \n"Each of you have to realize that there are people who have faith in you and take advantage of that," he said. "In college, you need to be one of two things -- smart enough to keep up, or bright enough to catch up."\nThe room quieted as Charlie Nelms stood to speak. \n"Use your time wisely from now on," he said. "If you do, then when you exit high school, you can choose what you will do, instead of things just happening."\nThe middle school students are not the only ones who benefit from this program, Boone said.\n"When the IU students work with these kids and realize that they are being looked up to, it makes them try harder to do the best they can," Boone said. "I think it validates their reason for being in college." \nAt the end of the dinner Monday, the middle school students received mock Indiana University diplomas along with T-shirts. The bonds the IU volunteers had made with the kids were apparent as they clapped and cheered when their student went to the front of the room to receive their diplomas.
(03/19/01 7:03am)
Today marks the one-year anniversary of the death of legendary former IU president and University chancellor Herman B Wells. He passed away March 18, 2000, at the age of 97.\nIU President Myles Brand said Wells' contributions to the University will have a lasting influence.\n"Chancellor Wells gave unselfishly of his time and his energy until the time of his death," Brand said. "He is deeply missed by the entire IU family. But his legacy lives on in the programs which bear his name and in the continued commitment to IU of those he touched." \nNamed IU's "Man of the Century" in 1999, Wells served as University president from 1938 until 1962, when he became University chancellor. He was desegregated of campus and was a strong proponent of academic freedom. He also played a key role in developing the arts at IU, initiating the construction of the auditorium in 1941 and helping develop the School of Music.\nIU's student body nearly tripled under Wells' leadership, from 11,000 in 1938 to 31,000 in 1962. Wells is largely credited as an educational visionary who developed IU's reputation as a teaching and research institution.\n"Wells was a giant among leaders," said Dottie Collins, research and editorial associate of the University chancellor for 23 years until the early 1990s.\nBorn in 1902 in Jamestown, Ind., Wells graduated from IU in 1924 with a bachelor of science degree in business administration. He was a member of Sigma Nu fraternity. In 1927, Wells earned a master of arts degree in economics. \nIn 1930, he began a tour of Indiana banks to assess damages caused by the Great Depression. In 1931, Gov. Harry Leslie asked Wells to serve as research director of the Study Commission for Indiana Financial Institutions.\nWells gained support from bank officials and trustees and was appointed acting president of IU in 1937, just two years after being appointed professor of economics and dean of the school of business. \nThroughout his presidency, Wells made the University his life. He became guardian of Bloomington resident Sarajane Correll Costas after her mother passed away, but he never had children of his own.\n"Indiana University was his family," Costas said. "The students were his children."\nDuring his presidency, Wells worked to make IU something special. Wells fought for the cause of desegregation, encouraged the research of the Kinsey Institute during a time when they were considered extremely disreputable, supported the student press and formed funding opportunities that helped allow all students to get an education, not only those who could afford it.\nAfter leaving the presidency, Wells continued promoting education at IU as University chancellor.\n"Part of the reason that Wells was so effective was because he was in a top position for so long," Charles Webb, former dean of music, said. "He was either president or chancellor for 63 years."\nWells had many interests in a wide range of subjects, from business to music.\n"His vision and work ethic coupled with his charismatic personality enabled Wells to accomplish a great deal," Webb said.\nNot just an asset to the University, Wells was considered a kind and generous man by those who knew him personally.\n"His 'humanness' was what was so inspirational," Costas said. "He had a genuine understanding and acceptance of everyone."\nMany admired his personable attitude toward life.\n"He wasn't critical of others," Collins said. "Every entering student, he considered as a new member of his 'family"
(03/09/01 4:40am)
About 75 students met Wednesday night to celebrate the culmination of Conversations on Race, a five-week program coordinated to give students from diverse backgrounds an environment to discuss racial issues.\nDoug Bauder, coordinator of Gay, Lesbian, Bisexual and Transgender Student Support Services, said all 12 discussion groups that participated were represented at the closing program. \n"The students were really open," he said. "The only complaint we heard was that the program wasn't long enough."\nSome students said they felt uplifted by the program. \nProgram facilitator Jaret Fishman, a sophomore, said through the dialogues they hoped to shatter stereotypes, planting a seed of thought in the minds of participants.\n"I have begun to think more before I speak and to realize whether someone may be offended by what I say," sophomore Andrew Castner said. "I have also developed more tolerance."\nThe purpose of the program was the talk about and listen to experiences with racism.\n"There is a big problem in America with people discounting the credibility of other peoples' experiences, especially experiences with racism, by saying things like 'it's not my fault' or 'that doesn't happen where I'm from,'" program facilitator Dru Clark, a senior, said. "When you invalidate a person's real experiences by not believing or listening to them, you tell them that their life is less important."\n The atmosphere during the closing program was positive. Some black students spoke about the friendships they made during the program that they would not have made otherwise. White students said they found a new awareness of racism that they had never considered.\n "The most enlightening part of this experience, for me, was learning more about the anger and frustration that black people have, and legitimately so, for white people," sophomore Carolyn Heidrich said.\nThe students were not the only ones who felt this program had profoundly influenced their lives. Senior Shaila Mulholland, a program facilitator, said she enjoyed watching the students grow and learn as they explored the cultural issues. \nClark said the best part of the program, for him, was discussing the topic of "white privilege." \n"In a society that values hard work and individuality above all else, white people want to deny the idea that we have received anything in life thanks to the color of our skin," Clark said. "When you are confronted with a list of a hundred different examples of how white people benefit from being white, it is a very hard thing for many white people to understand and own up to."\nAs the evening came to an end, Bauder said, although the formal program was coming to a close, it wasn't really the end. He said a number of students were nodding. \n"It's really just the beginning for us," he said.\nMany said they felt this is something they would encourage other and future students to participate them.\n"This experience is a good outlet and a great way to share your feelings about racism," freshman Monica Coffman said. "I've gained so much from learning where other people come from, not just geographically, but emotionally."\nClark summed up his hopes for what the participants got out of the program by saying: "What we need, now, is to listen to each other and to let the experiences of others simmer in our heads and hearts"
(03/01/01 6:26am)
Officials from several University departments met Wednesday night to answer students' questions about a recent security breach at the bursar's office, but some of the 350 students there weren't happy with the answers.\nThe breach, which students found out about last week, exposed the names and social security numbers of more than 3,000 students. \nRepresentatives from the bursar's office, Student Legal Services, the chancellor's office, the IU Police Department and the Social Security Administration were speakers.\nSome students said they left angry and frustrated. \n"Although the chances are slim that someone may use this information against me, it still remains a possibility," Sandra Rew, a graduate student, said. "This leaves me with years of worry and of knowing that this could really mess up my life."\nStudents who were not affected said they are also concerned. \n"This could easily have been me," sophomore Aaron Huffaker said. "I consider this a learning opportunity, and I feel fortunate not to have been affected."\nGraduate Student Organization moderator John Mersch said that although mistakes were made they were at the forum to realize the mistake and go from there. The organization was host to the forum.\nBursar Susan Cote said the bursar's office takes their responsibility in this event seriously. \n"If the students contact us with questions, we will do everything we can to answer your questions or find someone who can," she said.\nMany students asked what is being done in response. Cote said her office has been searching the Web for the names and social security numbers and will for the next few months. \nStudents also suggested using unique student identification numbers rather than social security numbers. \n"Even if we changed the IDs to random numbers, those with financial aid would still have their IDs on their account," Thompson said.\nWhen asked what the University will do for students who spent time notifying companies, such as credit card providers, about this breach, the speakers said they could not compensate students for this. \n"In 10 or 15 years, if something financially happens to me due to this incident, what will the University do," an affected student asked. \nThe speakers answered by saying they could do nothing.\nThompson said policies and procedures will change, working to prevent this sort of thing in the future.\nFor more information, students can contact numerous offices. Student Legal Services will work with students on a one-on-one basis about specific legal problems. To contact the Student Legal Services for an appointment, call 855-7867.\nFor questions contact the bursar at 855-2636 or bursar@indiana.edu; IUPD at 855-4111 or IUPD@indiana.edu; or the Social Security Administration at 334-4222.
(02/23/01 5:11am)
Activist Leslie Kretzu began her speech Wednesday by quoting Gandhi, saying, "Poverty is the worst form of violence." The lecture, "American Activists Starve on Nike Sweatshop Wage in Indonesia," featured Jim Keady, a former soccer professional, and Kretzu, a human rights activist.\nBoth Keady and Kretzu spent last summer living in solidarity with the Nike workers in Tangerang, Indonesia. They survived on the same wages the Nike workers live on -- $1.25 a day.\n"Our goal was to humanize the lived realities of these workers, who stand 8 to 15 hours a day with regulated and infrequent bathroom breaks," Kretzu said.\nSophomore Adriana Madiol said she was in awe of what the speakers lived through. \n"It is simply amazing what they did," Madiol said. "It is important to actually do something about these issues, but they more than took action."\nKeady, a former soccer coach, said he and Kretzu went to Indonesia with two questions in mind -- "Is working in a Nike shoe factory a good job for these Indonesia men and women?" and "Can you live on $1.25 a day in Indonesia?"\nThe answers Keady and Kretzu said they found were beyond the simple figures and results of globalization and the continual desire to cut costs and squeeze labor.\n"The state of these Indonesian workers is the result of a capitalistic government undermining human dignity for a profit," Kretzu said.\nKeady and Kretzu quoted the figures of several necessities. To take a sick child to the doctor once in Indonesia costs two-thirds of the amount allotted through a Nike health plan. To get a child medicine costs 694 percent of one day's wages. If a child is malnutritioned and needs vitamins, that is 66 percent of one day's wages, and baby food costs 119 percent of a day's wages.\nKeady and Kretzu said they lived beside these families, feeling their struggles and hearing their cries of indignation. \n"These people barely get by in houses infested with rats the size of footballs, overrun with cockroaches the size of a human hand, and situated right beside open sewers," Kretzu said. "No Indonesian can drink their water. The common Indonesian families must boil their own water, where middle and upper class families drink bottled water."\nKeady said after he returned to the United States, he learned the piles of burning shoe scraps and plastic scraps in Indonesia produce carcinogens.\n"These scraps are burned every other day in open places where children play," Keady said. "These children are slowly getting cancer from these fumes." \nAt the end of the speech, Keady and Kretzu called upon the students to write their congresspersons and urge them to take action on this issue.\nFor more information about their campaign against sweatshops, visit www.nikewages.org.
(02/09/01 5:21am)
Students looking for homework or study help late at night have a place to turn.\nThe Academic Support Center offers tutoring in various subjects, workshops and advising 7 p.m. to midnight Sunday through Thursday.\n"From seven to midnight is the times when students remember all the last-minute assignments that have been put off," said senior Julia Gerhardt, one of the center's receptionists. "The center is always the busiest on the night before a big finite or calculus test."\nData collected by the support center's faculty and staff show there is a noticeable improvement in student grade point averages for first-year students who visit the center regularly. \n"By helping students successfully navigate their first year in college, I believe the ASC provides a valuable service to both the students and to the University community," Director Leslie Robinson said.\nThere are centers located in the north part of campus at Briscoe Quad and in the central part of campus at Ashton Center.\nBecause of the concept of neighborhoods initiated by Residential Programs and Services, beginning in fall 2001, there will also be a center in the south part of campus at Forest Quad to better serve students.\nGraduate adviser Abby Hunt said the centers are not just for students who are struggling in certain subjects. \n"No matter how successful a student might be academically, they can always become better prepared and more aware of their own learning styles," Hunt said.\nThe center holds tutoring sessions for math, science, business, Spanish and French. Students can also take advantage of the writing tutorial services and workshops, said Linda Ly, another receptionist.\nFour branches work collaboratively to provide services for students: the math department, facilitating math tutoring from M014 to some upper level courses; the Student Academic Center, whose primary focus is to provide workshops that will assist students with the development of study skills; Writing Tutorial Services, which will help students in any stage of the writing process; and University Division Academic Advisers, who offer advising services on a walk-in basis.\n"IU is fortunate in the quality of University advisers and counselors who work with these students on a daily basis," said Frank Motley, associate vice chancellor for academic support.\nBesides the tutorial services available at the center, there are many workshops offered for students or even faculty to attend. \n"The purpose of these free workshops is to cover a wide variety of learning topics, such as stress management and goal setting, to make students more efficient and effective," said Sharon Chertkoff, outreach coordinator for the Student Academic Center.\nExamples of upcoming workshops hosted by the center are "Conquering Math Learning Problems Before They Defeat you," Feb. 13 and "How to Beat Procrastination Forever," March 27, both at the Briscoe Academic Support Center, and "How to Study Effectively for Chemistry and Physics Courses," Feb. 19 at the Ashton Academic Support Center. \nFor more information, contact the Briscoe Academic Support Center at 855-6931 or the Ashton Academic Support Center at 856-4457.
(02/06/01 5:20am)
In honor of Black History Month, student groups have organized events to bring the campus together in celebration of African American culture. \n"This month provides faculty and students the opportunity to learn about African American heritage by attending some of the events included in this year's exciting program," said Gloria Gibson, associate vice chancellor for multicultural affairs. \n"The Art and Passion of a Filmmaker," will be presented by alumnus and African- American filmmaker Jerald Harkness 4 p.m. Wednesday in Student Building Room 150.\nMonique Threatt, archivist for the Black Film Center Archives, said Harkness will discuss the technical aspects of film production while reflecting on his own host of works. Harkness has produced films such as "Steppin'" and "Living as a Legend: The Damon Bailey Story."\nCarnival Celebrations, a free family event, will be held Feb. 24 at the Mathers Museum of World Cultures 416 N. Indiana Ave. John McDowell, professor of folklore and chairman of the folklore institute, said the event will feature a performance by Sancocho, an Afro-Cuban dance troupe, a children's sing-along, craft activities and tours of two new exhibits at the museum that examine the role of Carnival in Latin America.\n"Just as in the U.S., in South America people of African descent have had a profound impact on culture," said Ellen Sieber, curator of education at the Mathers Museum of World Cultures. \n"Making the Case for Racial Reparations" is scheduled for Black History Month Feb. 21. This event, part of the monthly discussion program "Over a Cup of Tea," is featured at the Asian Culture Center. Audrey McCluskey, associate professor of Afro-American Studies, will be speaking at the discussion, Melanie Castillo-Cullather, Asian Culture Center director, said.\nOther events will fill the calendar in tribute to Black History Month, including "Music: An Interpretative Voice in the Extraordinary World of Museums," Feb. 12 and "From Painted Voices: 20 Paintings of African American Writers" Feb. 16.\nFor more information, contact the Office of Multicultural Affairs at 855-9632.
(01/31/01 5:09am)
George M. Logan, English professor at Queen's University in Ontario, Canada, came to IU on sabbatical leave as a visiting scholar in the Institute of Advanced Studies in 1994. While here, Logan decided to indulge his passion for classical music. \n"What I found at IU was that the music was even better and more plentiful than I had ever imagined," he said.\nHe said he began to wonder how one of the world's great cultural institutions, the IU School of Music, could be found here -- in a small town in southern Indiana. Logan then checked to see if a history of the school existed. \nIt did not.\nDuring a telephone conversation with Charles Webb, dean of the School of Music in 1995, Logan brought up the idea of writing a history of the school. \n"It was just a joke that turned into reality," Logan said. Webb responded enthusiastically, and, after thinking it over seriously, Logan decided to write the history.\nLogan began his work in 1996, and in November of 2000, "The Indiana University School of Music: A History" was released.\n"Students who read my book will learn about how the 'table got set for them,'" Logan said. "I hope that the students' knowledge and pride in their school will be enriched."\nIn Logan's book, he illustrates some of the exceptional events that have made the school what it is today. He describes how the Department of Music became the School of Music in 1921, allowing the school the room it needed to grow. He attributed the rise of the School of Music to the presidency of Herman B Wells, as well as the deanships of Wilfred Bain and Charles Webb.\n"Charles Webb opened up a world of doors for me," Logan said. "Webb realized that in order to make a great book, we had to be honest about our School of Music. He didn't keep anything from me, even though there are a number of fairly scandalous stories included in the rise of the school."\nWebb said Logan has painted a complete and accurate picture of the history of the school, beginning with the first time IU taught music and continuing through today. \n"It is a wonderful thing that for generations to come, there will be a valid documented history, in black and white, of how this school came about." Webb said. "The book shows what the IU School of Music means to the music world."\nMany of the now distinguished faculty were just joining the staff when music professor Henry Upper, former associate dean of the School of Music, came to IU as a student. \n"I know almost everyone mentioned in that book," Upper said. "Logan has captured the essence of the remarkable and unique transformation of the school, from its meager beginnings to the school we have today."\nUpper said he has a positive feeling about the direction the school is headed. \n"Heritage can show us the direction we have to go," Upper said. "All the many things that the school tried and could have become helps the current administrators to access what we need for the future from a unique historical vantage point"
(01/30/01 4:22am)
For the second year, the University's year-round Upward Bound project is preparing students in grades nine through 12 for a brighter future. The program looks at middle and high schools to find struggling students and aim them toward college.\nProspective students must be either low-income or first-generation college attendees. Upward Bound programs operate on grants from the Department of Education.\n"We work with students in Bloomington, Indianapolis, New Albany, Kokomo and the Gary/East Chicago/Hammond areas," said Marshal Chaifetz, program director.\nThe faculty and staff composed of college students and full-time employees, work to help students prepare to succeed in college, but also stresses the importance of self-motivation. \nAbraham Lincoln's quote, "I will study and prepare myself and some day my chance will come," appears at the top of the program's Web page, www.indiana.edu/~upbound.\nStudents participate in distance-learning lectures on Saturdays throughout the school year. These lectures are live and interactive, and they instruct students in subjects such as public speaking and college issues. \n"By teaching these issues, we not only prepare them for a successful entry into college, but also high achievement during their tenure at the university level," graduate student Jas Sullivan, program associate director, said.\nDuring the summer, students come to IU for a six-week intensive session, during which they study and learn about the academic aspect of college, as well as the social features and diversity issues. \n"Students in the program take part in classes such as literature, economics and sign language," Sullivan said.\nStudents participate in weekly tutoring sessions in reading, mathematics, English, science and a foreign language. \nServing as tutors or residential hall counselors is interesting and worthwhile, senior Lyndsay Jankowski said. \n"The best part of being a tutor is interacting with such a diverse group of individuals," Jankowski said. \nFrank Motley, associate vice chancellor for academic support and diversity and principal investigator on the grant, said he agreed with Jankowski.\n"To see 'can't' turn into 'can' is an inestimable reward," Motley said. "Tutoring and advising these high school students provides that kind of person to person impact."\nChaifetz and Sullivan's "Blueprint for Successful Entry into College," on the Upward Bound Web site, stresses having a positive outlook, making the effort to succeed, choosing friends and activities that will enhance and enrich student life and maintaining a good academic standing. "Upward Bound is a rich nest for the youngsters that are recruited and nurtured to be well prepared and ready for college as they leave high school," Akwasi Assensoh, associate professor in African-American Studies and a lecturer for the program, said.\nThe program has job openings for a project coordinator, who is responsible for program coordinating and providing advisement; summer instructors, who teach a specific topic and develop lesson plans and curriculum; summer tutors, who provide tutoring and homework assistance; and summer residential hall counselors, who are responsible for organizing social activities and workshops.\n"We are looking for people who can relate to the students," Chaifetz said. "We would like to have people who have gone through similar experiences of overcoming obstacles and people who can become role models and mentors to the students."\nWhat makes this project so successful is that staff members genuinely care about the students for and with whom they are working, Sullivan said. \n"We see that our youth are put under a tremendous amount of pressure," Sullivan said. "Our support and help with these difficulties allows them to understand that people do care about their interests."\nTo find out how to become a member of the staff of Upward Bound, or for more information, contact Marshal Chaifetz at 856-5203 or upbound@indiana.edu.
(01/16/01 4:46am)
At the bottom of McNutt Community Educator Melissa Lounsberry's e-mail is Dante's quote, "The hottest places in hell are reserved for those who, in times of great moral crisis, remain neutral."\nLounsberry, a senior, is program facilitator for Conversations on Race, a program that brings students from different racial backgrounds together to combat racism.\n"Conversations on Race is a five-week program that gets students together to discuss and address issues of racism and hate," said sophomore Jaret Fishman, Foster CUE and a program facilitator.\nThe program gives students the opportunity to explore racial issues in a unique way.\n"Conversations on Race allows students to begin a dialogue where they can recognize the differences inherent in our own cultures in a setting that is conducive to learning," Fishman said.\n"Conversations on Race is a program that originated from a model credited by Study Circles, an East Coast-based organization that provides programming material to address racial issues."\nDoug Bauder, associate diversity educator in the Office of Multicultural Affairs, said students from last semester praised the program and said they really listened to each other. He also said students learned ways to recognize and respond to racism.\n"Students felt empowered to make a difference, even in the face of institutional racism," Bauder said.\nEach week, there is a two-hour session during which two objective facilitators lead a student discussion, using video-tapes and handouts on the topic of the week.\n"The program sounds really exciting," freshman Jessica Hanaway said. "I think this kind of thing could really open up my eyes to issues I had never considered before."\nFishman said he hopes the program participants will look to confront the racism they experience in their everyday lives.\n"Growth in both understanding of racial issues and also of understanding one's self is the goal," Fishman said. "It is important that students can begin to address these issues and become activists for this cause."\nStudents will get much more out of the program than simply personal growth; they will also meet new people, Bauder said.\n"I think the biggest advantage to this program is that students of various racial and ethnic backgrounds will form significant friendships while discussing a really tough issue," Bauder said.\nThe program begins the week of Jan. 28 and ends March 2.\nBauder said groups will meet in all the residence halls and campus cultural centers at various times during the week and participants will be assigned a group according to their interest and availability.\nFor more information, contact Doug Bauder at 855-4252 or dbauder@indiana.edu.
(01/14/01 7:29pm)
"Silence gives consent."\nThese were the words of James Cameron, a survivor of a 1930 racial lynching in Marion, Ind. \nCameron spoke Thursday to an auditorium filled with IU students and faculty in honor of Martin Luther King Jr. Day.\nEach year CommUNITY Educators (CUES) coordinate programs in celebration of Martin Luther King Jr. This year three CUES had a big dream. They collaborated with people and raised funds from dozens of sponsors to bring Cameron to IU.\nThe dream began with Foster CUE Jaret Fishman, who learned of Cameron's story while enrolled in Professor James Madison's "American History II" class. \n"During class, Madison began to tell the story of three black men accused of the murder of a white man and the rape of his white girlfriend in Marion, Ind. in 1930," Fishman said. "Two of the three were brutally killed and hung from a tree in the court house lawn. James Cameron was to be the third, but he survived."\nCameron's story has also been told other places. \n"Cameron has been the inspiration for an HBO movie, a PBS special and numerous other things," Melissa Lounsberry, McNutt Quad CUE, said. Cameron held a captive audience during his speech -- a story Madison said he hopes will inspire students.\n"I hope that those in his audience can see the 'realness' of his story and that this actually happened in Indiana during the 20th century," Madison said. "I hope that they can see Mr. Cameron is not only a survivor, but he is a prophet with a message." \nCameron began his speech with a tribute to King. \n"On April 14, 1968, we lost a man who was dear to all people of good will," Cameron said. "Dr. King was more than a man, he was an age. He had the weakness of a lamb and the wrath of a hero."\nCameron's story began in 1930, he said. \n"Hate is a disease," he said, "and in 1930 I became sick with hatred." \nCameron was with his two friends, Abe Smith and Tommy Shep, when his friends decided to rob someone they saw sitting in a parked car. Shep gave Cameron a gun, Cameron said, and Cameron opened the door to the car. What he saw stunned him, he said.\n"That white man, in that car, was my friend." Cameron said. "I shined his shoes, sometimes, and he always asked me about my family." \nCameron said he gave the gun back to his friends and ran. He said he heard the gunshots as he ran, but he didn't stop until he reached his home. Police later came to take him away. A white man was dead and his white girlfriend had been raped, they said.\nAfter questioning at the station, the police took Cameron to jail, he said. \n"I will never forget my mother pleading and crying for them to take her instead of me," Cameron said. "That's just not something you forget." \nThe three boys were put into separate cells until an angry mob, led by the Ku Klux Klan, came to get them, one by one. He was third, and as he was taken to the tree where his friends had met their deaths, Cameron said he begged people he knew for help, but they said nothing. \nFinally, Cameron said he stood with death on both sides of him as they put the noose around his neck.\n"At that moment I said 'Lord forgive me my sins' and I felt this calm wash over me," Cameron said. "It had been a miracle up until that point that I had not been beaten. Then came the next miracle."\nAs Cameron stood there waiting for his death, he said he heard a voice. \n"(It said) 'Take this boy back. He had nothing to do with this,'" Cameron said. "I heard this voice, but no one else did. Nevertheless, the crowd grew quiet and they released me."\nAfter he was released the sheriff said he would take him somewhere that he would be safe, and he did. Cameron was in jail for years until Paul V. McNutt, the man for whom McNutt Quad is named, became governor and pardoned him.\nFishman said it is important that people remember the real reason for Martin Luther King Jr. Day. \n"By hearing the story of the Marion lynching and the experiences of James Cameron, we hope that people will be more apt to observe King's birthday the way King would have wanted them to," he said. "We want them to make a conscious effort not to be passive in our society, but take a stand and get involved"
(12/11/00 5:51am)
Thursday, McNutt Quad continued a 36-year tradition -- the Holly and Ivy dinner. McNutt students who attended gave up 14 meal points to partake in this annual tradition. \nThe tradition began because the McNutt community wanted a way to celebrate the holidays and incorporate all religions within their festivities. This dinner, called Holly and Ivy to be inclusive of all the season's holidays, was the product of that, said Chuck Lepper, McNutt residence manager.\n"We expect the chancellor, vice chancellor, and deans; as well as many faculty and about 400 McNutt students," Lepper said.\nThis year this event was dedicated to the memory of the late University Chancellor Herman B Wells, who regularly attended the Holly and Ivy dinner. \n"Because he was very sick last year, he wasn't able to attend," said sophomore Dan Sarnowski, director of programming for the McNutt student government. "That was the first time he missed a Holly and Ivy dinner since the tradition began. He really enjoyed these dinners. Sometimes, in years past, he even came dressed as Santa Claus."\nWith finals this week, many students are stressed, Sarnowski said.\n"This is a wonderful way to relieve the stress," Sarnowski said. "Also, many of the students living at McNutt are first-year students. This a terrific way to close out their first semester." \nLooking around at the elegantly decorated tables and the staff rushing to finish up their responsibilities before the 450 expected attendants arrived, Sarnowski opened his arms wide. \n"This is my baby. We've worked all school year for tonight," he said.\nThe Holly and Ivy dinner is and always has been entirely student-run. The director of programming and the vice-governors coordinate and plan the festivities.\n"The Holly and Ivy dinner is one of the jobs of the McNutt vice-governors," said Liz Weikes, a McNutt vice-governor and freshman. "We have been planning and working on this since October."\nThere is a lot of hard work that goes into the dinner, including food preparation and decorating the dining area, on top of the normal work that goes into coordinating any program with such a large number of expected attendants, dinner workers said.\n"A lot of our food had to be special ordered," said Jeff Kutche, McNutt food manager. "We've put in a lot of work, especially over the past three weeks, but we've had a lot of fun."\nHam, chicken and stuffed pasta shells were some of the foods served. The meal was traditional buffet style, and those attending sat at decorated dining tables covered with burgundy tablecloths.\n"I've worked in the IU food services for 16 years and this is my first year here at McNutt," Kutche said. "I'm really excited about this dinner. It's a really big deal in the McNutt community"
(12/06/00 5:04am)
For several years, associate professor Erik Kvale and Al Archer, an IU alumnus and associate professor of geology at Kansas State University, have been working on dinosaur track sites from the Middle Jurassic period.\nTheir findings were presented Nov. 16 at the annual convention of the Geological Society of America in Reno, Nev.\nKvale, his family and Archer found vast dinosaur track-bearing deposits in May 1997 at the Bighorn Basin in northern Wyoming, which dated back to the Middle Jurassic period. \nDiscoveries of tracks and fossils from the period, which lasted from 159 to 187 million years ago, had been limited in North America to Utah until recently. As a result, fairly little is known about dinosaurs from this era, Kvale said. \n"The tracks were found in the Sundance formation, a 167 million-year-old rock unit composed of rocks that were originally sediments in a shallow ocean that existed in northern Wyoming during this period," he said. "The sea-level fluctuated during this time and -- contrary to what was originally believed -- northern Wyoming was not submerged in water, periodically it was a beach." \nA new discovery in the Bighorn Basin, specifically in the Gypsum Spring formation, was found during April 1999. Walter Parrs Jr., a New York City resident, was visiting "The Hideout," a western guest ranch in the Bighorn Basin of northern Wyoming, when he stumbled on the most extensive Middle Jurassic dinosaur tracksites in North America, Kvale said. \nScientists then verified Parrs' discovery and were able to identify other sites, said Gary D. Johnson, a Dartmouth College professor involved in the Gypsum Spring tracksite. \n"These tracks, found in the Gypsum Spring formation, intermittently cover a 2000-square-kilometer area and are three million years older than the tracks found at the Sundance formation," Kvale said.\nWhat kept these tracks preserved was organic material that once covered the flat beach-like area inhabited by the dinosaurs. The organic material, made up of algae or bacteria, was very sticky and formed an organic "glue" that held grains of sand and mud together, Kvale said. When the dinosaurs would walk across the area, the organic material "glued" the grains within the tracks together and preserved them, Kvale said. \nAs it builds up, this kind of organic material also develops into rock formations.\n"Rock formations, such as the Sundance and Gypsum Spring formations, are produced when sediments, such as sand and mud, are laid down in different environments and eventually lithified to form a rock unit," said Brent Breithaupt, director of the University of Wyoming Geological Museum and who also worked at the sites. \nNow on the flat area where the dinosaurs walked are the Sundance and Gypsum Spring formations. The finding of the tracks helps scientists know more about the terrain of the area and the distribution of dinosaurs in North America, Breithaupt said.\n"Similar to the Sundance formation, tracks were found at the Gypsum Spring formation made by land-dwelling two-legged dinosaurs, some of which were made by theropods (carnivorous dinosaurs)," Kvale said. "Although it is not unusual to find theropod tracks, what is unusual is the quantity of tracks found. The only other site in North America that is an approximate age equivalent to the Gypsum Spring and Sundance sites is in Utah, and they only have a few dozen tracks preserved. We have thousands to hundreds of thousands preserved."\nAnother exciting find at the Gypsum Spring site was that the tracks preserved have toe and heel impressions, whereas tracks found at the Sundance site showed only the three toes and rarely the heel of the dinosaur's foot, Kvale said. \n"Comparable discoveries of many dinosaur tracks in younger rocks in Utah have resulted in large areas being established as national or state parks and monuments," he said.\nAs an example, he cited the establishment of the Red Gulch Dinosaur Tracksite, which is a 40-acre area being developed as a dinosaur educational site accessible to the public as a result of the discovery at the Sundance formation.\n"We now have direct evidence that dinosaurs existed in northern Wyoming during this time," Kvale said. "Our discovery is sure to prompt other researchers to look in age-equivalent rocks elsewhere in the Rocky Mountain region for other trackways"
(12/01/00 7:08am)
Through a grant from the USA Group, an insurance company, the Community Outreach and Partnerships in Service-Learning have made four Chancellor's Faculty Fellows service-learning teaching classes available for the first time this semester. Chancellor's Faculty Fellows, set up in honor of Herman B Wells, connect faculty's professional life to the communities in which they live.\n"It's just a different type of education," said JoAnn Campbell, IU Community Service associate director and visiting research associate.\nEach service-learning class is paired with a community partner to combine academics with service work for the community, she said.\n"Many of these classes existed before the grant was issued, however now we have added service-learning in collaboration with community-based organizations," Campbell said. "Some of them are still structured very similarly to the way they originally were." \nUnlike the Alternate Spring Break classes, which include six weeks of intense and condensed classroom and service work, these classes last the entire semester. During the course, students do class projects applying their subject matter in the community.\n"The way the classes were structured, we basically taught ourselves with hands-on experience," said Sheila Petty, a student from the Health Program Planning class before the grant was issued. "That's the best way to do it. These classes prepare students on how to better prepare themselves to achieve their goals."\nThe Health Program Planning class, taught by assistant professor Thomas Tai-seale, teaches how to plan health promotions for communities. Students are given a mock project where they evaluate a health problem.\nAnother class offered is Sociology S101: Envisioning the City, taught by associate professor Laurel Cornell. \n"This class combines urban sociology with landscape architecture," Cornell said. "The class consists of three projects, one of which is devoted to service work, in which the students work for Bloomington Restoration Incorporated or BRI."\nFor this project, students map out the west side of Bloomington, focusing on the Prospect Hill neighborhood due to the proximity to campus and the amount of historical houses in poor condition found there. Students restore the houses so that low income families can afford them, she said.\n"In the future when these students begin to settle down with families and become members of their communities, they will be more sensitized to the characteristics they should be looking for in homes," Cornell said.\nA different service-learning class is P432: Healing Outreach Program Elective, taught by Whitney Schlegel, which deals with medical science.\n"We will discuss in the context of our learning and experience this semester health care issues as well as the future roles of nontraditional health care practices and alternative medicine," Schlegel said.\nSchlegel said she separates her course into two components. The first is an academic component, which studies behavior and physiology. The other is service, where students observe human and animal behavior in a health care setting, reflect on this experience and explore animal-human interaction, she said. To do this, the class is partnered with VIPaws and Meadowood Retirement Community, she said.\nThe last of the four classes offered is Ed McGarrell's Criminal Justice Class, which has partnered with the Bloomington Juvenile Correctional Facility, Campbell said.\nCampbell said she sees these classes as a valuable way for students to learn more than they could sitting in a lecture. \n"I would like to see these classes continue," she said. "They offer a source of powerful learning and are taught by dynamic teachers who have put so much extra work into their classes"
(11/28/00 6:45am)
Cheryl Ann Munson, director of the Bone Bank excavation project and assistant scientist in anthropology, includes the quote "It's not what you find, it's what you find out" at the bottom of all her e-mails. Discovering the remains of the Native American Caborn-Welborn culture is the goal of a two-year rescue excavation under way at a site called Bone Bank, located along the Wabash River in Posey County, Ind.\nIt is not known why the village was abandoned. European diseases and warfare are credible possibilities, according to the Hovey Lake Village Site Web site. \nThe Bone Bank site is situated near Hovey Lake Village, a 30-acre site positioned along Hovey Lake. Munson said about 1 percent of the original site remains because of erosion during the last 400 years from the Wabash River. Graduate student Rexford Garniewicz, who has previously helped Munson excavate the Bone Bank site, said, "this site is important in the field of archaeology because the site is almost destroyed now, and it will probably only be a matter of 10 years before it is completely gone." \nThe excavation is being funded by a grant from Indiana's Department of Natural Resources. The state has never awarded a grant for such a project, Munson said, because Indiana has never provided funding for endangered archaeological sites. She said Indiana is supporting the excavation project because the site is being eroded by the Wabash River.\nIn a race against time, Munson said she and her crew are busy "trying to interpret the prehistory of these villages."\nThe grant issued was for $100,000, said Steve Kennedy, the grants program manager for the Indiana Division of Historic Preservation and Archaeology. Munson said the rescue excavation project will work to save what little is left of this endangered archaeological site.\n"It is important that in the future, when the site is gone, people can look at the information and data they collect here and know the pre-history of southwestern Indiana," Garniewicz said.\nThe recovery project began Oct. 18, focusing on the northern region of the site, Munson said. Although the recent rain has caused the Wabash to rise and fall, she said they are about half done with their work for this part of the excavation.\nThis site acquired its name during the 1800s when many human burials were washed into view, according to the Bone Bank's Web site. French naturalist Charles Alexandre Lesueur made the first archaeological excavation at the Bone Bank during the early 1800s. Although the artifact collection Lesueur accumulated was destroyed during World War II, many of Lesueur's drawings survived and present information about a component of the location that no longer exists today, the Web site said. \nBone Bank was one of several villages of the Caborn-Welborn culture that thrived from 1400-1700. The refuse dumps that remain have provided clues into their ways of life, according to a press release. The people of the Caborn-Welborn culture are known to have been settled farmers who also traded widely with tribes from Michigan, Minnesota, Illinois, Tennessee and the Gulf Coast, according to the Hovey Lake Village Site Web site. The culture that existed at the Bone Bank was also present at the Hovey Lake Village Site.\nMunson said Bone Bank is on private property and is not publicly accessible because of the steepness of the poison ivy-covered bank and the proximity of the river.\nGarniewicz said he is interested in the animal remains at the site so he can discover what the natives ate and the various animals that existed at the time. Munson said artifacts from each level of excavation will eventually be brought to IU to be washed, catalogued, analyzed and studied.\n"Hopefully, there will be exhibits," Munson said. "Excavations such as this are widely publicized by lectures, television programs and public open houses"
(11/27/00 7:20am)
"Earn Credits While Performing Service!" These words greeted many residence hall students when they received the "Alternate Spring Break" pamphlet in their mailboxes. The Community Outreach and Partnerships in Service-Learning is offering six-week classes, which include a week of service during spring break, where students can earn two credit hours, according to the pamphlet.\nStudents can choose from five topics in a class called L200: Reflecting Social Action. Some of the topics include "There are children here," where students work at a camp in South Bend for inner-city children, and "Mexican Culture-In-Service" where students travel to Guanajuata, Mexico and work in local organizations in need of service, while living with a host family.\nThe person behind the creation of the program is Carl Ziegler, director of Collins Living Learning Center. \n"There is often a lot of volunteer work that goes on during spring break, yet often it is not academic -- simply service," Ziegler said. "I feel that preparation and reflection are necessary components for volunteering to be successful. One day, I brought up the idea of this 'Alternate Spring Break' program at a large meeting we had and the project took off from there. I wrote up the grant for Lilly and laid it all out for them."\nAnother topic for the class is "Sources of resilience in people and community," which allows students to work with classmates and Bloomington at-risk youth to create a resilient community at Bradford Woods.\n"Resilience is understanding how to survive and thrive in the face of stress and adversity and become better because of it," said Fritz Lieber, a class instructor. \n"The students and about a dozen at-risk youth live together over Spring Break in a community to work on creating a resilient environment," he said. "We live in cottages and cook meals together. We support each other." \nTwo sections of "A spring break for kids" will be offered. Students who take this topic work with children living in Bloomington's transitional housing and homeless shelters\n"The focus of my class is on adventure. I teach about the importance of adventure in order to have a healthy, happy life," said Rachel Galloway, a graduate student teaching the program. "We talk about the issues the children that we will work with face. Over spring break my students work with the kids at shelters planning activities and taking field trips to places such as the Indianapolis Children's Museum and Spring Mill."\n"Experience learning is equally, if not more powerful than classroom learning," Galloway said. "The fact that you are not only learning, but seeing those things you learned directly put into practice is incredibly satisfying." \nOne of the transitional housing facilities the class works with is The Rise, which is similar to Middleway House.\n"I initially signed up because it looked like something interesting to do over Spring Break and I wanted to work with kids," senior Monte Simonton, a youth programmer at The Rise who participated in the program last year, said. "Now I know working with children is something I want to do for the rest of my life." \nBetsy Zillinger, who works with Simonton, said "I would definitely recommend this program to anyone interested in social work or non-profit work. Although it is most certainly a positive experience for anyone."\nAnn Roth, a sophomore and student leader in last year's program, said the kids appreciate the time students spend with them.\n"It's amazing to see how much good can come from just one week; the impact you can have on people in just a short time is astounding," she said.\nAccording to the Alternate Spring Break pamphlet, any student can register for the South Bend and Bloomington classes. There is a language prerequisite of Spanish 250 or higher and an application process for the Mexico class.\n"Being a part of this program has opened so many doors for me," Roth said. "The job I have now, working at the Boys and Girls Club, is a result of this program."\nFor more information, contact Community Outreach and Partnerships in Service-Learning. If interested in the Mexico course, contact Catherine Gray at catgray@indiana.edu or 856-5686 as soon as possible.
