1
10
107
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Performers lead dance at International Day Festival
Date
A point or period of time associated with an event in the lifecycle of the resource
1997
Format
The file format, physical medium, or dimensions of the resource
image\jpeg
Identifier
An unambiguous reference to the resource within a given context
KP0002473
1990s
Black history
Community
events
International Day Festival
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
Dublin Core
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Title
A name given to the resource
Herbert Miller in discussion outside the Foley House
Description
An account of the resource
Caption: "Intense discussion outside Foley House"
Date
A point or period of time associated with an event in the lifecycle of the resource
[1956-1958]
Format
The file format, physical medium, or dimensions of the resource
image\jpeg
Identifier
An unambiguous reference to the resource within a given context
KP0001480
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
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Title
A name given to the resource
Open Housing - Blue Ribbon Whitewash?
Description
An account of the resource
Front page of Road Runner featuring front page story on housing ordinances
Date
A point or period of time associated with an event in the lifecycle of the resource
1968-03
Format
The file format, physical medium, or dimensions of the resource
image\tif
Identifier
An unambiguous reference to the resource within a given context
196803_01
1960s
Black history
Community
Student Newspaper
Students
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
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Title
A name given to the resource
Appendix 1: Transcription of Charges filed by Mr. Jeffers
Description
An account of the resource
Appendix to May 22, 1968, meeting minutes of the IU Kokomo Faculty Governance detailing the charges filed by Lance Jeffers and forwarded to Victor Bogle by Dr. Orlando Taylor
Date
A point or period of time associated with an event in the lifecycle of the resource
1968-05-18
Format
The file format, physical medium, or dimensions of the resource
image\tif
Identifier
An unambiguous reference to the resource within a given context
KA00031-35
1960s
B.R. Davidson
Black history
Faculty
Herbert Miller
Lance Jeffers
Meetings
Reja-e Busailah
Ruth Hanig
Victor Bogle
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Slide
Dublin Core
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Title
A name given to the resource
Campus meeting with Herbert Miller, Victor Bogle, B. R. Davidson, and others
Description
An account of the resource
Campus meeting, likely one of the "griddle" series, in the Main Building
Date
A point or period of time associated with an event in the lifecycle of the resource
1968
Format
The file format, physical medium, or dimensions of the resource
image\tif
Identifier
An unambiguous reference to the resource within a given context
KS002872
1960s
Black history
Campus
Griddle
Main Building
Meetings
Victor Bogle
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Newspaper
Dublin Core
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Title
A name given to the resource
Wordsmiths emerge from Nikki Giovanni's class
Description
An account of the resource
Poetry printed in the July 17, 1995, issue of The IUK Correspondent
Date
A point or period of time associated with an event in the lifecycle of the resource
1995-07-15
Format
The file format, physical medium, or dimensions of the resource
image\tif
Identifier
An unambiguous reference to the resource within a given context
KA00085-022
1990s
Black history
Courtyard
Faculty
Main Building
Nikki Giovanni
Poetry
Students
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
A day with Nikki
Description
An account of the resource
Article by Judi Lawson published in The IUK Correspondent summarizing impact of time spent with Nikki Giovanni, visiting scholar
Date
A point or period of time associated with an event in the lifecycle of the resource
1994-09-26
Format
The file format, physical medium, or dimensions of the resource
image\tif
Identifier
An unambiguous reference to the resource within a given context
19940926_Nikki
1990s
Black history
English
Faculty
Nikki Giovanni
Poetry
Student Newspaper
Students
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PDF Text
Text
TheIUK""
orrespondent
Vol. 3 No. 4
September 7, 1993
Minority Conference Guest Speakers IUK
By Linda Stout
Volunteerism
During IUK' s third annual Minority
Enhancement Conference four events, set
in Havens Auditorium, will be open to
the public.
On Saturday, Sept. 11, at 2:00 p.m.,
columnist Manning Marable will speak.
Then from 8:00-9:00 p.m. Attallah
Shabazz, eldest daughter of Malcolm X,
will address the audience. A reception
will follow immediately. (It is requested·
that each audience member bring a
canned good. The canned goods collected will be distributed to the needy in
Howard County.)
On Sunday, Sept. 12, the conference
will begin at 9:00 a.m. with President of
Kean College of New Jersey Elsa Gomez
Bloomington's Peter Seybold and Jean
Troutman-Poole and Labor Studies
student Bennie Bailey.
IUK Assistant Professor of Speech
and Communication Colin Black will
give a·special presentation of "Everything That Rises Must Converge" by
. Flannery O 'Conner.
Conference organizer and IUK
Director of the Continuing Education
division Donald Lane said, "The population of the United States is incredibly
diverse. Diversity is not something that
may happen or could happen; it's
something that has already happened.
The goal for the Enhancing Minority
Attainment conference is to share
information that will help people achieve
academic and professional success so
that they can fully participate in our
society. It will show how the university
can cooperate with the broader community to ·build a consensus for change and
progress."
speaking.
At the conclusion of the conference,
at 2:00 p.m., former Congresswoman
Shirley Chisholm will lecture.
The conference opens Friday, Sept. 10
at 8:00 a.m. with noted educator
Reginald Wilson, the 1988 Senior
Scholar of the American Council on
Education.
Manning Marable' s column, titled
~'Along the Color Line," has appeared in
more than 250 newspapers. He is
currently writing a book about Malcolm
X.
Attallah Shabazz, Malcolm X's eldest_
daughter, working. with the eldest
daughter of Martin Luther King Jr., has
founded a national touring company of
educational theatre.
Shirley Chisholm was our first black
female Congresswoman and the first
black female candidate for the U.S.
Presidency. She continues to campaign
for equal rights for all Americans.
This will be !UK's third annual
Minority Enhancement Conference. The
theme this year is "Empowerment
Through Coalition."
It is co-sponsored by IUK' s Continuing Studies and Labor Studies divisions.
On Saturday a panel presentation will be
given titled "Building Union Power
Through Labor and Community Coalitions." The speakers will include IU
By Stacy Scott
IUK students and other Indiana
students are donating their time and
efforts to raise money for many people in
the midwest. These volunteers are
working through the Indiana Campus
Compact. The Indiana Campus Compact was
founded in 1991 at Butler University
where the main office is housed today.
Member institutions include Butler
University, De Pauw University,
Earlham College, Indiana University,
University of Notre Dame, and Valpariso
University.
Student Volunteer Service Coordinator for the IUK membership is Bruce
Boughton, a student in the Education
department. Boughton said the
organization's purpose is, "to inspire
growth and develpment in volunteer
services on campus and in the community."
The IUK membership is sponsoring
two upcoming events. One is the IUK/
Z93/ Don Lowry Lanes Bowl on Saturday, September 11 from 1:00 to 3:00 p.m. The proceeds from this event will
assist flood victims in the Midwest. The
second event on Saturday, September 11,
is assist the United Way in meeting the
needs of the community. Assignments
for the day include cleaning, filing,
painting, data entry, and various construction.
·
A previous event sponsored by the
,, IUK Indiana Campus Compact was in
the form of a mini grant awarded to the
committee for the International Festival
at IUK. Boughton and Campus Compact
hope that the committee will re-apply
this year!
When asked how someone would
obtain funding, Boughton responded, "If
studei:its or organizations are in need of ·
funding, they need only apply!" The
application then goes bffore the Campus
Compact Board to be evaluated. Although the organization's priority is on
volunteer projects (not for profit),
childrens programs, and minority
continued on pg. 3
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Newspaper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Minority Conference Guest Speakers
Description
An account of the resource
Article in The IUK Correspondent written by Linda Stout profiling speakers for upcoming Enhancing Minority Attainment Conference III
Date
A point or period of time associated with an event in the lifecycle of the resource
1993-09-07
Format
The file format, physical medium, or dimensions of the resource
pdf
Identifier
An unambiguous reference to the resource within a given context
19930907_EMAIII
1990s
Black history
Community
Conference
EMA
Enhancing Minority Attainment
Student Newspaper
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PDF Text
Text
fon Campusl
Sept. 26, 1994
"Visions" to be published
by Jill Horton
We must first have visions before we can accomplish our goals.
This philosophy has certainly come true for several talented writers on the IUK
campus. Most are not seeking monetary rewards~ their only desire is to be published.
A literary magazine called "Visions," which is filled with the work of these aspiring IUK
writers, will soon go to print with its second issue.
It began in the fall of 1992 when Judy Ray contacted the people who had won the IUK
writing contest, and asked them if they were interested in putting together a magazine.
All said yes. There were three main people who helped Ray, the editor, organize the first
issue. They were Barry Howell and Ron Plath, who are students, and Marcia Chaney from
Media Relations. Chaney spent many hours on the computer putting pages in the right
order and typing in all the information.
The first issue was sold for $2 from a table set up in the Kelley Center. There were also
copies available in the library.
Soon after the first issue had been sold, the organizers of "Visions" began taking
submissions for "Visions 2." By the time the second issue was being planned, Judy Ray
had moved out of the area, so Barry Howell took over the duties as editor. Ron Plath, an
accomplised illustrator, was put in charge of the layout. Ron and Barry decided that they
were not happy with the appearance of the first issue, and wanted something that was
not so computerized and did not look like a textbook.
Plath was responsible for designing each page of"Visions 2." He said that every page
and illustration was all paste-up. Plath used very creative methods of coordinating the
content of the story or poem with an appropriate cut-out from newspapers, magazines
and pictures. The very interesting layout draws the reader deeper and deeper into each
page of this literary work.
Financial difficulties are facing the publication of future "Visions" magazines~ but
Plath, who will be the editor of the third issue, says "We would like to see "Visions"
go on. There will be three issues. After that, who knows." The hope is that the English
Club will take over and produce it in the future.
Submissions are judged by a selected group of students and faculty. Everything that
is submitted is read and judged. In the past, many writers have submitted poetry, but there
have been very few short stories submitted. Writers are encouraged to submit both
genres. The authors' names are not seen by the judges until the selection process is
completed. As Plath puts it, "It doesn't matter who wrote it. What matters is what they
wrote."
"Visions 2" is expected to go on sale in February 1995 for $3, and will be available
from a table set up in the Kelley Center. Remaining copies of the first issue will also be
on sale for $2. At the same time, submissions for "Visions 3" will be collected. This will
continue until April.
So for all those "closet" writers who have a vision to some day see their work in print,
now is your chance!
Cra\i Karges
Mind Reader• Psyehie Ma~i<'ian
October 3, KC Commons
12 noon,
Sponsored by:
Student Union Board
II]
"Do the right thing"
by Cindy Wilhoite
Upon first entering Havens Auditorium I
was unsure what to expect at the Fourth
Annual Enchancing Minority Attainment
Conference. The man to giving the speech I
had come to hear was not yet on stage, and
the audience, although of significant size,
was relatively silent and scattered.
Nanette Bowling, administrative assistant to Bob Sargeant, Mayor of Kokomo,
presented Joe Clark with a key to the city of
Kokomo. IUK Chancellor Emita Hill then
introduced this admired man.
Clark is the high school principal the film
"Lean On Me" portrayed. He is known for
his belief in the abilities and talents of young
people.
The audience gave Clark a standing ovation even before he opened his mouth. This
was definitely a percursor of a great speech.
Clark opened with some humor relating to
his grandparents. He then recited the Serenity Prayer. Throughout his speech Clark
quoted William Penn, John Wesley, and
Charles Dickins among others.
The most notable thing Clark expressed
was that it doesn't matter what race or what
sex you are, but what you do to b1ing about
change. He expressed the patriotic thought
that "we are all Americans first and Americans last," meaning that "We are bound by
the Constitution."
Clark stressed ''doing the right thing"
and judging others only by the content of
their characters. He also discussed the difference between optimism and pessimism.
He narrated a story about two twin boys, one
of whom was an optimist and one of whom
was a pessimist. The parents were frustrated
as this state of affairs continued until the
boys were twelve years old.
They went to a psychiatrist around
Christmastime. The psychiatrist recommended getting a brand new ten-speed bike
and a bale of hay, and putting them under the
Christmas tree. The parents followed the
advice. On Christmas morning, the parents
tried to persuade the pessimistic boy to try
out his bike, only to have him respond that
with the snow outside, it was not a good idea.
The optimistic boy had been walking
around the tree muttering something to himself. The parents asked him what he was
mumbling and, alluding to the hay under the _
tree he said, "There's a pony around here
somewhere." Clark used this story to illustrate the fact that it is an individual ' s own
responsibility to make greater efforts that
will eventually lead to a greater standard of
living. Or, in other words, what you put into
life is what you get out of life.
Clark encouraged the audience to believe
in themselves, because if they didn't, no one
else would.
Clark tied his whole speech together by
quoting from Dickin 's Tale ofTwo Cities. " It
was the best of times, it was the worst of
times ... " He applied this concept to today's
educational system.
Clark also explained the baseball bat story.
One day around 5:30 p.m., he was sitting in
his office when the media came around and
took pictures. Trying to be humorous, he
started clowning around by striking poses
with a baseball bat. The media actually published the picture.
He concluded by encouraging people to
be happy and cheerfol and at peace with their
soul. His quote from Shakespeare's Hamlet
sums up his speech: "This above all : to thine
own self be true, And it must follow, as the
night the day, Thou canst not then be false
to any man."
�
Dublin Core
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Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
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Newspaper
Dublin Core
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Title
A name given to the resource
"Do the Right Thing"
Description
An account of the resource
Article by Cindy Wilhoite published in student newspaper reporting on talk by Joe Clark during the Enhancing Minority Attainment Conference IV
Date
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1994-09-26
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pdf
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19940926_EMAIV
1990s
Black history
Campus
Community
Conference
EMA
Enhancing Minority Attainment
Joe Clark
Student Newspaper
Students
-
https://d1y502jg6fpugt.cloudfront.net/45152/archive/files/f7d63695d81602952be443db485f8588.pdf?Expires=1712793600&Signature=b9qOb7Ht4eLNZN1Y1%7EYoT1SsaD0ehQadkRxkC8iyHuqhP0z%7EQjs6n7pjFBCU-P9WCRZP9W5EGHD1AA-ueDKDfZ%7EjaZfslqlh49955JxseWSXXCPxJkdbUPysfTEv20uGbfyNj4M9-2YlzPZ8E3ajY7BYq784SFoe9AwyJIDPnBtcfYz5pczE2eJclIDWOz2ygSvgLWkZdGtVJIUIAXsdVE%7EYKg1tMojFencbkz3wgG8laGhj-HcKIN7co09lDGoe8fJxpn3%7E304UsfPWMWw-hbyIZQCPWoStu0hS%7EdXlsHQDeHfHort95o3unQkUs%7EXT3S1rvXqJTl7BNC0XjlFatA__&Key-Pair-Id=K6UGZS9ZTDSZM
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Text
FEBRUARY 1994
EMA: THE NEWSLETTER
,-------------------------7
ENHANCING MINORITY ATTAINMENT
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The Urban Sites
Writing Network:
"Hard Talk" among
Urban Teachers
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Become a member of the EMA
Network! The network will allow you
to stay in touch with others who are
working to enhance minority success.
Membership privileges include early
notification of upcoming EMA
conferences, a discount on your EMA
registration fee, free sets of labels of
the EMA mailing list, and access to
EMA resources. Membership also
includes an annual subscription to
EMA: The Newsletter, a quarterly
publication that gives you the inside
scoop on programs, jobs, and current
opinions. The yearly membership fee
is $20 ($10 for students). •
Richard Sterling, director,
Urban Sites Writing Network
A 1991 grant from the De Witt
Wallace-Reader's Digest Fund allowed
the creation of the Urban Sites Writing
Network, a partnership composed of
urban schoolteachers who participate in
the National Writing Project. The
network allows teachers in grades K-12
to work together directly to address the
issues they face. The following article by
Richard Sterling, director of the Urban
Sites Writing Network, discusses what
network educators discovered during two
summer institutes.-Editor
Mail this coupon to: The EMA Network, Continuing Studies, Indiana
University, 2300 S. Washington, Kokomo, IN 46904-9003
INSIDE THIS ISSUE
L _________________________ ~
INDIANA UNIVERSITY KOKOMO
DMSION OF CONTINUING STUDIES
2300 S. Washington St.
PO Box 9003
Kokomo, IN 46904-9003
Nonprofit Organization
U.S. Postage
PAID
Kokomo, Indiana
Permit No. 112
\
I
What's Different ....... .. ...... .......... 2
Contributions Welcome ..... ........ 2
The Bridge Program .. ........... ..... 4
Kathy Krendl Named Dean........ 5
People in the News.................... 5
Liberal Education and Diversity. 6
Employment Opportunities ........ 7
Regional Coordinators Sought .. 8
Current Regional Coordinators . 9
EMA Conference a Success ..... 10
Join the Network! ....................... 12
fEBRUARY 1994
I
f
The idea for the Urban Sites
Writing Network came about in 1987
in response to the fact that little of the
research in education focused on the
reality of schools in large urban
centers, and, as a result, reflected
neither our experiences as urban
educators nor the experiences of our
students, many of whom, as immigrants and people of color, face a
variety of challenges common in our
cities. At the same time, there was a
growing awareness among teachers
and directors in the National Writing
Project that too few teachers of color
were participating in project activities
either as teacher-consultants or in
leadership roles.
At the center of the USWN was a
desire on the part of national writing
project teachers from urban areas to
share their knowledge and struggles
in the classroom and to seek hew
knowledge that would help their
Vo12:1
children become successful learners.
As professionals in too-often beleaguered school systems, these urban
teachers also wanted to assume a
critical voice in the school reform
movement by forming an advocacy
group in urban education that could
be heard across the country. Our goals
included a commitment to greater
equity in resources for all children,
coupled with a determination to
promote a deeper understanding of
the cultural and linguistic diversity of
students in urban classrooms. At the
same time, we wanted to hold high
expectations for these students' ability
to learn and to compete with children
elsewhere.
During the summer of 1991,
50 teachers, more than 50 percent of
whom were African-American,
Hispanic, and Asian, brought their
classroom questions and expertise to
Princeton, New Jersey, for USWN's
first ten-day summer institute. The
teachers were chosen for their effectiveness as urban teachers. They
brought to the institute their concern
about the crisis in education that they
discovered was common to all seven
cities represented (Baltimore, Boston,
Chicago, Houston, St. Louis, the Bay
Area of San Francisco, Los Angeles,
New Orleans, New York, Philadelphia, and Pittsburgh). Some teachers
were overwhelmed by the continuously deteriorating conditions in their
school systems, while others were
concerned because so much of their
teaching was not as effective as they
hoped it would be. But all of them
came because they were strongly
committed to finding responses to
these problems, and because of their
deep concern for the children in their
schools.
(Continued on page 3)
�EMA: THE NEWSLETTER
Enhancing
Minority
Attainment:
The Newsletter
EMA: The Newsletter is published three times a year by
the Office of Marketing and
Promotion, Indiana University
School of Continuing Studies,
302 Owen Hall, Bloomington,
IN 47405, phone (812) 855-1549;
fax (812) 855-8997.
Editor-in-chief:
Donald Lane
Assistant editor:
Lesa Nalley
Managing editor:
Lisa Denlinger
Graphic designer:
Phyllis Taylor
Editorial assistants:
Karen Steele,
Michelle Walla
Director, Marketing and
Promotion:
Joann Alexander
Contributors:
Herman Blake,
Annamarie Melodia,
Richard Sterling,
. Jamie Watson
Editorial correspondence and
subscriptions: Division of
Continuing Studies, Indiana
University, 2300 S. Washington
St., PO Box 9003, Kokomo, IN
46904-9003, phone (317) 4559395; fax (317) 455-9476
FEBRUARY 1994
What's Different
about This
Newsletter
Enhancing Minority Attainment: The
Newsletter provides professionals in
education, business, and the community a forum to discuss the challenges
facing our culturally diverse society
and to share information and ideas
relative to the advancement of minority attainment. EMA: The Newsletter is
unique because it
• presents information about all
underrepresented groups, whether
they be underrepresented because
of age, gender, or race.
• relies upon your submissions,
participation, and interest.
• minimizes rhetoric and tells you
about programs that have worked
and that you can apply.
• allows you to exchange information about professional and academic job opportunities.
• reports news on diverse topics.
News is coordinated by regional
representatives with first-hand
knowledge about what's happening
in their area.
• provides an accessible forum in
which you can exchange information, express views about issues and
challenges, celebrate successes, and
network with others. •
Watch for our next
issue in April!
Your Contributions
Welcome
Hard Talk
(Continued from page 1)
Written by and for people dedicated
to enhancing minority achievement
and success, EMA: The Newsletter has
no staff writers, so there's a constant
need to expand our pool of contributors. Please make this newsletter your
forum by sending us your articles,
announcements, ideas, and photos.
Newsletter topic areas include
• Affirmative action
• Gender issues
• Research activities
• Grant/Proposal information
• Innovative programming
• Multicultural studies
• Continuing education
• Professional development
• Special population needs
• Publications and other resources
• Recognition of achievements
• Position announcements
• Conference information
• Calendars of events
• Photos (black and white preferred )
and artwork
• Others: Please recommend
Newsletters for 1994 are scheduled for April, July, and November.
If you would like to contribute
material to EMA: The Newsletter,
contact Donald Lane, Continuing
Studies, Indiana University,
2300 S. Washington St., PO Box 9003,
Kokomo, IN 46904-9003, phone (317)
455-9395; fax (317) 455-9476;
E-mail DLANE@IUIS.BITNET.
The deadline for the April issue is
March 4, 1994. •
2
EMA: THE NEWSLETTER
FEBRUARY 1994
Through our discussions, seminars, presentations, and individual
conversations, several overriding
questions emerged: How can we
insure that students in our classrooms
are learning? How do we help students represent their thinking in
writing? How can children's culhtral
backgrounds be used to support
learning, and how do we involve
parents and communities in that
effort? What is the relationship
between language and learning in
diverse classrooms? How do we
demonstrate and assess children's
progress? How do race and social
class affect the way we understand
and talk to each other and to our
students?
Participants also had the opportunity to listen to a variety of outside
speakers, some of whom brought
perspectives that challenged assumptions held by many writing project
members. The setting, the thoughtful
teachers, the eloquent speakers, and
the carefully articulated issues allowed participants to explore the
above questions with startling candor.
Also, in contrast to the circumstances
in many school systems, where the
great majority of teachers are white,
USWN brought together a group of
educators who could address as
colleagues teachers from many backgrounds and with differing perspectives. Conversations turned to sensitive issues connected to our teaching,
our pedagogy, and our effectiveness
as educators. For many of us, these
frank discussions of race, ethnicity,
and education were the first we had
had in a setting where members of all
groups under discussion were present.
When teachers returned for the
second summer institute after a year
of documenting their work in urban
classrooms, they brought many
compelling issues. While exploring
the recurrent themes of student
3
achievement, assessment, effective
practice, and parent involvement as
they were played out in teachers'
classrooms, the teachers uncovered an
unexpected issue. To the surprise of
teachers and coordinators alike, close
classroom scrutiny had resulted in a
rising dissatisfaction with the conditions, methods, and content of their
own teaching. In addition, our discussions frequently focused on our fears
concerning the rising problem of
violence, dwindling resources, the
general deterioration of the physical
conditions of school buildings, and,
underlying the entire process, the
simultaneous cutting of school budgets.
We have begun to build a
community of educators that
can undertake ... the fight
that awaits us . ... "
Ji
This second summer also brought
a heightened awareness of the issues
related to language, race, gender, and
class that had informed the first
summer institute. The need to continue discussions that dealt honestly
and effectively with these issues led
us to question ourselves and each
other about our differences in perception and about our underlying beliefs
about children and their ability and
desire to learn. We began to come to
grips with the idea that even though
we cared about students, teachers
from different backgrounds and
cultures had different ideas about
how best to educate students. In
short, we began to reflect on our quiet
and disquieting beliefs about students
who come, in many instances, from
places and circumstances so different
from some of our own.
All these conversations came to be
called "hard talk." Shortly after such
discussions began, we sought ways to
relate them productively to the
inquiry projects we were embarking
upon. For example, we created a list
of guidelines that discussed the
responsibility of individuals within
the community who have to give
"hard" feedback to presenters. We
also sought to establish trust within
the group through carefully planned
sessions during which we spoke
about our own personal experiences
and their impact on our intellectual
and social growth and on our teaching.
What is this project discovering?
Many of the discussions between
teachers from different ethnic groups
were powerful, emotional, and risky.
The fact that most teachers shated a
common culture in the National
Writing Project was the base that
permitted a degree of trust, but that
only provided the beginning. We also
had among us people who did not
always share the cherished beliefs of
the Writing Project and who challenged all of us to think hard about
each of the educational decisions we
make for the children we teach. The
desire to be more effective and
compassionate teachers forces us to
ask of each other, What do I have to
know to teach the children in my
school and city? What do I think or
what do I believe that stands in the
way of my being a better teacher?
What do I think, say, or do that
silences or opens the conversation
between myself and a student, myself
and another teacher, and myself and a
parent?
Increasingly, these conversations
shaped our classroom teaching. One
conversation led us to decide to
include parents in instruction and to
ask them to help plan their children's
education based on both the teachers'
and parents' shared sense of the
children's needs. Another conversation prompted us to design a project
with a group of high school-aged
mothers, helping them plan their
children's education in the context of
the children's needs.
�FEBRUARY 1994
EMA: THE NEWSLETTER
Many teachers in this project,
though, appear to have changed in
more subtle ways, ways that go to the
heart of a teacher's practice. They
spoke often about the importance of
learning how to listen very carefully
to their students, to parents, and to
colleagues. They began to speak
candidly with each other in terms of
ethnicity and social class, asking such
questions as, What student behavior
is acceptable, and what is not? What
marks cultural norms, and when
interactions between a teacher's
philosophy and pedagogy are in
conflict with a student's behavior,
how are these conflicts resolved or
negotiated in the interest of the
student's learning?
It is clear to all of us involved in
USWN that we have begun a difficult
conversation that often goes to the
very root of cultural self-definition. To
participate in "hard talk," many of us
must challenge cherished beliefs and
be willing to give up attitudes that
serve only to maintain the status quo.
For those brave enough to take the
ride, it may mean a very powerful
learning experience for teachers and
students alike. But one thing is clear
to most of us who have participated
in this extraordinary project. We are
convinced that the conversations
about language, race, class, and
gender are leading us to become more
effective educators. We are beginning
to see through others' eyes, and we
are beginning to envision futures for
all children like the ones we envision
for our own. Finally, we have begun
to build a community of educators
that can undertake, along with
parents and others, the fight that
awaits us in order to redress the vast
inequalities plaguing the education of
children in our large urban cent12rs.
If you would like information on
becoming a part of the USWN, contact
Richard Sterling, Institute for Literacy
Studies Lehman College, Bedford
Park Blvd. West, Bronx, NY 104681589. •
The Wabash-Washington Bridge Program
Since 1981, Wabash College and the Indianapolis Public
Schools (IPS) have cooperated to provide a college preparatory program for a group of IPS high school students. The
Bridge Program, currently in place at George Washington
High School, prepares students for college admission and
success. Designed and instituted as an outreach program,
its intent is to encourage and support a group of inner-city
youths as they prepare for college acceptance.
Program participants are selected
in the eighth grade from among
Washington's feeder schools. A
candidate should be achieving at
grade level and have an interest in
pursuing a college education. Nearly
all participants will become firstgeneration college students.
Currently, 114 students are
enrolled in The Bridge Program at
Washington High School. The racial
makeup of the program reflects the
racial balance at the school, which is
approximately 60 percent AfricanAmerican. At this time, there are 62
African-American students, 50
European-American students, and
two Asian-American students.
When students enroll in The
Bridge Program, they are expected to
take a college preparatory curriculum.
The required bridge curriculum is
designed so that upon graduation, no
student feels that he or she is illprepared for
college.
Working with
a Washington
High School
faculty member
who is designated as program
coordinator, the
program director
plans and facilitates the implementation of
program activities.
Bridge activities include trips to
the Wabash campus, where students
participate in classes taught by
Wabash professors. These classes are
planned in conjunction with high
school faculty and designed specifically for bridge students. During these
campus visits, students attend art
events such a plays, concerts, and
exhibits, eat in the campus dining
hall, and interact with Wabash
students in the classroom, as well as
during recreation time.
During the 1992-93 academic
year, students were involved in a
variety of activities, ranging from
composing self-portraits to analyzing
the vitamin C content of fruit juices in
chemistry lab.
The highlight of The Bridge
Program is the two-week summer
session that the bridge students
attend following their sophomore and
junior years. Students live in dorms
"Rising" seniors who attended the '93 summer program on the Wabash campus.
Photo:
on the Wabash campus and take
classes designed and, in many cases,
co-taught by Wabash and Washington
faculty. (Last summer's curriculum
included English, biology or chemistry, music or art, math, essay writing
or philosophy, and workshops on
preparing for college admission.) As a
result of this "mini-college" experience, bridge students begin to see
themselves as people who can succeed in college.
In addition to the summer faculty,
college students are hired as tutorcounselors whose duties include
helping with the social and academic
aspects of the program, as well as
enforcing rules in the living units.
Of eight counselors who were hired in
1993, five are bridge alumni and all
are succeeding in college. Among the
five alumni, there is a Wabash junior,
a Hanover junior, a Ball State junior,
an IUPUI senior, and a 1992 DePauw
University, graduate who teaches
English at Ben Davis High School in
Indiana polis.
Nearly all of the students who
complete The Bridge Program are
accepted to a college or university.
Of the class of 1990, sixteen of 21
students contacted are still in college.
Ninety percent of the class of 1991
remain in college, and 87 percent of
the class of 1992 are currently enrolled. With one exception, each
member of the class of 1993 has been
accepted to a college or university.
The intent of The WabashWashington Bridge Program is to
increase the numbers of students who
become competitive for college
admission. In spite of obstacles
inherent in overcrowded inner-city
school systems, bridge students at
Washington High School continue to
meet this challenge.
People interested in more details
on the Bridge Program are invited to
contact Jamie Watson, director,
Wabash-Washington Bridge Program,
Wabash College, Crawfordsville, IN
47933, phone (317) 364-4301. •
J. Zimmerman
4
EMA: THE NEWSLETTER
FEBRUARY 1994
5
Kathy Krendl
Named Dean,
IU School of
Continuing Studies
People 1n the News
Dr. Ronald P. Brown, director of
Multicultural Affairs and an assistant
professor of pan-African studies for
Kent State University Ashtabula
(Ohio), was recently elected to the
Kathy A. Krendl has been
board of directors for the Ashtabula
appointed as the new dean for the
Peoples Savings Bank.
Indiana University School of ContinuAs director of Multicultural
ing Studies. Krendl brings to the
Affairs, Brown is responsible for
position an extensive background in
minority recruitment, including early
distance education, and hopes to help
intervention programs for high school
bring Indiana University to the
students, assessment of financial aid
national forefront
programs for minorities, and
in that field. "The
counseling, advising, and placement of minority students. Brown
integration of
electronic technolalso plans, develops, and oversees
ogy into the
programs intended to facilitate
delivery of instruccultural diversity on the Ashtabula
tion offers a new
campus and in the community.
Robert P. Brecht, president and
set of challenges
and opportunities
CEO of Peoples Savings Bank said,
to higher educa"Peoples is fortunate to have
tion," said Krendl.
someone with Dr. Brown's stature
Photo: Lynette Moore /
The school' s
and experience on its board of
IU News Bureau
immediate goal
directors. His know ledge and
under her leadership, she continued,
dedication will complement our
will be to identify and develop
efforts to involve strong community
programs of interest to non-tradileaders in the directorship of Peoples
tional students and to provide access
Savings Bank."
to those programs through alternaBrown received a Ph.D. in counsetive, flexible means using telecommulor education, an M.S. in counseling
nications technologies.
and guidance, and a B.S. in history,
Krendl joined Indiana University
government, and physical education
in 1983. She was named chair of the
from the University of Akron. He has
Department of Telecommunications
twenty years of experience in adminin 1991, after serving three years as
istration and in the teaching and
graduate program coordinator. She
counseling fields and is involved in
holds a doctorate in communication
many community activities.
from the University of Michigan, a
Brown resides in Akron with his
master's degree in journalism from
wife Joyce and his two daughters Lisa
Ohio State University, and a
and Paula. •
bachelor's degree in English from
Lawrence University in Appleton,
Wisconsin.
The School of Continuing Studies
sponsors the EMA conferences. •
�FEBRUARY 1994
EMA: THE NEWSLETTER
Some Thoughts on
Liberal Education
and Diversity
.Annamarie Melodia and
J. Herman Blake
Office of the Vice Chancellor for
Undergraduate Education, Indiana
University-Purdue University at
Indianapolis
In "The Creative Abyss: Liberal
Education and Diversity," Annamarie
Melodia and J. Herman Blake discuss
ways in which educators can help
make a liberal education relevant to
all students, whatever their cultural or
ethnic background.
Their major premise is that
students must be encouraged to create
an individual understanding of liberal
education that is based on their own
experience, identity, and background.
An example of such an approach, say
the authors, can be found in Gloria
Naylor's novel, The Women of Brewster
Place. A child in the story asks his
mother, "Mama, Shakespeare's
black?" and the mother responds,
"Not yet."
"What the mother was saying to
her child," explain the authors, "was
that when he got to know Shakespeare-infusing that work with the
, spirit and essence of his experience as
an African-American male-Shakespeare would be what he created."
Liberal education should not
static and it should not be taught with
a teleological bias that dictates what
every student ought to know, continue Melodia and Blake. "Liberal
education must be a system of con. stant dynamism. There is a constant
need for each generation to create a
new concept of liberal education, to
infuse it with the meanings and
understandings of each era, and to
use it as a guide to wrestle with broad
questions of identity, citizenship, and
humanity."
Rather than directing students
toward some predetermined educational end, say the authors, educators
must challenge them to develop an
understanding of and 'thirst for
constant learning. This can be
achieved by placing an emphasis on
teaching and by encouraging students
to be involved in and to take ownership for the learning process.
In addition, say Melodia and
Blake, as educators discuss liberal
education, they must keep at the
forefront four values: (1) They must
make diversity and multiculturalism
the framework for the educational
experience, (2) They must avoid the
inadvertent imposition of a particular
set of values on students, (3) They
must recognize the constancy of
change and develop a 'flexible'
perspective that is comfortable with
ambiguity, and (4) They must recognize the importance of an evolving,
organic community that promotes
and protects diversity, objectivity, and
change.
Equally important, assert the
authors, "liberal education ultimately
must call for the transcendence of
conventional, biased, and politically
fused language, curriculum, and
structure in regards to race, ethnicity,
class, and gender and begin to embrace a new ideology-one that is
human and humane."
Noting that "for most students,
the roots of learning are located in the
familiar," Melodia and Blake enjoin
educators to encourage students to
creatively use their own history and
heritage "in order to shape from the
literary material a critical and affirming environment that would extend
beyond the classroom."
In addition, students must be
supported in becoming "activists in
the classroom and analytic observers
in their own lives," and they must feel
they belong: "A nonintimidating
environment in the classroom," say
the authors, "is as important as an
atmosphere of nonintimidation in the
larger institution. Professors can
never afford to be indifferent to
students. Indifference is quickly
interpreted as, 'I don't belong. I
cannot make it here.' "
Educators must also be willing to
openly discuss values in the classroom, because "students intuitively
know that education is about values.
To have a professor pretend that the
classroom is value-neutral is to invite
silent cynicism and disbelief. We are
convinced that students respond more
positively in class when the value
issues are confronted and addressed."
Students cannot undertake the
learning process alone, write Melodia
and Blake. "All of us must be willing
to embrace the challenge of leaping
into the creative abyss of uncertainty
and change that contains a multitude
of histories, heritages, and visions for
the future. It is this leap that ultimately enables each of us to ask the
question, 'Mama, Shakespeare's
black?' Once we are able to ask such
questions, we will then be on the path
to creative realization of liberal
education." •
Employment Opportunities
Search ExtendedIndiana University Kokomo
Multicultural Education
The Division of Education at
Indiana University Kokomo seeks a
faculty member with research, teaching, and service interests in foundations and multicultural education.
Indiana University Kokomo is one
of eight campuses of Indiana University. The campus mission is to meet
the needs of north central Indiana
through a broad spectrum of undergraduate programs leading to the
associate and baccalaureate degrees,
through a graduate program in
education and business, and through
a wide variety of continuing education activities.
The Division of Education has six
full-time fa_
culty and several adjuncts
who teach in a variety of programs,
including elementary education (B.S.
and M.S.), junior high/middle school
certification, secondary certification
(science, English, social studies, and
mathematics), kindergarten certification, and a reading minor. Awaiting
funding are newly approved programs in secondary education (M.S.
with two tracks for B.S. and B.A.
holders) and an early childhood
minor (with an emphasis in special
education).
Responsibilities: Appointee will
teach undergraduate and graduate
students in foundations and
multicultural education courses,
sustain an active scholarly agenda in
foundations and multicultural education, and provide service to diverse
educational constituencies. The
candidate will have the opportunity
to shape programs that bring to
campus minority and low-income
middle school students to explore
university life.
6
EMA: THE NEWSLETTER
FEBRUARY 1994
7
Qualifications: Candidates should
have an earned doctorate by August
1994 to qualify for an assistant professorship or have A.B.D. doctoral status
to qualify for a lectureship. Relevant
teaching experience, active research
agenda, willingness to seek external
funding, and experience with fieldbased teacher education programs are
desired.
Appointment at the rank of
assistant professor /lecturer. Salary
commensurate with qualifications and
experience.
Applicants should submit a letter
of application, vita, and the addresses
and phone numbers of five references
to Dr. Margo Sorgman, Division of
Education, Indiana University,
2300 S. Washington Street, Kokomo,
IN 46904-9003 (phone 317 / 455-9441).
IUK is an Equal Opportunity
Affirmative Action employer. Women and
minorities are encouraged to apply. •
Indiana University Kokomo
Division of Business and
Economics
Marketing Faculty Position
Rank: Assistant professor-a tenure
track appointment
Qualifications: Ph.D. or D.B.A. in
marketing required at the time of
appointment
Primary teaching areas: Marketing
management and related curricula,
selling, retailing, and advertising.
Prefer M.B.A. holder, industry
experience, and evidence of effective
graduate and undergraduate teaching.
Responsibilities: Teaching, research,
and service. Teaching nine hours per
semester at undergraduate/ graduate
levels. Research required. Community
and professional involvement
strongly encouraged.
Salary: Competitive
Fringe Benefits: Noncontributory
TIAA/CREF program and group life
insurance; contributory Blue Cross
and Blue Shield medical and dental
insurance
Appointment: August 1994. Applicant screening commences January 10,
1994, continuing until position is
filled.
Contact: Thomas J. Von der Embse,
Ph.D., Dean, Division of Business and
Economics, Indiana University,
2300 S. Washington Street, PO Box
9003, Kokomo, IN 46904-9003
phone: (317) 455-9446
IUK is an Equal Opportunity
Affirmative Action employer. Women and
minorities are encouraged to apply. •
Indiana University Southeast
Department of Communication
Undergraduate Teaching
The Department of Communication at Indiana University Southeast
seeks an assistant professor committed to undergraduate teaching and
productive scholarship. Ph.D. is
required. Candidates should have a
strong theoretical background in mass
communication (history, criticism,
cultural studies). Additional experience in electronic media and theatre is
desirable.
This tenure-track position,
beginning fall 1994, entails teaching
some basic communication courses
with the possibility of developing
courses in an area of specialization.
An option of nine hours of teaching
plus active research or twelve hours
of teaching is available. This position
offers a competitive salary with
superior benefits.
(Continued on page 8)
�FEBRUARY 1994
EMA: THE NEWSLETTER
IU Southeast is one of eight
degree-granting campuses of Indiana
University. Located in the Louisville,
Kentucky, metropolitan area, IUS
offers an undergraduate major in
communication studies, as well as a
master of liberal studies. The Department of Communication is housed
within the Division of Humanities.
IUS is committed to a learning
environment that actively seeks to
support students, faculty, and staff
from diverse backgrounds. Consistent
with the administration's commitment to diversity, the university
strongly encourages people from
traditionally underrepresented
groups to apply. IUS is an Affirmative
Action Equal Opportunity employer.
·Applicants should send a letter of
application, vita, graduate transcripts,
and three current letters of recommendation to Human Resources,
Indiana University Southeast, 4201
Grant Line Rd., New Albany, IN
47150. Applications will be reviewed
beginning January 1, 1994, and thereafter until the position is filled. •
Current Regional Coordinators
Regional Coordinators Sought
Region II
Wayne Locust
Director of Admissions
University of Rochester
Rochester, NY 14627
Phone: (716) 275-8594
Fax: (716) 461-4595
Region I
Maine, Massachusetts, New Hampshire, Rhode Island, Vermont, Atlantic Provinces
• serve as regional liaisons for
EMA: The Newsletter.
Region II
New York (except NY City area),
Quebec, Connecticut
• develop and maintain contacts
in their region with people in
academia, business, government, labor, and the media.
• recruit regional representatives.
Region III
New Jersey, New York metropolitan
area, Delaware, Pennsylvania
Region IV
Maryland, North Carolina,
Virginia, Washington, D.C.
• encourage representatives to
develop information networks.
Region VIII
Iowa, Minnesota, Nebraska, North
Dakota, South Dakota, Manitoba,
Saskatchewan
• serve for one year.
Region IX
Arizona, California, Hawaii
If you are interested in volunteering as a regional coordinator, contact Donald Lane,
Division of Continuing Studies,
Indiana University, 2300 S.
Washington St., PO Box 9003,
Kokomo, IN 46904-9003,
phone (317) 455-9395;
fax (317) 455-9476; E-mail
DLANE@IUIS.BITNET. •
Region V
Paul Barton-Kriese
Assistant Professor
Political Science
Indiana University East
2325 Chester Blvd.
Richmond, IN 47374-1289
bitnet: paulbk@indiana
Region V
Keith Tillman
Coordinator of Minority Enrollment
Joliet Junior College
1216 Houbolt
Joliet, IL 60436
Phone: (815) 729-9020, ext. 388
Region V
Selme Gordon
Community Outreach Coordinator
Indiana Technical College
1440 East 35th Ave.
Gary, IN 46409
Phone: (219) 981-4419
Fax: (219) 981-4415
Region X
Pam Williams
Academic Advising Specialist
Wichita State University
College of Liberal Arts
1845 Fairmount
Wichita, KS 67260-0005
Phone: (316) 689-3054
Region V
Terri Jackson
Minority Services Center
Sangamon State University
Springfield, IL 62794-9243
Phone: (217) 786-6333
Fax: (217) 786-7280
Region III
Vernis Welmon
Assistant Dean of Minority Affairs
Penn State University
106 Business Administration Bldg.
University Park, PA 16802
Phone: (814) 863-0474
Fax: (814) 863-7261
Region VII
Alabama, Mississippi, Louisiana,
Arkansas, Missouri
• help all interested individuals
in their region submit material
to the newsletter.
Region V
Vicky Roberts
Office of Afro-American Affairs
Indiana University
Memorial Hall West, Room 102
Bloomington, IN 47405
Region III
Celeste Wynn
Senior Portfolio Advisor
Office of Testing and Assessment
Thomas Edison State College
101 West State St.
Trenton, NJ 08608-1176
Region VI
Florida, Georgia, Kentucky, South
Carolina, Tennessee, West Virginia
• gather information about job
opportunities in their region.
Region V
Elizabeth Lewis Brooks
Office of Afro-American Affairs
Indiana University
Memorial Hall West, Room 102
Bloomington, IN 47405
Region V
Mark P. Orbe
Division of Humanities
Indiana University Southeast
4201 Grant Line Rd.
New Albany, IN 47150
Phone: (812) 941-2620
bitnet: morebe@indiana
Region III
Jennifer Williams
Director of Student Life
Henry Hudson Student Residence
353 W. 57th St., Suite 1204
New York, NY 10019
Region V
Illinois, Indiana, Michigan, Ohio,
Wisconsin, Ontario
• s0licit news and information
from these representatives on
issues regarding minority
attainment.
Region IV
Lemuel Berry, Jr.
School of Liberal Arts and Education
Virginia State University
Colson Hall, Room 100
Petersburg, VA 23803
Phone: (804) 524-5068 / 5069
Region III
Allison E. Jones
Continuing Education Representative
Penn State University, Great Valley
30 E. Swedesford Rd.
Malvern, PA 19355
Phone: (215) 648-3262
Fax: (215) 889-1334
The EMA regions are as follows:
EMA: The Newsletter staff is
seeking volunteers to serve as
coordinators for each of the
EMA regions (at right). The
coordinators will
EMA: THE NEWSLETTER
FEBRUARY 1994
Region X
Texas, Oklahoma, Kansas, New
Mexico, Mexico, Nevada, Wyoming
Region XI
Alaska, Alberta, British Columbia,
Idaho, Montana, Oregon, Washington
8
9
�THIRD
EMA
Left: The Honorable Shirley
Chisholm enjoyed chatting
with /UK chancellor Emita
Hill
CONFERENCE ASUCCESS IN KOKOMO
More than 250 participants from across the
country gathered in Kokomo September 10-12 for
the third annual Enhancing Minority Attainment
conference, sponsored by the Indiana University
Kokomo Division of Continuing Studies. This year's
speakers included Shirley Chisholm, the first African
American woman elected to Congress and the first
to run for the presidency; Manning Marable, writer,
scholar, and political adviser; Attallah Shabazz,
producer, writer, lecturer, activist, and daughter of
Malcolm X; Reginald Wilson, Senior Scholar of the
American Council on Education; and Elsa Gomez,
the first Hispanic woman to be president of a
four-year college.
The theme of this year's conference was
Empowerment through Coalition. Sessions
emphasized the need to build coalitions
within the university and between the
university and the broader community.
"The conference represents, on a small
scale, what we can do on a much larger scale
to promote minority success, " said Donald
\
Lane, director of Continuing Studies in
\
Kokomo. "It's proof that we can join hands
and work together, whatever our color,
gender, age, or abilities. " •
Below: The group, Drums
of West Africa, executed a
powerful performance.
~·•
'-
Above.- Presenters
Greg ]ones (l) and
Kevin Washington (r)
found exchanging
ideas and resources a
major benefit of the
conference.
l
Above: Opening speaker
Reginald Wilson with
Donald Lane.
Above left:
Mary Olufunmilayo Adkeson
assessed the role of AfricanAmerican women in higher
education.
Left:
Attallah Shabazz
autographed
programs at the
reception hosted
by the City of
Kokomo and JUK.
10
Above:
Participants
explored their
belief systems
inJudith Lyles
and Debra
Harley's
workshop on
Educating the
Educator.
Left: The sessions were all
well attended and sparked
lively discussions throughout
the weekend.
11
A bove.- Presenter
Ralph Bonner
(center) spoke to
Herb Miller (r)
and other participants at the
Friday evening
general session
f eaturing
Reginald Wilson .
�SEPTEMBER 1994
EMA: THE NEWSLETTER
,-------------------------7
Join the Network!
MINORITY ATTAINMENT
YEsl Iwoll.D U<E TO Jon THE EMA NETWORK FOR IN YEAR.
0
0
THE NEWSLETTER
I have enclosed my check or money order, payable to
Indiana University Kokomo.
My credit card information is below.
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Become a member of the EMA
Network! The network will allow you
to stay in touch with others who are
working to enhance minority success.
Membership privileges include early
notification of upcoming EMA
conferences, a discount on your EMA
registration fee, free sets of labels of
the EMA mailing list for last year's
conference, and access to EMA
resources. Membership also includes
an annual subscription to EMA: The
Newsletter, a quarterly publication
that gives you the inside scoop on
programs, jobs, and current opinions.
The yearly membership fee is $20 ($10
for students). •
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I Mail this coupon to: The EMA Network, Continuing Studies, Indiana
I University, 2300 S. Washington, Kokomo, IN 46904-9003
I _________________________
L
INDIANA UNIVERSITY KOKOMO
DIVISION OF CONTINUING STUDIES
2300 S. Washington St.
PO Box 9003
Kokomo, IN 46904-9003
~
Nonprofit Organization
U.S. Postage
PAID
Kokomo, Indiana
Permit No. 112
VoL 2:2
Negative Mentoring:
A Unique Phenomenon
Experienced by Minority Students?
Reginald Wilson, Senior Scholar, American Council on Education
NEARLY EVERY STUDY of academic
mentoring confirms its positive effects
with regard to protege achievement,
self-concept, and aspiration. Thus, the
conventional wisdom is that mentoring can only be desirable for students
in postsecondary education settings.
However, social science observers
are beginning to remark on the
phenomenon of negative mentoring,
particularly as it affects minority
student achievement, self-concept,
and aspiration. As minority students
become an increasing part of the
student body, more attention must be
paid to this phenomenon.
Negative mentoring can be
characterized as unconsciously
1) lowering expectations for minority
achievement in the classroom, 2)
advising minorities to consider lower
majors than their ability calls for, and
3) reinforcing already low self-concept
rather than challenging students to
aim higher.
The aspects of negative mentoring
are difficult to pinpoint, because few
mentors would admit that they
engage in these behaviors-thus, the
emphasis on the word unconscious
rather than fruitless speculation about
alleged racism. The result would be
the same in any event.
The literature is sparse in noting
any quantitative studies of negative
mentoring, but it is rich in qualitative
and anecdotal studies of the phenomenon.
"Throughout the history of the
African-American experience in
America, white Americans have
expressed doubts about the intellectual capabilities of people of African
descent" (Allen, et. al, 1991). Classroom expectations of achievement
have often been lower for blacks, and,
in a perverse twist of liberalism,
marginal classroom achievement has
been highly marked because "that was
the best you could expect of them." As
a result, African-Americans experienced achievement "shock" when
confronted with rigorous academic
challenges upon entering higher
education.
There is the case of the black
Detroit high school valedictorian
failing his first year at the University
of Michigan, not because he was not
bright enough, but because the
achievement expectations had been so
much lower for him in his segregated
all-black high school. Lowered
expectations in high school were a
disservice to this student because his
high grades gave him false expectations about the achievement level
required in college.
Nettles (in Allen, 1991), in his
quantitative study of differences
between black and white student
college achievement, stresses the
"characteristics that students develop
before entering college-mainly, their
high school preparation," as being
most important. Of course, he recognizes the importance of other factors-socioeconomic status, college
experiences, and so on-but he
(Continued on page 3)
�'EMA: THE NEWSLETTER
Enhancing
Minority
Attainment:
The Newsletter
EMA: The Newsletter is published three times a year by
the Office of Marketing and
Promotion, Indiana University
School of Continuing Studies,
302 Owen Hall, Bloomington,
IN 47405, phone (812) 855-1549;
fax (812) 855-8997.
Editor-in-chief:
Donald Lane
Assistant editor:
Lesa Nalley
Managing editor:
Lisa Denlinger
Copy editor:
Donald Stevenson
Graphic designer:
Phyllis Taylor
Editorial assistants:
Karen Steele
Michelle Walla
Director, Marketing and
Promotion:
Joann Alexander Brown
Contributors:
Reginald Wilson
Editorial correspondence and
subscriptions:
Division of Continuing Studies
Indiana University Kokomo
2300 S. Washington St.
Kokomo, IN 46904-9003
phone (317) 455-9395
fax (317) 455-9476
SEPTEMBER 1994
What's Different
about This
Newsletter
Enhancing Minority Attainment: The
Newsletter provides professionals in
education, business, and the community a forum to discuss the challenges
facing our culturally diverse society
and to share information and ideas
relative to the advancement of minority attainment. EMA: The Newsletter is
unique because it
• presents information about all
underrepresented groups, whether
they be underrepresented because
of age, gender, or race.
Your Contributions
Welcome
Negative Mentoring
(Continued from page 1)
WRITTEN BY AND FOR people dedicated to enhancing minority achievement and success, EMA: The Newsletter has no staff writers, so there's a
constant need to expand our pool of
contributors. Please make this newsletter your forum by sending us your
articles, announcements, ideas, and
photos. Newsletter topic areas include
• Affirmative action
• Gender issues
• Research activities
• Grant/Proposal information
• Innovative programming
• relies upon your submissions,
participation, and interest.
• minimizes rhetoric and tells you
about programs that have worked
and that you can apply.
• Multicultural studies
• Continuing education
• Professional development
• Special population needs
• allows you to exchange information about professional and academic job opportunities.
• Publications and other resources
• reports news on diverse topics.
News is coordinated by regional
representatives with first-hand
knowledge about what's happening
in their area.
• Conference information
• provides an accessible forum in
which you can exchange information, express views about issues and
challenges, celebrate successes, and
network with others. •
• Recognition of achievements
• Position announcements
• Calendars of events
• Photos (black and white preferred)
and artwork
• Others: Please recommend
If you would like to contribute
material to EMA: The Newsletter,
contact Donald Lane, Division of
Continuing Studies, Indiana University Kokomo, 2300 S. Washington St.,
Kokomo, IN 46904-9003, phone (317)
455-9395; fax (317) 455-9476,
E-mail DLANE@IUIS.BITNET. •
2
EMA: THE NEWSLETTER
SEPTEMBER 1994
believes that the precollege experience
is most important in shaping the
expectations of college. Nettles goes
on to observe that "black students'
high school and college experiences
contribute to their college GPAs."
Gail Thomas (in Allen, 1991) notes
in her study of college major selection
by black students that "blacks remain
highly underrepresented in college
majors and careers that offer the
greatest opportunity for future job
access and earnings."
A series of studies document that
black students are vastly underrepresented in the natural and technical sciences (Herzog, 1982; Rosenfeld,
1980) and that the income differential
between blacks and whites is largely
attributable to differences in major
field and career choices. Contributing
factors to choice of college major are
parents' education and the high
school courses that students have
taken.
Sells (1976) finds that blacks are
most likely to come from first-generation college-going families and thus
have lower career choices. In addition,
says Sells, blacks take fewer mathematics and science courses in high
school, making them ineligible for
mathematics and science majors in
college.
It is certainly the case that students who come from noncollegegoing families will be less likely to
choose highly competitive majors.
More important for our purposes is
the finding that attending a black
college (and being influenced by black
counselors and teachers) will raise the
aspirations and significantly influence
more students to aspire to mathematics and science majors.
Thomas's study corroborates this:
The percentages of blacks who
selected technical and science majors
were "60 percent in black private
colleges and 42 percent in predominantly white colleges."
3
Finally, black self-esteem can
influence college career choice. Black
self-esteem has been shown to be
generally low. Despite the "Black Is
Beautiful" movement of recent years,
the self-esteem of blacks who aspire to
highly valued careers is still depressed. When high school and
college counselors further depress
self-esteem by lowering black aspirations to such high careers, they
further compound the difficulty of
attaining such aspiration.
And although most AfricanAmerican families support the idea of
encouraging positive attitudes in their
children, Whaley (1993) found that
too many "parents actively promote
attitudes that are damaging to a
healthy self-concept." This parental
kept constantly in mind:
An Africant American classmate
of mine was advised by his high
school counselor to consider a trade
that would require use of his hands
because he would never become a
doctor. The student rejected this
advice, graduated valedictorian of his
college, completed medical school and
is currently studying for his Ph.D. at
Harvard (Smith, 1994).
REFERENCES
Allen, Walter R., Edgar G. Epps, and
Nesha C. Hanniff, eds. 1991. College in
black and white: African-American
students in predominantly white and
historically black public universities.
New York: State University of New
York Press.
Providers of mentors
for minority students
must not assume that
such mentors will raise
their black students'
aspirations.
lowering of self-esteem-reinforced
by the schools-makes it difficult for
blacks to aspire to high career and
major choices.
In the final analysis, much more
research will have to be done to
provide quantitative substantiation to
these inferences about negative
mentoring. But one cannot discount
the wealth of secondary data, inferential studies, and anecdotal qualitative
information that corroborates this
phenomenon.
Studies of the mentoring process
must recognize that not all mentoring
has positive results and may in fact
inhibit high aspirations. Moreover,
providers of mentors for minority
students must not assume that such
mentors will raise their black students' aspirations. A cautionary tale
(that is repeated many times) must be
Herzog, Regula A. 1982. High school
seniors occupational plans and values:
Trends in sex differences, 1976
through 1980. Sociology of Education,
55:1-13.
Rosenfeld, Rachel A. 1980. Race and
sex differences in career dynamics.
American Sociological Review, 45: 583609.
Sells, L. W. 1976. The mathematics
filter and the education of women and
minorities. Unpublished.
Smith, Kevin R. 1994. Minorities in
science and medicine. Crisis, February /March.
Whaley, A. L. 1993. Self-esteem,
cultural identity, and psychosocial
adjustment in African-American
children. The Journal of Black Psychology, 19: 406-22.
�EMA: THE NEWSLETTER
SEPTEMBER 1994
Call for Papers
National Association of African-American Studies
National Conference
February 14-18, 1995
Regional
Coordinators
Sought
Current Regional Coordinators
Virginia State University, Petersburg,Virginia
a 50-word
abstract that relates to any aspect of
the African-American experience.
Subjects may include, but are not
limited to, literature, demographics,
history, politics, economics, the arts,
religion, education, health care, the
family, international relations, agriculture, business, the sciences, sports,
computer science, women's studies,
multiculturalism, and social services.
SuBMIT ON LETTERHEAD
Abstracts should be postmarked by
December 17, 1994.
Forward abstracts to:
Lemuel Berry, Jr.
Executive Director
National Association of
African-American Studies
Virginia State University
PO Box 9403
Petersburg, VA 23806
Phone: (804) 524-5447
TTD: (804) 524-5487
Fax: (804) 524-6708
EMA: The Newsletter staff is
seeking volunteers to serve as
coa-rdinators for each of the
EMA regions (at right). The
coordinators will
)
)
• serve as regional liaisons for
EMA: The Newsletter.
• develop and maintain contacts
in their region with people in
academia, business, government, labor, and the media.
• recruit regional representatives.
• encourage representatives to
develop information networks.
Something to Think About
• solicit news and information
from these representatives on
issues regarding minority
attainment.
• gather information about job
opportunities in their region.
"Blacks are hired to deal with blacks. What happens is
that you create what we call a 'Head Nigger Syndrome':
'Anybody who wants to deal with the administration who
is black must do so by me.' So what you do is you make
that black an overseer of other blacks."
-Biochemist Joseph Hall, explaining that he resigned his faculty
position at Pennsylvania State University because white administrators
at the university appoint black "overseers" to create a vague image of
racial diversity but do not give these black administrators any real
power to shape important facets of university policy
EMA: THE NEWSLETTER
SEPTEMBER 1994
• help all interested individuals
in their region submit material
to the newsletter.
Region II
Wayne Locust
Director of Admissions
University of Rochester
Rochester, NY 14627
Phone: (716) 275-8594
Fax: (716) 461-4595
Region III
Allison E. Jones
Continuing Education Representative
Penn State University, Great Valley
30 E. Swedesford Rd.
Malvern, PA 19355
Phone: (215) 648-3262
Fax: (215) 889-1334
Vernis Welmon
Assistant Dean of Minority Affairs
Penn State University
106 Business Administration Bldg.
University Park, PA 16802
Phone: (814) 863-0474
Fax: (814) ·863-7261
Jennifer Williams
Director of Student Life
Henry Hudson Student Residence
353 W. 57th St., Suite 1204
New York, NY 10019
Celeste Wynn
Senior Portfolio Advisor
Office of Testing and Assessment
Thomas Edison State College
101 West State St.
Trenton, NJ 08608-1176
• serve for one year.
If you are interested in volunteering as a regional coordinator, contact Donald Lane,
Division of Continuing Studies,
Indiana University Kokomo,
2300 S. Washington St.,
Kokomo, IN 46904-9003,
phone (317) 455-9395;
fax (317) 455-9476; E-mail
DLANE@IUIS.BITNET. •
i
)
Region IV
Lemuel Berry, Jr.
School of Liberal Arts and Education
Virginia State University
Colson Hall, Room 100
Petersburg, VA 23803
Phone: (804) 524-5068/5069
Region V
Elizabeth Lewis Brooks
Office of Afro-American Affairs
Indiana University
Memorial Hall West, Room 102
Bloomington, IN 47405
Paul Barton-Kriese
Assistant Professor
Political Science
Indiana University East
2325 Chester Blvd.
Richmond, IN 47374-1289
bitnet: paulbk@indiana
Selme Gordon
Community Outreach Coordinator
Indiana Technical College
1440 East 35th Ave.
Gary, IN 46409
Phone: (219) 981-4419
Fax: (219) 981-4415
Terri Jackson
Minority Services Center
Sangamon State University
Springfield, IL 62794-9243
Phone: (217) 786-6333
Fax: (217) 786-7280
MarkP. Orbe
Division of Humanities
Indiana University Southeast
4201 Grant Line Rd.
New Albany, IN 47150
Phone: (812) 941-2620
bitnet: morebe@indiana
Vicky Roberts
Office of Afro-American Affairs
Indiana University
Memorial Hall West, Room 102
Bloomington, IN 47405
Keith Tillman
Coordinator of Minority Enrollment
Joliet Junior College
1216 Houbolt
Joliet, IL 60436
Phone: (815) 729-9020, ext. 388
RegionX
Pam Williams
Academic Advising Specialist
Wichita State University
College of Liberal Arts
1845 Fairmount
Wichita, KS 67260-0005
Phone: (316) 689-3054
The EMA regions are as follows:
Region I
Maine, Massachusetts, New Hampshire, Rhode Island, Vermont, Atlantic Provinces
Region II
New York (except NY City area),
Quebec, Connecticut
Region III
New Jersey, New York metropolitan
area, Delaware, Pennsylvania
Region IV
Maryland, North Carolina,
Virginia, Washington, D.C.
Region V
Illinois, Indiana, Michigan, Ohio,
Wisconsin, Ontario
Region VI
Florida, Georgia, Kentucky, South
Carolina, Tennessee, West Virginia
Region VII
Alabama, Mississippi, Louisiana,
Arkansas, Missouri
Region VIII
Iowa,Minnesota,Nebraska,North
Dakota, South Dakota, Manitoba,
Saskatchewan
Region IX
Arizona, California, Hawaii
Region X
Texas, Oklahoma, Kansas, New
Mexico, Mexico, Nevada, Wyoming
See Mark Megalli, "Diversity Doesn't Come Easy at Penn State," The
Region XI
Alaska, Alberta, British Columbia,
Idaho, Montana, Oregon; Washington
Journal of Blacks in Higher Education, Winter 1993/1994, pp. 108-13.
4
5
�EMA: THE NEWSLETTER
SEPTEMBER 1994
EMA: THE NEWSLETTER
SEPTEMBER 1994
Employment Opportunities
Assistant Director
Afro-American
Cultural Center
Indiana State University
RESPONSIBILITIES: The assistant
director will report to the director and
will oversee student committees
planning and implementing cultural
and educational programs. They will
help coordinate the center's programs
with other departments within the
university and will meet with local
community groups to facilitate these
programs.
The candidate must be available
to work 12:30 p.m.- 9 p.m. Monday
through Friday. While continued
employment will be dependent upon
satisfactory performance, the position
is viewed as a three-year appointment
with opportunity to be reappointed
for a fourth and fifth year. In no case
will appointment continue after the
fifth year of employment.
QUALIFICATIONS: A bachelor's degree
from a recognized institution is the
minimum requirement and a master's
degree is preferred. Experience
working with African-American
students and groups is desirable.
Intellectual competence as reflected in
academic records and achievements is
required.
The candidate must show interest,
sensitivity, and competency in
dealing with the problems and
concerns of African-American students; They must show a creative
imagination, an ability to see opportunities, and a commitment to the
objectives of the center's cultural
program.
Vice President of Education
and Training
G. Russel Dunne Associates
The vice president of
education and training will coordinate activities relating to curriculum
RESPONSIBILITIES:
development, technology planning,
faculty training, and student persistence; provide counsel and advice on
educational issues; monitor data bases
as part of quality assurance, research,
and planning; and maintain cuttingedge knowledge of industrial, technological, and career school trends and
developments.
QUALIFICATIONS: At least ten years of
significant experience in the areas of
development and management of
technology-based education systems,
student persistence programs, and
change management; an earned
doctorate, preferably in an area
relating to instructional systems and
technology (a doctorate is preferred,
but a lesser degree with documented
accomplishments may be sufficient
depending on the scope and nature of
responsiblities and the size of the
operation); excellent written and oral
communication skills; experience in
the regional accreditation process;
.and knowledge of education learning
resources with emphasis on library
development and collections.
This position works closely with the
executive management team. A close
working relationship with the directors of education of the Institutes will
be essential. This position may
interact at a high level with industry
and academic associations, and, as the
chief academic officer for the system,
will recommend creative solutions to
academic challenges. The position
operates without close supervision
and has a significant amount of
freedom to act.
Compensation is open for
discussion based on current earnings
and experience, and will be in a range
starting in the $90,000's plus benefits
and relocation assistance.
SALARY:
CONT ACT:
Margaret Dunn, President,
G. Russell Dunn Associates, 2426
Marbury Road, Pittsburgh, PA 15221
or fax a resume in confidence directly
to her PC at (412)-242-2253; phone
(412)-241-3792.
Coordinator
Continuing Education and
Distance Learning
School of Library and
Informational Science
Indiana University
RESPONSIBILITIES: The coordinator will
plan and develop with faculty an
infrastructure for providing continuing education and distance learning.
They will facilitate course development and delivery in both areas.
The coordinator will work with
several constituencies-faculty, other
continuing education providers for
librarians, the library community, and
offices and departments at IUPUI,
Bloomington, and South Bend involved in these areas-to identify the
areas in which SUS is best suited to
make a contribution and to develop
the necessary infrastructure.
The coordinator will both develop
and implement the plan on a full cost
recovery basis. The coordinator will
identify ways that information
technology can be most advantageously used to support continuing
education and distance learning.
QUALIFICATIONS: A master's degree in
library science, adult education,
instructional systems technology, or
related discipline and library experience.
In addition, the successful candidate will demonstate experience in
planning educational programs,
knowledge of technology applications
in communication and education,
excellent oral and written communication skills, graduate study or
experience in distance learning, and
experience in managing a self-support
budget and in working with multiple
constituencies on planning and
development.
6
Area Director
Residential Life Programs
Indiana State University
RESPONSIBILITIES: The position of area
director is a live-in or live-out, fulltime administrative staff position in
residential life programs. This is an
academic year appointment with
opportunity for additional employment during the summer term. The
area director is directly responsible to
the director of residential life programs and has overall responsibility
for the management of two or three
small residence halls housing a total
of 800 students. The halls encompass
a variety of living styles, including
conventional single sex, coeducational, suite type, and honors housing.
There are ten separate residence halls
housing approximately 4,000 students.
Responsibilities include programming (diversity and multicultural
awareness, wellness, social, recreational); staff supervision (recruitment, selection, training, evaluation);
advising hall government; dealing
with student conduct; and general
hall administration. The area director
does not have responsibility for food
service, housekeeping, or maintenance personnel but works in close
liaison with the housing and food
service departments. The area
director is assisted by part-time
graduate assistant directors and/ or
assistant directors.
Indiana State University is an Affirmative Action/Equal Opportunity
Employer. Women and minorities are
encouraged to apply.
Associate Professor
MBA Director
Managerial/Fund Accounting
Division of Business and
Economics
Indiana University Kokomo
7
QUALIFICATIONS:
Ph.D. or D.B.A. in
accounting and C.P.A. or C.M.A.
required. Must have demonstrated
administrative leadership interest and
ability.
FRINGE BENEFITS: Noncontributory
TIAA/CREF program and group life
insurance. Contributory Blue Cross
and Blue Shield medical and dental
insurance.
RESPONSIBILITIES: Teaching six hours
per semester at undergraduate and
graduate levels. Requires research at
the level of tenured senior faculty;
leadership in community and professional activities. Responsibility for
administering and marketing MBA
program.
APPOINTMENT: August 1995. Screening applications commences December, 1994.
SALARY:
Competitive
Thomas J. Von der Embse,
Dean, Division of Business and
Economics, Indiana University
Kokomo, 2300 S. Washington Street,
PO Box 9003, Kokomo, IN 46904-9003,
(317) 455-9446.
CONTACT:
FRINGE BENEFITS: Noncontributory
TIAA/CREF program and group life
insurance. Contributory Blue Cross
and Blue Shield medical and dental
insurance.
Indiana University Kokomo
Computer Services
Coordinator of Student
Computer Services
APPOINTMENT: July 1, 1995; a twelvemonth appointment. Application
deadline is November 1, 1994.
RESPONSIBILITIES: Supervision of
student computer consultants, consulting students, coordinating and
conducting Jumpstart classes for
students, producing the computer lab
newsletters, and serving as a technical
resource person.
Thomas J. Von der Embse,
Dean, Division of Business and
Economics, Indiana University
Kokomo, 2300 S. Washington Street,
PO Box 9003, Kokomo, IN 46904-9003,
(317) 455-9446
CONT ACT:
Assistant Professor (tenure)
Business Law and Taxation
Division of Business and
Economics
Indiana University Kokomo
JD/CPA, LL.M/
CPA, or LL.M in taxation area
QUALIFICATIONS:
QUALIFICATIONS: Bachelor's degree in
computer science or a related field.
Minimum of two years of experience
as a computer lab consultant or
trainer. Experience with microcomputer support and demonstrated high
quality communication skills are
needed. Supervisory experience and
technical skills in Ethernet, UNIX or
Netware, WordPerfect, or Works for
Windows will be assets.
SALARY:
Teaching nine hours
per semester at primarily undergraduate level. Research required.
Community and professional involvement strongly encouraged.
low to mid-twenties.
RESPONSIBILITIES:
SALARY:
Competitive
coNTACT: Please submit a resume
with names and telephone numbers of
three references by October 10, 1994,
to William Bennett, Director of
Computer Services, Indiana University Kokomo, 2300 S. Washington, PO
Box 9003, Kokomo, IN 46904-9003.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Black History at IU Kokomo
Description
An account of the resource
Images and digitized records related to the history of black students, staff, and faculty in the IU Kokomo community.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1945-2020
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Enhancing Minority Attainment: The Newsletter, Volume 2, Number 1
Date
A point or period of time associated with an event in the lifecycle of the resource
1994-02
Format
The file format, physical medium, or dimensions of the resource
pdf
1990s
Black history
Campus
Community
Conference
EMA
Enhancing Minority Attainment