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As influential Hoosiers such as Herman B Wells and Hoagy Carmichael are often the first to come to mind, many influential Hoosier women are easy to forget.

The Office of the Bicentennial is working to change that by sponsoring research into prominent Hoosiers who have had a lasting effect on Indiana University.

IU junior Alexandra Schrader-Dobris, a Mary Brown Craig intern for the office since 2017, has been conducting historical research about IU female faculty at several IU libraries. Much of her work involves examining primary literature about May Wright Sewall. 

Sewall was an American reformer focusing on education, women’s rights, and the pacifist movement. She was also a member of the suffragette movement and one of the founders of the Art Association of Indianapolis, which later became known as the Indianapolis Museum of Art. A supporter of the arts, Sewall was a founding member of the John Herron Art Institute which became the Herron School of Art and Design at Indiana University – Purdue University Indianapolis (IUPUI).

Schrader-Dobris said Sewall has left a notable mark on Indiana history, and her legacy can be seen with visible landmarks to this day.

Schrader-Dobris has also established a historical marker honoring Sewall. Upon completing her research for the Office of the Bicentennial on Sewall, Schrader-Dobris submitted a proposal for a historical marker through the Indiana Historical Marker program. The marker was approved in 2018 and installed in fall 2019 in Veteran’s Memorial Park in Indianapolis.

Schrader-Dobris said the Indiana Historical Bureau hasn’t dedicated many markets to women, so Sewall’s marker is an important step for Hoosier women’s history.


“I hope the marker brings public awareness to all the profound and impressive accomplishments Indiana women have contributed to our state’s history,” Schrader-Dobris said.


Schrader-Dobris said women like Sewall could inspire future generations of Hoosier women in their careers, volunteer work and hobbies that may better the world.

“Women are often rewritten out of history and it is important for their voices to be heard,” she said.

But the work does not end here. While Schrader-Dobris was able to establish a marker in honor of May Wright Sewall, she encourages the historical bureau to honor more Indiana women and women of color. In addition to discussing the importance of honoring notable Hoosier women in history, Schrader-Dobris advocated for the importance of humanities research in general.

“Humanities research is necessary because it encourages people to analyze the world and consider how history, art and literature impact human interactions and social experiences,” she said.

Schrader-Dobris has also contributed to a collection of blogs for the IU Bicentennial website, represented IU at Hoosier Women in STEM Wikipedia Edit-a-Thon, and presented research at the Indiana University Women and Gender Studies Conference. 

She said she hopes to leave a legacy on not just Indiana University but the state of Indiana by establishing a historical marker in a highly visible area of Indianapolis and helping raise awareness of notable Hoosier women and the value of humanities research.

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Call to Action
Schrader-Dobris' Article on her Research
FullOne Half-/-////-/-TopLeft////Read Alexandra Schrader-Dobris's Article on May Wright Sewall /https://blogs.iu.edu/bicentennialblogs/2017/11/29/the-untold-stories-of-may-wright-sewall-and-alma-eikerman//YesStandard/HTML
Open Accesstrue1739206745422adpatricThe Importance of Open Access Research Journals/features/Open AccessBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Open Accessraschnab1633911853147raschnab1667875211850Yes//Image/features/Open_Access_PLoS.svgsite://BL-VPUE-ENGAGE.iujur/features/Open_Access_PLoS.svgBL-VPUE-ENGAGE.iujurOpen_Access_PLoS.svgOpen_Access_PLoS.svg9374/features/Open_Access_PLoS.svgsite://BL-VPUE-ENGAGE.iujur/features/Open_Access_PLoS.svgBL-VPUE-ENGAGE.iujurOpen_Access_PLoS.svgOpen_Access_PLoS.svg9374Yes
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/features/Kramer_Aidan.jpgsite://BL-VPUE-ENGAGE.iujur/features/Kramer_Aidan.jpgBL-VPUE-ENGAGE.iujurKramer_Aidan.jpgKramer_Aidan.jpg286213149283264The Importance of Open Access Research JournalsAidan Kramer1667782800000

We've all been there. You find the perfect paper to complete your research project and triumphantly click "download PDF"... only for the article to be locked behind a paywall.

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FullOne HalfThere are many ways that authors go about publishing their research, and online journals are particularly popular. There are differences between journals, with one major difference being that some journals cost money to read their contents whereas others are free, or open access.

Journals that cost money go about charging their readers in a variety of ways. One way is by charging a subscription fee where they get monthly access to the journal and any new articles that are published through the journal at that time. Journals can also charge readers to buy access to one volume or an article within the volume.

Open access journals are different because they do not make readers pay to read authors' research. Open access journals can cover a wide range of topics such as biology, computer science, humanities, law, and music just to name a few. The Indiana University Journal of Undergraduate Research (IUJUR) is an open access journal that all IU students can publish their research in, and is an interdisciplinary journal with the four main topics including Humanities, Social Sciences, Applied Sciences, and Natural Sciences.

Open access journals are an essential part of research and building the research community. Open access journals promote interdisciplinary research, collaboration, and innovation.

Open access journals promote interdisciplinary research because researchers from different fields are more inclined to read research on different topics when they have free access to the articles. When they don’t have access to research on topics different from their own, they are less likely to expand beyond their field and collaborate with others.

Researchers are also more likely to collaborate with their peers when journals are openly accessible because these journals foster the exchange of information quickly; furthermore, openly accessible articles will be more commonly cited by other researchers. Openly accessible research is also more favorably viewed after the events of the COVID-19 pandemic because of the new prevalence of sharing ideas to confront an emerging threat. This helps promote more connections and collaboration between researchers.

Finally, openly accessible research helps to drive more innovation in research fields. When research is openly accessible, researchers have access to new ideas, concepts, and methods, and are able to more quickly modify and build upon research that has already been done.

There are so many benefits to research being openly accessible, and it is gaining more and more popularity. Research is done for communities to gain more understanding about the world around us, and it can do more harm than good to restrict peoples’ access to research.

IUJUR is an open access journal that publishes the research of all IU students who submit to the journal, and because of this we promote a culture of curiosity and innovation across all IU campuses. More journals should consider becoming open access in order to promote curiosity, innovation, and collaboration across all types of research communities who use their journals.
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Folklore Researchtrue1739206745422adpatricFolklore Research: Ghost Bikes, and Witches, and Practical Jokes, Oh My!/features/Folklore ResearchBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Folklore Researchraschnab1634764014485raschnab1634764581925Yes//Image/features/Forest.jpgsite://BL-VPUE-ENGAGE.iujur/features/Forest.jpgBL-VPUE-ENGAGE.iujurForest.jpgForest.jpg73246719201280/features/Forest.jpgsite://BL-VPUE-ENGAGE.iujur/features/Forest.jpgBL-VPUE-ENGAGE.iujurForest.jpgForest.jpg73246719201280Yes
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/features/Megan-Myles.jpegsite://BL-VPUE-ENGAGE.iujur/features/Megan-Myles.jpegBL-VPUE-ENGAGE.iujurMegan-Myles.jpegMegan-Myles.jpeg530156051843456Folklore Research: Ghost Bikes, and Witches, and Practical Jokes, Oh My!Megan Myles1634601600000

Many IU undergraduates take at least one folklore course to satisfy a gen-ed requirement. These classes span from more general courses, like many of IU’s introductory folklore courses, to more specific courses, like Dr. Dobler’s course on monsters. But what is folklore exactly?

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FullOne HalfMany IU undergraduates take at least one folklore course to satisfy a gen-ed requirement. These classes span from more general courses, like many of IU’s introductory folklore courses, to more specific courses, like Dr. Dobler’s course on monsters. But what is folklore exactly? According to Dr. Dobler, a folklore lecturer at Indiana University Bloomington, “folklore is the obvious, fairies, quilt-making, and basket weaving, but it is also so much more than that”. Specifically, “Folklore is informal traditional culture”, a definition developed by imminent folklorist Professor Lynne McNeill of Utah State. This definition includes an old wise-tale circulating through your town, your family’s weirdest tradition, and even that SpongeBob meme you saw on the internet. As folklore has such a broad definition, the study and research of folklore can encompass many things, including ghost bikes, witches, and practical jokes!

When you mention the term, “research”, stereotypical images of rat mazes and test tubes often come to mind. However, folklore too has its own forms of research. Folklore research largely involves the scientific description of people, their cultures, traditions, habits, etc. and how these differ and even spread across groups of people. As such, the main method of conducting folklore research involves interviewing people. A folklore researcher may ask why certain people partake in a particular custom, what they get from it, and where they heard of it. However, folklore researchers may also map the locations of observed customs or stories, take pictures or record them, and even compare the practices or stories across different groups of people to gain a scope for various versions. Ultimately, as Dr. Dobler noted in researching folklore, “We try not to speak for people, but give them a platform for which they can speak for themselves”.

Dr. Dobler himself has done much of his research on memorials, which often serve as symbols of a person or an event. One such type of memorial is ghost bikes. Ghost bikes are a form of memorial used to commemorate cyclists who die in motor-accidents. A bike is painted white and often padlocked to a sign or something else located near the site of the accident. Different mementos may be continually left at these sites to commemorate the dead. Although this practice began in St. Louis, Missouri, Dr. Dobler has studied the practice in Oregon and Indiana. Dr. Dobler began by finding ghost bike sites, visiting them, taking pictures of them over time, figuring out who made the memorial, and, if willing, interviewing the creator of the memorial. He often asked the creators about their motivations for making the memorials, how they interpret what they are doing, what they get out of the memorial, and how they heard about the practice. Dr. Dobler looked at ghost bikes as “an adaptation from roadside crosses as a personal response to grief common especially for young people who die suddenly and violently”. Dr. Dobler found that these ghost bikes may represent a way to personalize grief and ‘communicate’ with the deceased. Currently, Dr. Dobler is also researching a separate personalized memorial to the dead: memorial tattoos including those mixed with ashes of the deceased person.

Another Indiana University faculty member, Dr. Marsh, the librarian for folklore, anthropology, and sociology, has conducted folklore research. One of her folklore research topics was the witch figure. Dr. Marsh largely looked at the different images and sources of the witch figure across legends and fairy tales. In folklore, fairy tales represent stories that are told with the idea that they are not true. On the other hand, legends are stories believed to be true. According to Dr. Marsh, “in fairy tales witches live in odd houses in the woods, don’t associate with people, and are very supernatural figures while witches in legends represent figures in history that are much more ordinary people that could be living right next to you, and you wouldn’t even realize it”. Based on Dr. Marsh’s research, “these witch figure legends derive from witch trials in Europe from the 15th to 17th centuries”.

Another topic of research for Dr. Marsh is practical jokes. This practical joke research is considered a form of humor studies. Specifically, Dr. Marsh is interested in “humor that takes place between people on a day-to-day sort of basis” as in “humor that often takes place out of the public eye, within families, among friends, or between workmates”. As this humor is often so localized within personal groups, Dr. Marsh resorted to researching individuals in the form of interviews. She would often ask participants about practical jokes they have heard of, played on others, or have had played on them. As Dr. Marsh mentioned, “Practical jokes are very ephemeral- they are secret until they happen and once they’re over, they’re over- but they become memorialized in one way or another, they turn into stories. So, the joke may be over but the stories are retold sometimes for years afterwards”. These practical jokes and stories then serve as a way of socially grouping people involved in the practical joke or people who know the people involved in the practical joke. According to Dr. Marsh, “these practical jokes are terribly interesting to people involved, but not so interesting to those outside of it. So, they become part of a small group culture”.

Luckily, there are many ways for Indiana University undergraduates to get involved in the study of folklore. Both Dr. Dobler and Dr. Marsh recommended that undergraduates who are interested in folklore research begin by taking some of the introduction to folklore classes offered by their university. Dr. Dobler himself teaches many folklore courses at IU Bloomington including, Monsters of the Monstrous, Forms of Commemoration, Folklore and the Supernatural, Folklore and Disaster, as well as Memes, Trolls, and Digital Fandoms. From there, an undergraduate may consider a major or minor in folklore. However, folklorists often collaborate with various fields including, but not necessarily limited to, anthropology, literature studies, sociology, psychology, and linguistics. Overall, there are many ways for Indiana University undergraduates to explore folklore studies without even minoring or majoring in folklore.

Here is a link to some of the folklore courses offered at Indiana University:
https://folklore.indiana.edu/student-portal/courses/index.html
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POLS-Y490true1739206745422adpatricA snapshot of political science research/features/POLS-Y490BL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/POLS-Y490raschnab1635776131437raschnab1635776827567Yes//Image/features/Political-Science.jpgsite://BL-VPUE-ENGAGE.iujur/features/Political-Science.jpgBL-VPUE-ENGAGE.iujurPolitical-Science.jpgPolitical-Science.jpg35328019201080/features/Political-Science.jpgsite://BL-VPUE-ENGAGE.iujur/features/Political-Science.jpgBL-VPUE-ENGAGE.iujurPolitical-Science.jpgPolitical-Science.jpg35328019201080Yes
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/features/Matt-Yoways.jpegsite://BL-VPUE-ENGAGE.iujur/features/Matt-Yoways.jpegBL-VPUE-ENGAGE.iujurMatt-Yoways.jpegMatt-Yoways.jpeg579112151843456A snapshot of political science researchMatt Yoways1635120000000

When you hear the word research, political science and economic development are probably not the first topics that come to mind. But, as Dr. William Winecoff's class has taught me, not all valuable research happens in a lab.

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Currently, I am taking my senior seminar for political science majors, POLS-Y490. The political science major, like many other majors offered here at IU, require all students to take a senior seminar course, which involves intense writing and research of a given topic.

The section of the class that I am taking is covering global income inequality and is taught by Dr. William Winecoff, a professor of Political Science. Professor Winecoff has an interest in the intersection of economics and politics. His bio states that “Most of my research considers the politics of global finance and other networked systems.” 

This is not the first class that I have taken with Professor Winecoff. Back during the spring semester of my sophomore year, in 2020, I took a class with him on economic crises, and how they are intertwined with politics. This class was less research-focused, instead we did simulations of economic negotiations, most notably the Bretton Woods negotiations, which took place after WWII and established the order of the global financial system which remained in place until 1972. In these simulations, we simulated what would have happened had the negotiations had different outcomes. 


For my project in this class, I am examining the differences between countries that were formerly under Soviet influence, namely those in Eastern Europe, and the differences in how these countries have developed economically. When you examine each of these countries and examine how they have each progressed economically, many interesting patterns begin to emerge. For instance, countries that have joined the EU are, on average, much more successful from an economic standpoint than those that have not. However, it must also be noted that for a country to be admitted into the EU, they are required to meet certain economic targets. These targets include such things as debt to GDP ratio as well as how much they are likely to contribute to the central institutions of the European Union. Therefore, having a higher level of economic success is a requirement to join the EU, rather than an effect of membership. 


While being a member state of the EU does not, in itself, give countries the basis to initially achieve economic success, it can allow countries that are already members to more easily survive economic setbacks. A prime example is shown through Greece and Cyprus in the early part of the last decade; both received bailouts from Brussels. This likely prevented their economies from sliding into an even worse state. Also benefiting them was the fact that both countries use the Euro as their main currency. Thi gave them an advantage in terms of economic recuperation, as larger currencies tend to be more stable.


It should also be noted that once a country has joined the EU, they can trade freely with other countries of Europe, which allows their economy to grow and develop at a far more rapid pace than would otherwise be possible. 


In my main paper for this class, I am digging deeper into these phenomena, what causes them, and what their other effects are. To accomplish this, I am analyzing data from a variety of sources, which include: The International Monetary Fund, The European Central Bank, as well as other, similar sources. Also included are average life expectancy and the happiness index. 

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A D1 Athletic Experiencetrue1739206745422adpatricAn Athlete’s True D1 Experience/features/A D1 Athletic ExperienceBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/A D1 Athletic Experienceraschnab1636664974174raschnab1636665379867Yes//Image/features/Soccer cover photosite://BL-VPUE-ENGAGE.iujur/features/Soccer cover photoBL-VPUE-ENGAGE.iujurSoccer cover photoSoccer cover photo297741/features/Soccer cover photosite://BL-VPUE-ENGAGE.iujur/features/Soccer cover photoBL-VPUE-ENGAGE.iujurSoccer cover photoSoccer cover photo297741Yes
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/features/Evan-Coleman.jpegsite://BL-VPUE-ENGAGE.iujur/features/Evan-Coleman.jpegBL-VPUE-ENGAGE.iujurEvan-Coleman.jpegEvan-Coleman.jpeg681652951843456An Athlete’s True D1 ExperienceEvan Coleman1635724800000

Most people would acknowledge that being a Division 1 (D1) athlete takes a lot of time. They’d say it’s difficult because you are required to balance an intense athletic schedule with a rigorous academic one. It's true, but an incomplete picture. IU Men's Soccer player Luke Boha sits down with us to dispel the myths of the student athlete experience. 

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Most people would acknowledge that being a Division 1 (D1) athlete takes a lot of time. They’d say it’s difficult because you are required to balance an intense athletic schedule with a rigorous academic one. However, surprisingly, it’s not as bad as you may think. Many D1 athletes have extraordinary amounts of opportunities to pursue their academics, work towards themselves, and build their resumes while dedicating their time to the sports for which they came to IU. An interview done with Luke Boha gives a whole new perspective on what it’s like to be a D1 athlete, especially at IU.


Luke Boha is on the IU men’s soccer team. He majors in Biology, and his minors are Spanish and Chemistry. His main position is midfield, however, he sometimes finds himself playing defense as well. Furthermore, he plans to go into med school as he has a big focus on academics.


While being a D1 athlete, you don’t need to be the captain of your sports team to show that you’re a leader in your community. Already as a junior, Luke Boha is a mentor for an incoming freshman on a different sports team through a program called “Hoosier Heroes.” This program allows Luke to offer direction for future athletes who need guidance as they prepare to attend IU. Luke already possesses experience to which he can refer back as he goes throughout life. This will be something he will be able to carry for the rest of his life.


Additionally, Luke Boha stated that the athletic department has done a great job in supporting their athletes. As a result, he has found himself in a program called “Emerging Leaders.” In this program, he is able to develop and practice his leadership skills while working with peers on other athletic teams.


The fact that Luke is getting academic opportunities by being a D1 athlete is hugely impactful to his future. Perhaps this forces us to switch the narrative that we have grown to have of these students. Being D1 doesn’t necessarily mean that their opportunities for real-world success are any more difficult; in many cases, it could be easier.


Apart from soccer, Luke is also a part of “ICEMS,” the EMT services program here at IU, and HonorVol, a program that does service in IU’s local community. Even as a D1 athlete, Luke is pursuing many of his future goals and being involved on campus. Maybe this is to show that it is indeed feasible to be focused both academically and athletically.


Many argue that “becoming a D1 athlete isn’t worth the time because when graduation day comes, the athletes will have nothing under their toolbelt to progress towards their next stages in life because they spend their whole college career focusing on sports.” Luke’s experience has already proved this idea incorrect.


Being a D1 athlete doesn’t just have its benefits academically and athletically though. Right as Luke arrived on campus he was a part of a team. Meaning that he had friends he could connect with, and also leaders that could guide him as he goes through his experience. Having a group of people that he was able to talk to and rely on was huge in adjusting to the big transition of coming to college.
Some things which are more commonly known are that these D1 athletes get access to their own workspaces, studying rooms, and training rooms. It’s definitely a great experience.


The downside of being a D1 athlete most noticeably is the amount of time you have. D1 athletes have many of their days scheduled, filling up every block of time. This can be useful because it is structured, and you are making sure you are doing well. However, many times Boha found himself having to rearrange a class time to fit his schedule. All this means is that he doesn’t have the luxury of doing many things when he wants to, however, he is still able to take the classes that he needs to and do the things he needs to do.


Many times, these D1 teams travel far to compete in their games. This sometimes can be an issue when trying to complete homework, however, it wasn’t ever too big of a deal for Boha.


Overall, being a D1 athlete is a lot. It’s plenty of hard work athletically, however, this doesn’t mean that it takes away from the experience academically. There are still many opportunities where athletes can grow and develop outside of their sport and still do the thing they love.

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Impacts of the ASURE Program at IUtrue1739206745422adpatricImpacts of the ASURE Program at IU/features/Impacts of the ASURE Program at IUBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Impacts of the ASURE Program at IUaikramer1636992184605raschnab1637193684263Yes//Image//Yes
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/features/AidanKramer.jpegsite://BL-VPUE-ENGAGE.iujur/features/AidanKramer.jpegBL-VPUE-ENGAGE.iujurAidanKramer.jpegAidanKramer.jpeg576868851843456Impacts of the ASURE Program at IUAidan Kramer1636331520000Research can be intimidating, and many people fear the idea of being given an independent research project as an undergraduate, especially as a freshman coming into college. At IU, there are many ways to get involved in research as an undergraduate, but the ASURE program takes that to a new level by immediately immersing freshmen into the world of research from various fields of study.
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Research can be intimidating, and many people fear the idea of being given an independent research project as an undergraduate, especially as a freshman coming into college. At IU, there are many ways to get involved in research as an undergraduate, but the ASURE program takes that to a new level by immediately immersing freshmen into the world of research from various fields of study. 


The ASURE (Arts and Sciences Undergraduate Research Experience) is a two to three semester program that offers incoming freshmen the chance to develop skills in their area of research. They offer many different topics of research from various disciplines from biology, earth sciences, languages, and even history. It is a great opportunity for students to get involved in research on such a big campus and make connections with faculty who can act as mentors for them in the future if they wish to pursue their research further. 


Many students regardless of the discipline they are studying have had positive experiences in ASURE, even if they didn’t know what they were getting themselves into at the beginning. Doing independent research surrounded by peers and with a faculty mentor helps students to ask more questions and be given more direction as they start conducting their research for the first time.


Savannah Price, a history major, did an independent research project on the humanities track of the ASURE program. She said, “I had the support I needed as a brand new freshman who had never looked at Google Scholar before. It wasn’t too collaborative with peers because we were all doing independent projects, but I relied a lot on my classmates in the program to reaffirm I wasn’t the only one lost so by the end we are all more experienced.”


There are also important skills being acquired when it comes to natural and physical sciences. Although the exact topics of research vary, important skills are acquired when it comes to bench work, experimental design, data analysis, and just thinking about how to solve the various problems that can occur when conducting research.


Olivia Pickard, a biology major on the premed route, said, “ASURE definitely helped me with my scientific writing, and even reading sources as well. When I came into the ASURE program I didn’t really know how to read scientific literature. Now I know how to gather information and apply it to what I am working on in my independent project.”


Raya Haghverdi, a neuroscience major, spoke about her experience in ASURE and said, “When I was first going into ASURE, I thought research might be kinda boring since all I knew in terms of education was sitting through lectures. However, I found out that research involves a lot of creativity and getting your hands dirty, which was really enjoyable. I always did my own work with my lab partner... and we saw science happen right in front of us, because of our actions. It was so cool.”


The ASURE program allows for students to see the whole process of research from conception to completion. This is important because it can make research seem more plausible and focused on the process rather than results.


Megan Myles, a double major in biology and sociology, said ASURE, “has exposed me to formulating my research questions and experimental designs. I am not sure if the career I end up pursuing will involve research or not, but either way, this program exposed me to higher-level thinking and plan development and application.”


Even students who do not plan on pursuing research after their experience in ASURE have gained important skills and knowledge that can impact the way they view research and science as a whole. Being able to discuss research and its processes and purpose, in general, is a great asset to have when moving forward in any field. 


Overall, the ASURE program is a great opportunity on campus for incoming students to learn more about what research is and how to participate in it. It helps to inspire a culture of curiosity on campus by giving students a head start on how to get involved in research and setting them up for success in the future.

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The Importance of Diversity In Clinical Trialstrue1739206745422adpatricThe Importance of Diversity In Clinical Trials/features/The Importance of Diversity In Clinical TrialsBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/The Importance of Diversity In Clinical Trialslcstrong1638153653204lcnorton1686598136033Yes//Image/features/people-gb4518fca3_1920.jpgsite://BL-VPUE-ENGAGE.iujur/features/people-gb4518fca3_1920.jpgBL-VPUE-ENGAGE.iujurpeople-gb4518fca3_1920.jpgpeople-gb4518fca3_1920.jpg60885819201007/features/people-gb4518fca3_1920.jpgsite://BL-VPUE-ENGAGE.iujur/features/people-gb4518fca3_1920.jpgBL-VPUE-ENGAGE.iujurpeople-gb4518fca3_1920.jpgpeople-gb4518fca3_1920.jpg60885819201007Yes
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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author: Lynn StrongThe Importance of Diversity In Clinical TrialsLynn Strong1636936320000Surgery techniques, prescriptions, supplements... the list goes on. We need research to assure they are effective. How can we ensure that medical items works on a population? Well, we need studies that fairly represent the population! This is why diversity in research participants is so important.
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Research provides us with a greater understanding of our world. One of the most obvious ways that research is used is in the medical field. Medicines, medical technology, patient databases, and training models are just a few of the many areas where research is applied in order to improve the lives of others. Research can also show flaws of a system and show where change is needed most. 

All medical professionals strive to provide the utmost care, and legally, all patients must be treated with the same level of care. A medical professional’s knowledge is based on credible scientific research. While this research is reputable, it can be unintentionally biased against different demographics , such as race, sex, and sexuality due to a lack of representation in clinical studies. This can lead to less effective treatment in the diagnosis, prescription, and recovery of a patient. It is important to acknowledge where representation is lacking in studies and to take the steps to overcome this issue. 

While female doctors are becoming much more largely represented, with 50.5% of medical students in 2020 being female (Heiser 2019), current and past medical research has a lack of women represented in clinical studies. This has led to women receiving medical care that is often not the best suited to their needs. In 1977, the FDA issued a statement that women with childbearing potential be excluded from early phases of drug trials because of the teratogenic effects, also known as the possible risks of birth defects. As a result of limited representation, women more commonly have problematic side effects to medication. Within the span of 1997 to 2000, 8 out of 10 drugs withdrawn by the FDA were withdrawn because of harmful side effects in women. These side effects often happen in women because while women may receive the same dosage of medicine as a male, drugs metabolize slower in women than men, leading to women receiving more exposure to the drug and more intense drug side effects (Parek 2011).

Despite heart disease being the top killer of women, only one-third of cardiovascular clinical subjects are women. Not having a representative proportion of women is very problematic for research because this disease presents differently depending on gender. For instance, instead of feeling pressure on the chest, women may experience burning pain, nausea, or extreme fatigue. This issue is also apparent when studying neurological conditions since these conditions can also present differently between genders (Foley 2019).

In addition to bias in sex, clinical studies can be biased in racial identity. Certain medical conditions can present differently according to the level of pigmentation in the skin. For instance, many physicians' knowledge of dermatological conditions are limited to how they present on less pigmented skin. Even extremely common conditions, such as pityriasis rosea, go underdiagnosed among those with darker complexions because of inadequate training in diagnosing skin conditions on darker skin (Perlman 2020).

On a more positive note, there are strides being made towards equity, even on the Bloomington campus. Ten undergraduate students from Indiana University Bloomington’s club “Hoosier Health Advocates '' (previously named Timmy Global Health) spent a weekend in November volunteering with the nonprofit Remote Area Medical (RAM) at a clinic in Elgin, Illinois. RAM’s mission is to provide under-served and uninsured populations with free medical care. While these students are currently in their undergraduate studies and unable to provide medical services, they provided their skills in support areas such as patient registration, guiding, and checkout. On the first day of the RAM clinic, November 13th 2021, the clinic was able to provide 96,317 dollars worth of medical expenses for free to 273 patients. This is just one of the countless examples of the works being done across the nation to improve healthcare for its citizens.

Medicine should not follow a one-treatment-fits-all approach. Every human has unique treatment needs, and recognizing the differences in our bodies can allow a better standard of treatment for all. It is imperative that we acknowledge how we can improve research samples to more accurately represent the population being studied.

 

References

 

Parek, Ameeta, et al.Adverse effects in women: implications for drug development and regulatory policies”. Expert Rev. Clin. Pharmacol. (2011). 

Perlman, Katherine, et al. “Racial disparities in dermatology training: The impact on Black Patients”. MDedge Dermatology. (2020, December 14). https://www.mdedge.com/dermatology/article/233023/diversity-medicine/racial-disparities-dermatology-training-impact-black?sso=true.

Foley, Katherine Ellen. “25 Years of Women Being Underrepresented in Medical Research, in Charts.” Quartz (2019, July 3rd), https://qz.com/1657408/why-are-women-still-underrepresented-in-clinical-research/

Heiser, Stuart. The majority of U.S. medical students are women”. New Data Show. AAMC. (2019, December 9). https://www.aamc.org/news-insights/press-releases/majority-us-medical-students-are-women-new-data-show





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Your Mental Health Matterstrue1739206745422adpatricYour Mental Health Matters/features/Your Mental Health MattersBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Your Mental Health Matterscrpfeife1638846732442crpfeife1638847511301Yes//Image/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegBL-VPUE-ENGAGE.iujurtherapy-desktop-1800x600.jpegtherapy-desktop-1800x600.jpeg1527331800600/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegBL-VPUE-ENGAGE.iujurtherapy-mobile-768x512.jpegtherapy-mobile-768x512.jpeg100629768512Yes
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College is a stressful time for everyone involved. Taking time for self-care is extremely important, but it seems like everywhere we go, something else is added to our plate. Where can you go for help resolving your stress and anything else in your life? Therapy might be an option.

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Change is stressful for everyone, and college is the total embodiment of dramatic change. 

You are moving out of the house you have lived in for years, leaving your friends and family behind, and going to a completely different place. There are new people, a brand new atmosphere, and studying the (probably)

 single thing you’ll do for the rest of your life. This sounds like a mental breakdown waiting to happen. Now even if college is a strange concept in itself, nothing up to prepares you for the dramatic lifestyle switch you have to undergo. And up until this point, it might seem like you have nobody supporting your change, no one in your corner, and you begin to feel lost.

Common stressors like being late to dinner, or not doing an assignment on time, if not dealt with effectively, can all contribute to higher stress levels, lower life expectancy, higher levels of Alzheimer's, depression, and anxiety. Even big stressors like a huge project in a class, or getting rejected can have big long-term effects on one’s mental health. “A national survey of college students in 2020 found that nearly 40 percent experienced depression. One in three reported having had anxiety, and one in seven said they’d thought about suicide in the past year” (Sender). 

With college students’ mental health on the decline, many colleges across the country are implementing a system of mental health therapy within their universities for students and faculty, including IU. IU Counseling and Psychological Services, CAPS, has begun taking health insurance for their programs meaning that any student can schedule an appointment under their branch of health care and be able to see a licensed therapist right on campus.

Mental health therapy is not something just for the mentally ill, more times than most, people seeking therapy are people just like you, stressed college students who don’t have anywhere else to turn. Even if you have the faintest curiosity of trying out counseling, I would say to give it a shot. The first two visits are free so you can begin to see if it will be effective. There are also only one-hour visits every couple of weeks, to fit into your schedule.

Your mental health is extremely important, especially because college students are some of the most susceptible to stress and anxiety, especially within the first year. 

 

Resources: 

Aslanian, Sasha, and Alisa Roth. “Inside the College Mental Health Crisis.” Inside the College Mental Health Crisis | Under Pressure | APM Reports, APM Reports, 9 Oct. 2021, https://www.apmreports.org/episode/2021/08/19/under-pressure-the-college-mental-health-crisis. 

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A Biology Journey to Researchtrue1739206745422adpatricA Biology Professor’s Journey to Research/features/A Biology Journey to ResearchBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/A Biology Journey to Researchraschnab1640363559352raschnab1640363931986Yes//Image/features/Kehoe-Lab.JPGsite://BL-VPUE-ENGAGE.iujur/features/Kehoe-Lab.JPGBL-VPUE-ENGAGE.iujurKehoe-Lab.JPGKehoe-Lab.JPG157172640480/features/Kehoe-Lab.JPGsite://BL-VPUE-ENGAGE.iujur/features/Kehoe-Lab.JPGBL-VPUE-ENGAGE.iujurKehoe-Lab.JPGKehoe-Lab.JPG157172640480Yes
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/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegBL-VPUE-ENGAGE.iujurAndy-Chang-.jpegAndy-Chang-.jpeg525049351843456Author: Andy ChangA Biology Professor’s Journey to ResearchAndy Chang1639960320000We all take different paths in life. Some people go on to become acclaimed researchers, some Olympic athletes, and some... both! Andy Chang sits down with Dr. Kehoe from the IU Biology Department to learn about his research journey.
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Most students are familiar with the fact that there are IU professors involved in research. However, I was curious to find out what led them to start pursuing research. Take Dr. Kehoe for example, who is a professor with many talents. Known as a dedicated molecular biology professor and an Olympian rower, here is an overview of the start of his research journey.

Dr Kehoe’s interest in biology and research started by exploring and observing nature. He grew up in Puerto Rico living near a bay, and he spent most of his time exploring the outdoors. “I got fascinated with nature and living things there, and that has never changed”, Dr. Kehoe noted. From then on, his passion for biology and research began to grow.

His first research experience occurred when he was 14 years old. After moving to San Diego, California, he applied and got accepted to a high school internship program at the Scripps Institution of Oceanography, where they only selected four high school students per year. At the Scripps Institution, he got to perform entitled ecology research under the tutelage of graduate students.

Then, his turning point towards his present research occurred as a graduate student at UCLA. He attended a seminar and met a Stanford researcher discussing how cyanobacteria can sense different colors of light. Dr. Kehoe learned how cyanobacteria could “sense the ratio of green and red light and respond to those colors by changing their cell physiology completely”. This process is known as chromatic acclimation, where cyanobacteria can change colors based on the color of light exposed. For example, they can turn red when exposed to green light, and vice versa. Fascinated by this experience, Dr. Kehoe did a postdoc with the researcher, where he studied how the cyanobacteria perform this process at a molecular level. Dr. Kehoe noted he was “curious to know if they had photoreceptors similar to plants or humans” to help detect light color. Pursuing and discovering a new type of photoreceptor helped Dr. Kehoe get a job here at Indiana University.

Currently, Dr. Kehoe’s research at IU focuses on how photosynthetic organisms, such as cyanobacteria, sense and respond to the environment. His lab studies how cyanobacteria sense blue and green light, and how they can change their cellular physiology with transcription and protein abundance. He also is exploring the signal transduction pathways of cyanobacteria.

“I was fascinated about how photosynthetic bacteria could not just use light for photosynthesis, but they could actually use it for information [for detecting] what colors of light are out there”, Dr. Kehoe said.

Advanced biotechnology applications are also being applied to better understand these microorganisms. One example is detecting photoreceptors with optogenetics, where you “use light to turn on and off genes in various ways and cell types”. Researchers hope this advancement in genetic engineering can allow them to create new, synthetic organisms.

Most people aren’t familiar with the importance of cyanobacteria in our ecological world today. “They are super important for the global carbon and oxygen cycles, and the two we are currently studying are the two most abundant photosynthetic organism on Earth”. Cyanobacteria also have a similar role in producing oxygen compared to trees and grasslands, with the “two most abundant genera Prochlorococcus and Synechococcus responsible for 25% of this productivity”, Dr Kehoe states.

Cyanobacteria have also been around for billions of years, where they were responsible for converting our planet from an anoxic environment to an oxygen-filled environment. Overall, Dr. Kehoe hopes studying these fascinating microorganisms can help us appreciate their relevance and how they are impacted by global issues, such as climate change and global warming.

Banner image: A close up of Dr. Kehoe’s lab where cyanobacteria are exposed to different colored light.

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/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegBL-VPUE-ENGAGE.iujurRose-Schnabel.jpegRose-Schnabel.jpeg566018151843456Author: Rose SchnabelA play-by-play of Research Day 2021Rose Schnabel1640899920000Did you miss Research Day 2021? Read on to catch up on the tips, tricks, and teachings of esteemed professors at IU.
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Footsteps echoed in the empty hallways of the IU School of Education on the morning of November 6th. Armed with folding tables and enthusiasm, IUJUR staff members made their way towards the building’s atrium. In just a few minutes, the space transformed into a bustling center of activity as speakers and students poured in for the annual Research Day event. 

Dr. Richard Gunderman (MD, PhD) is a Pediatric Radiologist at Riley Hospital in Indianapolis and Chancellor's Professor of Radiology, Pediatrics, Medical Education, Philosophy, Liberal Arts, Philanthropy, and Medical Humanities and Health Studies at Indiana University. “Many of you have probably seen this TED talk about power posing,” he began, “do you think it’s scientifically accurate?” He went on to explain how a leader in his hospital had shown the video in a meeting and that Dr. Gunderman had pointed out that the alleged benefits of power-posing had failed to be replicated time and time again in other studies. Even when widely respected by the public, (the 70 million viewers of the TED talk) science can be misleading. So began Dr. Gunderman’s reflections on “When, Why, and How to Trust Science.” 

His talk wove together stories of COVID-19 reporting, eugenics, and even Gulliver’s Travels, drawing laughter, comments, and questions from the audience. Dr. Gudnerman emphasized that we must critically evaluate the scientific messages that we consume. Science is an essential guide, especially during the ongoing COVID-19 pandemic. Yet, blind trust in what is believed to be “scientific” can be misleading. Dr. Gunderman’s talk was met with a shower of applause and questions as students asked how to ensure their own research is trustworthy and honest. 

Next on the stage was Dr. Ellen Wu, associate professor in the Department of History with affiliations to the Asian American Studies Program and Center for Research on Race and Ethnicity in Society. Dr. Wu spoke of the benefits of public-facing academic work through the lens of her research on the branding of Asian Americans as a "model minority." The audience felt like they were in the presence of a celebrity as a slide appeared with all of the outlets in which Dr. Wu’s work has appeared: Last Week Tonight with John Oliver, Adam Ruins Everything, goop, Marie Claire, NPR’s Code Switch, the Washington Post… the list goes on. 

More important than where Dr. Wu has appeared, however, are the stories that she has told. Her book, The Color of Success: Asian Americans and the Origins of the Model Minority describes how the political institutions of the US have guided public perceptions of Asian Americans from the “yellow peril” to the emergence of modern stereotypes of intelligence and assimilation. Dr. Wu encouraged attendees to reflect on their own biases and beliefs and to expose the public to their academic work.

During the lunchtime break, students mingled with the Center of Excellence for Women & Technology (CeWIT), IUJUR representatives, and Dr. Lesley Weaver from the Department of Biology. Then, it was back to the auditorium to hear from the IUJUR Natural Science Board about how to get involved in research. The presentation outlined a comprehensive plan from freshman-senior year on how to contact professors, make a research plan, search for internship opportunities, and defend an honors thesis. In particular, the Board emphasized the opportunities for research in the social sciences and humanities at IU. Members of IUJUR’s humanities and social sciences boards were available to guide attendees with subject-specific resources and recommendations.

Dr. Sara Mata rounded out the day with an engaging workshop about imposter syndrome. An accomplished lecturer in the Department of Chemistry, Dr. Mata recounted her personal experiences with self-doubt throughout her educational and professional career. Factors of identity, like gender, race, economic status, etc. in addition to psychological stressors can make one feel like they “don’t deserve” their success or accomplishments. Throughout the hour long discussion, members of the audience shared their experiences with imposter syndrome in classes, university life, and research. 

Armed with a better understanding of imposter syndrome, the objectivity of science, and the misnomer of “model minority”, the audience left Research Day, eager to continue their own research journeys.

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3 Tips to Get Involved in Undergraduate Research on Campustrue1739206745422adpatricThree Tips to Get Involved in Undergraduate Research on Campus/features/3 Tips to Get Involved in Undergraduate Research on CampusBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/3 Tips to Get Involved in Undergraduate Research on Campusaikramer1646069709952rhaghver1647790656437Yes//Image//Yes
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/features/AidanKramer.jpegsite://BL-VPUE-ENGAGE.iujur/features/AidanKramer.jpegBL-VPUE-ENGAGE.iujurAidanKramer.jpegAidanKramer.jpeg576868851843456Three Tips to Get Involved in Undergraduate Research on CampusAidan Kramer1645495200000Navigating undergraduate research on Indiana University’s campuses can be really challenging, especially with the various opportunities spread across different departments and subjects. There are so many different programs on campus, and it can get overwhelming to navigate which ones are a good fit for you. Because of all the ways to get involved, I’ve compiled a list of three tips and tricks to get involved in undergraduate research while studying at IU.
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Navigating undergraduate research on Indiana University’s campuses can be really challenging, especially with the various opportunities spread across different departments and subjects. There are so many different programs on campus, and it can get overwhelming to navigate which ones are a good fit for you. 


Because of all the ways to get involved, I’ve compiled a list of three great ways to get involved in undergraduate research while studying at IU. These are pieces of advice and resources I have accumulated from my experiences and can serve as a great foundation for finding and pursuing undergraduate research. 


1. Apply to as many opportunities as you can, and get involved as early as possible. 


Indiana University has so many great programs to apply to before your freshman year even starts. Programs such as ASURE and STARS are examples of these programs, and they can help you get a head start on research. There are also programs that can be applied to during your first year. IUUR has a great list of programs on their website, and there are several that first and second year students can apply to. 


It can be really difficult to navigate through which programs you want to get involved in, but if you are at all interested in the work being done in these programs I highly recommend applying to them. Getting involved in research early helps you to develop important skills that can help you secure more opportunities later down the road. 


Getting involved while you are still eligible to apply and partaking in these programs will help you to gain valuable experience, connections with faculty that will serve as mentors for you, and a more practical understanding of what research really is and if it's something you want to continue to stay involved in.


2. Reach out to advisors about what you want to become involved with, and what your goals are.


One of the first advisors that you can easily reach out to and discuss your plans and goals involving undergraduate research is your academic advisor. Your academic advisors have insight into what programs their departments offered and how you can become involved. 


Another advisor that you may have the opportunity to contact is a Hutton Honors College advisor if you are a part of HHC at IU. They may be able to connect you with different programs, faculty, or advisors. There may also be special courses offered that can help you to get involved in undergraduate research.


Finally, the IUUR office has advisors you can contact as well to discuss research and research opportunities. Their office may be able to point you in the right direction and offer insight on more niche opportunities and forms of research on campus.


3. Get involved in clubs and organizations on campus that can connect you with research or help with skills involved in research.


There are so many amazing clubs and student organizations that are connected to research in various ways at IU, and being involved in these clubs is a great way to get connected to opportunities. Examples of these clubs include Chemistry Club, Biology Club, and even Psychology Club. Many clubs will share research opportunities to apply to that are related to their field, host research nights where faculty and/or students can discuss and present their research, and workshops to develop important practical and professional skills. 


In addition to this, being active and involved in these clubs offer a great opportunity to network with other students and faculty. Making these connections outside of required coursework can help you not only in undergraduate research, but also in securing internships and jobs after graduation.


Overall, getting involved in research can be really difficult, but it is also very rewarding. The practical and professional skills in addition to the insight that being involved in research provides is truly valuable to all different types of study. Undergraduate research can help you to develop and foster skills that can be applied to so many different situations, and being involved can open the door to so many exceptional opportunities down the road.

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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author: Lynn StrongA Freshman's Experience with the ASURE ProgramLynn Strong1646267520000Amongst the many opportunities that IU offers, The Arts and Sciences Undergraduate Research Experience (ASURE) is unique in its features. It offers freshmen and sophomores the opportunity to practice original research in labs on campus.
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Freshmen in a Research Lab? You bet! Arts and Science Undergraduate Research Experience (ASURE) is a unique program at Indiana University that allows freshmen to gain research experience. After ranking their top choices online, freshmen are paired up with one of the ASURE research labs on campus. While many of the labs are in the disciplines of biological or chemical sciences, there are also research labs in the arts and humanities, which opens up the opportunity to research for a diverse range of interests.

Each research lab sequence differs slightly in structure. My first semester of college, I was enrolled in “The Science of Empathy” class along with other ASURE students. This “Science of Empathy” class delved into various facets of empathy, including the darker sides of empathy. The class centered around an independent research project which related to empathy and would be presented at a poster show at the end of the semester. After tireless hours, my research partner and I developed a survey based on two scholarly examinations, collected responses, analyzed the data, and designed the poster. “EMTs: Trauma and Empathy in Emergency Situations”. While I had always associated research with lab work, it was really interesting to gain experience in humanities research and present my final research project at a poster show

For the first semester, I was also enrolled in a careers class that was specifically for ASURE students in the natural and mathematical sciences. While I felt relatively certain in my career ambitions in high school, I began to feel overwhelmed in college by all of the possibilities for my future. It was great to have a class where I could explore so many possibilities in the scientific field. Throughout the semester, the class involved guest panels including grad students, professors, and alumni that talked to the class about their IU experiences, career experiences, and gave us advice as we embark on our own journeys. The overarching theme I noticed at every panel was “you don’t have to have everything figured out.” It was encouraging to hear from so many academically and professionally successful individuals that they had changed their mind, met bumps along the road, and struggled with doubts. 

This semester, I began my lab portion of the ASURE program. Going into the first day of the lab, all I knew was the title of the class “Bacteria, Antibiotics, and Resistance”.We immediately started learning about the current research of the lab from Professor Landeta. As a freshman who hadn’t even taken a college bio class, I felt a little overwhelmed trying to wrap my head around so many complex concepts. It was a learning process both for the students and our professor. Professor Landeta constantly finds new ways to explain complex concepts and gauges what we know to understand what concepts aren’t as clear for us.

Once we passed the hurdle of learning lab techniques and theory, the experiments started and we began to fall into a weekly routine. On Tuesday, each team performs a chemical genetic screening. On Wednesday, one member of each group comes in for about 30 minutes to remove their plate from the incubator, scan data using software, and save the data. On Thursday, each team analyzes their data for any possible ‘hits’ and shares their data with the class. 

I was surprised how much trust and responsibility we were given in the lab and the complexity of our research. To sum it up very briefly, our teams are performing chemical genetic screens on E.Coli strains in order to uncover genes that will reduce growth in the presence of the drug Compound 12. In order to solve the current issue of antibiotic resistant bacteria, many researchers have been looking into making new antibiotics. However, Dr. Landeta is taking the alternative hypothesis of looking into how these bacteria can be inhibited by shutting down bacterial pathways that are essential to bacterial growth. Every week, I have been learning both about molecular biology, bacterial genetics, and other scientific concepts while gaining hands-on experience by actively partaking in research.

While some stereotypes may make out a lab as an isolating and silent place to onlookers, the opposite has been proven for me. It is a very collaborative space that thrives on teamwork. The most prominent lesson I have learned so far is that science isn’t about always getting the right answer the first time. It is about making mistakes, discussing what and why these errors are occurring, and trying again. In the words of the great Marie Curie, “Have no fear of perfection; you’ll never reach it.”



For further reading on Dr. Cristina Landeta’s research lab

https://landeta.lab.indiana.edu/research/index.html

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FullOne HalfYou wake up in the morning for another day of classes. Maybe you have a three-hour lab, or a twelve-page essay due tomorrow that you haven’t started yet. Maybe you have nothing going on, but you’re hungover from yesterday’s frat party. No matter what the reason is, you need energy. And where do you get it? Coffee.

Coffee, one of the world’s most popular beverages, is consumed in huge amounts by college students. According to a study published last year, college students ingest twice the recommended safe dosage of caffeine, which is coming from coffee, as well as other caffeinated beverages. This statistic isn’t surprising; in fact, we all have contributed to it. College can be really difficult for a variety of reasons, whether it’s because of having a lot of classes, personal issues with friends and family, or even mental health disorders like anxiety, depression, or eating disorders, which are all highly prevalent in college-aged adults. Perhaps one drinks coffee (or other caffeinated beverages) to stay awake, or the taste makes them feel good, or they think it’ll help them cheer up from their depressive episode or sober them up enough to drive to school.

Despite the “benefits” caffeine may bring, it’s important to understand the critical downsides to its usage. To do this, we have to break it down to a neuroscience point of view. Caffeine is a psychoactive substance, meaning it alters or interferes with the brain’s molecular activity. Caffeine is a stimulant that blocks adenosine receptors in the brain, particularly in parts of the brain responsible for emotion, cognition, and motivation (Bertasi et al, 2021). This could explain why drinking coffee makes us feel more alert and ready for the day. But what happens if we have too much of this stimulant drug?

Coffee can give us the jitters sometimes, but those feelings aren’t just jitters; sometimes, they can lead to full-blown anxiety disorders, uncomfortable anxiety symptoms, or even depressive symptoms. Bertasi et al. investigated the correlation between caffeine consumption and mental health disorders in college students. They found that there was a correlation between caffeine consumption and symptoms of anxiety and depression, but the most statistically significant correlations were between caffeine consumption and anxiety, regardless of whether or not the participants in the study had a previous mental health diagnosis. Furthermore, those who engaged in caffeine consumption were more likely to experience symptoms such as “poor appetite or overeating”, “trouble falling asleep or staying asleep”, and “becoming easily annoyed or irritable”; those who drank more caffeine felt these symptoms more often (Bertasi et al, 2021).

It’s clear that caffeine can cause some not-so-good symptoms, but what about all the good benefits, like feeling alert and happy? There are other ways to make us feel good without ingesting caffeine. Getting the right amount of sleep per night (at least 8 hours) can help us boost our energy, as can drinking at least 8 glasses of water per day. If you like the taste of coffee, consider switching to decaf. Maintaining a fun morning ritual can still be down with a glass of lemon water or a low-caffeine tea. If you absolutely want to have coffee, at least try to have fewer cups a day earlier in the day, to reduce anxious and depressive symptoms as well as to maintain the best sleep hygiene possible. With this knowledge in check, maybe think again before reaching for that next cup of coffee.


Works Cited
Bertasi, R., Humeda, Y., Bertasi, T., Zins, Z., Kimsey, J., & Pujalte, G. (2021). Caffeine Intake and Mental Health in College Students. Cureus, 13(4), e14313. https://doi.org/10.7759/cureus.14313
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Livable Wage for Graduate Studentstrue1739206745422adpatricLivable Wages for Graduate Students/features/Livable Wage for Graduate StudentsBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Livable Wage for Graduate Studentscrpfeife1648845696088raschnab1649177530566Yes//Image/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegBL-VPUE-ENGAGE.iujurtherapy-desktop-1800x600.jpegtherapy-desktop-1800x600.jpeg1527331800600/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegBL-VPUE-ENGAGE.iujurtherapy-mobile-768x512.jpegtherapy-mobile-768x512.jpeg100629768512Yes
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Graduate students almost work 40 hours a week between research, classes, being a teaching assistant, and mentoring undergraduates, but get paid only a fraction of what it's worth. Fostering a community of education and hopefulness cannot be done while our main form of expertise is being underpaid. Let's help to change that.

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Graduate workers at Indiana University are not receiving the minimum livable wage for living in the Bloomington area which is $23,665. This is $7,000 below the minimum viable wage in the Bloomington area. While this problem has been tried to be addressed through the use of unions, rallies, petitions, and many other things. IU doesn't seem to care about their graduate students. Nor do most higher education institutions. Being a graduate student is often seen as a full-time job, from the teaching, grading, learning, and reading, it all has a time commitment. A minimum stipend of $31,000 would be hoped to reflect that meaning an hourly wage of $15 per hour for 40 hours a week. Many graduate students however are getting paid much less, some even as low as $14,900 on average.

This raises the question, how are graduate students supposed to earn a livable wage and survive while living under the poverty line at a higher education institution such as Indiana University. Many graduate students are asking this same question as they move into surrounding apartments and find themselves running into serious financial trouble as the year progresses. As bills, research papers, classes, being a TA, and making ends meet all come as serious concerns to upcoming graduate students. The short answer is that higher education institutions don't care about their graduate student population, they care more about the prestige and reputation of their said institution.

While the wage and respect graduate students receive may not be the best, there is still hope. Organizations such as Indiana Graduate Workers Coalition and similar organizations are working to fight for livable wages and their respective rights within the education system. So next time you see a TA for one of your classes, think of how much they might have to do just to be able to pursue their own education and passions in an institution that has over $2.5 billion dollars in endowment. 

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BeInvolvedtrue1739206745422adpatricThe Key and Benefits to Getting Involved as a College Student /features/BeInvolvedBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/BeInvolvedraschnab1649177121871raschnab1649177333678Yes//Image//Yes
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/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegBL-VPUE-ENGAGE.iujurAndy-Chang-.jpegAndy-Chang-.jpeg525049351843456The Key and Benefits to Getting Involved as a College Student Andy Chang1649028840000Have no fear of club fairs and BeInvolved listings! In this piece, Andy Chang tells us how being involved in student organizations can have many benefits for mental and social health.
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For many college students, the first year is a big transition in their lives. You’re thrown into a new environment where students from all over the world are coming to study. You’re eager to begin what will be the best four years of your life, but you aren’t sure where to begin. Luckily, IU offers over 750 student organizations, clubs, sororities and fraternities, sports, and volunteer groups to help enhance your college lifestyle.  

To help sort through all the options, all of IU’s student organizations and clubs are listed on theBeInvolved website. Students can narrow down their selection by a particular school, such as Kelly, Luddy, The Media School, etc, or by category using the category selection tool. IU provides such a unique variety of organizations that any student can find one that interests them, ranging from the American Sign Language Club, Chinese Calligraphy Club, Awkward Silence Comedy, IU Journal of Undergraduate Research, Belly Dance Club, and so many more.

There are also Student Involvement Fairs at the beginning of each semester where you can meet with representatives from each student organization and find an option that interests you. The Fall Student Involvement Fair usually occurs in early August, and the Spring Student Involvement Fair happens in January.

But, why should you get involved in college? Being involved in student organizations can have many benefits for mental and social health. In fact, according to a study from the Journal of College Student Development, researchers found a strong positive correlation between more student involvement and their psychological well-being (Kilgo, et. al 2016). Being involved with other students is a great way to share your passion together and improve your psychological well-being as a whole. You can also gain more real-world application skills and feel more integrated within the community. 

Getting involved in college can also be a strong asset to your academic and career goals. According to a research study from the Ohio State University, students who were involved in organizations were at least two times more likely to be hired for a job compared to those who weren’t involved. In addition, students involved in at least one extracurricular activity were 2.1 times more satisfied with their overall college experience. Since many jobs and professions require teamwork and communication skills with colleagues, having some student organization experience can help strengthen those vital skills.

Overall, getting involved at IU allows students to enhance their college experience and foster important social skills that can help pursue their future careers. For more information, check out all of the ways to get involved at IU’s BeInvolved website.

Works Cited

Kilgo, C.A., Mollet, A., Pascarella, E.T. “The Estimated Effects of College Student Involvement on Psychological Well-Being”. Journal of College Student Development, vol. 57, no. 8, 2016,https://muse.jhu.edu/article/638565/pdf.

“Involvement in College Matters.” Center for the Study of Student Life,   https://cssl.osu.edu/research-projects/involvement-study#:~:text=2.1%20times%20more%20likely%20to,attending%20graduate%20or%20professional%20school.

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Get ethicaltrue1739206745422adpatricLet's Get Ethical/features/Get ethicalBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Get ethicalraschnab1649534371679lcnorton1686167355181Yes//Image//Yes
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/features/Megan-Myles.jpegsite://BL-VPUE-ENGAGE.iujur/features/Megan-Myles.jpegBL-VPUE-ENGAGE.iujurMegan-Myles.jpegMegan-Myles.jpeg530156051843456Let's Get EthicalMegan Myles1649534460000Most individuals are confident in their ability to tell right from wrong. This leads to some sense of security that others will make similar moral judgements. However, is some form of consensus bias at work here? Does everyone really make the same behavioral or judgemental decisions regarding research ethics? More importantly, are we, ourselves, even making truly ethical research decisions?
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FullOne HalfMost individuals are confident in their ability to tell right from wrong. This leads to some sense of security that others will make similar moral judgements. However, is some form of consensus bias at work here? Does everyone really make the same behavioral or judgemental decisions regarding research ethics? More importantly, are we, ourselves, even making truly ethical research decisions? Let’s begin by outlining some of the most infamous breaches in research ethics in history.

You have likely heard about the Tuskegee Syphilis Study. The U.S. Public Health Service began the study in 1932. The research subjects were African American men in the state of Alabama. 400 of the men had advanced syphilis and 201 of the men did not have syphilis. It is important to note that the men with syphilis acquired syphilis naturally outside of the study. The study originally aimed to observe the men as their condition progressed. However, in the 1940’s, antibiotics that could cure syphilis were developed. The researchers in the study did not treat the infected men, nor did they tell the men that they had syphilis. Rather, researchers told the men that they simply had “bad blood”. The researchers also prevented the men from being drafted into the U.S. military, World War II was occurring at the time, because the U.S. military would have diagnosed the men with syphilis leading to their possible treatment. The researchers also made arrangements so that local physicians would not treat the men. According to The New York Times, at least 28 of the men in the study died as a direct result of refused treatment. This study manipulated a vulnerable population and caused the needless pain and suffering of multiple men. This goes against the ethical principle of beneficence in human subjects research. The principle of beneficence suggests that researchers should attempt to maximize the benefits and minimize the risks for research participants. The study also goes against the ethical principle of justice by burdening a specific population, African American men, with more of the burdens of research while other populations may receive the benefits. It may also be argued that this study violated the ethical principle of respect for persons. The study targeted and manipulated mostly illiterate African Americans of a lower socioeconomic status without offering extra protections to make sure that the men were not coerced or deceived by any means, including financial means.

A separate study conducted by Philip Zimbardo in 1971 aimed to study prison dynamics utilizing the participation of 24 male undergraduates at Stanford University. The 24 students were split into two groups, prisoners and guards, and placed in an artificial prison in a basement at Stanford University. Police took the prisoners from their homes in handcuffs and brought them to the prison. Meanwhile, the guards were simply given uniforms and had no specific direction on how to run the prison. Unfortunately, the guards quickly began partaking in cruel behaviors towards the prisoners. Before the end of the study, five prisoners had to be released early as they began developing emotional problems such as depression and humiliation. The experiment ended before completion due to these issues. Although the participants did sign a consent form recognizing that they would be signing away some of their civil rights if they were selected to become prisoners, the study still caused the subjects significant emotional harm. In human subjects research, emotional harm is just as significant as causing physical harm. Researchers must take care in preserving the participants’ emotional, social, and physical wellbeing. Later, the study was also accused of data manipulation. Some researchers believe that Zimbardo encouraged the guards to act cruelly. Either way, researchers should not only protect all aspects of their subjects but also the objectivity of the study.

Another study conducted by Laud Humphrey in 1970 looked into homosexual behaviors in public spaces. Humphrey investigated these encounters by taking on the role of a “watchqueen”. The “watchqueen” was in charge of looking out for the police while two individuals, in this case, gay men, engaged in sexual acts in public spaces known as “tea rooms”. These encounters often took place in places like public restrooms. Although this phenomenon may seem strange today, it is important to note that homosexual men were not openly accepted at the time. In fact, these men could be arrested for ‘sodomy’. Although the men knew they were being watched by Humphrey, they did not know that they were being studied. However, the invasion of privacy goes further. Humphrey wrote the mens’ license plate numbers down and later tried to convince police officers to tell him the names and addresses of these men under the guise of being a ‘friendly salesman’. Surprisingly, the officers often obliged. Humphrey would then find these men, and conduct in depth interviews. However, Humphrey did not tell the men what he was really researching. Instead, he told them that they were participating in a public health survey. Later, Humphrey published his research in the book, “Tearoom Trade: A Study of Homosexual Encounters in Public Places”. The large ethical concern with this study is Humphrey’s use of deception and invasion of privacy. In human subjects research, deception is a tool that is to be avoided unless absolutely necessary. Researchers are also required to debrief subjects by explaining the deception and the true purpose of the study after employing deception.

These research studies represent extreme cases of ethical violations in research. It is important to note that research can be and often is done in an ethical manner. Increased review and other mechanisms of accountability try to ensure this. As a potential researcher, you are responsible for employing research ethics. You can take free courses on topics like research ethics and lab safety through Indiana University using the Collaborative Institutional Training Initiative. Once you are logged in, you can add courses such as Social/Behavioral Researchers and Biomedical Responsible Conduct of Research. To learn more and to access these courses go through the following link: https://research.iu.edu/training/citi/index.html.





Citations
Carr, D. S. (2021). The art and science of social research. W.W. Norton & Company.
The New York Times. (1972, September 12). At least 28 died in syphilis study. The New York Times. Retrieved April 2, 2022, from https://www.nytimes.com/1972/09/12/archives/at-least-28-died-in-syphilis-study-reports-on-tuskegee-tests.html
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Radicaltrue1739206745422adpatricRadicalization in the Modern Age/features/RadicalBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Radicalraschnab1653055081927raschnab1653055374333Yes//Image//Yes
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/features/Matt-Yoways.jpegsite://BL-VPUE-ENGAGE.iujur/features/Matt-Yoways.jpegBL-VPUE-ENGAGE.iujurMatt-Yoways.jpegMatt-Yoways.jpeg579112151843456Radicalization in the Modern AgeMatt Yoways1651867860000Not everything on the internet is as it seems. In this piece, Matt Yoways explains studies done on radicalization on the web. Social media and algorithms can be powerful tools for recruitment and persuasion.
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Recently, the use of social media has proliferated every aspect of our lives. While social media can be a great tool, with which much good can be accomplished, we must still be cognizant of its downsides. Specifically, social media carries with it the potential for radicalization. There are many reasons for this, one of the main ones being the way in which the algorithms work.

The algorithms, due to a need to keep the user scrolling, detect the types of content that is already being viewed by said user. The algorithm then shows the user content which is similar to that which they already view. This leads to a phenomena known as “information silos” in which people only view content, especially political content, which reinforces their previously held beliefs. The algorithms also tend to reward shocking, speculative, or doomsday oriented content.

Many radical groups are aware of this, and use social media to recruit new members. They often target people who are searching for meaning, or those who are social outcasts, as these are the people who are the most prone to becoming radicalized. In 1972, there was a study performed which analyzed how mass communication relates to social change. Although social media did not yet exist at this time, the study did analyze the impact of the major media sources at that time, including radio, print, and tv.

The study I am looking at, performed by Robin Thompson, goes on to note that, at that time, most people could be fairly confident that the information they were getting was credible. She contrasts that with modern times, in which social media allows anyone with internet access to post what they can claim as “news” or “information”. The first example she points to is email, which was, in a way, the original form of social media. In addition to being used for business purposes, it was also used to send “chain emails”. Thompson states that, by 2008, “96 percent of young muslim men in the middle east were recruited and radicalized via physical connections”. It is also stated that at this time, less than half of the population in the region had internet access. In western countries, however, it was more common for people to become radicalized online, as more of the population has internet access.

Radicalization has become more relevant in the age of social media, therefore it is essential that we learn to recognize and curb it at its roots.

Works Cited:
Thompson, Robin. “Radicalization and the Use of Social Media.” Journal of Strategic Security, vol. 4, no. 4, 2011, pp. 167–90, http://www.jstor.org/stable/26463917. Accessed 1 May 2022.

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Research Slam Audiencetrue1739206745422adpatricFinding Joy in Research with 2022 Research Slam Audience Vote Winner Prabhvir Lakhan/features/Research Slam AudienceBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Research Slam Audienceraschnab1653310753330lcnorton1686167618134Yes//Image//Yes
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/features/Lakhan_Psite://BL-VPUE-ENGAGE.iujur/features/Lakhan_PBL-VPUE-ENGAGE.iujurLakhan_PLakhan_P53092Audience winner, Prabhvir LakhanFinding Joy in Research with 2022 Research Slam Audience Vote Winner Prabhvir LakhanJoelle Jackson1653310860000The 2022 IUJUR Research Slam offered a dozen talented students the opportunity to share their research. Prabhvir Lakhan was chosen by attendees as the audience choice winner. Read more about Prabhvir's research here.
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For Research Slam 2022’s audience vote winner Prabhvir Lakhan, research has been a central focus of his college career since the very beginning. Even before his freshman year at IU, Lakhan was already reaching out to labs on campus and exploring the many undergraduate research opportunities IU provides. His mentor, Dr. Lauren Rutter, an Associate Research Scientist in the Department of Psychological and Brain Sciences, responded enthusiastically to his inquiry, and “I quickly joined her lab on a voluntary basis” before officially joining the lab the following semester. In the past year, he has also joined Dr. Brian D’Onofrio’s Developmental Psychopathy Lab, also in the Department Psychological and Brain Sciences.

Lakhan, a sophomore pursuing a degree in neuroscience, presented his mental health-focused work at IUJUR’s 2022 Research Slam competition. “My research is heavily focused around creating a more dimensional profile when it comes to diagnosing someone with a mental illness. This leads to looking for correlations with someone’s self-report scores for different mental illnesses and other variables like affect and cognition.” This research has critical and practical applications: “with all of this information, it becomes much easier to diagnose someone compared to the current system which has numerous misdiagnoses and missed diagnoses.”

This year’s Research Slam competition, held on April 9th in the Hamilton Lugar School, marked a return to in-person presentations after two years online due to the COVID-19 pandemic. The program was also streamed on Facebook, where a recording of the event is available. Eight undergraduate presenters, on topics ranging from citizen science roadkill reporting to the history of the passport, discussed their research in 3-5 minute lightning talks in front of a panel of faculty and graduate judges, as well as a general audience. The top prizes consisted of a faculty prize, selected by a faculty and graduate student panel, and an audience prize, selected by the general public. Lakhan was chosen out of all eight presentations as the audience favorite. 

This was Lakhan’s second year competing in Research Slam, and he emphasized the joyfulness of the experience: “[last year] was a lot of fun, so there was no hesitation when it came to competing again this year once I saw that it was in person.” He notes that “working in Dr. Rutter’s lab gives me a lot of joy, so I have a lot of fun sharing that research with others.”

As a veteran competitor, Lakhan’s Research Slam victory was especially sweet. “It’s a great honor. It’s really cool to see that my presentation resonated with the audience enough for them to vote for me.”

When asked what advice he would give for future Research Slam competitors, Lakhan noted that “I think it’s really important to not have a script that you follow strictly. It’s important to know what you’re going to talk about on each slide and what the most important points you want to touch on are; however, with a script, it becomes much harder to think outside of the box during the audience questions portion.” He credited this insight with helping him win: “I think that change in mentality made a difference between the two times I participated.”

Lakhan would like to extend gratitude to Dr. Rutter, as “she gave me an amazing opportunity during my freshman year and has always been an extremely supportive mentor.” He remarked that “some of my best memories in college are because of that lab, and I believe I have grown so much as a student and person because of her mentorship.” He would also like to thank Dr. D’Onofrio, who, although he has only joined his lab recently, has already provided great mentorship and research support. 

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public health ghanatrue1739206745422adpatricStudying and Researching abroad! A student’s experiences studying public health in Ghana/features/public health ghanaBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/public health ghanarhaghver1666577912125rhaghver1666579271295Yes//Image/features/public-health.jpegsite://BL-VPUE-ENGAGE.iujur/features/public-health.jpegBL-VPUE-ENGAGE.iujurpublic-health.jpegpublic-health.jpeg1132341200628/Yes
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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author Lynn StrongStudying and Researching abroad! A student’s experiences studying public health in GhanaLynn Strong1666578600000During the summer of 2022, I had the opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I broadened my horizons beyond Indiana University with public health research... here's how it went.
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During the summer of 2022, I had the amazing opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I accumulated new memories, tried new foods, met new people, and broadened my horizons beyond Indiana University.

As a part of the program, students designed and executed independent qualitative research projects focused on an area of public health. Due to the differences in language and culture, I was interested in studying patient-doctor interactions. To narrow down the scope of my research, I decided to interview women who had recently given birth. Ghana has a high rate of infant mortality so by hearing the patient’s experience on maternal care, I hoped to understand some of the barriers women may face when accessing quality healthcare during pregnancy.

With the guidance of professors, I designed and carried out my research. I made a list of open ended questions to pinpoint barriers that women experienced when accessing maternal care. I interviewed women at the markets, at a university, and even a gynecologist at a local hospital. For interviewees who were more comfortable speaking in a Ghanian language or another language besides English, I had a professor translate my questions and their answers. I recorded every interview and transcribed the conversations so I could pick out common themes and experiences. I am working on publishing my research, so I won’t disclose all of my findings, but these interviews really helped me to understand the real-life difficulties of accessing healthcare in Ghana.

The most challenging part of my research was having to approach people for my study. I was so worried about inconveniencing people and making them step away from their work. While it took some time for me to build up the courage to ask if I could interview people, I was  grateful that all of my interviewees were so generous and willing to give up some of their time to explain their experiences. Asking personal questions about healthcare is difficult for anyone to discuss, but it was especially daunting since I was both a stranger and a foreigner. I am so honored that all of my interviewees were so open, comfortable, and willing to answer my questions.

In conclusion, this program to Ghana not only helped me to improve my research skills, it also helped me to become a more well-rounded person. I was able to see another way of life beside my own, experience a continent I had never set foot in, and enjoy things that I would never have been able to experience without traveling to Ghana.

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/features/lynnheadshotiujur.jpgsite://BL-VPUE-ENGAGE.iujur/features/lynnheadshotiujur.jpgBL-VPUE-ENGAGE.iujurlynnheadshotiujur.jpglynnheadshotiujur.jpg719731080715Author: Lynn StrongStudying and Researching abroad! A student’s experiences studying public health in GhanaLynn Strong1636936320000Surgery techniques, prescriptions, supplements... the list goes on. We need research to assure they are effective. How can we ensure that medical items works on a population? Well, we need studies that fairly represent the population! This is why diversity in research participants is so important.
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During the summer of 2022, I had the amazing opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I accumulated new memories, tried new foods, met new people, and broadened my horizons beyond Indiana University.. 

As a part of the program, students designed and executed independent qualitative research projects focused on an area of public health. Due to the differences in language and culture, I was interested in studying patient-doctor interactions. To narrow down the scope of my research, I decided to interview women who had recently given birth. Ghana has a high rate of infant mortality so by hearing the patient’s experience on maternal care, I hoped to understand some of the barriers women may face when accessing quality healthcare during pregnancy. 

With the guidance of professors, I designed and carried out my research. I made a list of open ended questions to pinpoint barriers that women experienced when accessing maternal care. I interviewed women at the markets, at a university, and even a gynecologist at a local hospital. For interviewees who were more comfortable speaking in a Ghanian language or another language besides English, I had a professor translate my questions and their answers. I recorded every interview and transcribed the conversations so I could pick out common themes and experiences. I am working on publishing my research, so I won’t disclose all of my findings, but these interviews really helped me to understand the real-life difficulties of accessing healthcare in Ghana.

The most challenging part of my research was having to approach people for my study. I was so worried about inconveniencing people and making them step away from their work. While it took some time for me to build up the courage to ask if I could interview people, I was  grateful that all of my interviewees were so generous and willing to give up some of their time to explain their experiences. Asking personal questions about healthcare is difficult for anyone to discuss, but it was especially daunting since I was both a stranger and a foreigner. I am so honored that all of my interviewees were so open, comfortable, and willing to answer my questions. 

In conclusion, this program to Ghana not only helped me to improve my research skills, it also helped me to become a more well-rounded person. I was able to see another way of life beside my own, experience a continent I had never set foot in, and enjoy things that I would never have been able to experience without traveling to Ghana.

If you are interested in reading more about the 2022 Hutton Honors Study Abroad program "Culture and Health in Africa", follow the link https://iughana.sitehost.iu.edu/ to read more 

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AI is Flawedtrue1739206745422adpatricAI is Flawed - What Do We Do About It? /features/AI is FlawedBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/AI is Flawedjilgrant1666796525976jilgrant1666797392046Yes//Image/features/artificialintelligence.pngsite://BL-VPUE-ENGAGE.iujur/features/artificialintelligence.pngBL-VPUE-ENGAGE.iujurartificialintelligence.pngartificialintelligence.png7008891200630/Yes
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Artificial intelligence has been increasingly important to our lives – it’s how we unlock our cell phones, it can produce beautiful art, and it even lets Siri interpret our spoken words as written ones. Even if you don’t use artificial intelligence yourself, chances are it’s used on you. It’s used to tailor advertisements with downright creepy accuracy, it has automated away some jobs that used to be tasked by people, and doctors use it as a tool to predict the probability of, say, a tumor being benign or serious. 


With all the decision-making power that AI holds over our lives, it better at least be accurate. Unfortunately, it is only as accurate as the humans that program it. 


Artificial intelligence is a catch-all term for systems that use algorithms to reliably predict a future result based on how similar inputs like it performed in the past. Since it is up to humans to decide what preliminary data is fed into the AI procedure, any flaws or biases in that data will be reflected in the  results from the AI procedure. For example, face-recognition algorithms are mostly trained on white faces and have great difficulty accurately recognizing non-white faces. The consequences of this can range anywhere from not being able to unlock your phone to being unfairly prosecuted because an AI recognized you as someone you are not. Often it feels that AI holds all the power against us but we have to ask: what can we, as consumers of these products, do about it? 


To answer this question, Dwork & Minow looked at how it is that people can gain and keep our trust in general. There’s two main aspects to being trustworthy. The first is to hold up your end of the bargain. So if I give my roommate some money to go to the grocery store and buy the items on my list, she would keep my trust by using the money to get the listed groceries. But that’s not all there is to trust. Say there is some money left over – would I trust her if she kept it for herself instead of giving it back to me? Probably not, and this identifies the second main aspect of trust – knowing that my interests are also your interests. This identifies the main problem causing distrust in artificial intelligence – procedures are often built without the feedback of the people that it affects, both at the business and governmental levels. There is no reliable guarantee that my interests are the interests of the people building the AI’s. 


At this point, Dwork & Minow propose solutions that would better this issue of distrust. Now that we have identified where it is that AI betrays our trust, that same place can also be an opportunity for AI to gain it back. Letting consumer participation shape AI to a larger extent would provide more of a guarantee that my interests are AI’s interests. The people who will be affected by an AI should have a say in what kinds of data it uses and what methods it uses to come to its conclusions. AI methods, Dwork & Minow contend, should be explainable to the average person that will be affected by them, so we can understand that there was a process to the conclusion the AI returned. All AI’s should have to answer to common people and compete in the market based on trust. Those who are less trustworthy should be less successful. There should be a set of standards that external sources use to gauge the trustworthiness of AI’s, and AI’s should be rated on those guidelines. These measures would introduce accountability and participation that is lacking in AI. 


While these measures would certainly improve trust between AI and the public, there are still limitations on how much these measures can be accomplished. 


On the issue of explainability, many AI procedures use mathematical procedures that, while there is an explanation behind them, might be lost on the average person. Does this mean that we should only limit AI’s to simple ones? Alternatively, we can try to implement explainability as much as possible, with the caveat that just because not everyone can understand the explanations behind an AI does not mean that those explanations don’t exist. 


On the issue of participation, there would have to be a balance between the public opinion and expert knowledge to come to a solution, rather than letting one overshadow the other. While public opinion could certainly improve the fairness of AI’s, we should be careful to not let it overrule expertise to such a point to make AI’s less reliable overall. In both these cases, trust would be improved by implementing these ideals as much as possible, while not implementing them to an absolute extent. Certainly, these would be massive improvements over the current state of AI.


References

Dwork, C., & Minow, M. (2022). Distrust of Artificial Intelligence: Sources & Responses from Computer Science & Law. Daedalus, 151(2), 309–321. https://www.jstor.org/stable/48662044
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Big Datatrue1739206745422adpatricLearning what the buzzwords mean: Big data and AI in the Hutton Honors College/features/Big DataBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Big Dataraschnab1667874730959raschnab1668565740310Yes//Image/features/Big data imagesite://BL-VPUE-ENGAGE.iujur/features/Big data imageBL-VPUE-ENGAGE.iujurBig data imageBig data image45552/features/Big data imagesite://BL-VPUE-ENGAGE.iujur/features/Big data imageBL-VPUE-ENGAGE.iujurBig data imageBig data image45552Yes
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/features/Raya-Haghverdi.jpegsite://BL-VPUE-ENGAGE.iujur/features/Raya-Haghverdi.jpegBL-VPUE-ENGAGE.iujurRaya-Haghverdi.jpegRaya-Haghverdi.jpeg564965351843456Learning what the buzzwords mean: Big data and AI in the Hutton Honors CollegeRaya Haghverdi1633910400000

Big data. Artificial intelligence. Machine learning. These are some of the biggest buzzwords in the technology and business world. However, as someone majoring in neuroscience, I had no idea what those words meant. I knew they were important, but I didn’t really know why. Until HON-H 238.

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FullOne HalfBig data. Artificial intelligence. Machine learning. These are some of the biggest buzzwords in the technology and business world. However, as someone majoring in neuroscience, I had no idea what those words meant. I knew they were important, but I didn’t really know why. Besides, I was a life science major. How could I even understand that stuff?

The Hutton Honors College offers a variety of seminars focusing on politics and communication, otherwise known as HON-H 238. Social Impacts of Big Data was one of those courses for the Fall 2021 semester. I’m in this class right now, taught by Dr. Younei Soe, a lecturer in the Luddy School’s Department of Information and Library Sciences (ILS). Thanks to her guidance, our class has not only learned what Big data and artificial intelligence (AI) are, but discovered how important they can be when applied to virtually every field possible. The class has been so impactful that I had to tell you all about it.

Big data are large data sets that have come about in the Information Age. For example, think of all the data Instagram collects when you like certain posts, and multiply that by the number of Instagram users. All of that data is stored in a database used by Instagram (and third-party advertisers) to maximize their content, and thus their profits. Artificial intelligence is born from these kinds of big data sets, as data is used to create algorithms and programs that can make predictions and figure out what will happen in the future in terms of sales, Covid-19 infections, or potential crime hotspots. This process is called machine learning, and it makes AI.

It’s obvious that Big data and AI can be applied to many fields, including medicine, business, law, and politics, and thanks to this new Hutton course, any Hutton undergrad can learn all about it. But the story of this course and the way it can advance students’ careers are perhaps even more interesting.

“I want[ed] to do something that [could] relate to everyday life. It was the early 2000s, and everyone was talking about the Internet.”

This is how Dr. Soe’s career in informatics started. After receiving a Bachelor’s degree and a Master’s degree in English literature and linguistics, Dr. Soe knew that she wanted her career to go in a different direction. After completing a second Master’s degree in Communication, Culture, and Technology from Georgetown University, Younei (as her students call her) came to Indiana University to do a PhD in communications.

“My PhD program asked me to do a minor in social informatics,” said Soe. The rest is history.

While Younei teaches graduate courses in the ILS department, something rather random inspired her to create her section of HON-H 238.

“One day I saw an email from the Dean of the Honors College asking faculty members to teach for the honors college. I thought of modifying my graduate course [Social and Ethical Impacts of Big Data] so it could serve undergraduates.”

Students in this section of HON-H 238 have the opportunity to learn from the real world. Through biweekly readings of articles from academic journals and news sources like Financial Times and the Wall Street Journal, students formulate two questions or comments from the readings and submit them. The next day in class, these questions and comments are integrated into the day’s lecture and discussion section, which revolve around improving the student’s understanding in the topics students care about the most.

“Comments [give] me a good sense of what students [are] thinking so I [can] better prepare my teaching,” said Soe when asked about her teaching style.

But not only does this class aid students in their understanding of Big data and AI, but also in their resume building.

“We are writing two essays [in class], the critical essay and the opinion article. If I see some students who want to try submitting their op-ed [opinion article] to any newspapers, I would like to help them revise and finalize them… In previous years, I’ve done this several times,” said Soe on her involvement in student publications.

This class has served me and my peers in a way I didn’t think possible. We’ve learned about some of the latest cutting-edge technology in every industry, which will boost our skills wherever we go. We have the chance to publish our work with the support of a passionate faculty member. We’ve gained valuable knowledge and support, and the best part is? I finally know what those buzzwords mean.
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Submitting to IUJURtrue1739206745422adpatricSubmitting Original Research to IUJUR/features/Submitting to IUJURBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Submitting to IUJURraschnab1669826408044raschnab1669826604895Yes//Image/features/Submit to IUJURsite://BL-VPUE-ENGAGE.iujur/features/Submit to IUJURBL-VPUE-ENGAGE.iujurSubmit to IUJURSubmit to IUJUR137860/features/Submit to IUJURsite://BL-VPUE-ENGAGE.iujur/features/Submit to IUJURBL-VPUE-ENGAGE.iujurSubmit to IUJURSubmit to IUJUR137860Yes
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/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegBL-VPUE-ENGAGE.iujurRose-Schnabel.jpegRose-Schnabel.jpeg566018151843456Curious on how to submit to IUJUR? Read through this step-by-step guide that takes you through the research and submission process.Submitting Original Research to IUJURRose Schnabel1669826520000Curious on how to submit to IUJUR? Read through this step-by-step guide that takes you through the research and submission process.
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Many students on IU's campuses have participated in fascinating research and hope to share their findings with the community. Undergraduates have an opportunity to publish their work right here on campus with the IU Journal of Undergraduate Research (IUJUR).

Submissions can be original work created specifically for IUJUR or papers that you’ve written previously for classes or research. If you’ve previously written the paper for a class, your faculty sponsor will be the professor to whom you submitted the piece. If you are submitting research results, talk with your PI about IUJUR (pointing them in the direction of https://iujur.iu.edu/ to learn more) and outline your proposal. That said, don’t be intimidated if you have not yet conducted research or written a paper that you’d like to submit. Original ideas or independent projects are welcome in the Journal and IU has a multitude of resources to support you throughout the investigation and writing process.

All student submissions require faculty support, so it’s important that the research is conducted and the paper is written under the guidance of a faculty member at IU. To find a mentor for an independent research project, browse departmental websites or speak to a counselor at the Walter Career Center to find 2-3 potential faculty sponsors. Explain your research goal and work with them throughout the investigation and writing process. All topics are welcome and papers will be sorted into one of four categories for the review process: natural sciences, applied sciences, humanities, or social sciences. 

The research process may look slightly different depending on your topic and discipline, but a reliable model is to identify a question, preliminarily review literature, refine a research topic, collect data, and analyze your findings. For literature review and data collection in systematic reviews, consider using the research guides created by IU libraries for curated news articles and subject-specific databases. For even more specificity, look into the library research guides for guidance on resources held in IU archives as well as a library contact for the given subject. 

When the time comes to write your piece, keep in mind that IUJUR accepts submissions of full length articles and literature reviews. For more details, visit https://iujur.iu.edu/submit/options/index.html. Your submission may be written in any language, but English language papers generally have a faster turnaround time. The Journal is open access, meaning that there are no barriers, monetary or otherwise. The IUJUR Student Author Contract allows for publishing, reproduction, distribution, and creation of derivative works of the publication on other platforms. Your submission will be peer reviewed so as to ensure rigor in the review process, so you can expect comments and constructive feedback from IUJUR editorial board members.

If your submission is deemed as suitable for the Journal, you will proceed to edit and improve your piece. Common points of improvement for submissions are structural or grammatical; consider having multiple people read through the piece to catch any errors that you may have missed. For help with references, consult the IU libraries citation guide, which has templates for APA, MLA, and Chicago style references. Writing Tutorial Services is a resource at IU that can help with line editing and fine tuning the piece.

When you are satisfied with all updates and edits, the editorial board will review the piece once again and be in contact regarding the next steps. Having your work published in a peer-reviewed journal as an undergraduate student is a standout experience and opens the door for future publications; IUJUR encourages your submission!

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AAPI Hate at iUtrue1739206745422adpatricAAPI Hate at IU: How we got here and where to go/features/AAPI Hate at iUBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/AAPI Hate at iUrhaghver1674926608542rhaghver1674926977366Yes//Image/features/aapi_hate.jpgsite://BL-VPUE-ENGAGE.iujur/features/aapi_hate.jpgBL-VPUE-ENGAGE.iujuraapi_hate.jpgaapi_hate.jpg11461275183/features/aapi_hate.jpgsite://BL-VPUE-ENGAGE.iujur/features/aapi_hate.jpgBL-VPUE-ENGAGE.iujuraapi_hate.jpgaapi_hate.jpg11461275183Yes
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FullOne HalfIt was one less person to blow up the country.

This was the justification given by the 56-year-old white woman who attacked an Asian IU student on the bus on Wednesday, January 11th. The student has multiple stab wounds to the head; the perpetrator was charged with attempted murder; and all this happened on 4th St, a place many IU students know and love, especially due to its multicultural presence. How did we get here?

While anti-Asian hate has certainly been on the rise since the onset of the COVID-19 pandemic, it has been consistent in our country for generations, going back to the California Gold Rush of the 1850s. The U.S. even enacted the Chinese Exclusion Act of 1886, which prohibited Chinese laborers from immigrating to the United States, the only piece of legislation in our history to exclude a group of people based on their race. The Japanese-American population suffered in internment camps during the Second World War, and violent acts against the Asian people in America can be traced from a Los Angeles massacre in 1871 to last week’s attack in 2023. In fact, according to a study done by Stop AAPI Hate, there have been 11,467 hate incidents reported to the Stop AAPI Hate reporting center, and that 1 in 6 of these incidents involved physical violence, with 1 in 9 occurring on public transportation. At this point in time, 51% of Asian-Americans do not feel safe going out.

Especially because of the COVID-19 pandemic, which originated in China, some people have opted to believe that it is all the Chinese– and by proxy– East Asian people who are responsible for the spread of the virus and associated casualties. This is simply inaccurate; according to a review study by Hughes and colleagues, pandemics begin when a virus from an animal mutates into a form that can be transmitted to humans and eventually engage in human-to-human transmission. This can happen when individuals around these animals engage in unsterile butchering techniques. By that logic, the parties to blame are some likely unknowing butchers, the animal with COVID (which is still unclear, by the way), and the laws of virus biology. A whole ethnic group couldn’t possibly have orchestrated such an event.

In order to understand why this happened, we need to know simply why racism, particularly anti-Asian racism, exists. I believe the answer is simple: a lack of understanding and respect for Asian and Asian-American culture from people of other ethnic groups. There are a variety of Asian stereotypes present in our society: that all Asians are good at math, or terrible at driving, or out to steal our jobs, or that Asian women are meek and submissive, or that Asian men are effeminate. None of these could possibly be true: there are simply too many individual differences between people for all of a group to subscribe to one particular characteristic. The problem is, these individual differences, a core concept in human psychology, don’t seem to apply to Asian people in the minds of racist people.

However, this is simply my theory. While I am a person of color like the victim, I am not Asian, and thus will not claim to know all the answers or experiences of Asian-Americans. For this, I reached out to IU’s Asian-American community.

Disgust, horror, grief, shock. It was jarring. But it wasn’t surprising. This is how my two interviewees felt about the whole ordeal.

“I get emails from the IDS, and [a] headline was about the Asian hate crime, so I clicked on it immediately”, said Elie Bryan, a sophomore at IU majoring in media science with a specialization in media psychology. My second interviewee, A.O., sent the news immediately to her mother and aunt, the “most prominent Asian women in my life”.

“I have to use the Bloomington Bus to and from campus, and every time I see a middle-aged/older white person, I instantly panic inside,” said Bryan. “As a woman, I always took standard precautions walking alone on campus, but after this event, I’m even more aware of my surroundings.”

Luckily, in terms of personal racially-motivated attacks, Bryan couldn’t recall any violent incidents. “I thankfully have not experienced anything aggressive or felt like my life was in danger. I know that I’ve experienced microaggressions from my peers, but I can’t recall a specific instance.”

For A.O., a microaggression came in the form of racist language at her place of work. It happened “at a buffet on the West side” of Bloomington, said A.O. “A guy figured I was the owner/manager of the place because I had ch*nk eyes”.

Both A.O. and Bryan agree that the problem comes from a lack of understanding and education about other cultures. According to the University of Washington School of Education, multicultural education can help promote equity, reduce prejudice, and empower the school as a whole. Social action initiatives can span many grade levels, all of which can promote gaining an understanding of all people, without any grandiose lectures and listening sessions. All it takes is a few steps every day, every month, and every year, to effectively engage in an equity pedagogy. Closer to home, Indianapolis Public Schools recently relaunched their Education Equity Initiative, which should hopefully pave the way for an easier journey for Black and Brown youth.

With equal opportunities and treatment for these students, perhaps peers who otherwise would not have exposure to other cultures can learn to see different cultures as different, yet equal. With changing beliefs starting at the school-age, children can grow up to become mindful, culturally aware, and successful adults who know that their peers are not responsible for blowing up the country.
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FullOne Half“They might be a little late,” says Alisha Rivera Aquino, looking out of the IU Speech, Language and Hearing Clinic’s glass doors expectantly. “They have to drive really far to get here.”

Aquino is referring to her elementary-aged patient and their family, who make the weekly journey to the Clinic for Spanish-language speech therapy sessions. Aquino works with the young patient as a part of her master’s degree work in Speech Therapy Education, Practicum, and Services, or STEPS: the only bilingual Speech-Language Pathology Master’s track in Indiana.

As of 2022, 19% of the US population identified as Latinx, yet only 6% of certified Speech-Language-Hearing clinicians felt comfortable providing care in Spanish. The scarcity of Spanish-language clinicians means that patients like Aquino’s often travel long distances for high-quality speech care.

STEPS at IU was formed by Dr. Raquel Anderson in 2009 to help address this gap in healthcare from two angles: offering Spanish-language speech therapy sessions to community members all while training bilingual clinicians.

Benefit to patients
The Clinic is a sleek, glassy building nestled behind the IU Health Bloomington Hospital. At 5:30 p.m., it sits mostly empty, except for Visiting Clinical Assistant Professor Andrea Arends, Aquino, and her mentee, first-year STEPS student Ana Valdez. Once the family arrives, the lobby is filled with a chorus of greetings.

The group makes their way through the clinic’s hallways until arriving at two small, connected rooms. Everyone takes their place. The youngest child, Aquino, and Valdez sit on the three red chairs in the main room and the child’s mother and siblings on three identical chairs in the observation room. A one-way window and speaker system allows the family to listen in as the two graduate students begin the session.

“Let’s jump!” the two announce enthusiastically in Spanish. Sounds of movement and laughter come through the speaker as the child, Aquino, and Valdez jump to sound out two and three-syllable words. They work through a list of words, emphasizing each syllable before stringing them together in series.

Aquino and Valdez lead the student through a series of reading and pronunciation activities: describing a picture book, answering conversation questions, and sounding out three-syllable words. As the student speaks, they offer encouraging nods and gentle guidance while making notes on their printed lesson plans.

“We put checks and minuses next to what was easy and what was hard,” explains Valdez. At the end of the hour-long session, the pair goes over the points with the family, explaining that the student had made progress on two and three-syllable words and that the next steps were to continue working towards full phrases.

“Most of our parents observe the entire session”, says Arends, a 2015 graduate of the STEPS program who now helps organize the program. Although most treatment is done in the clinic, observing their children allows parents to model language at home, which may improve patient outcomes.

“We’re not here to reinforce the institutional rules of how language should be used,” says Arends. Instead, the treatment aims to address speech or language disorders to allow children to speak their home language confidently and comfortably. “From a social justice language framework, maintaining that home language is crucial,” she explains.

Benefit to students
Of the 326 Speech-Language Pathology Masters programs in the US, only 52 offer a bilingual track. In the Midwest, that number drops to four.

Masters students in STEPS participate in a two-year curriculum of clinical, academic, and classroom learning focused on child language, bilingualism, and diversity. A cornerstone of their learning is clinical experience, whether in the IU Speech, Language, and Hearing Clinic or in regional public schools with a high Latinx enrollment.

Nicole Garcia, a current STEPS Masters student, was drawn to the program as a result of her previous experience with such schools. After graduating from IU as an undergraduate in December 2018, she worked in an Indianapolis area public school as a bilingual skill specialist.

Because of her Spanish proficiency, Garcia soon found her responsibilities growing. “The therapist really relied on me to serve almost as an interpreter,” she said, “At least in my center, there weren’t a lot of bilingual speech-language pathologists. I felt like there could’ve been more help.”

Through STEPS, Garcia hopes to reduce the strain on bilingual clinicians and increase the amount of Spanish-language support available to Latinx students.

Even within IU, Garcia views STEPS as an asset to the Speech-Language Pathology Masters cohort as a whole. “Through STEPS we learn about culturally responsive treatment,” said Garcia, “students in STEPS might have a different perspective on things.”

Benefit to community
According to the 2022 US Census, 4.5% of Bloomington residents identified as Hispanic or Latino. Thirteen of these residents are currently participating in STEPS, though caseload varies by year. This fall, the STEPS program formed the Familias en Conexión support group for the parents of patients to meet and discuss experiences, questions, and concerns about their children’s care.

These group meetings allow the families of these children to find community among other people with shared experiences. “It was a good first meeting, we’re hoping to grow it,” reflected Arends in September.

Just as Arends hopes to grow Familias en Conexion, Garcia wants to grow STEPS’ attention. Although proud of her cohort and their achievements, Garcia wishes the program had more funding to cover transportation expenses for patients or make sessions free of cost. “I wish [STEPS] was more valued here [at IU] because it does help a lot of families,” she said.
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Cómo STEPS habla el idioma de la comunidad

“Podrían llegar con un poco de retraso,” dijo Alisha Rivera Aquino, mirando a través de las puertas de vidrio de la Clínica de Habla, Lenguaje y Audición de IU. "Viven bastante lejos de aquí."

Aquino se refiere a su paciente joven y su familia, quienes hacen un viaje semanal a la clínica para sesiones de terapia del habla juvenil en español. Aquino trabaja con el paciente como parte de su maestría en Educación, Práctica y Servicios de Terapia del Habla en español, o STEPS: el único programa de maestría en Patología del Habla y del Lenguaje bilingüe en Indiana.

En el 2022, el 19% de la población de los Estados Unidos se identificaba como Latinx, pero solo el 6% de los clínicos certificados en Patología del Habla, Lenguaje y Audición se sentían cómodos para atendar a pacientes en español. La escasez de clínicos que hablan español significa que pacientes como los de Aquino suelen viajar largas distancias para recibir tratamiento de terapia del habla.

STEPS fue fundado por la Dra. Raquel Anderson en 2009 para atender esta necesidad. El programa tiene dos objetivos centrales: ofrecer sesiones de terapia del habla en español a miembros de la comunidad y entrenar a clínicos bilingües para el futuro.

Beneficio para los pacientes

La clínica es un edificio elegante y acristalado ubicado detrás del Hospital de IU Health en Bloomington. A las 5:30 pm, está casi vacía, salvo la Profesora Asistente Clínica Visitante Andrea Arends, Aquino, y su aprendiz —una estudiante de primer año de STEPS— Ana Valdez. Cuando llega la familia, el vestíbulo se llena de saludos.

El grupo camina por los pasillos de la clínica hasta llegar a dos pequeñas salas conectadas. Todos toman sus asientos. El niño más joven, Aquino y Valdez en las tres sillas rojas de la sala principal, y la madre y los hermanos del niño en tres sillas idénticas en la sala de observación. Una ventana unidireccional y un sistema de altavoces permiten que la familia escuche mientras que las dos estudiantes graduadas comienzan la sesión.

"¡Vamos a saltar!" dicen entusiastamente. Se escuchan sonidos de movimiento y risas a través del altavoz mientras que el niño, Aquino y Valdez saltan y pronuncian palabras de dos y tres sílabas. Repiten el proceso por toda una lista de palabras, enfatizando cada sílaba antes de unirlas en serie.

Aquino y Valdez guían al paciente en una serie de actividades de lectura y pronunciación: describir un libro de imágenes, responder preguntas de conversación y pronunciar palabras de tres sílabas. Mientras que hable el paciente, las estudiantes graduadas ofrecen gestos de aliento y orientación suave mientras tomaban notas en sus planes de lecciones impresos.

"Ponemos ‘check’ y ‘menos’ junto a lo que fue fácil y lo que fue difícil," explica Valdez. Al final de la sesión, el par repasa estos puntos con la familia, explicando que el estudiante había progresado en palabras de dos y tres sílabas y que los próximos pasos eran seguir trabajando en frases completas.

"La mayoría de nuestros padres observan toda la sesión," dijo Arends, quien se graduó en 2015 del programa STEPS y ahora ayuda a organizar el programa. Aunque la mayor parte del tratamiento se realiza en la clínica, observar a sus hijos permite a los padres modelar el lenguaje en casa, lo que puede mejorar los resultados del paciente.

Los resultados de los pacientes van más allá de la clínica. "No estamos aquí para reforzar las reglas institucionales de cómo se debe usar el lenguaje," dijo Arends. En cambio, el objetivo del tratamiento es abordar trastornos del habla o del lenguaje para permitir que los niños hablen su idioma materno con confianza y comodidad. "Desde un marco de justicia social en el lenguaje, mantener ese idioma materno es crucial," explicó.

Beneficio para los estudiantes

De los 326 programas de Maestría en Patología del Habla y del Lenguaje en los Estados Unidos, solo 52 ofrecen una pista bilingüe. En el Medio Oeste, ese número se reduce a cuatro.

Los estudiantes de maestría en STEPS participan en un plan de estudios de dos años que se centra en la experiencia clínica, académica y en el aula, enfocado en el lenguaje infantil, el bilingüismo y la diversidad. Un pilar de su aprendizaje es la experiencia clínica, ya sea en la Clínica de Habla, Lenguaje y Audición de IU o en escuelas públicas regionales con una alta inscripción de estudiantes latinos.

Nicole García, otra candidata de maestría, se sintió atraída por el programa debido a su experiencia previa en escuelas de este tipo. Después de graduarse de IU como estudiante de pregrado en diciembre de 2018, trabajó en una escuela pública del área de Indianápolis como especialista en habilidades bilingües.

Debido a su competencia en español, García pronto vio cómo crecían sus responsabilidades. "El terapeuta realmente dependía de mí para servir casi como intérprete," dijo, "al menos en mi centro, no había muchos patólogos del habla y el lenguaje bilingües. Sentí que podría haber habido más ayuda."

A través de STEPS, García espera reducir la carga sobre los clínicos bilingües y aumentar la cantidad de apoyo en español disponible para los pacientes latinos.

Incluso dentro de IU, García considera que STEPS es un activo para toda la cohorte de Maestría en Patología del Habla y del Lenguaje. "A través de STEPS aprendemos sobre el tratamiento sensible a la cultura," dijo García, "los estudiantes de STEPS pueden tener una perspectiva diferente sobre las cosas."

Beneficio para la comunidad

Según el Censo de los Estados Unidos de 2022, el 4.5% de los residentes de Bloomington se identificaron como hispanos o latinos. Este otoño, el programa STEPS formó el grupo de apoyo Familias en Conexión para que los padres de los pacientes se reunieran y discutieran experiencias, preguntas y preocupaciones sobre la atención de sus hijos. El número de pacientes que participan en el programa varía de un año a otro, con una carga actual de trece pacientes.

Estas reuniones de grupo brindan a las familias de estos niños la oportunidad de encontrar comunidad entre otras personas con experiencias compartidas. "Fue una buena primera reunión, esperamos que crezca," reflexionó Arends en septiembre.

Así como Arends espera que crezca Familias en Conexión, García también desea aumentar la atención hacia STEPS. Aunque se siente orgullosa de su cohorte y sus logros, García desearía que el programa tuviera más financiamiento para cubrir los gastos de transporte de los pacientes o para que las sesiones sean gratuitas. "Desearía que [STEPS] fuera más valorado aquí en IU, porque realmente ayuda a muchas familias," destacó.

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roma-resistance-how-did-they-face-the-nazistrue1745333784831ksubbannRoma Resistance: How They Resisted the Nazis/features/roma-resistance-how-did-they-face-the-nazisBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/roma-resistance-how-did-they-face-the-nazisksubbann1744582492541ksubbann1745333987693Yes//Image//Yes
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/about-us/staff/2024-2025/occ-board/nicole-smith.jpgsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2024-2025/occ-board/nicole-smith.jpgBL-VPUE-ENGAGE.iujurnicole-smith.jpg395579049283264Historian and Jewish Studies Professor Mark Roseman spent the past semester researching the ways in which Roma and Sinti resisted Nazi rule. He worked with a group of students, conducting interviews with descendants and affected individuals, and this is an article that recounts that conversation and expands on the views and situation of the Roma and Sinti people in the US today.Roma Resistance: How They Resisted the NazisNicole Smith
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In Nazi Germany, Roma and Sinti individuals faced mass genocide, work camps, and deportations. Despite this, they continued to carve out space for their own existence. Currently, Professor Roseman is participating as the only bid in the United States to the State Diplomacy Lab “Roma Resistance to the Nazis, 1939-1945.” He is a historian of modern Europe, specializing in the Holocaust. Working with him is a group of undergraduate students interested in the unique experience that the Roma and Sinti populations faced in the Holocaust. Peter Benington, a junior studying political science at IU, is one of the student researchers in the lab. He, along with Professor Roseman, sat to talk with IUJUR about the research they have done this past Fall.

Diplomacy labs were started in 2013 by the US Department of State to create projects that allow graduate and undergraduate students to involve themselves in research and inform the department’s responses to contemporary and complex global issues. The State partnered with universities to look at policy issues like human rights and democracy, energy, global health, in different countries. As part of the Jewish Studies program at IU, Professor Roseman applied for a Roma and Sinti study, a population currently seeking restitution in the US. He found Roma and Sinti to be “underrepresented” in terms of their impact and recognition, and hoped this lab could bring this issue into the spotlight. 

The Department of State created this project in aims of clarifying a potential uprising in Auschwitz in 1944. Professor Roseman knows that he and the undergraduates cannot answer that question, but they are able to find ways that Roma and Sinti were able to “assert themselves” and fight for their own survival. Banington points towards how the data collected on the Roma is still small, despite moves by German and other governments in the 1980s to give compensation to the community. As it is such an under researched field, Banington said he wants to show what they went through. Professor Roseman found that the Roma and Sinti story has often been “neglected in the discussion” despite the decimation their population went through.

From this research, Dr. Roseman and his team have uncovered a multitude of enlightening facts and history within their area. The scope for acting “varied enormously” depending on the time, individual connections, and geographical location. A diversity of experiences and perspectives remained strong throughout their research. Banington had many notions on the productivity of their research. One thing that largely stood out to him was the familial ties. He found tight communities present in the camps, allowing for “established networks” of Roma and Sinti who were able to rely on each other. As a result of the Roma people’s disparaging treatment within encampments in comparison to their counterparts, they began to revolt and resist imprisonment in unique ways. The Roma and Sinti had their own section in camp, giving them some form of autonomy in comparison to other groups in Auschwitz which aided in their ability to resist uniquely. Coupled with a disparate regard within prison encampments, the Roma people were also threatened with a rather fickle status and abrupt transitions in lifestyle. 

The family of a Roma father operating as a soldier for the Nazi Regime was once well sustained and kept, but with an unceremonious change in status, he and his family were removed from that station of succor and relocated to Aushchitz in the span of a week. Roma people as young as ten years old were subjected to treatment and living conditions that resulted in malnourishment, sleep deprivation, and other physical and mental hardships. These individual recognition of accounts are a powerful tool for “piecing together” the past, Banington noted.

As with all research there are difficulties and concerns when approaching studies, especially with sensitive topics such as this area. Ethical concerns arise for Dr. Roseman and his team when gathering information on the Roma people. Benington denotes some discrepancies within testimonies, which he mainly accredited to a “generational divide.” Many individuals are “testifying 30 to 40 years” afterwards or are coming from children or grandchildren, leading to potential mixups in times, numbers, and events. Benington states that to resolve this issue, the research team is very conscious about being careful and taking precautionary steps such as double checking information and weighing individual accounts. 

Although it can be hard to say the exact outcomes of Professor Roseman’s diplomacy lab, the research done by these students can have implications in this field of research and in the immediate material responses from the State. The group presented their findings to D.C. via Zoom last December, where they enriched State knowledge on the Roma and Sinti population. It gave them a greater understanding of what happened during Nazi rule, and how best to assert the group’s interests. Depending on their interpretation of how the Roma and Sinti were affected, the Department of State may determine that compensation or policies should be enacted on their behalf. Professor Roseman additionally believes that the findings could encourage other historians to delve further into the ways Roma and Sinti resisted under the Nazis. Currently, non-Roma groups and historians have not done much work on this subject, compared to other groups impacted by the Holocaust. This means that discrepancies and gaps in research are not uncommon in this field, and would benefit greatly from funding and attention.

The group is hoping to go to the State Department in April, however recent events in Washington may provide speed bumps to this process.

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As influential Hoosiers such as Herman B Wells and Hoagy Carmichael are often the first to come to mind, many influential Hoosier women are easy to forget.

The Office of the Bicentennial is working to change that by sponsoring research into prominent Hoosiers who have had a lasting effect on Indiana University.

IU junior Alexandra Schrader-Dobris, a Mary Brown Craig intern for the office since 2017, has been conducting historical research about IU female faculty at several IU libraries. Much of her work involves examining primary literature about May Wright Sewall. 

Sewall was an American reformer focusing on education, women’s rights, and the pacifist movement. She was also a member of the suffragette movement and one of the founders of the Art Association of Indianapolis, which later became known as the Indianapolis Museum of Art. A supporter of the arts, Sewall was a founding member of the John Herron Art Institute which became the Herron School of Art and Design at Indiana University – Purdue University Indianapolis (IUPUI).

Schrader-Dobris said Sewall has left a notable mark on Indiana history, and her legacy can be seen with visible landmarks to this day.

Schrader-Dobris has also established a historical marker honoring Sewall. Upon completing her research for the Office of the Bicentennial on Sewall, Schrader-Dobris submitted a proposal for a historical marker through the Indiana Historical Marker program. The marker was approved in 2018 and installed in fall 2019 in Veteran’s Memorial Park in Indianapolis.

Schrader-Dobris said the Indiana Historical Bureau hasn’t dedicated many markets to women, so Sewall’s marker is an important step for Hoosier women’s history.


“I hope the marker brings public awareness to all the profound and impressive accomplishments Indiana women have contributed to our state’s history,” Schrader-Dobris said.


Schrader-Dobris said women like Sewall could inspire future generations of Hoosier women in their careers, volunteer work and hobbies that may better the world.

“Women are often rewritten out of history and it is important for their voices to be heard,” she said.

But the work does not end here. While Schrader-Dobris was able to establish a marker in honor of May Wright Sewall, she encourages the historical bureau to honor more Indiana women and women of color. In addition to discussing the importance of honoring notable Hoosier women in history, Schrader-Dobris advocated for the importance of humanities research in general.

“Humanities research is necessary because it encourages people to analyze the world and consider how history, art and literature impact human interactions and social experiences,” she said.

Schrader-Dobris has also contributed to a collection of blogs for the IU Bicentennial website, represented IU at Hoosier Women in STEM Wikipedia Edit-a-Thon, and presented research at the Indiana University Women and Gender Studies Conference. 

She said she hopes to leave a legacy on not just Indiana University but the state of Indiana by establishing a historical marker in a highly visible area of Indianapolis and helping raise awareness of notable Hoosier women and the value of humanities research.

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Schrader-Dobris' Article on her Research
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Open Accesstrue1739206745422adpatricThe Importance of Open Access Research Journals/features/Open AccessBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Open Accessraschnab1633911853147raschnab1667875211850Yes//Image/features/Open_Access_PLoS.svgsite://BL-VPUE-ENGAGE.iujur/features/Open_Access_PLoS.svgBL-VPUE-ENGAGE.iujurOpen_Access_PLoS.svgOpen_Access_PLoS.svg9374/features/Open_Access_PLoS.svgsite://BL-VPUE-ENGAGE.iujur/features/Open_Access_PLoS.svgBL-VPUE-ENGAGE.iujurOpen_Access_PLoS.svgOpen_Access_PLoS.svg9374Yes
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We've all been there. You find the perfect paper to complete your research project and triumphantly click "download PDF"... only for the article to be locked behind a paywall.

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FullOne HalfThere are many ways that authors go about publishing their research, and online journals are particularly popular. There are differences between journals, with one major difference being that some journals cost money to read their contents whereas others are free, or open access.

Journals that cost money go about charging their readers in a variety of ways. One way is by charging a subscription fee where they get monthly access to the journal and any new articles that are published through the journal at that time. Journals can also charge readers to buy access to one volume or an article within the volume.

Open access journals are different because they do not make readers pay to read authors' research. Open access journals can cover a wide range of topics such as biology, computer science, humanities, law, and music just to name a few. The Indiana University Journal of Undergraduate Research (IUJUR) is an open access journal that all IU students can publish their research in, and is an interdisciplinary journal with the four main topics including Humanities, Social Sciences, Applied Sciences, and Natural Sciences.

Open access journals are an essential part of research and building the research community. Open access journals promote interdisciplinary research, collaboration, and innovation.

Open access journals promote interdisciplinary research because researchers from different fields are more inclined to read research on different topics when they have free access to the articles. When they don’t have access to research on topics different from their own, they are less likely to expand beyond their field and collaborate with others.

Researchers are also more likely to collaborate with their peers when journals are openly accessible because these journals foster the exchange of information quickly; furthermore, openly accessible articles will be more commonly cited by other researchers. Openly accessible research is also more favorably viewed after the events of the COVID-19 pandemic because of the new prevalence of sharing ideas to confront an emerging threat. This helps promote more connections and collaboration between researchers.

Finally, openly accessible research helps to drive more innovation in research fields. When research is openly accessible, researchers have access to new ideas, concepts, and methods, and are able to more quickly modify and build upon research that has already been done.

There are so many benefits to research being openly accessible, and it is gaining more and more popularity. Research is done for communities to gain more understanding about the world around us, and it can do more harm than good to restrict peoples’ access to research.

IUJUR is an open access journal that publishes the research of all IU students who submit to the journal, and because of this we promote a culture of curiosity and innovation across all IU campuses. More journals should consider becoming open access in order to promote curiosity, innovation, and collaboration across all types of research communities who use their journals.
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Folklore Researchtrue1739206745422adpatricFolklore Research: Ghost Bikes, and Witches, and Practical Jokes, Oh My!/features/Folklore ResearchBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Folklore Researchraschnab1634764014485raschnab1634764581925Yes//Image/features/Forest.jpgsite://BL-VPUE-ENGAGE.iujur/features/Forest.jpgBL-VPUE-ENGAGE.iujurForest.jpgForest.jpg73246719201280/features/Forest.jpgsite://BL-VPUE-ENGAGE.iujur/features/Forest.jpgBL-VPUE-ENGAGE.iujurForest.jpgForest.jpg73246719201280Yes
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Many IU undergraduates take at least one folklore course to satisfy a gen-ed requirement. These classes span from more general courses, like many of IU’s introductory folklore courses, to more specific courses, like Dr. Dobler’s course on monsters. But what is folklore exactly?

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FullOne HalfMany IU undergraduates take at least one folklore course to satisfy a gen-ed requirement. These classes span from more general courses, like many of IU’s introductory folklore courses, to more specific courses, like Dr. Dobler’s course on monsters. But what is folklore exactly? According to Dr. Dobler, a folklore lecturer at Indiana University Bloomington, “folklore is the obvious, fairies, quilt-making, and basket weaving, but it is also so much more than that”. Specifically, “Folklore is informal traditional culture”, a definition developed by imminent folklorist Professor Lynne McNeill of Utah State. This definition includes an old wise-tale circulating through your town, your family’s weirdest tradition, and even that SpongeBob meme you saw on the internet. As folklore has such a broad definition, the study and research of folklore can encompass many things, including ghost bikes, witches, and practical jokes!

When you mention the term, “research”, stereotypical images of rat mazes and test tubes often come to mind. However, folklore too has its own forms of research. Folklore research largely involves the scientific description of people, their cultures, traditions, habits, etc. and how these differ and even spread across groups of people. As such, the main method of conducting folklore research involves interviewing people. A folklore researcher may ask why certain people partake in a particular custom, what they get from it, and where they heard of it. However, folklore researchers may also map the locations of observed customs or stories, take pictures or record them, and even compare the practices or stories across different groups of people to gain a scope for various versions. Ultimately, as Dr. Dobler noted in researching folklore, “We try not to speak for people, but give them a platform for which they can speak for themselves”.

Dr. Dobler himself has done much of his research on memorials, which often serve as symbols of a person or an event. One such type of memorial is ghost bikes. Ghost bikes are a form of memorial used to commemorate cyclists who die in motor-accidents. A bike is painted white and often padlocked to a sign or something else located near the site of the accident. Different mementos may be continually left at these sites to commemorate the dead. Although this practice began in St. Louis, Missouri, Dr. Dobler has studied the practice in Oregon and Indiana. Dr. Dobler began by finding ghost bike sites, visiting them, taking pictures of them over time, figuring out who made the memorial, and, if willing, interviewing the creator of the memorial. He often asked the creators about their motivations for making the memorials, how they interpret what they are doing, what they get out of the memorial, and how they heard about the practice. Dr. Dobler looked at ghost bikes as “an adaptation from roadside crosses as a personal response to grief common especially for young people who die suddenly and violently”. Dr. Dobler found that these ghost bikes may represent a way to personalize grief and ‘communicate’ with the deceased. Currently, Dr. Dobler is also researching a separate personalized memorial to the dead: memorial tattoos including those mixed with ashes of the deceased person.

Another Indiana University faculty member, Dr. Marsh, the librarian for folklore, anthropology, and sociology, has conducted folklore research. One of her folklore research topics was the witch figure. Dr. Marsh largely looked at the different images and sources of the witch figure across legends and fairy tales. In folklore, fairy tales represent stories that are told with the idea that they are not true. On the other hand, legends are stories believed to be true. According to Dr. Marsh, “in fairy tales witches live in odd houses in the woods, don’t associate with people, and are very supernatural figures while witches in legends represent figures in history that are much more ordinary people that could be living right next to you, and you wouldn’t even realize it”. Based on Dr. Marsh’s research, “these witch figure legends derive from witch trials in Europe from the 15th to 17th centuries”.

Another topic of research for Dr. Marsh is practical jokes. This practical joke research is considered a form of humor studies. Specifically, Dr. Marsh is interested in “humor that takes place between people on a day-to-day sort of basis” as in “humor that often takes place out of the public eye, within families, among friends, or between workmates”. As this humor is often so localized within personal groups, Dr. Marsh resorted to researching individuals in the form of interviews. She would often ask participants about practical jokes they have heard of, played on others, or have had played on them. As Dr. Marsh mentioned, “Practical jokes are very ephemeral- they are secret until they happen and once they’re over, they’re over- but they become memorialized in one way or another, they turn into stories. So, the joke may be over but the stories are retold sometimes for years afterwards”. These practical jokes and stories then serve as a way of socially grouping people involved in the practical joke or people who know the people involved in the practical joke. According to Dr. Marsh, “these practical jokes are terribly interesting to people involved, but not so interesting to those outside of it. So, they become part of a small group culture”.

Luckily, there are many ways for Indiana University undergraduates to get involved in the study of folklore. Both Dr. Dobler and Dr. Marsh recommended that undergraduates who are interested in folklore research begin by taking some of the introduction to folklore classes offered by their university. Dr. Dobler himself teaches many folklore courses at IU Bloomington including, Monsters of the Monstrous, Forms of Commemoration, Folklore and the Supernatural, Folklore and Disaster, as well as Memes, Trolls, and Digital Fandoms. From there, an undergraduate may consider a major or minor in folklore. However, folklorists often collaborate with various fields including, but not necessarily limited to, anthropology, literature studies, sociology, psychology, and linguistics. Overall, there are many ways for Indiana University undergraduates to explore folklore studies without even minoring or majoring in folklore.

Here is a link to some of the folklore courses offered at Indiana University:
https://folklore.indiana.edu/student-portal/courses/index.html
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When you hear the word research, political science and economic development are probably not the first topics that come to mind. But, as Dr. William Winecoff's class has taught me, not all valuable research happens in a lab.

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Currently, I am taking my senior seminar for political science majors, POLS-Y490. The political science major, like many other majors offered here at IU, require all students to take a senior seminar course, which involves intense writing and research of a given topic.

The section of the class that I am taking is covering global income inequality and is taught by Dr. William Winecoff, a professor of Political Science. Professor Winecoff has an interest in the intersection of economics and politics. His bio states that “Most of my research considers the politics of global finance and other networked systems.” 

This is not the first class that I have taken with Professor Winecoff. Back during the spring semester of my sophomore year, in 2020, I took a class with him on economic crises, and how they are intertwined with politics. This class was less research-focused, instead we did simulations of economic negotiations, most notably the Bretton Woods negotiations, which took place after WWII and established the order of the global financial system which remained in place until 1972. In these simulations, we simulated what would have happened had the negotiations had different outcomes. 


For my project in this class, I am examining the differences between countries that were formerly under Soviet influence, namely those in Eastern Europe, and the differences in how these countries have developed economically. When you examine each of these countries and examine how they have each progressed economically, many interesting patterns begin to emerge. For instance, countries that have joined the EU are, on average, much more successful from an economic standpoint than those that have not. However, it must also be noted that for a country to be admitted into the EU, they are required to meet certain economic targets. These targets include such things as debt to GDP ratio as well as how much they are likely to contribute to the central institutions of the European Union. Therefore, having a higher level of economic success is a requirement to join the EU, rather than an effect of membership. 


While being a member state of the EU does not, in itself, give countries the basis to initially achieve economic success, it can allow countries that are already members to more easily survive economic setbacks. A prime example is shown through Greece and Cyprus in the early part of the last decade; both received bailouts from Brussels. This likely prevented their economies from sliding into an even worse state. Also benefiting them was the fact that both countries use the Euro as their main currency. Thi gave them an advantage in terms of economic recuperation, as larger currencies tend to be more stable.


It should also be noted that once a country has joined the EU, they can trade freely with other countries of Europe, which allows their economy to grow and develop at a far more rapid pace than would otherwise be possible. 


In my main paper for this class, I am digging deeper into these phenomena, what causes them, and what their other effects are. To accomplish this, I am analyzing data from a variety of sources, which include: The International Monetary Fund, The European Central Bank, as well as other, similar sources. Also included are average life expectancy and the happiness index. 

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A D1 Athletic Experiencetrue1739206745422adpatricAn Athlete’s True D1 Experience/features/A D1 Athletic ExperienceBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/A D1 Athletic Experienceraschnab1636664974174raschnab1636665379867Yes//Image/features/Soccer cover photosite://BL-VPUE-ENGAGE.iujur/features/Soccer cover photoBL-VPUE-ENGAGE.iujurSoccer cover photoSoccer cover photo297741/features/Soccer cover photosite://BL-VPUE-ENGAGE.iujur/features/Soccer cover photoBL-VPUE-ENGAGE.iujurSoccer cover photoSoccer cover photo297741Yes
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/features/Evan-Coleman.jpegsite://BL-VPUE-ENGAGE.iujur/features/Evan-Coleman.jpegBL-VPUE-ENGAGE.iujurEvan-Coleman.jpegEvan-Coleman.jpeg681652951843456An Athlete’s True D1 ExperienceEvan Coleman1635724800000

Most people would acknowledge that being a Division 1 (D1) athlete takes a lot of time. They’d say it’s difficult because you are required to balance an intense athletic schedule with a rigorous academic one. It's true, but an incomplete picture. IU Men's Soccer player Luke Boha sits down with us to dispel the myths of the student athlete experience. 

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Most people would acknowledge that being a Division 1 (D1) athlete takes a lot of time. They’d say it’s difficult because you are required to balance an intense athletic schedule with a rigorous academic one. However, surprisingly, it’s not as bad as you may think. Many D1 athletes have extraordinary amounts of opportunities to pursue their academics, work towards themselves, and build their resumes while dedicating their time to the sports for which they came to IU. An interview done with Luke Boha gives a whole new perspective on what it’s like to be a D1 athlete, especially at IU.


Luke Boha is on the IU men’s soccer team. He majors in Biology, and his minors are Spanish and Chemistry. His main position is midfield, however, he sometimes finds himself playing defense as well. Furthermore, he plans to go into med school as he has a big focus on academics.


While being a D1 athlete, you don’t need to be the captain of your sports team to show that you’re a leader in your community. Already as a junior, Luke Boha is a mentor for an incoming freshman on a different sports team through a program called “Hoosier Heroes.” This program allows Luke to offer direction for future athletes who need guidance as they prepare to attend IU. Luke already possesses experience to which he can refer back as he goes throughout life. This will be something he will be able to carry for the rest of his life.


Additionally, Luke Boha stated that the athletic department has done a great job in supporting their athletes. As a result, he has found himself in a program called “Emerging Leaders.” In this program, he is able to develop and practice his leadership skills while working with peers on other athletic teams.


The fact that Luke is getting academic opportunities by being a D1 athlete is hugely impactful to his future. Perhaps this forces us to switch the narrative that we have grown to have of these students. Being D1 doesn’t necessarily mean that their opportunities for real-world success are any more difficult; in many cases, it could be easier.


Apart from soccer, Luke is also a part of “ICEMS,” the EMT services program here at IU, and HonorVol, a program that does service in IU’s local community. Even as a D1 athlete, Luke is pursuing many of his future goals and being involved on campus. Maybe this is to show that it is indeed feasible to be focused both academically and athletically.


Many argue that “becoming a D1 athlete isn’t worth the time because when graduation day comes, the athletes will have nothing under their toolbelt to progress towards their next stages in life because they spend their whole college career focusing on sports.” Luke’s experience has already proved this idea incorrect.


Being a D1 athlete doesn’t just have its benefits academically and athletically though. Right as Luke arrived on campus he was a part of a team. Meaning that he had friends he could connect with, and also leaders that could guide him as he goes through his experience. Having a group of people that he was able to talk to and rely on was huge in adjusting to the big transition of coming to college.
Some things which are more commonly known are that these D1 athletes get access to their own workspaces, studying rooms, and training rooms. It’s definitely a great experience.


The downside of being a D1 athlete most noticeably is the amount of time you have. D1 athletes have many of their days scheduled, filling up every block of time. This can be useful because it is structured, and you are making sure you are doing well. However, many times Boha found himself having to rearrange a class time to fit his schedule. All this means is that he doesn’t have the luxury of doing many things when he wants to, however, he is still able to take the classes that he needs to and do the things he needs to do.


Many times, these D1 teams travel far to compete in their games. This sometimes can be an issue when trying to complete homework, however, it wasn’t ever too big of a deal for Boha.


Overall, being a D1 athlete is a lot. It’s plenty of hard work athletically, however, this doesn’t mean that it takes away from the experience academically. There are still many opportunities where athletes can grow and develop outside of their sport and still do the thing they love.

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Impacts of the ASURE Program at IUtrue1739206745422adpatricImpacts of the ASURE Program at IU/features/Impacts of the ASURE Program at IUBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Impacts of the ASURE Program at IUaikramer1636992184605raschnab1637193684263Yes//Image//Yes
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/features/AidanKramer.jpegsite://BL-VPUE-ENGAGE.iujur/features/AidanKramer.jpegBL-VPUE-ENGAGE.iujurAidanKramer.jpegAidanKramer.jpeg576868851843456Impacts of the ASURE Program at IUAidan Kramer1636331520000Research can be intimidating, and many people fear the idea of being given an independent research project as an undergraduate, especially as a freshman coming into college. At IU, there are many ways to get involved in research as an undergraduate, but the ASURE program takes that to a new level by immediately immersing freshmen into the world of research from various fields of study.
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Research can be intimidating, and many people fear the idea of being given an independent research project as an undergraduate, especially as a freshman coming into college. At IU, there are many ways to get involved in research as an undergraduate, but the ASURE program takes that to a new level by immediately immersing freshmen into the world of research from various fields of study. 


The ASURE (Arts and Sciences Undergraduate Research Experience) is a two to three semester program that offers incoming freshmen the chance to develop skills in their area of research. They offer many different topics of research from various disciplines from biology, earth sciences, languages, and even history. It is a great opportunity for students to get involved in research on such a big campus and make connections with faculty who can act as mentors for them in the future if they wish to pursue their research further. 


Many students regardless of the discipline they are studying have had positive experiences in ASURE, even if they didn’t know what they were getting themselves into at the beginning. Doing independent research surrounded by peers and with a faculty mentor helps students to ask more questions and be given more direction as they start conducting their research for the first time.


Savannah Price, a history major, did an independent research project on the humanities track of the ASURE program. She said, “I had the support I needed as a brand new freshman who had never looked at Google Scholar before. It wasn’t too collaborative with peers because we were all doing independent projects, but I relied a lot on my classmates in the program to reaffirm I wasn’t the only one lost so by the end we are all more experienced.”


There are also important skills being acquired when it comes to natural and physical sciences. Although the exact topics of research vary, important skills are acquired when it comes to bench work, experimental design, data analysis, and just thinking about how to solve the various problems that can occur when conducting research.


Olivia Pickard, a biology major on the premed route, said, “ASURE definitely helped me with my scientific writing, and even reading sources as well. When I came into the ASURE program I didn’t really know how to read scientific literature. Now I know how to gather information and apply it to what I am working on in my independent project.”


Raya Haghverdi, a neuroscience major, spoke about her experience in ASURE and said, “When I was first going into ASURE, I thought research might be kinda boring since all I knew in terms of education was sitting through lectures. However, I found out that research involves a lot of creativity and getting your hands dirty, which was really enjoyable. I always did my own work with my lab partner... and we saw science happen right in front of us, because of our actions. It was so cool.”


The ASURE program allows for students to see the whole process of research from conception to completion. This is important because it can make research seem more plausible and focused on the process rather than results.


Megan Myles, a double major in biology and sociology, said ASURE, “has exposed me to formulating my research questions and experimental designs. I am not sure if the career I end up pursuing will involve research or not, but either way, this program exposed me to higher-level thinking and plan development and application.”


Even students who do not plan on pursuing research after their experience in ASURE have gained important skills and knowledge that can impact the way they view research and science as a whole. Being able to discuss research and its processes and purpose, in general, is a great asset to have when moving forward in any field. 


Overall, the ASURE program is a great opportunity on campus for incoming students to learn more about what research is and how to participate in it. It helps to inspire a culture of curiosity on campus by giving students a head start on how to get involved in research and setting them up for success in the future.

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The Importance of Diversity In Clinical Trialstrue1739206745422adpatricThe Importance of Diversity In Clinical Trials/features/The Importance of Diversity In Clinical TrialsBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/The Importance of Diversity In Clinical Trialslcstrong1638153653204lcnorton1686598136033Yes//Image/features/people-gb4518fca3_1920.jpgsite://BL-VPUE-ENGAGE.iujur/features/people-gb4518fca3_1920.jpgBL-VPUE-ENGAGE.iujurpeople-gb4518fca3_1920.jpgpeople-gb4518fca3_1920.jpg60885819201007/features/people-gb4518fca3_1920.jpgsite://BL-VPUE-ENGAGE.iujur/features/people-gb4518fca3_1920.jpgBL-VPUE-ENGAGE.iujurpeople-gb4518fca3_1920.jpgpeople-gb4518fca3_1920.jpg60885819201007Yes
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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author: Lynn StrongThe Importance of Diversity In Clinical TrialsLynn Strong1636936320000Surgery techniques, prescriptions, supplements... the list goes on. We need research to assure they are effective. How can we ensure that medical items works on a population? Well, we need studies that fairly represent the population! This is why diversity in research participants is so important.
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Research provides us with a greater understanding of our world. One of the most obvious ways that research is used is in the medical field. Medicines, medical technology, patient databases, and training models are just a few of the many areas where research is applied in order to improve the lives of others. Research can also show flaws of a system and show where change is needed most. 

All medical professionals strive to provide the utmost care, and legally, all patients must be treated with the same level of care. A medical professional’s knowledge is based on credible scientific research. While this research is reputable, it can be unintentionally biased against different demographics , such as race, sex, and sexuality due to a lack of representation in clinical studies. This can lead to less effective treatment in the diagnosis, prescription, and recovery of a patient. It is important to acknowledge where representation is lacking in studies and to take the steps to overcome this issue. 

While female doctors are becoming much more largely represented, with 50.5% of medical students in 2020 being female (Heiser 2019), current and past medical research has a lack of women represented in clinical studies. This has led to women receiving medical care that is often not the best suited to their needs. In 1977, the FDA issued a statement that women with childbearing potential be excluded from early phases of drug trials because of the teratogenic effects, also known as the possible risks of birth defects. As a result of limited representation, women more commonly have problematic side effects to medication. Within the span of 1997 to 2000, 8 out of 10 drugs withdrawn by the FDA were withdrawn because of harmful side effects in women. These side effects often happen in women because while women may receive the same dosage of medicine as a male, drugs metabolize slower in women than men, leading to women receiving more exposure to the drug and more intense drug side effects (Parek 2011).

Despite heart disease being the top killer of women, only one-third of cardiovascular clinical subjects are women. Not having a representative proportion of women is very problematic for research because this disease presents differently depending on gender. For instance, instead of feeling pressure on the chest, women may experience burning pain, nausea, or extreme fatigue. This issue is also apparent when studying neurological conditions since these conditions can also present differently between genders (Foley 2019).

In addition to bias in sex, clinical studies can be biased in racial identity. Certain medical conditions can present differently according to the level of pigmentation in the skin. For instance, many physicians' knowledge of dermatological conditions are limited to how they present on less pigmented skin. Even extremely common conditions, such as pityriasis rosea, go underdiagnosed among those with darker complexions because of inadequate training in diagnosing skin conditions on darker skin (Perlman 2020).

On a more positive note, there are strides being made towards equity, even on the Bloomington campus. Ten undergraduate students from Indiana University Bloomington’s club “Hoosier Health Advocates '' (previously named Timmy Global Health) spent a weekend in November volunteering with the nonprofit Remote Area Medical (RAM) at a clinic in Elgin, Illinois. RAM’s mission is to provide under-served and uninsured populations with free medical care. While these students are currently in their undergraduate studies and unable to provide medical services, they provided their skills in support areas such as patient registration, guiding, and checkout. On the first day of the RAM clinic, November 13th 2021, the clinic was able to provide 96,317 dollars worth of medical expenses for free to 273 patients. This is just one of the countless examples of the works being done across the nation to improve healthcare for its citizens.

Medicine should not follow a one-treatment-fits-all approach. Every human has unique treatment needs, and recognizing the differences in our bodies can allow a better standard of treatment for all. It is imperative that we acknowledge how we can improve research samples to more accurately represent the population being studied.

 

References

 

Parek, Ameeta, et al.Adverse effects in women: implications for drug development and regulatory policies”. Expert Rev. Clin. Pharmacol. (2011). 

Perlman, Katherine, et al. “Racial disparities in dermatology training: The impact on Black Patients”. MDedge Dermatology. (2020, December 14). https://www.mdedge.com/dermatology/article/233023/diversity-medicine/racial-disparities-dermatology-training-impact-black?sso=true.

Foley, Katherine Ellen. “25 Years of Women Being Underrepresented in Medical Research, in Charts.” Quartz (2019, July 3rd), https://qz.com/1657408/why-are-women-still-underrepresented-in-clinical-research/

Heiser, Stuart. The majority of U.S. medical students are women”. New Data Show. AAMC. (2019, December 9). https://www.aamc.org/news-insights/press-releases/majority-us-medical-students-are-women-new-data-show





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Your Mental Health Matterstrue1739206745422adpatricYour Mental Health Matters/features/Your Mental Health MattersBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Your Mental Health Matterscrpfeife1638846732442crpfeife1638847511301Yes//Image/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegBL-VPUE-ENGAGE.iujurtherapy-desktop-1800x600.jpegtherapy-desktop-1800x600.jpeg1527331800600/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegBL-VPUE-ENGAGE.iujurtherapy-mobile-768x512.jpegtherapy-mobile-768x512.jpeg100629768512Yes
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College is a stressful time for everyone involved. Taking time for self-care is extremely important, but it seems like everywhere we go, something else is added to our plate. Where can you go for help resolving your stress and anything else in your life? Therapy might be an option.

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Change is stressful for everyone, and college is the total embodiment of dramatic change. 

You are moving out of the house you have lived in for years, leaving your friends and family behind, and going to a completely different place. There are new people, a brand new atmosphere, and studying the (probably)

 single thing you’ll do for the rest of your life. This sounds like a mental breakdown waiting to happen. Now even if college is a strange concept in itself, nothing up to prepares you for the dramatic lifestyle switch you have to undergo. And up until this point, it might seem like you have nobody supporting your change, no one in your corner, and you begin to feel lost.

Common stressors like being late to dinner, or not doing an assignment on time, if not dealt with effectively, can all contribute to higher stress levels, lower life expectancy, higher levels of Alzheimer's, depression, and anxiety. Even big stressors like a huge project in a class, or getting rejected can have big long-term effects on one’s mental health. “A national survey of college students in 2020 found that nearly 40 percent experienced depression. One in three reported having had anxiety, and one in seven said they’d thought about suicide in the past year” (Sender). 

With college students’ mental health on the decline, many colleges across the country are implementing a system of mental health therapy within their universities for students and faculty, including IU. IU Counseling and Psychological Services, CAPS, has begun taking health insurance for their programs meaning that any student can schedule an appointment under their branch of health care and be able to see a licensed therapist right on campus.

Mental health therapy is not something just for the mentally ill, more times than most, people seeking therapy are people just like you, stressed college students who don’t have anywhere else to turn. Even if you have the faintest curiosity of trying out counseling, I would say to give it a shot. The first two visits are free so you can begin to see if it will be effective. There are also only one-hour visits every couple of weeks, to fit into your schedule.

Your mental health is extremely important, especially because college students are some of the most susceptible to stress and anxiety, especially within the first year. 

 

Resources: 

Aslanian, Sasha, and Alisa Roth. “Inside the College Mental Health Crisis.” Inside the College Mental Health Crisis | Under Pressure | APM Reports, APM Reports, 9 Oct. 2021, https://www.apmreports.org/episode/2021/08/19/under-pressure-the-college-mental-health-crisis. 

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A Biology Journey to Researchtrue1739206745422adpatricA Biology Professor’s Journey to Research/features/A Biology Journey to ResearchBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/A Biology Journey to Researchraschnab1640363559352raschnab1640363931986Yes//Image/features/Kehoe-Lab.JPGsite://BL-VPUE-ENGAGE.iujur/features/Kehoe-Lab.JPGBL-VPUE-ENGAGE.iujurKehoe-Lab.JPGKehoe-Lab.JPG157172640480/features/Kehoe-Lab.JPGsite://BL-VPUE-ENGAGE.iujur/features/Kehoe-Lab.JPGBL-VPUE-ENGAGE.iujurKehoe-Lab.JPGKehoe-Lab.JPG157172640480Yes
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/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegBL-VPUE-ENGAGE.iujurAndy-Chang-.jpegAndy-Chang-.jpeg525049351843456Author: Andy ChangA Biology Professor’s Journey to ResearchAndy Chang1639960320000We all take different paths in life. Some people go on to become acclaimed researchers, some Olympic athletes, and some... both! Andy Chang sits down with Dr. Kehoe from the IU Biology Department to learn about his research journey.
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Most students are familiar with the fact that there are IU professors involved in research. However, I was curious to find out what led them to start pursuing research. Take Dr. Kehoe for example, who is a professor with many talents. Known as a dedicated molecular biology professor and an Olympian rower, here is an overview of the start of his research journey.

Dr Kehoe’s interest in biology and research started by exploring and observing nature. He grew up in Puerto Rico living near a bay, and he spent most of his time exploring the outdoors. “I got fascinated with nature and living things there, and that has never changed”, Dr. Kehoe noted. From then on, his passion for biology and research began to grow.

His first research experience occurred when he was 14 years old. After moving to San Diego, California, he applied and got accepted to a high school internship program at the Scripps Institution of Oceanography, where they only selected four high school students per year. At the Scripps Institution, he got to perform entitled ecology research under the tutelage of graduate students.

Then, his turning point towards his present research occurred as a graduate student at UCLA. He attended a seminar and met a Stanford researcher discussing how cyanobacteria can sense different colors of light. Dr. Kehoe learned how cyanobacteria could “sense the ratio of green and red light and respond to those colors by changing their cell physiology completely”. This process is known as chromatic acclimation, where cyanobacteria can change colors based on the color of light exposed. For example, they can turn red when exposed to green light, and vice versa. Fascinated by this experience, Dr. Kehoe did a postdoc with the researcher, where he studied how the cyanobacteria perform this process at a molecular level. Dr. Kehoe noted he was “curious to know if they had photoreceptors similar to plants or humans” to help detect light color. Pursuing and discovering a new type of photoreceptor helped Dr. Kehoe get a job here at Indiana University.

Currently, Dr. Kehoe’s research at IU focuses on how photosynthetic organisms, such as cyanobacteria, sense and respond to the environment. His lab studies how cyanobacteria sense blue and green light, and how they can change their cellular physiology with transcription and protein abundance. He also is exploring the signal transduction pathways of cyanobacteria.

“I was fascinated about how photosynthetic bacteria could not just use light for photosynthesis, but they could actually use it for information [for detecting] what colors of light are out there”, Dr. Kehoe said.

Advanced biotechnology applications are also being applied to better understand these microorganisms. One example is detecting photoreceptors with optogenetics, where you “use light to turn on and off genes in various ways and cell types”. Researchers hope this advancement in genetic engineering can allow them to create new, synthetic organisms.

Most people aren’t familiar with the importance of cyanobacteria in our ecological world today. “They are super important for the global carbon and oxygen cycles, and the two we are currently studying are the two most abundant photosynthetic organism on Earth”. Cyanobacteria also have a similar role in producing oxygen compared to trees and grasslands, with the “two most abundant genera Prochlorococcus and Synechococcus responsible for 25% of this productivity”, Dr Kehoe states.

Cyanobacteria have also been around for billions of years, where they were responsible for converting our planet from an anoxic environment to an oxygen-filled environment. Overall, Dr. Kehoe hopes studying these fascinating microorganisms can help us appreciate their relevance and how they are impacted by global issues, such as climate change and global warming.

Banner image: A close up of Dr. Kehoe’s lab where cyanobacteria are exposed to different colored light.

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Research day 2021true1739206745422adpatricA Play-By-Play of Research Day 2021/features/Research day 2021BL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Research day 2021raschnab1642628087931raschnab1642628546405Yes//Image/features/Research Day 20211site://BL-VPUE-ENGAGE.iujur/features/Research Day 20211BL-VPUE-ENGAGE.iujurResearch Day 20211Research Day 2021567892/features/Research Day 20211site://BL-VPUE-ENGAGE.iujur/features/Research Day 20211BL-VPUE-ENGAGE.iujurResearch Day 20211Research Day 2021567892Yes
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Footsteps echoed in the empty hallways of the IU School of Education on the morning of November 6th. Armed with folding tables and enthusiasm, IUJUR staff members made their way towards the building’s atrium. In just a few minutes, the space transformed into a bustling center of activity as speakers and students poured in for the annual Research Day event. 

Dr. Richard Gunderman (MD, PhD) is a Pediatric Radiologist at Riley Hospital in Indianapolis and Chancellor's Professor of Radiology, Pediatrics, Medical Education, Philosophy, Liberal Arts, Philanthropy, and Medical Humanities and Health Studies at Indiana University. “Many of you have probably seen this TED talk about power posing,” he began, “do you think it’s scientifically accurate?” He went on to explain how a leader in his hospital had shown the video in a meeting and that Dr. Gunderman had pointed out that the alleged benefits of power-posing had failed to be replicated time and time again in other studies. Even when widely respected by the public, (the 70 million viewers of the TED talk) science can be misleading. So began Dr. Gunderman’s reflections on “When, Why, and How to Trust Science.” 

His talk wove together stories of COVID-19 reporting, eugenics, and even Gulliver’s Travels, drawing laughter, comments, and questions from the audience. Dr. Gudnerman emphasized that we must critically evaluate the scientific messages that we consume. Science is an essential guide, especially during the ongoing COVID-19 pandemic. Yet, blind trust in what is believed to be “scientific” can be misleading. Dr. Gunderman’s talk was met with a shower of applause and questions as students asked how to ensure their own research is trustworthy and honest. 

Next on the stage was Dr. Ellen Wu, associate professor in the Department of History with affiliations to the Asian American Studies Program and Center for Research on Race and Ethnicity in Society. Dr. Wu spoke of the benefits of public-facing academic work through the lens of her research on the branding of Asian Americans as a "model minority." The audience felt like they were in the presence of a celebrity as a slide appeared with all of the outlets in which Dr. Wu’s work has appeared: Last Week Tonight with John Oliver, Adam Ruins Everything, goop, Marie Claire, NPR’s Code Switch, the Washington Post… the list goes on. 

More important than where Dr. Wu has appeared, however, are the stories that she has told. Her book, The Color of Success: Asian Americans and the Origins of the Model Minority describes how the political institutions of the US have guided public perceptions of Asian Americans from the “yellow peril” to the emergence of modern stereotypes of intelligence and assimilation. Dr. Wu encouraged attendees to reflect on their own biases and beliefs and to expose the public to their academic work.

During the lunchtime break, students mingled with the Center of Excellence for Women & Technology (CeWIT), IUJUR representatives, and Dr. Lesley Weaver from the Department of Biology. Then, it was back to the auditorium to hear from the IUJUR Natural Science Board about how to get involved in research. The presentation outlined a comprehensive plan from freshman-senior year on how to contact professors, make a research plan, search for internship opportunities, and defend an honors thesis. In particular, the Board emphasized the opportunities for research in the social sciences and humanities at IU. Members of IUJUR’s humanities and social sciences boards were available to guide attendees with subject-specific resources and recommendations.

Dr. Sara Mata rounded out the day with an engaging workshop about imposter syndrome. An accomplished lecturer in the Department of Chemistry, Dr. Mata recounted her personal experiences with self-doubt throughout her educational and professional career. Factors of identity, like gender, race, economic status, etc. in addition to psychological stressors can make one feel like they “don’t deserve” their success or accomplishments. Throughout the hour long discussion, members of the audience shared their experiences with imposter syndrome in classes, university life, and research. 

Armed with a better understanding of imposter syndrome, the objectivity of science, and the misnomer of “model minority”, the audience left Research Day, eager to continue their own research journeys.

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3 Tips to Get Involved in Undergraduate Research on Campustrue1739206745422adpatricThree Tips to Get Involved in Undergraduate Research on Campus/features/3 Tips to Get Involved in Undergraduate Research on CampusBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/3 Tips to Get Involved in Undergraduate Research on Campusaikramer1646069709952rhaghver1647790656437Yes//Image//Yes
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/features/AidanKramer.jpegsite://BL-VPUE-ENGAGE.iujur/features/AidanKramer.jpegBL-VPUE-ENGAGE.iujurAidanKramer.jpegAidanKramer.jpeg576868851843456Three Tips to Get Involved in Undergraduate Research on CampusAidan Kramer1645495200000Navigating undergraduate research on Indiana University’s campuses can be really challenging, especially with the various opportunities spread across different departments and subjects. There are so many different programs on campus, and it can get overwhelming to navigate which ones are a good fit for you. Because of all the ways to get involved, I’ve compiled a list of three tips and tricks to get involved in undergraduate research while studying at IU.
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Navigating undergraduate research on Indiana University’s campuses can be really challenging, especially with the various opportunities spread across different departments and subjects. There are so many different programs on campus, and it can get overwhelming to navigate which ones are a good fit for you. 


Because of all the ways to get involved, I’ve compiled a list of three great ways to get involved in undergraduate research while studying at IU. These are pieces of advice and resources I have accumulated from my experiences and can serve as a great foundation for finding and pursuing undergraduate research. 


1. Apply to as many opportunities as you can, and get involved as early as possible. 


Indiana University has so many great programs to apply to before your freshman year even starts. Programs such as ASURE and STARS are examples of these programs, and they can help you get a head start on research. There are also programs that can be applied to during your first year. IUUR has a great list of programs on their website, and there are several that first and second year students can apply to. 


It can be really difficult to navigate through which programs you want to get involved in, but if you are at all interested in the work being done in these programs I highly recommend applying to them. Getting involved in research early helps you to develop important skills that can help you secure more opportunities later down the road. 


Getting involved while you are still eligible to apply and partaking in these programs will help you to gain valuable experience, connections with faculty that will serve as mentors for you, and a more practical understanding of what research really is and if it's something you want to continue to stay involved in.


2. Reach out to advisors about what you want to become involved with, and what your goals are.


One of the first advisors that you can easily reach out to and discuss your plans and goals involving undergraduate research is your academic advisor. Your academic advisors have insight into what programs their departments offered and how you can become involved. 


Another advisor that you may have the opportunity to contact is a Hutton Honors College advisor if you are a part of HHC at IU. They may be able to connect you with different programs, faculty, or advisors. There may also be special courses offered that can help you to get involved in undergraduate research.


Finally, the IUUR office has advisors you can contact as well to discuss research and research opportunities. Their office may be able to point you in the right direction and offer insight on more niche opportunities and forms of research on campus.


3. Get involved in clubs and organizations on campus that can connect you with research or help with skills involved in research.


There are so many amazing clubs and student organizations that are connected to research in various ways at IU, and being involved in these clubs is a great way to get connected to opportunities. Examples of these clubs include Chemistry Club, Biology Club, and even Psychology Club. Many clubs will share research opportunities to apply to that are related to their field, host research nights where faculty and/or students can discuss and present their research, and workshops to develop important practical and professional skills. 


In addition to this, being active and involved in these clubs offer a great opportunity to network with other students and faculty. Making these connections outside of required coursework can help you not only in undergraduate research, but also in securing internships and jobs after graduation.


Overall, getting involved in research can be really difficult, but it is also very rewarding. The practical and professional skills in addition to the insight that being involved in research provides is truly valuable to all different types of study. Undergraduate research can help you to develop and foster skills that can be applied to so many different situations, and being involved can open the door to so many exceptional opportunities down the road.

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A Freshman Experience with the ASURE Programtrue1739206745422adpatricA Freshman's Experience with the ASURE Program/features/A Freshman Experience with the ASURE ProgramBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/A Freshman Experience with the ASURE Programlcstrong1646249520544lcstrong1646876116393Yes//Image/features/laboratory-2815641_960_720.webpsite://BL-VPUE-ENGAGE.iujur/features/laboratory-2815641_960_720.webpBL-VPUE-ENGAGE.iujurlaboratory-2815641_960_720.webplaboratory-2815641_960_720.webp62498960640/features/laboratory-2815641_960_720.webpsite://BL-VPUE-ENGAGE.iujur/features/laboratory-2815641_960_720.webpBL-VPUE-ENGAGE.iujurlaboratory-2815641_960_720.webplaboratory-2815641_960_720.webp62498960640Yes
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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author: Lynn StrongA Freshman's Experience with the ASURE ProgramLynn Strong1646267520000Amongst the many opportunities that IU offers, The Arts and Sciences Undergraduate Research Experience (ASURE) is unique in its features. It offers freshmen and sophomores the opportunity to practice original research in labs on campus.
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Freshmen in a Research Lab? You bet! Arts and Science Undergraduate Research Experience (ASURE) is a unique program at Indiana University that allows freshmen to gain research experience. After ranking their top choices online, freshmen are paired up with one of the ASURE research labs on campus. While many of the labs are in the disciplines of biological or chemical sciences, there are also research labs in the arts and humanities, which opens up the opportunity to research for a diverse range of interests.

Each research lab sequence differs slightly in structure. My first semester of college, I was enrolled in “The Science of Empathy” class along with other ASURE students. This “Science of Empathy” class delved into various facets of empathy, including the darker sides of empathy. The class centered around an independent research project which related to empathy and would be presented at a poster show at the end of the semester. After tireless hours, my research partner and I developed a survey based on two scholarly examinations, collected responses, analyzed the data, and designed the poster. “EMTs: Trauma and Empathy in Emergency Situations”. While I had always associated research with lab work, it was really interesting to gain experience in humanities research and present my final research project at a poster show

For the first semester, I was also enrolled in a careers class that was specifically for ASURE students in the natural and mathematical sciences. While I felt relatively certain in my career ambitions in high school, I began to feel overwhelmed in college by all of the possibilities for my future. It was great to have a class where I could explore so many possibilities in the scientific field. Throughout the semester, the class involved guest panels including grad students, professors, and alumni that talked to the class about their IU experiences, career experiences, and gave us advice as we embark on our own journeys. The overarching theme I noticed at every panel was “you don’t have to have everything figured out.” It was encouraging to hear from so many academically and professionally successful individuals that they had changed their mind, met bumps along the road, and struggled with doubts. 

This semester, I began my lab portion of the ASURE program. Going into the first day of the lab, all I knew was the title of the class “Bacteria, Antibiotics, and Resistance”.We immediately started learning about the current research of the lab from Professor Landeta. As a freshman who hadn’t even taken a college bio class, I felt a little overwhelmed trying to wrap my head around so many complex concepts. It was a learning process both for the students and our professor. Professor Landeta constantly finds new ways to explain complex concepts and gauges what we know to understand what concepts aren’t as clear for us.

Once we passed the hurdle of learning lab techniques and theory, the experiments started and we began to fall into a weekly routine. On Tuesday, each team performs a chemical genetic screening. On Wednesday, one member of each group comes in for about 30 minutes to remove their plate from the incubator, scan data using software, and save the data. On Thursday, each team analyzes their data for any possible ‘hits’ and shares their data with the class. 

I was surprised how much trust and responsibility we were given in the lab and the complexity of our research. To sum it up very briefly, our teams are performing chemical genetic screens on E.Coli strains in order to uncover genes that will reduce growth in the presence of the drug Compound 12. In order to solve the current issue of antibiotic resistant bacteria, many researchers have been looking into making new antibiotics. However, Dr. Landeta is taking the alternative hypothesis of looking into how these bacteria can be inhibited by shutting down bacterial pathways that are essential to bacterial growth. Every week, I have been learning both about molecular biology, bacterial genetics, and other scientific concepts while gaining hands-on experience by actively partaking in research.

While some stereotypes may make out a lab as an isolating and silent place to onlookers, the opposite has been proven for me. It is a very collaborative space that thrives on teamwork. The most prominent lesson I have learned so far is that science isn’t about always getting the right answer the first time. It is about making mistakes, discussing what and why these errors are occurring, and trying again. In the words of the great Marie Curie, “Have no fear of perfection; you’ll never reach it.”



For further reading on Dr. Cristina Landeta’s research lab

https://landeta.lab.indiana.edu/research/index.html

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Caffeinetrue1739206745422adpatricThink Again Before Heading to the IMU Starbucks: the Effects of Caffeine on College Students/features/CaffeineBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Caffeineraschnab1648152969810raschnab1648153311196Yes//Image/features/Coffee_break_image.jpgsite://BL-VPUE-ENGAGE.iujur/features/Coffee_break_image.jpgBL-VPUE-ENGAGE.iujurCoffee_break_image.jpgCoffee_break_image.jpg58388425921722/Yes
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/features/Raya-Haghverdi.jpegsite://BL-VPUE-ENGAGE.iujur/features/Raya-Haghverdi.jpegBL-VPUE-ENGAGE.iujurRaya-Haghverdi.jpegRaya-Haghverdi.jpeg564965351843456Think Again Before Heading to the IMU Starbucks: the Effects of Caffeine on College StudentsRaya Haghverdi1647819120000Whether it’s a Vanilla Sweet Cream Cold Brew or a cherry coke, we all have our favorites when it comes to caffeine. Caffeine can taste good, and it also provides us energy for the day (or night). But did you know that caffeine can wreak havoc on our psychological health? Dive into the science of caffeine and learn why you may want to think again before heading to the IMU Starbucks.
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FullOne HalfYou wake up in the morning for another day of classes. Maybe you have a three-hour lab, or a twelve-page essay due tomorrow that you haven’t started yet. Maybe you have nothing going on, but you’re hungover from yesterday’s frat party. No matter what the reason is, you need energy. And where do you get it? Coffee.

Coffee, one of the world’s most popular beverages, is consumed in huge amounts by college students. According to a study published last year, college students ingest twice the recommended safe dosage of caffeine, which is coming from coffee, as well as other caffeinated beverages. This statistic isn’t surprising; in fact, we all have contributed to it. College can be really difficult for a variety of reasons, whether it’s because of having a lot of classes, personal issues with friends and family, or even mental health disorders like anxiety, depression, or eating disorders, which are all highly prevalent in college-aged adults. Perhaps one drinks coffee (or other caffeinated beverages) to stay awake, or the taste makes them feel good, or they think it’ll help them cheer up from their depressive episode or sober them up enough to drive to school.

Despite the “benefits” caffeine may bring, it’s important to understand the critical downsides to its usage. To do this, we have to break it down to a neuroscience point of view. Caffeine is a psychoactive substance, meaning it alters or interferes with the brain’s molecular activity. Caffeine is a stimulant that blocks adenosine receptors in the brain, particularly in parts of the brain responsible for emotion, cognition, and motivation (Bertasi et al, 2021). This could explain why drinking coffee makes us feel more alert and ready for the day. But what happens if we have too much of this stimulant drug?

Coffee can give us the jitters sometimes, but those feelings aren’t just jitters; sometimes, they can lead to full-blown anxiety disorders, uncomfortable anxiety symptoms, or even depressive symptoms. Bertasi et al. investigated the correlation between caffeine consumption and mental health disorders in college students. They found that there was a correlation between caffeine consumption and symptoms of anxiety and depression, but the most statistically significant correlations were between caffeine consumption and anxiety, regardless of whether or not the participants in the study had a previous mental health diagnosis. Furthermore, those who engaged in caffeine consumption were more likely to experience symptoms such as “poor appetite or overeating”, “trouble falling asleep or staying asleep”, and “becoming easily annoyed or irritable”; those who drank more caffeine felt these symptoms more often (Bertasi et al, 2021).

It’s clear that caffeine can cause some not-so-good symptoms, but what about all the good benefits, like feeling alert and happy? There are other ways to make us feel good without ingesting caffeine. Getting the right amount of sleep per night (at least 8 hours) can help us boost our energy, as can drinking at least 8 glasses of water per day. If you like the taste of coffee, consider switching to decaf. Maintaining a fun morning ritual can still be down with a glass of lemon water or a low-caffeine tea. If you absolutely want to have coffee, at least try to have fewer cups a day earlier in the day, to reduce anxious and depressive symptoms as well as to maintain the best sleep hygiene possible. With this knowledge in check, maybe think again before reaching for that next cup of coffee.


Works Cited
Bertasi, R., Humeda, Y., Bertasi, T., Zins, Z., Kimsey, J., & Pujalte, G. (2021). Caffeine Intake and Mental Health in College Students. Cureus, 13(4), e14313. https://doi.org/10.7759/cureus.14313
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Livable Wage for Graduate Studentstrue1739206745422adpatricLivable Wages for Graduate Students/features/Livable Wage for Graduate StudentsBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Livable Wage for Graduate Studentscrpfeife1648845696088raschnab1649177530566Yes//Image/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-desktop-1800x600.jpegBL-VPUE-ENGAGE.iujurtherapy-desktop-1800x600.jpegtherapy-desktop-1800x600.jpeg1527331800600/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/therapy-mobile-768x512.jpegBL-VPUE-ENGAGE.iujurtherapy-mobile-768x512.jpegtherapy-mobile-768x512.jpeg100629768512Yes
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Graduate students almost work 40 hours a week between research, classes, being a teaching assistant, and mentoring undergraduates, but get paid only a fraction of what it's worth. Fostering a community of education and hopefulness cannot be done while our main form of expertise is being underpaid. Let's help to change that.

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Graduate workers at Indiana University are not receiving the minimum livable wage for living in the Bloomington area which is $23,665. This is $7,000 below the minimum viable wage in the Bloomington area. While this problem has been tried to be addressed through the use of unions, rallies, petitions, and many other things. IU doesn't seem to care about their graduate students. Nor do most higher education institutions. Being a graduate student is often seen as a full-time job, from the teaching, grading, learning, and reading, it all has a time commitment. A minimum stipend of $31,000 would be hoped to reflect that meaning an hourly wage of $15 per hour for 40 hours a week. Many graduate students however are getting paid much less, some even as low as $14,900 on average.

This raises the question, how are graduate students supposed to earn a livable wage and survive while living under the poverty line at a higher education institution such as Indiana University. Many graduate students are asking this same question as they move into surrounding apartments and find themselves running into serious financial trouble as the year progresses. As bills, research papers, classes, being a TA, and making ends meet all come as serious concerns to upcoming graduate students. The short answer is that higher education institutions don't care about their graduate student population, they care more about the prestige and reputation of their said institution.

While the wage and respect graduate students receive may not be the best, there is still hope. Organizations such as Indiana Graduate Workers Coalition and similar organizations are working to fight for livable wages and their respective rights within the education system. So next time you see a TA for one of your classes, think of how much they might have to do just to be able to pursue their own education and passions in an institution that has over $2.5 billion dollars in endowment. 

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BeInvolvedtrue1739206745422adpatricThe Key and Benefits to Getting Involved as a College Student /features/BeInvolvedBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/BeInvolvedraschnab1649177121871raschnab1649177333678Yes//Image//Yes
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/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Andy-Chang-.jpegBL-VPUE-ENGAGE.iujurAndy-Chang-.jpegAndy-Chang-.jpeg525049351843456The Key and Benefits to Getting Involved as a College Student Andy Chang1649028840000Have no fear of club fairs and BeInvolved listings! In this piece, Andy Chang tells us how being involved in student organizations can have many benefits for mental and social health.
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For many college students, the first year is a big transition in their lives. You’re thrown into a new environment where students from all over the world are coming to study. You’re eager to begin what will be the best four years of your life, but you aren’t sure where to begin. Luckily, IU offers over 750 student organizations, clubs, sororities and fraternities, sports, and volunteer groups to help enhance your college lifestyle.  

To help sort through all the options, all of IU’s student organizations and clubs are listed on theBeInvolved website. Students can narrow down their selection by a particular school, such as Kelly, Luddy, The Media School, etc, or by category using the category selection tool. IU provides such a unique variety of organizations that any student can find one that interests them, ranging from the American Sign Language Club, Chinese Calligraphy Club, Awkward Silence Comedy, IU Journal of Undergraduate Research, Belly Dance Club, and so many more.

There are also Student Involvement Fairs at the beginning of each semester where you can meet with representatives from each student organization and find an option that interests you. The Fall Student Involvement Fair usually occurs in early August, and the Spring Student Involvement Fair happens in January.

But, why should you get involved in college? Being involved in student organizations can have many benefits for mental and social health. In fact, according to a study from the Journal of College Student Development, researchers found a strong positive correlation between more student involvement and their psychological well-being (Kilgo, et. al 2016). Being involved with other students is a great way to share your passion together and improve your psychological well-being as a whole. You can also gain more real-world application skills and feel more integrated within the community. 

Getting involved in college can also be a strong asset to your academic and career goals. According to a research study from the Ohio State University, students who were involved in organizations were at least two times more likely to be hired for a job compared to those who weren’t involved. In addition, students involved in at least one extracurricular activity were 2.1 times more satisfied with their overall college experience. Since many jobs and professions require teamwork and communication skills with colleagues, having some student organization experience can help strengthen those vital skills.

Overall, getting involved at IU allows students to enhance their college experience and foster important social skills that can help pursue their future careers. For more information, check out all of the ways to get involved at IU’s BeInvolved website.

Works Cited

Kilgo, C.A., Mollet, A., Pascarella, E.T. “The Estimated Effects of College Student Involvement on Psychological Well-Being”. Journal of College Student Development, vol. 57, no. 8, 2016,https://muse.jhu.edu/article/638565/pdf.

“Involvement in College Matters.” Center for the Study of Student Life,   https://cssl.osu.edu/research-projects/involvement-study#:~:text=2.1%20times%20more%20likely%20to,attending%20graduate%20or%20professional%20school.

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Get ethicaltrue1739206745422adpatricLet's Get Ethical/features/Get ethicalBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Get ethicalraschnab1649534371679lcnorton1686167355181Yes//Image//Yes
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/features/Megan-Myles.jpegsite://BL-VPUE-ENGAGE.iujur/features/Megan-Myles.jpegBL-VPUE-ENGAGE.iujurMegan-Myles.jpegMegan-Myles.jpeg530156051843456Let's Get EthicalMegan Myles1649534460000Most individuals are confident in their ability to tell right from wrong. This leads to some sense of security that others will make similar moral judgements. However, is some form of consensus bias at work here? Does everyone really make the same behavioral or judgemental decisions regarding research ethics? More importantly, are we, ourselves, even making truly ethical research decisions?
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FullOne HalfMost individuals are confident in their ability to tell right from wrong. This leads to some sense of security that others will make similar moral judgements. However, is some form of consensus bias at work here? Does everyone really make the same behavioral or judgemental decisions regarding research ethics? More importantly, are we, ourselves, even making truly ethical research decisions? Let’s begin by outlining some of the most infamous breaches in research ethics in history.

You have likely heard about the Tuskegee Syphilis Study. The U.S. Public Health Service began the study in 1932. The research subjects were African American men in the state of Alabama. 400 of the men had advanced syphilis and 201 of the men did not have syphilis. It is important to note that the men with syphilis acquired syphilis naturally outside of the study. The study originally aimed to observe the men as their condition progressed. However, in the 1940’s, antibiotics that could cure syphilis were developed. The researchers in the study did not treat the infected men, nor did they tell the men that they had syphilis. Rather, researchers told the men that they simply had “bad blood”. The researchers also prevented the men from being drafted into the U.S. military, World War II was occurring at the time, because the U.S. military would have diagnosed the men with syphilis leading to their possible treatment. The researchers also made arrangements so that local physicians would not treat the men. According to The New York Times, at least 28 of the men in the study died as a direct result of refused treatment. This study manipulated a vulnerable population and caused the needless pain and suffering of multiple men. This goes against the ethical principle of beneficence in human subjects research. The principle of beneficence suggests that researchers should attempt to maximize the benefits and minimize the risks for research participants. The study also goes against the ethical principle of justice by burdening a specific population, African American men, with more of the burdens of research while other populations may receive the benefits. It may also be argued that this study violated the ethical principle of respect for persons. The study targeted and manipulated mostly illiterate African Americans of a lower socioeconomic status without offering extra protections to make sure that the men were not coerced or deceived by any means, including financial means.

A separate study conducted by Philip Zimbardo in 1971 aimed to study prison dynamics utilizing the participation of 24 male undergraduates at Stanford University. The 24 students were split into two groups, prisoners and guards, and placed in an artificial prison in a basement at Stanford University. Police took the prisoners from their homes in handcuffs and brought them to the prison. Meanwhile, the guards were simply given uniforms and had no specific direction on how to run the prison. Unfortunately, the guards quickly began partaking in cruel behaviors towards the prisoners. Before the end of the study, five prisoners had to be released early as they began developing emotional problems such as depression and humiliation. The experiment ended before completion due to these issues. Although the participants did sign a consent form recognizing that they would be signing away some of their civil rights if they were selected to become prisoners, the study still caused the subjects significant emotional harm. In human subjects research, emotional harm is just as significant as causing physical harm. Researchers must take care in preserving the participants’ emotional, social, and physical wellbeing. Later, the study was also accused of data manipulation. Some researchers believe that Zimbardo encouraged the guards to act cruelly. Either way, researchers should not only protect all aspects of their subjects but also the objectivity of the study.

Another study conducted by Laud Humphrey in 1970 looked into homosexual behaviors in public spaces. Humphrey investigated these encounters by taking on the role of a “watchqueen”. The “watchqueen” was in charge of looking out for the police while two individuals, in this case, gay men, engaged in sexual acts in public spaces known as “tea rooms”. These encounters often took place in places like public restrooms. Although this phenomenon may seem strange today, it is important to note that homosexual men were not openly accepted at the time. In fact, these men could be arrested for ‘sodomy’. Although the men knew they were being watched by Humphrey, they did not know that they were being studied. However, the invasion of privacy goes further. Humphrey wrote the mens’ license plate numbers down and later tried to convince police officers to tell him the names and addresses of these men under the guise of being a ‘friendly salesman’. Surprisingly, the officers often obliged. Humphrey would then find these men, and conduct in depth interviews. However, Humphrey did not tell the men what he was really researching. Instead, he told them that they were participating in a public health survey. Later, Humphrey published his research in the book, “Tearoom Trade: A Study of Homosexual Encounters in Public Places”. The large ethical concern with this study is Humphrey’s use of deception and invasion of privacy. In human subjects research, deception is a tool that is to be avoided unless absolutely necessary. Researchers are also required to debrief subjects by explaining the deception and the true purpose of the study after employing deception.

These research studies represent extreme cases of ethical violations in research. It is important to note that research can be and often is done in an ethical manner. Increased review and other mechanisms of accountability try to ensure this. As a potential researcher, you are responsible for employing research ethics. You can take free courses on topics like research ethics and lab safety through Indiana University using the Collaborative Institutional Training Initiative. Once you are logged in, you can add courses such as Social/Behavioral Researchers and Biomedical Responsible Conduct of Research. To learn more and to access these courses go through the following link: https://research.iu.edu/training/citi/index.html.





Citations
Carr, D. S. (2021). The art and science of social research. W.W. Norton & Company.
The New York Times. (1972, September 12). At least 28 died in syphilis study. The New York Times. Retrieved April 2, 2022, from https://www.nytimes.com/1972/09/12/archives/at-least-28-died-in-syphilis-study-reports-on-tuskegee-tests.html
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Radicaltrue1739206745422adpatricRadicalization in the Modern Age/features/RadicalBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Radicalraschnab1653055081927raschnab1653055374333Yes//Image//Yes
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Recently, the use of social media has proliferated every aspect of our lives. While social media can be a great tool, with which much good can be accomplished, we must still be cognizant of its downsides. Specifically, social media carries with it the potential for radicalization. There are many reasons for this, one of the main ones being the way in which the algorithms work.

The algorithms, due to a need to keep the user scrolling, detect the types of content that is already being viewed by said user. The algorithm then shows the user content which is similar to that which they already view. This leads to a phenomena known as “information silos” in which people only view content, especially political content, which reinforces their previously held beliefs. The algorithms also tend to reward shocking, speculative, or doomsday oriented content.

Many radical groups are aware of this, and use social media to recruit new members. They often target people who are searching for meaning, or those who are social outcasts, as these are the people who are the most prone to becoming radicalized. In 1972, there was a study performed which analyzed how mass communication relates to social change. Although social media did not yet exist at this time, the study did analyze the impact of the major media sources at that time, including radio, print, and tv.

The study I am looking at, performed by Robin Thompson, goes on to note that, at that time, most people could be fairly confident that the information they were getting was credible. She contrasts that with modern times, in which social media allows anyone with internet access to post what they can claim as “news” or “information”. The first example she points to is email, which was, in a way, the original form of social media. In addition to being used for business purposes, it was also used to send “chain emails”. Thompson states that, by 2008, “96 percent of young muslim men in the middle east were recruited and radicalized via physical connections”. It is also stated that at this time, less than half of the population in the region had internet access. In western countries, however, it was more common for people to become radicalized online, as more of the population has internet access.

Radicalization has become more relevant in the age of social media, therefore it is essential that we learn to recognize and curb it at its roots.

Works Cited:
Thompson, Robin. “Radicalization and the Use of Social Media.” Journal of Strategic Security, vol. 4, no. 4, 2011, pp. 167–90, http://www.jstor.org/stable/26463917. Accessed 1 May 2022.

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Research Slam Audiencetrue1739206745422adpatricFinding Joy in Research with 2022 Research Slam Audience Vote Winner Prabhvir Lakhan/features/Research Slam AudienceBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Research Slam Audienceraschnab1653310753330lcnorton1686167618134Yes//Image//Yes
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/features/Lakhan_Psite://BL-VPUE-ENGAGE.iujur/features/Lakhan_PBL-VPUE-ENGAGE.iujurLakhan_PLakhan_P53092Audience winner, Prabhvir LakhanFinding Joy in Research with 2022 Research Slam Audience Vote Winner Prabhvir LakhanJoelle Jackson1653310860000The 2022 IUJUR Research Slam offered a dozen talented students the opportunity to share their research. Prabhvir Lakhan was chosen by attendees as the audience choice winner. Read more about Prabhvir's research here.
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For Research Slam 2022’s audience vote winner Prabhvir Lakhan, research has been a central focus of his college career since the very beginning. Even before his freshman year at IU, Lakhan was already reaching out to labs on campus and exploring the many undergraduate research opportunities IU provides. His mentor, Dr. Lauren Rutter, an Associate Research Scientist in the Department of Psychological and Brain Sciences, responded enthusiastically to his inquiry, and “I quickly joined her lab on a voluntary basis” before officially joining the lab the following semester. In the past year, he has also joined Dr. Brian D’Onofrio’s Developmental Psychopathy Lab, also in the Department Psychological and Brain Sciences.

Lakhan, a sophomore pursuing a degree in neuroscience, presented his mental health-focused work at IUJUR’s 2022 Research Slam competition. “My research is heavily focused around creating a more dimensional profile when it comes to diagnosing someone with a mental illness. This leads to looking for correlations with someone’s self-report scores for different mental illnesses and other variables like affect and cognition.” This research has critical and practical applications: “with all of this information, it becomes much easier to diagnose someone compared to the current system which has numerous misdiagnoses and missed diagnoses.”

This year’s Research Slam competition, held on April 9th in the Hamilton Lugar School, marked a return to in-person presentations after two years online due to the COVID-19 pandemic. The program was also streamed on Facebook, where a recording of the event is available. Eight undergraduate presenters, on topics ranging from citizen science roadkill reporting to the history of the passport, discussed their research in 3-5 minute lightning talks in front of a panel of faculty and graduate judges, as well as a general audience. The top prizes consisted of a faculty prize, selected by a faculty and graduate student panel, and an audience prize, selected by the general public. Lakhan was chosen out of all eight presentations as the audience favorite. 

This was Lakhan’s second year competing in Research Slam, and he emphasized the joyfulness of the experience: “[last year] was a lot of fun, so there was no hesitation when it came to competing again this year once I saw that it was in person.” He notes that “working in Dr. Rutter’s lab gives me a lot of joy, so I have a lot of fun sharing that research with others.”

As a veteran competitor, Lakhan’s Research Slam victory was especially sweet. “It’s a great honor. It’s really cool to see that my presentation resonated with the audience enough for them to vote for me.”

When asked what advice he would give for future Research Slam competitors, Lakhan noted that “I think it’s really important to not have a script that you follow strictly. It’s important to know what you’re going to talk about on each slide and what the most important points you want to touch on are; however, with a script, it becomes much harder to think outside of the box during the audience questions portion.” He credited this insight with helping him win: “I think that change in mentality made a difference between the two times I participated.”

Lakhan would like to extend gratitude to Dr. Rutter, as “she gave me an amazing opportunity during my freshman year and has always been an extremely supportive mentor.” He remarked that “some of my best memories in college are because of that lab, and I believe I have grown so much as a student and person because of her mentorship.” He would also like to thank Dr. D’Onofrio, who, although he has only joined his lab recently, has already provided great mentorship and research support. 

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public health ghanatrue1739206745422adpatricStudying and Researching abroad! A student’s experiences studying public health in Ghana/features/public health ghanaBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/public health ghanarhaghver1666577912125rhaghver1666579271295Yes//Image/features/public-health.jpegsite://BL-VPUE-ENGAGE.iujur/features/public-health.jpegBL-VPUE-ENGAGE.iujurpublic-health.jpegpublic-health.jpeg1132341200628/Yes
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/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Copy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegBL-VPUE-ENGAGE.iujurCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpegCopy-of-881BA871-41A8-4343-9E02-2CAD799A940D_1_201_a.jpeg567482051843456Author Lynn StrongStudying and Researching abroad! A student’s experiences studying public health in GhanaLynn Strong1666578600000During the summer of 2022, I had the opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I broadened my horizons beyond Indiana University with public health research... here's how it went.
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During the summer of 2022, I had the amazing opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I accumulated new memories, tried new foods, met new people, and broadened my horizons beyond Indiana University.

As a part of the program, students designed and executed independent qualitative research projects focused on an area of public health. Due to the differences in language and culture, I was interested in studying patient-doctor interactions. To narrow down the scope of my research, I decided to interview women who had recently given birth. Ghana has a high rate of infant mortality so by hearing the patient’s experience on maternal care, I hoped to understand some of the barriers women may face when accessing quality healthcare during pregnancy.

With the guidance of professors, I designed and carried out my research. I made a list of open ended questions to pinpoint barriers that women experienced when accessing maternal care. I interviewed women at the markets, at a university, and even a gynecologist at a local hospital. For interviewees who were more comfortable speaking in a Ghanian language or another language besides English, I had a professor translate my questions and their answers. I recorded every interview and transcribed the conversations so I could pick out common themes and experiences. I am working on publishing my research, so I won’t disclose all of my findings, but these interviews really helped me to understand the real-life difficulties of accessing healthcare in Ghana.

The most challenging part of my research was having to approach people for my study. I was so worried about inconveniencing people and making them step away from their work. While it took some time for me to build up the courage to ask if I could interview people, I was  grateful that all of my interviewees were so generous and willing to give up some of their time to explain their experiences. Asking personal questions about healthcare is difficult for anyone to discuss, but it was especially daunting since I was both a stranger and a foreigner. I am so honored that all of my interviewees were so open, comfortable, and willing to answer my questions.

In conclusion, this program to Ghana not only helped me to improve my research skills, it also helped me to become a more well-rounded person. I was able to see another way of life beside my own, experience a continent I had never set foot in, and enjoy things that I would never have been able to experience without traveling to Ghana.

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Studying and Researching abroadtrue1739206745422adpatricStudying and Researching abroad! A student’s experiences studying public health in Ghana/features/Studying and Researching abroadBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Studying and Researching abroadlcstrong1666622931654lcstrong1666798815864Yes//Image/features/Ghana beachsite://BL-VPUE-ENGAGE.iujur/features/Ghana beachBL-VPUE-ENGAGE.iujurGhana beachGhana beach114252/features/Ghana beachsite://BL-VPUE-ENGAGE.iujur/features/Ghana beachBL-VPUE-ENGAGE.iujurGhana beachGhana beach114252Yes
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/features/lynnheadshotiujur.jpgsite://BL-VPUE-ENGAGE.iujur/features/lynnheadshotiujur.jpgBL-VPUE-ENGAGE.iujurlynnheadshotiujur.jpglynnheadshotiujur.jpg719731080715Author: Lynn StrongStudying and Researching abroad! A student’s experiences studying public health in GhanaLynn Strong1636936320000Surgery techniques, prescriptions, supplements... the list goes on. We need research to assure they are effective. How can we ensure that medical items works on a population? Well, we need studies that fairly represent the population! This is why diversity in research participants is so important.
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FullOne Half

During the summer of 2022, I had the amazing opportunity to travel to Ghana, a country in West Africa, with the Hutton Honors Study Abroad Program “Culture and Health in Africa”. I have barely traveled within the United States, so traveling to a different continent was a huge milestone for me. I accumulated new memories, tried new foods, met new people, and broadened my horizons beyond Indiana University.. 

As a part of the program, students designed and executed independent qualitative research projects focused on an area of public health. Due to the differences in language and culture, I was interested in studying patient-doctor interactions. To narrow down the scope of my research, I decided to interview women who had recently given birth. Ghana has a high rate of infant mortality so by hearing the patient’s experience on maternal care, I hoped to understand some of the barriers women may face when accessing quality healthcare during pregnancy. 

With the guidance of professors, I designed and carried out my research. I made a list of open ended questions to pinpoint barriers that women experienced when accessing maternal care. I interviewed women at the markets, at a university, and even a gynecologist at a local hospital. For interviewees who were more comfortable speaking in a Ghanian language or another language besides English, I had a professor translate my questions and their answers. I recorded every interview and transcribed the conversations so I could pick out common themes and experiences. I am working on publishing my research, so I won’t disclose all of my findings, but these interviews really helped me to understand the real-life difficulties of accessing healthcare in Ghana.

The most challenging part of my research was having to approach people for my study. I was so worried about inconveniencing people and making them step away from their work. While it took some time for me to build up the courage to ask if I could interview people, I was  grateful that all of my interviewees were so generous and willing to give up some of their time to explain their experiences. Asking personal questions about healthcare is difficult for anyone to discuss, but it was especially daunting since I was both a stranger and a foreigner. I am so honored that all of my interviewees were so open, comfortable, and willing to answer my questions. 

In conclusion, this program to Ghana not only helped me to improve my research skills, it also helped me to become a more well-rounded person. I was able to see another way of life beside my own, experience a continent I had never set foot in, and enjoy things that I would never have been able to experience without traveling to Ghana.

If you are interested in reading more about the 2022 Hutton Honors Study Abroad program "Culture and Health in Africa", follow the link https://iughana.sitehost.iu.edu/ to read more 

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AI is Flawedtrue1739206745422adpatricAI is Flawed - What Do We Do About It? /features/AI is FlawedBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/AI is Flawedjilgrant1666796525976jilgrant1666797392046Yes//Image/features/artificialintelligence.pngsite://BL-VPUE-ENGAGE.iujur/features/artificialintelligence.pngBL-VPUE-ENGAGE.iujurartificialintelligence.pngartificialintelligence.png7008891200630/Yes
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Artificial intelligence has been increasingly important to our lives – it’s how we unlock our cell phones, it can produce beautiful art, and it even lets Siri interpret our spoken words as written ones. Even if you don’t use artificial intelligence yourself, chances are it’s used on you. It’s used to tailor advertisements with downright creepy accuracy, it has automated away some jobs that used to be tasked by people, and doctors use it as a tool to predict the probability of, say, a tumor being benign or serious. 


With all the decision-making power that AI holds over our lives, it better at least be accurate. Unfortunately, it is only as accurate as the humans that program it. 


Artificial intelligence is a catch-all term for systems that use algorithms to reliably predict a future result based on how similar inputs like it performed in the past. Since it is up to humans to decide what preliminary data is fed into the AI procedure, any flaws or biases in that data will be reflected in the  results from the AI procedure. For example, face-recognition algorithms are mostly trained on white faces and have great difficulty accurately recognizing non-white faces. The consequences of this can range anywhere from not being able to unlock your phone to being unfairly prosecuted because an AI recognized you as someone you are not. Often it feels that AI holds all the power against us but we have to ask: what can we, as consumers of these products, do about it? 


To answer this question, Dwork & Minow looked at how it is that people can gain and keep our trust in general. There’s two main aspects to being trustworthy. The first is to hold up your end of the bargain. So if I give my roommate some money to go to the grocery store and buy the items on my list, she would keep my trust by using the money to get the listed groceries. But that’s not all there is to trust. Say there is some money left over – would I trust her if she kept it for herself instead of giving it back to me? Probably not, and this identifies the second main aspect of trust – knowing that my interests are also your interests. This identifies the main problem causing distrust in artificial intelligence – procedures are often built without the feedback of the people that it affects, both at the business and governmental levels. There is no reliable guarantee that my interests are the interests of the people building the AI’s. 


At this point, Dwork & Minow propose solutions that would better this issue of distrust. Now that we have identified where it is that AI betrays our trust, that same place can also be an opportunity for AI to gain it back. Letting consumer participation shape AI to a larger extent would provide more of a guarantee that my interests are AI’s interests. The people who will be affected by an AI should have a say in what kinds of data it uses and what methods it uses to come to its conclusions. AI methods, Dwork & Minow contend, should be explainable to the average person that will be affected by them, so we can understand that there was a process to the conclusion the AI returned. All AI’s should have to answer to common people and compete in the market based on trust. Those who are less trustworthy should be less successful. There should be a set of standards that external sources use to gauge the trustworthiness of AI’s, and AI’s should be rated on those guidelines. These measures would introduce accountability and participation that is lacking in AI. 


While these measures would certainly improve trust between AI and the public, there are still limitations on how much these measures can be accomplished. 


On the issue of explainability, many AI procedures use mathematical procedures that, while there is an explanation behind them, might be lost on the average person. Does this mean that we should only limit AI’s to simple ones? Alternatively, we can try to implement explainability as much as possible, with the caveat that just because not everyone can understand the explanations behind an AI does not mean that those explanations don’t exist. 


On the issue of participation, there would have to be a balance between the public opinion and expert knowledge to come to a solution, rather than letting one overshadow the other. While public opinion could certainly improve the fairness of AI’s, we should be careful to not let it overrule expertise to such a point to make AI’s less reliable overall. In both these cases, trust would be improved by implementing these ideals as much as possible, while not implementing them to an absolute extent. Certainly, these would be massive improvements over the current state of AI.


References

Dwork, C., & Minow, M. (2022). Distrust of Artificial Intelligence: Sources & Responses from Computer Science & Law. Daedalus, 151(2), 309–321. https://www.jstor.org/stable/48662044
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Big Datatrue1739206745422adpatricLearning what the buzzwords mean: Big data and AI in the Hutton Honors College/features/Big DataBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Big Dataraschnab1667874730959raschnab1668565740310Yes//Image/features/Big data imagesite://BL-VPUE-ENGAGE.iujur/features/Big data imageBL-VPUE-ENGAGE.iujurBig data imageBig data image45552/features/Big data imagesite://BL-VPUE-ENGAGE.iujur/features/Big data imageBL-VPUE-ENGAGE.iujurBig data imageBig data image45552Yes
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Big data. Artificial intelligence. Machine learning. These are some of the biggest buzzwords in the technology and business world. However, as someone majoring in neuroscience, I had no idea what those words meant. I knew they were important, but I didn’t really know why. Until HON-H 238.

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FullOne HalfBig data. Artificial intelligence. Machine learning. These are some of the biggest buzzwords in the technology and business world. However, as someone majoring in neuroscience, I had no idea what those words meant. I knew they were important, but I didn’t really know why. Besides, I was a life science major. How could I even understand that stuff?

The Hutton Honors College offers a variety of seminars focusing on politics and communication, otherwise known as HON-H 238. Social Impacts of Big Data was one of those courses for the Fall 2021 semester. I’m in this class right now, taught by Dr. Younei Soe, a lecturer in the Luddy School’s Department of Information and Library Sciences (ILS). Thanks to her guidance, our class has not only learned what Big data and artificial intelligence (AI) are, but discovered how important they can be when applied to virtually every field possible. The class has been so impactful that I had to tell you all about it.

Big data are large data sets that have come about in the Information Age. For example, think of all the data Instagram collects when you like certain posts, and multiply that by the number of Instagram users. All of that data is stored in a database used by Instagram (and third-party advertisers) to maximize their content, and thus their profits. Artificial intelligence is born from these kinds of big data sets, as data is used to create algorithms and programs that can make predictions and figure out what will happen in the future in terms of sales, Covid-19 infections, or potential crime hotspots. This process is called machine learning, and it makes AI.

It’s obvious that Big data and AI can be applied to many fields, including medicine, business, law, and politics, and thanks to this new Hutton course, any Hutton undergrad can learn all about it. But the story of this course and the way it can advance students’ careers are perhaps even more interesting.

“I want[ed] to do something that [could] relate to everyday life. It was the early 2000s, and everyone was talking about the Internet.”

This is how Dr. Soe’s career in informatics started. After receiving a Bachelor’s degree and a Master’s degree in English literature and linguistics, Dr. Soe knew that she wanted her career to go in a different direction. After completing a second Master’s degree in Communication, Culture, and Technology from Georgetown University, Younei (as her students call her) came to Indiana University to do a PhD in communications.

“My PhD program asked me to do a minor in social informatics,” said Soe. The rest is history.

While Younei teaches graduate courses in the ILS department, something rather random inspired her to create her section of HON-H 238.

“One day I saw an email from the Dean of the Honors College asking faculty members to teach for the honors college. I thought of modifying my graduate course [Social and Ethical Impacts of Big Data] so it could serve undergraduates.”

Students in this section of HON-H 238 have the opportunity to learn from the real world. Through biweekly readings of articles from academic journals and news sources like Financial Times and the Wall Street Journal, students formulate two questions or comments from the readings and submit them. The next day in class, these questions and comments are integrated into the day’s lecture and discussion section, which revolve around improving the student’s understanding in the topics students care about the most.

“Comments [give] me a good sense of what students [are] thinking so I [can] better prepare my teaching,” said Soe when asked about her teaching style.

But not only does this class aid students in their understanding of Big data and AI, but also in their resume building.

“We are writing two essays [in class], the critical essay and the opinion article. If I see some students who want to try submitting their op-ed [opinion article] to any newspapers, I would like to help them revise and finalize them… In previous years, I’ve done this several times,” said Soe on her involvement in student publications.

This class has served me and my peers in a way I didn’t think possible. We’ve learned about some of the latest cutting-edge technology in every industry, which will boost our skills wherever we go. We have the chance to publish our work with the support of a passionate faculty member. We’ve gained valuable knowledge and support, and the best part is? I finally know what those buzzwords mean.
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Submitting to IUJURtrue1739206745422adpatricSubmitting Original Research to IUJUR/features/Submitting to IUJURBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/Submitting to IUJURraschnab1669826408044raschnab1669826604895Yes//Image/features/Submit to IUJURsite://BL-VPUE-ENGAGE.iujur/features/Submit to IUJURBL-VPUE-ENGAGE.iujurSubmit to IUJURSubmit to IUJUR137860/features/Submit to IUJURsite://BL-VPUE-ENGAGE.iujur/features/Submit to IUJURBL-VPUE-ENGAGE.iujurSubmit to IUJURSubmit to IUJUR137860Yes
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/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2023-2024/Archive/Rose-Schnabel.jpegBL-VPUE-ENGAGE.iujurRose-Schnabel.jpegRose-Schnabel.jpeg566018151843456Curious on how to submit to IUJUR? Read through this step-by-step guide that takes you through the research and submission process.Submitting Original Research to IUJURRose Schnabel1669826520000Curious on how to submit to IUJUR? Read through this step-by-step guide that takes you through the research and submission process.
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Many students on IU's campuses have participated in fascinating research and hope to share their findings with the community. Undergraduates have an opportunity to publish their work right here on campus with the IU Journal of Undergraduate Research (IUJUR).

Submissions can be original work created specifically for IUJUR or papers that you’ve written previously for classes or research. If you’ve previously written the paper for a class, your faculty sponsor will be the professor to whom you submitted the piece. If you are submitting research results, talk with your PI about IUJUR (pointing them in the direction of https://iujur.iu.edu/ to learn more) and outline your proposal. That said, don’t be intimidated if you have not yet conducted research or written a paper that you’d like to submit. Original ideas or independent projects are welcome in the Journal and IU has a multitude of resources to support you throughout the investigation and writing process.

All student submissions require faculty support, so it’s important that the research is conducted and the paper is written under the guidance of a faculty member at IU. To find a mentor for an independent research project, browse departmental websites or speak to a counselor at the Walter Career Center to find 2-3 potential faculty sponsors. Explain your research goal and work with them throughout the investigation and writing process. All topics are welcome and papers will be sorted into one of four categories for the review process: natural sciences, applied sciences, humanities, or social sciences. 

The research process may look slightly different depending on your topic and discipline, but a reliable model is to identify a question, preliminarily review literature, refine a research topic, collect data, and analyze your findings. For literature review and data collection in systematic reviews, consider using the research guides created by IU libraries for curated news articles and subject-specific databases. For even more specificity, look into the library research guides for guidance on resources held in IU archives as well as a library contact for the given subject. 

When the time comes to write your piece, keep in mind that IUJUR accepts submissions of full length articles and literature reviews. For more details, visit https://iujur.iu.edu/submit/options/index.html. Your submission may be written in any language, but English language papers generally have a faster turnaround time. The Journal is open access, meaning that there are no barriers, monetary or otherwise. The IUJUR Student Author Contract allows for publishing, reproduction, distribution, and creation of derivative works of the publication on other platforms. Your submission will be peer reviewed so as to ensure rigor in the review process, so you can expect comments and constructive feedback from IUJUR editorial board members.

If your submission is deemed as suitable for the Journal, you will proceed to edit and improve your piece. Common points of improvement for submissions are structural or grammatical; consider having multiple people read through the piece to catch any errors that you may have missed. For help with references, consult the IU libraries citation guide, which has templates for APA, MLA, and Chicago style references. Writing Tutorial Services is a resource at IU that can help with line editing and fine tuning the piece.

When you are satisfied with all updates and edits, the editorial board will review the piece once again and be in contact regarding the next steps. Having your work published in a peer-reviewed journal as an undergraduate student is a standout experience and opens the door for future publications; IUJUR encourages your submission!

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AAPI Hate at iUtrue1739206745422adpatricAAPI Hate at IU: How we got here and where to go/features/AAPI Hate at iUBL-VPUE-ENGAGE.iujursite://BL-VPUE-ENGAGE.iujur/features/AAPI Hate at iUrhaghver1674926608542rhaghver1674926977366Yes//Image/features/aapi_hate.jpgsite://BL-VPUE-ENGAGE.iujur/features/aapi_hate.jpgBL-VPUE-ENGAGE.iujuraapi_hate.jpgaapi_hate.jpg11461275183/features/aapi_hate.jpgsite://BL-VPUE-ENGAGE.iujur/features/aapi_hate.jpgBL-VPUE-ENGAGE.iujuraapi_hate.jpgaapi_hate.jpg11461275183Yes
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FullOne HalfIt was one less person to blow up the country.

This was the justification given by the 56-year-old white woman who attacked an Asian IU student on the bus on Wednesday, January 11th. The student has multiple stab wounds to the head; the perpetrator was charged with attempted murder; and all this happened on 4th St, a place many IU students know and love, especially due to its multicultural presence. How did we get here?

While anti-Asian hate has certainly been on the rise since the onset of the COVID-19 pandemic, it has been consistent in our country for generations, going back to the California Gold Rush of the 1850s. The U.S. even enacted the Chinese Exclusion Act of 1886, which prohibited Chinese laborers from immigrating to the United States, the only piece of legislation in our history to exclude a group of people based on their race. The Japanese-American population suffered in internment camps during the Second World War, and violent acts against the Asian people in America can be traced from a Los Angeles massacre in 1871 to last week’s attack in 2023. In fact, according to a study done by Stop AAPI Hate, there have been 11,467 hate incidents reported to the Stop AAPI Hate reporting center, and that 1 in 6 of these incidents involved physical violence, with 1 in 9 occurring on public transportation. At this point in time, 51% of Asian-Americans do not feel safe going out.

Especially because of the COVID-19 pandemic, which originated in China, some people have opted to believe that it is all the Chinese– and by proxy– East Asian people who are responsible for the spread of the virus and associated casualties. This is simply inaccurate; according to a review study by Hughes and colleagues, pandemics begin when a virus from an animal mutates into a form that can be transmitted to humans and eventually engage in human-to-human transmission. This can happen when individuals around these animals engage in unsterile butchering techniques. By that logic, the parties to blame are some likely unknowing butchers, the animal with COVID (which is still unclear, by the way), and the laws of virus biology. A whole ethnic group couldn’t possibly have orchestrated such an event.

In order to understand why this happened, we need to know simply why racism, particularly anti-Asian racism, exists. I believe the answer is simple: a lack of understanding and respect for Asian and Asian-American culture from people of other ethnic groups. There are a variety of Asian stereotypes present in our society: that all Asians are good at math, or terrible at driving, or out to steal our jobs, or that Asian women are meek and submissive, or that Asian men are effeminate. None of these could possibly be true: there are simply too many individual differences between people for all of a group to subscribe to one particular characteristic. The problem is, these individual differences, a core concept in human psychology, don’t seem to apply to Asian people in the minds of racist people.

However, this is simply my theory. While I am a person of color like the victim, I am not Asian, and thus will not claim to know all the answers or experiences of Asian-Americans. For this, I reached out to IU’s Asian-American community.

Disgust, horror, grief, shock. It was jarring. But it wasn’t surprising. This is how my two interviewees felt about the whole ordeal.

“I get emails from the IDS, and [a] headline was about the Asian hate crime, so I clicked on it immediately”, said Elie Bryan, a sophomore at IU majoring in media science with a specialization in media psychology. My second interviewee, A.O., sent the news immediately to her mother and aunt, the “most prominent Asian women in my life”.

“I have to use the Bloomington Bus to and from campus, and every time I see a middle-aged/older white person, I instantly panic inside,” said Bryan. “As a woman, I always took standard precautions walking alone on campus, but after this event, I’m even more aware of my surroundings.”

Luckily, in terms of personal racially-motivated attacks, Bryan couldn’t recall any violent incidents. “I thankfully have not experienced anything aggressive or felt like my life was in danger. I know that I’ve experienced microaggressions from my peers, but I can’t recall a specific instance.”

For A.O., a microaggression came in the form of racist language at her place of work. It happened “at a buffet on the West side” of Bloomington, said A.O. “A guy figured I was the owner/manager of the place because I had ch*nk eyes”.

Both A.O. and Bryan agree that the problem comes from a lack of understanding and education about other cultures. According to the University of Washington School of Education, multicultural education can help promote equity, reduce prejudice, and empower the school as a whole. Social action initiatives can span many grade levels, all of which can promote gaining an understanding of all people, without any grandiose lectures and listening sessions. All it takes is a few steps every day, every month, and every year, to effectively engage in an equity pedagogy. Closer to home, Indianapolis Public Schools recently relaunched their Education Equity Initiative, which should hopefully pave the way for an easier journey for Black and Brown youth.

With equal opportunities and treatment for these students, perhaps peers who otherwise would not have exposure to other cultures can learn to see different cultures as different, yet equal. With changing beliefs starting at the school-age, children can grow up to become mindful, culturally aware, and successful adults who know that their peers are not responsible for blowing up the country.
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FullOne Half“They might be a little late,” says Alisha Rivera Aquino, looking out of the IU Speech, Language and Hearing Clinic’s glass doors expectantly. “They have to drive really far to get here.”

Aquino is referring to her elementary-aged patient and their family, who make the weekly journey to the Clinic for Spanish-language speech therapy sessions. Aquino works with the young patient as a part of her master’s degree work in Speech Therapy Education, Practicum, and Services, or STEPS: the only bilingual Speech-Language Pathology Master’s track in Indiana.

As of 2022, 19% of the US population identified as Latinx, yet only 6% of certified Speech-Language-Hearing clinicians felt comfortable providing care in Spanish. The scarcity of Spanish-language clinicians means that patients like Aquino’s often travel long distances for high-quality speech care.

STEPS at IU was formed by Dr. Raquel Anderson in 2009 to help address this gap in healthcare from two angles: offering Spanish-language speech therapy sessions to community members all while training bilingual clinicians.

Benefit to patients
The Clinic is a sleek, glassy building nestled behind the IU Health Bloomington Hospital. At 5:30 p.m., it sits mostly empty, except for Visiting Clinical Assistant Professor Andrea Arends, Aquino, and her mentee, first-year STEPS student Ana Valdez. Once the family arrives, the lobby is filled with a chorus of greetings.

The group makes their way through the clinic’s hallways until arriving at two small, connected rooms. Everyone takes their place. The youngest child, Aquino, and Valdez sit on the three red chairs in the main room and the child’s mother and siblings on three identical chairs in the observation room. A one-way window and speaker system allows the family to listen in as the two graduate students begin the session.

“Let’s jump!” the two announce enthusiastically in Spanish. Sounds of movement and laughter come through the speaker as the child, Aquino, and Valdez jump to sound out two and three-syllable words. They work through a list of words, emphasizing each syllable before stringing them together in series.

Aquino and Valdez lead the student through a series of reading and pronunciation activities: describing a picture book, answering conversation questions, and sounding out three-syllable words. As the student speaks, they offer encouraging nods and gentle guidance while making notes on their printed lesson plans.

“We put checks and minuses next to what was easy and what was hard,” explains Valdez. At the end of the hour-long session, the pair goes over the points with the family, explaining that the student had made progress on two and three-syllable words and that the next steps were to continue working towards full phrases.

“Most of our parents observe the entire session”, says Arends, a 2015 graduate of the STEPS program who now helps organize the program. Although most treatment is done in the clinic, observing their children allows parents to model language at home, which may improve patient outcomes.

“We’re not here to reinforce the institutional rules of how language should be used,” says Arends. Instead, the treatment aims to address speech or language disorders to allow children to speak their home language confidently and comfortably. “From a social justice language framework, maintaining that home language is crucial,” she explains.

Benefit to students
Of the 326 Speech-Language Pathology Masters programs in the US, only 52 offer a bilingual track. In the Midwest, that number drops to four.

Masters students in STEPS participate in a two-year curriculum of clinical, academic, and classroom learning focused on child language, bilingualism, and diversity. A cornerstone of their learning is clinical experience, whether in the IU Speech, Language, and Hearing Clinic or in regional public schools with a high Latinx enrollment.

Nicole Garcia, a current STEPS Masters student, was drawn to the program as a result of her previous experience with such schools. After graduating from IU as an undergraduate in December 2018, she worked in an Indianapolis area public school as a bilingual skill specialist.

Because of her Spanish proficiency, Garcia soon found her responsibilities growing. “The therapist really relied on me to serve almost as an interpreter,” she said, “At least in my center, there weren’t a lot of bilingual speech-language pathologists. I felt like there could’ve been more help.”

Through STEPS, Garcia hopes to reduce the strain on bilingual clinicians and increase the amount of Spanish-language support available to Latinx students.

Even within IU, Garcia views STEPS as an asset to the Speech-Language Pathology Masters cohort as a whole. “Through STEPS we learn about culturally responsive treatment,” said Garcia, “students in STEPS might have a different perspective on things.”

Benefit to community
According to the 2022 US Census, 4.5% of Bloomington residents identified as Hispanic or Latino. Thirteen of these residents are currently participating in STEPS, though caseload varies by year. This fall, the STEPS program formed the Familias en Conexión support group for the parents of patients to meet and discuss experiences, questions, and concerns about their children’s care.

These group meetings allow the families of these children to find community among other people with shared experiences. “It was a good first meeting, we’re hoping to grow it,” reflected Arends in September.

Just as Arends hopes to grow Familias en Conexion, Garcia wants to grow STEPS’ attention. Although proud of her cohort and their achievements, Garcia wishes the program had more funding to cover transportation expenses for patients or make sessions free of cost. “I wish [STEPS] was more valued here [at IU] because it does help a lot of families,” she said.
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Cómo STEPS habla el idioma de la comunidad

“Podrían llegar con un poco de retraso,” dijo Alisha Rivera Aquino, mirando a través de las puertas de vidrio de la Clínica de Habla, Lenguaje y Audición de IU. "Viven bastante lejos de aquí."

Aquino se refiere a su paciente joven y su familia, quienes hacen un viaje semanal a la clínica para sesiones de terapia del habla juvenil en español. Aquino trabaja con el paciente como parte de su maestría en Educación, Práctica y Servicios de Terapia del Habla en español, o STEPS: el único programa de maestría en Patología del Habla y del Lenguaje bilingüe en Indiana.

En el 2022, el 19% de la población de los Estados Unidos se identificaba como Latinx, pero solo el 6% de los clínicos certificados en Patología del Habla, Lenguaje y Audición se sentían cómodos para atendar a pacientes en español. La escasez de clínicos que hablan español significa que pacientes como los de Aquino suelen viajar largas distancias para recibir tratamiento de terapia del habla.

STEPS fue fundado por la Dra. Raquel Anderson en 2009 para atender esta necesidad. El programa tiene dos objetivos centrales: ofrecer sesiones de terapia del habla en español a miembros de la comunidad y entrenar a clínicos bilingües para el futuro.

Beneficio para los pacientes

La clínica es un edificio elegante y acristalado ubicado detrás del Hospital de IU Health en Bloomington. A las 5:30 pm, está casi vacía, salvo la Profesora Asistente Clínica Visitante Andrea Arends, Aquino, y su aprendiz —una estudiante de primer año de STEPS— Ana Valdez. Cuando llega la familia, el vestíbulo se llena de saludos.

El grupo camina por los pasillos de la clínica hasta llegar a dos pequeñas salas conectadas. Todos toman sus asientos. El niño más joven, Aquino y Valdez en las tres sillas rojas de la sala principal, y la madre y los hermanos del niño en tres sillas idénticas en la sala de observación. Una ventana unidireccional y un sistema de altavoces permiten que la familia escuche mientras que las dos estudiantes graduadas comienzan la sesión.

"¡Vamos a saltar!" dicen entusiastamente. Se escuchan sonidos de movimiento y risas a través del altavoz mientras que el niño, Aquino y Valdez saltan y pronuncian palabras de dos y tres sílabas. Repiten el proceso por toda una lista de palabras, enfatizando cada sílaba antes de unirlas en serie.

Aquino y Valdez guían al paciente en una serie de actividades de lectura y pronunciación: describir un libro de imágenes, responder preguntas de conversación y pronunciar palabras de tres sílabas. Mientras que hable el paciente, las estudiantes graduadas ofrecen gestos de aliento y orientación suave mientras tomaban notas en sus planes de lecciones impresos.

"Ponemos ‘check’ y ‘menos’ junto a lo que fue fácil y lo que fue difícil," explica Valdez. Al final de la sesión, el par repasa estos puntos con la familia, explicando que el estudiante había progresado en palabras de dos y tres sílabas y que los próximos pasos eran seguir trabajando en frases completas.

"La mayoría de nuestros padres observan toda la sesión," dijo Arends, quien se graduó en 2015 del programa STEPS y ahora ayuda a organizar el programa. Aunque la mayor parte del tratamiento se realiza en la clínica, observar a sus hijos permite a los padres modelar el lenguaje en casa, lo que puede mejorar los resultados del paciente.

Los resultados de los pacientes van más allá de la clínica. "No estamos aquí para reforzar las reglas institucionales de cómo se debe usar el lenguaje," dijo Arends. En cambio, el objetivo del tratamiento es abordar trastornos del habla o del lenguaje para permitir que los niños hablen su idioma materno con confianza y comodidad. "Desde un marco de justicia social en el lenguaje, mantener ese idioma materno es crucial," explicó.

Beneficio para los estudiantes

De los 326 programas de Maestría en Patología del Habla y del Lenguaje en los Estados Unidos, solo 52 ofrecen una pista bilingüe. En el Medio Oeste, ese número se reduce a cuatro.

Los estudiantes de maestría en STEPS participan en un plan de estudios de dos años que se centra en la experiencia clínica, académica y en el aula, enfocado en el lenguaje infantil, el bilingüismo y la diversidad. Un pilar de su aprendizaje es la experiencia clínica, ya sea en la Clínica de Habla, Lenguaje y Audición de IU o en escuelas públicas regionales con una alta inscripción de estudiantes latinos.

Nicole García, otra candidata de maestría, se sintió atraída por el programa debido a su experiencia previa en escuelas de este tipo. Después de graduarse de IU como estudiante de pregrado en diciembre de 2018, trabajó en una escuela pública del área de Indianápolis como especialista en habilidades bilingües.

Debido a su competencia en español, García pronto vio cómo crecían sus responsabilidades. "El terapeuta realmente dependía de mí para servir casi como intérprete," dijo, "al menos en mi centro, no había muchos patólogos del habla y el lenguaje bilingües. Sentí que podría haber habido más ayuda."

A través de STEPS, García espera reducir la carga sobre los clínicos bilingües y aumentar la cantidad de apoyo en español disponible para los pacientes latinos.

Incluso dentro de IU, García considera que STEPS es un activo para toda la cohorte de Maestría en Patología del Habla y del Lenguaje. "A través de STEPS aprendemos sobre el tratamiento sensible a la cultura," dijo García, "los estudiantes de STEPS pueden tener una perspectiva diferente sobre las cosas."

Beneficio para la comunidad

Según el Censo de los Estados Unidos de 2022, el 4.5% de los residentes de Bloomington se identificaron como hispanos o latinos. Este otoño, el programa STEPS formó el grupo de apoyo Familias en Conexión para que los padres de los pacientes se reunieran y discutieran experiencias, preguntas y preocupaciones sobre la atención de sus hijos. El número de pacientes que participan en el programa varía de un año a otro, con una carga actual de trece pacientes.

Estas reuniones de grupo brindan a las familias de estos niños la oportunidad de encontrar comunidad entre otras personas con experiencias compartidas. "Fue una buena primera reunión, esperamos que crezca," reflexionó Arends en septiembre.

Así como Arends espera que crezca Familias en Conexión, García también desea aumentar la atención hacia STEPS. Aunque se siente orgullosa de su cohorte y sus logros, García desearía que el programa tuviera más financiamiento para cubrir los gastos de transporte de los pacientes o para que las sesiones sean gratuitas. "Desearía que [STEPS] fuera más valorado aquí en IU, porque realmente ayuda a muchas familias," destacó.

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/about-us/staff/2024-2025/occ-board/nicole-smith.jpgsite://BL-VPUE-ENGAGE.iujur/about-us/staff/2024-2025/occ-board/nicole-smith.jpgBL-VPUE-ENGAGE.iujurnicole-smith.jpg395579049283264Historian and Jewish Studies Professor Mark Roseman spent the past semester researching the ways in which Roma and Sinti resisted Nazi rule. He worked with a group of students, conducting interviews with descendants and affected individuals, and this is an article that recounts that conversation and expands on the views and situation of the Roma and Sinti people in the US today.Roma Resistance: How They Resisted the NazisNicole Smith
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In Nazi Germany, Roma and Sinti individuals faced mass genocide, work camps, and deportations. Despite this, they continued to carve out space for their own existence. Currently, Professor Roseman is participating as the only bid in the United States to the State Diplomacy Lab “Roma Resistance to the Nazis, 1939-1945.” He is a historian of modern Europe, specializing in the Holocaust. Working with him is a group of undergraduate students interested in the unique experience that the Roma and Sinti populations faced in the Holocaust. Peter Benington, a junior studying political science at IU, is one of the student researchers in the lab. He, along with Professor Roseman, sat to talk with IUJUR about the research they have done this past Fall.

Diplomacy labs were started in 2013 by the US Department of State to create projects that allow graduate and undergraduate students to involve themselves in research and inform the department’s responses to contemporary and complex global issues. The State partnered with universities to look at policy issues like human rights and democracy, energy, global health, in different countries. As part of the Jewish Studies program at IU, Professor Roseman applied for a Roma and Sinti study, a population currently seeking restitution in the US. He found Roma and Sinti to be “underrepresented” in terms of their impact and recognition, and hoped this lab could bring this issue into the spotlight. 

The Department of State created this project in aims of clarifying a potential uprising in Auschwitz in 1944. Professor Roseman knows that he and the undergraduates cannot answer that question, but they are able to find ways that Roma and Sinti were able to “assert themselves” and fight for their own survival. Banington points towards how the data collected on the Roma is still small, despite moves by German and other governments in the 1980s to give compensation to the community. As it is such an under researched field, Banington said he wants to show what they went through. Professor Roseman found that the Roma and Sinti story has often been “neglected in the discussion” despite the decimation their population went through.

From this research, Dr. Roseman and his team have uncovered a multitude of enlightening facts and history within their area. The scope for acting “varied enormously” depending on the time, individual connections, and geographical location. A diversity of experiences and perspectives remained strong throughout their research. Banington had many notions on the productivity of their research. One thing that largely stood out to him was the familial ties. He found tight communities present in the camps, allowing for “established networks” of Roma and Sinti who were able to rely on each other. As a result of the Roma people’s disparaging treatment within encampments in comparison to their counterparts, they began to revolt and resist imprisonment in unique ways. The Roma and Sinti had their own section in camp, giving them some form of autonomy in comparison to other groups in Auschwitz which aided in their ability to resist uniquely. Coupled with a disparate regard within prison encampments, the Roma people were also threatened with a rather fickle status and abrupt transitions in lifestyle. 

The family of a Roma father operating as a soldier for the Nazi Regime was once well sustained and kept, but with an unceremonious change in status, he and his family were removed from that station of succor and relocated to Aushchitz in the span of a week. Roma people as young as ten years old were subjected to treatment and living conditions that resulted in malnourishment, sleep deprivation, and other physical and mental hardships. These individual recognition of accounts are a powerful tool for “piecing together” the past, Banington noted.

As with all research there are difficulties and concerns when approaching studies, especially with sensitive topics such as this area. Ethical concerns arise for Dr. Roseman and his team when gathering information on the Roma people. Benington denotes some discrepancies within testimonies, which he mainly accredited to a “generational divide.” Many individuals are “testifying 30 to 40 years” afterwards or are coming from children or grandchildren, leading to potential mixups in times, numbers, and events. Benington states that to resolve this issue, the research team is very conscious about being careful and taking precautionary steps such as double checking information and weighing individual accounts. 

Although it can be hard to say the exact outcomes of Professor Roseman’s diplomacy lab, the research done by these students can have implications in this field of research and in the immediate material responses from the State. The group presented their findings to D.C. via Zoom last December, where they enriched State knowledge on the Roma and Sinti population. It gave them a greater understanding of what happened during Nazi rule, and how best to assert the group’s interests. Depending on their interpretation of how the Roma and Sinti were affected, the Department of State may determine that compensation or policies should be enacted on their behalf. Professor Roseman additionally believes that the findings could encourage other historians to delve further into the ways Roma and Sinti resisted under the Nazis. Currently, non-Roma groups and historians have not done much work on this subject, compared to other groups impacted by the Holocaust. This means that discrepancies and gaps in research are not uncommon in this field, and would benefit greatly from funding and attention.

The group is hoping to go to the State Department in April, however recent events in Washington may provide speed bumps to this process.

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