February 16, 2015

Start-Up Grants at Ball State University

Start-Up Grants at Ball State University
By: Holly Rittenhouse

From the revival of antiquated art forms to the intersection of theatre with social justice, Ball State University’s Start-Up Program is jump-starting an array of scholarly initiatives for first-year faculty members.

Ball State’s internal grant Start-Up Program enables new faculty members to launch their research, scholarly studies, and creative endeavors. Each award consists of a competitive one-time grant, up to $3,000, which may be used to purchase supplies, research-related items, and/or travel to conferences or workshops. Only tenure-track faculty members in their first year of employment with Ball State are eligible to apply.

The Sponsored Programs Office would like to congratulate the 2014-2015 recipients of the Start-Up Program awards, including Roza Aceska, Mathematical Sciences, Colleen Balukas, Modern Languages and Classics, Brad Condie, Art, Molly Ferguson, English, Benjamin R. Gibbs, Criminal Justice and Criminology, Shireen Kanakri, Family and Consumer Sciences, Elizabeth Lawrence, History, Kimberly Martell, Special Education, Rebecca Pappas, Dance, Dan Rutherford, Mathematical Sciences, Monte D. Staton, Criminal Justice and Criminology, Jonel Thaller, Social Work, Jon Truitt, Music, and Lu Wang, Educational Psychology. Below are two examples of the first-year faculty initiatives.

Paper Animation: Reviving a Tradition

Bradley Condie, Assistant Professor of Art, is using his Start-Up Grant Award to revive a declining medium – 2D hand drawn animation. While working at Walt Disney Feature Animation, Condie used this medium to animate scenes in popular Disney films such as Brother Bear, Lilo and Stitch, Atlantis, Mulan, The Hunchback of Notre Dame, and Pocahontas
Figure 1

Condie chooses to revitalize this antiquated medium because it is distinctive from other methods. “It offers a unique and specific experience that computer animation mediums do not recreate. It forces you to be thoughtful when drawing, think spatially, and be more creative as an animator,” says Condie. Other former Disney artists share Condie’s mission to save this dying art and are working on a new paper animation film called Hullabaloo.

Condie currently teaches 2D animation classes at Ball State and recognized the need for proper supplies. “Ball State has wonderful digital tools for me and the students to use but, I [did] not have access to many of the antiquated tools and materials that one generally uses in creating traditional hand drawn animation.” Using the supplies purchased with the Start-Up Grant, Condie’s students are helping to revive 2D hand drawn animation and carry on the tradition of this inimitable art form.  

Commemorating Trauma and Human Rights Speech through Contemporary Irish Drama

Molly Ferguson
Dr. Molly Ferguson, Assistant Professor of English, is using her Start-Up Grant Award to research contemporary theatre performances in Ireland. Ferguson will travel to cities such as Dublin, Cork, Galway, and Belfast to study Irish plays as expressions of shared traumas. “Today, emerging playwrights in Ireland are processing collective traumas through initiating public dialogue about issues such as racism, child abuse in the Church, and terrorism,” says Ferguson. “This type of work is at the forefront of postcolonial studies today,” she says, “intersecting national and cultural identity formation with social justice work.”

Ferguson has attended Irish plays in the U.S. and England, but she knows that such art forms lose their authenticity when removed from their home country. “Once they leave Ireland their reception is culturally packaged and delivered for the consumption of a ‘tourist’ audience” says Ferguson. “Viewing these plays at the time of production and assessing their reception by audiences and reviewers will add an important element to my research, for which I have thus far had to rely on secondhand reports,” she says.

“I plan to explore my interest in human rights and conflict resolution in Ireland today, to add research to my claim that Ireland is at the forefront of objection to global imperialism and violence, through the voices of its artists,” says Ferguson. Upon her return, Ferguson plans to publish a journal article on her research and teach an immersive learning course about conflict resolution in Ireland and South Africa.

For further information on Ball State’s Start-Up Program, click here or email aspire@bsu.edu. Find information on additional funding opportunities at www.bsu.edu/spo.

Figure 1: http://fancysomedisneymagic.tumblr.com/post/48126450167/no-more-2d-disney-films-cuts-in-the-animation-2d 

New Learning Innovation Hub for Teacher Training

New Learning Innovation Hub for Teacher Training
By Holly Rittenhouse

Thanks to the Office of Educational Excellence and Steelcase Education Solutions, the Robert Bell Building at Ball State University is about to get a modern makeover. The wall between rooms 108 and 109 will be knocked down, and the new space will be redesigned into a Learning Innovation Hub (LIH) with new furniture and technology from Steelcase Education Solutions. This project is part of the Interactive Learning Space (ILS) Initiative in which TC 414 and TC 412 have already been refurbished with Steelcase products, and BB 109 is in the works to open fall 2015 with new equipment.
Figure 1
The LIH in Robert Bell will include Verb tables with Node chairs, individual whiteboards, Huddle boards, wall whiteboards with short throw projection, an Apple TV, and a Verb instructor’s desk. Gary Pavlechko, Director of Teaching Technology in the Office of Educational Excellence, says that this space “will accommodate our teacher education course enrollments. Inclusive to the room will be furniture and technology that promote active, engaged learning.” 

Gary Pavlechko
The Office of Educational Excellence recognizes the need for an updated teacher-training environment which better aligns with the pedagogy Ball State expects graduates to implement in K-12 classrooms. “Ball State University currently does not have a classroom primarily created for pre-service teachers to develop critical thinking around effective pedagogy for K-12 learners” says Pavlechko. “All too often, our pre-service teachers begin to learn about the practice of teaching while being lectured to – the typical teaching practice found in higher education. This is not the pedagogy we want to see these graduates implementing in the K-12 school environment,” he says. “It would be most important for our pre-service teachers to learn how to teach in an active learning space before they enter their practicum work in the K-12 classroom, as part of the teacher education curriculum.”

Steelcase Education Solutions works with educators and designers to improve the way classrooms function. They design flexible furniture and tools that support active learning. For example, the Verb tables and Node chairs support fast, easy transitions between various teaching modes, such as lecture, discussion, and project work so that class time is best utilized and students can stay engaged without interruption.
Figure 2
The Office of Educational Excellence expects this Learning Hub to accomplish three main objectives. Students of teacher education courses, taught in the Learning Innovation Hub, will…
  • participate in active learning methodologies, and in turn, be able to design active learning curricula, including long-term and short-term activities for K-12 students. 
  • use learning hub technology assets, during active learning experiences, and will be able to design similar activities for K-12 students.
  • participate in active learning curricula that are enhanced by space considerations.
Priority for utilizing the space will be given to “classes that directly affect teacher education and learning how to effectively teach in an active learning space,” says Pavlechko. To teach in the Learning Hub, faculty members must go through the ILS Initiative faculty development program. For further information on teaching in the Learning Innovation Hub or other ILS spaces on campus, click here.

The Office of Educational Excellence anticipates to finish the project and for courses to begin in the Learning Innovation Hub by fall semester 2015.

Figure 1 http://www.steelcase.com/en/products/category/educational/tables/overview/pages/verb.aspx
Figure 2 http://www.steelcase.com/en/products/category/educational/seating/node/pages/node.aspx

January 30, 2015

Registration for the 2015 Student Symposium at Ball State University has been extended through Friday, February 6th!

Don't miss this opportunity to present your work in either a poster/media display or paper format in a FREE academic conference right here on campus.

Reasons why you should register for the Student Symposium at Ball State University:

  • Registration is free! The costs of registering for academic conferences can often range into the hundreds of dollars. Here you have an opportunity to present and attend a well respected and established conference free of charge. (Did you know this was the 20th annual Student Symposium?)
  • No travel time or expenses! Another large expense for those wishing to attend and present at academic conferences is the expense of travel. Since the Student Symposium is right here on campus you don't incur any of those expenses.
  • It looks good on your resume/CV! Building your credentials while still in school is a great way to advance your career. 
  • Your work doesn't have to be completed! We're in the middle of the semester and your work on a project may not be finished yet, we get that. All that we ask is that you have enough work done to explain your ideas, methods, and expected outcomes.
  • If you've never presented before this is a great first conference! At the Student Symposium you can learn what goes into preparing your work for public presentation, see what others have prepared for their presentations, and get feedback from your peers and University faculty and administrators.
  • If you have presented before, this is still a great conference! You can never have too much experience. The Student Symposium is a great place to refine your presentation skills.
  • You get to attend the conference, too! While you are presenting at the Student Symposium you can also take a look at what other participants have brought to present. Maybe you'll find inspiration for your next big idea, or a future collaborator. There is no bigger gathering on campus of student researchers ready to talk about their work, and you get to be right in the middle of the action! 
  • We have slushy punch and cookies! Do we really need to explain why this is a good thing?
Visit the Student Symposium webpage for links to the 2015 guidelines and registration. We hope to see you there!

January 29, 2015

Upcoming Aspire Student Deadlines

SPRING SEMESTER DEADLINES! Are you in need of Research or Creative Arts funding for your projects? Are you traveling to present at a conference or professional meeting? Look no further than the Aspire Internal Grant Program:

BSU's ASPiRE Internal Grant Program supports student-initiated research, creative arts projects, and scholarly studies. Students may submit proposals for up to $300, for Research or Creative Arts project costs such as travel or supplies. All students presenting papers, posters, etc., at conferences or professional meetings can request $100 to defray travel costs.

AY 14-15 Aspire Student Program Spring deadlines:

Undergraduate Student Competitions:
. Research applications due: February 5, 2015
. Creative Arts applications due: February 12, 2015

Student Travel Grants: Applications due 15th of each month prior to travel date (for presentations of papers and/or posters, etc., at meetings or conferences)

For Program Guidelines, see:http://cms.bsu.edu/about/administrativeoffices/spo/aspire/studentprograms. Questions pertaining to the ASPiRE Program can be directed to aspire@bsu.edu or by calling the Sponsored Programs Office at 765-285-1600

January 27, 2015

Final Week of Student Symposium Registration!

Registration for the 20th Annual Student Symposium at Ball State University ends one week from today. Don't miss this opportunity to present your work in either a poster, media, or moderated paper presentation format in a professional conference setting right here on campus! The Student Symposium will take place Tuesday, March 31, 2015 in the Student Center.

Visit the Student Symposium webpage for more information and to register.
Also, check us out on Facebook: https://www.facebook.com/studentsymposiumatbsu

Registration ends Monday, February 2nd, 2015.

January 13, 2015

The 20th Annual Student Symposium 2015 Official Poster

edited on 1/14/2015

Great Lakes 2015: Call for Proposals Deadline Extended to January 18th!

We invite everyone to submit symposia, roundtables, and posters related to counseling psychology and this year's conference theme of navigating the crossroads into the future and remaining engaged while responding to change. Subthemes include: Engagement, Health Psychology and Core Competencies, and Military/VA Psychology.

Friday and Saturday March 27 - 28, 2015

Ball State University
L. A. Pittenger Student Center
Muncie, IN

3 CEUs available for licensed psychologists and mental health counselors

Submit your proposals by January 18th, 2015.
Notification of acceptance or rejection will be on February 2nd, 2015.

Generously sponsored by:

Writing With a Heavy Teaching Load: Yes, you can ‘find time’ to write, but not without sacrifices. By Rob Jenkins in The Chronicle

Writing With a Heavy Teaching Load

Yes, you can ‘find time’ to write, but not without sacrifices

By Rob Jenkins, January 12, 2015
Reposted from The Chronicle of Higher Education

Rachel Toor’s November column, "The Habits of Highly Productive Writers," clearly resonated with Chronicle readers, as it was one of the most popular articles on the site for several weeks. It’s easy to see why: The essay contains practical information for academics seeking to boost their written output, and approaches the topic in a way that, for me, makes the whole endeavor seem a bit less daunting. I can imagine many readers came away from her column thinking, "I can do this."
And yet, I can also imagine that a lot of full-time faculty members at community colleges and other teaching-focused institutions found themselves also thinking, "That would be nice—if only I had the time to write."
I’d like to follow up Rachel’s excellent column with an encouraging word of my own, aimed specifically at faculty members who, like me, have a heavy teaching load: You can find time to write, if that’s what you really want to do. It won’t be easy, but there are ways to manage a heavy teaching (and service) load and still write and publish more than you’re doing now.
I usually teach five courses every semester. And since my discipline is writing, that means a lot of grading. I also advise students, serve on a couple of committees, (mostly) attend the required meetings, staff the department booth at campus open houses—all the same things done by most faculty members at teaching-focused colleges. In addition, I have a family and a moderately active social life.
Despite all that, this past fall semester (just as an example), I wrote a weekly column for a local newspaper, along with my monthly installments of The Two-Year Track for The Chronicle and periodic blog posts for Vitae. In addition I published several essays in other venues, finished the last three chapters of my third book (due out in 2015), and submitted a proposal for Book No. 4. I also learned to speak Mandarin Chinese, cut a jazz album, and built a life-size replica of the Millennium Falcon out of Legos.
OK, I made up those last three. But I did write well over 50,000 words this past semester. I don’t say that to brag. On the contrary, my message is that if I can do it, so can you. I am not, by nature, an exceptionally hard-working or organized person. Like a lot of you, I suspect, I’d much rather be curled up somewhere with a good book.
But I decided several years ago that I was going to write, and so I started writing—and kept at it. You can do the same, even with a heavy teaching load, by following a few simple pieces of advice:
Commit. The first step—as with most other worthwhile things in life—is to decide that you really want to write and that you’re willing to make certain sacrifices to achieve that goal. Because the key to writing, just like exercise or dieting, is to (with apologies to Nike) just do it.
I’ve lost count of the number of colleagues who have said they would like to write a book—"someday" when they "have more time." One thing we learn as we age, though, is that there’s never going to be some magical point in the future when we suddenly find ourselves with an overabundance of spare time. On the contrary, as I’ve gotten older, life has gotten more complicated, not less.
If you want to write, you might as well start now. It’s not going to get any easier. Ten years from now, you can either still be saying that you’d like to start writing someday or you can be counting your publications.
Organize and prioritize. The next step is to arrange your life so that you can make time for writing. I’m not talking about scheduling your writing time (we’ll get to that in a moment). Before you even reach that point, you have to make sure you’re not letting other important things fall through the cracks.
Obviously, that includes teaching and its attendant responsibilities, such as grading and course prep. You can’t afford to let those duties slide at a teaching-oriented college, or else you might find yourself with more writing time on your hands than you wanted.
At the same time, certain mundane, familiar tasks can take over your life if you let them. So don’t let them. In addition to classes, office hours, and meetings, which are already scheduled, you also need to set aside specific times for grading, class prep, and so forth. Then keep to that schedule as closely as possible.
That may require some sacrifices or changes in your priorities. Remember I said that I serve on a couple of committees? Well, I used to serve on four or five, but I’ve scaled back in order to free up more time for writing. Of course, that’s easier to do for someone like me, who already has tenure and a fair amount of seniority, than it might be for people early in their careers. But to find time to write, you will undoubtedly have to jettison some other activities, as you’re able. (Some new faculty members take on far too much anyway; learning to say no sometimes is advantageous.)
This advice applies to your personal life, as well. If you’re like me, you don’t want to take any more time away from your family than necessary. But you may have to steal a few hours here and there if you want to write. Perhaps you can get up a little earlier in the morning. Maybe you can come home from the office a little later some days. Maybe you can find an hour or two on Saturday or Sunday morning while others in your household are still asleep. Again, you’re going to have to make some sacrifices, and family time and "me time" might be among them.
Schedule. There are two things in my life that I need to do but absolutely will not do unless I schedule them: exercise and writing.
Note that when I say "schedule," I mean that literally. I look at my calendar each week, with my classes, meetings, family commitments, etc., and block out segments of time when I’m going to write. (Just as I block out segments for exercise.) Three or four times a week, I try to set aside two-hour blocks of time to write. I know many experts say that you should write every day, and I don’t necessarily disagree. There are just some days when I don’t have any time to write—at all. But I’ve found that if I schedule blocks of time for writing, and hold them sacrosanct, I can generally use them productively.
That last sentence is key. Once you have looked at your calendar and scheduled time to write, that time must become inviolable, with the exception of family emergencies. (Your daughter forgetting her soccer cleats isn’t an emergency. She can wear her trainers or borrow a friend’s old pair for one day.)
As we all know, as soon as you sit down to write, it seems like dozens of things are suddenly competing for your attention, including Facebook and your cellphone. Those things can wait. For now, it’s time to write, so get to it.
If it helps, find a special place to write where you will face a minimum of distractions. I confess: I do a lot of my writing at McDonald’s. It has just the right ratio (for me) of peace-and-quiet to background noise. No one bothers me there, and Wi-Fi is available if I need it but too inconvenient to be a constant distraction. And, yes, I know I shouldn’t, but I like the fries.
Be patient. At first, writing in increments, in those relatively short blocks of time that you’ve set aside, may seem painfully slow. You might feel like you’re not getting anywhere, especially if you’re working on a book. Just be patient. Over time, you will be surprised at how quickly the pages stack up. The important thing, as many of you no doubt learned from writing a dissertation, is to be consistent.
When I wrote my first book, my schedule was such that I could devote only one hour a day to the project. So I did. I wrote from 2 p.m. to 3 p.m., Monday through Friday. On many days, it seemed like I wasn’t accomplishing much, producing only a couple hundred words, if that. On other days the writing flowed a little better and I might produce 1,000 words or more. But after 10 months of holding myself rigorously to that schedule, I had a 300-page manuscript, which I spent another four or five months revising.
Repurpose. A concept that all professional writers understand is that of repurposing, or reusing, things you’ve already written. That is especially important when you’re writing incrementally. Blog posts can be expanded into columns and columns into articles. Articles can become book chapters, and vice versa. A scholarly piece, revised and condensed, can make an excellent general-interest column for the local newspaper.
The point is to increase your output without unnecessarily duplicating your effort. Writers who publish a lot are constantly looking for such opportunities. In fact, I learned about repurposing from my dad, a professional writer and photographer for four decades. To promote his first book of photographs, back in the early 1990s, he wrote three versions of essentially the same article for three different national magazines.
So contrary to what you may have thought, you really do have time to write—you’ve just been using that time for other things. But if you’re willing to rearrange your work and personal life, make some sacrifices, and be patient, you can become a published and perhaps prolific author, even while teaching five courses a semester.
Rob Jenkins is an associate professor of English at Georgia Perimeter College and author of Building a Career in America's Community Colleges. He writes monthly for our community-college column and blogs for Vitae. The opinions expressed here are his own and not necessarily those of his employer. You can follow Rob on Twitter @HigherEdSpeak.

January 12, 2015

STUDENT SYMPOSIUM 2015 REGISTRATION NOW OPEN! Deadline is Monday, February 2, 2015


DEADLINE:  Monday, February 2, 2015



 Please read the guidelines before registering!
 Frequently Asked Questions

The Student Symposium at Ball State University offers students an opportunity to showcase their research projects and creative endeavors in an exciting afternoon poster session and moderated paper presentations taking place throughout the afternoon. Poster presentations may be a poster, creative or multimedia display, or other exhibit.

All Ball State University students are eligible: undergraduate, graduate, those from Burris Laboratory School, and the Indiana Academy for Science, Mathematics, and Humanities. Student must have have engaged in academic activities either inside or outside the classroom, and must have been advised by a Ball State faculty mentor.  Students from all disciplines are invited to participate in this event.

The Student Symposium at Ball State University social media outlets: 

Twitter: https://twitter.com/BSU_SPO ‐‐ Hashtag #ssbsu15 

Registration Dates

Monday, January 12 - Monday, February 2, 2015

Event Date & Location

Tuesday, March 31, 2015

L.A. Pittenger Student Center, 2nd floor

Schedule of Events

Display Setup:

Monday, March 30          2:00 – 5:00 p.m.

Tuesday, March 31         6:00 – 8:00 a.m.

             Judging:                         8:00 a.m. – 12:00 p.m.   

Only judges may be present at this time.

 Public Sessions:               1:00 – 4:30 p.m.

  Presentation of Awards:   4:30 – 5:00 p.m. 

Prize winners will be announced at 4:30p.m. in Cardinal Hall.   Participants must be present to win.

Contact Information:  Ms. Jessie Roark 

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