The Statewide IU Student Success Corps: Building a Tutoring/Mentoring College and Career Collaborative (not Network) Contributing to K-16 Success
Dr. Khaula Murtadha, Dr. Virginia Heidemann, Dr. Gloria Murray, Nicole Oglesby & Dr. Latosha Rowley
For six years the IU Student Success Corps (IU SSC), hosted at IUPUI through the Office of Community Engagement, has offered free, tutoring/mentoring college and career readiness programming for K-12 students. The IU SSC reaches across the state. Four campuses, IUPUI, IU East, IU Southeast, and IU South Bend currently provide the program.
IU East has led in providing critical professional development.
Students in the IUS School of Education Elementary Education Program, F202 “Personal Demands of Teaching” course serve as tutors/mentors for students needing support academically and socially; providing the youngster with someone they can relate to. At the same time IU SSC provides our college students with insight into the inner workings of a school.
IU South Bend's Academic Centers for Excellence expanded its on-campus tutoring mission to include K-12 public and tuition-free private schools. Partnerships include community organizations. Engaging students and their families is central to the mission.
Bridge Building, Partnerships, and Belonging: iDEW Works to Broaden Participation in Computing
Vicky Daugherty, James Lyst, Tina Rice & Vic Oditah
The Luddy School's iDEW program in Indianapolis has collaborated with area high schools and industry professionals to bring an innovative and industry-centric computer science curriculum, Computing by Design (CxD), to over 3,000 students since 2015. Of these students, 81% are underrepresented minorities, and 70% of college-bound iDEW graduates pursue STEM degrees.
An overarching goal of the program is to instill a sense of belonging for students on a college campus and within the tech industry. Co-curricular activities involve campus visits, industry field trips, and summer programming. IUPUI student mentors assist in the classrooms and industry professionals engage with students in class and at student semester end project presentations.
Through funding from the Indiana Department of Education, CxD has been the focus of teacher professional development for three consecutive summers, reaching 429 Indiana teachers from seventy-one counties. The CxD curriculum and training materials are freely available online.
Developing and Building Elementary and Secondary District Based Alternative Certification Programs
Dr. Paula Magee, Dr. Craig Willey & Sharice Booker
In this presentation we will share the development of our District Based Alternative Certification (DBAC) programs. DBAC programs are elementary and secondary licensure programs where students are recruited from local school districts in. Presenters will share specific innovations about the partnerships and programs including hosting classes at local school districts, financial support during student teaching, intentional dissemination about the programs, and wrap around support from IU faculty and staff. The success of the DBAC programs builds on strong partnerships between IU Indianapolis faculty and staff and staff at the K12 school district. Lessons learned over the past 8 years will be shared.
Reconceptualizing elementary-level exposure-track Spanish in the US
Dr. Laura Gurzynski-Weiss
Exposure-track additional language (L2) is one of the most common types of elementary-level L2 programs in the US which operates under the assumption that children will not learn cumulatively in weekly lessons.
What if instead we started from the assumption that children CAN learn cumulatively in one lesson per week, if provided with robust L2 opportunities?
Operating within the frameworks of instructed second language acquisition and task-based language teaching, this project demonstrates what is possible when L2 researchers, teachers, administrators, parents, and local advocates work together to create, support, maintain, evaluate, and continuously improve a task-based exposure-track Spanish program. Taking place in rural Indiana, the project I describe began with needs analysis (spring 2021), cycled through program design (summer 2021), implementation (AY 2021-2022), evaluation and redesign (summer 2022), and reimplementation (AY 2022-2023). I am currently working to secure grant funding to scale the program at a national level.