Wednesday, May 11, 2011

Savant Peer Educator Program

Savant Peer Educators
Office for Women’s Affairs (OWA) Empowerment Project

The Savants are a diverse group of undergraduate and graduate students, trained by faculty and community experts to raise awareness about sexual assault and other forms of violence against women, empowerment, gender equity, ethical living, and social justice. Savants strive to equip their peers with the knowledge of recognizing, intervening in, and preventing incivility, relationship violence, and sexual assault in the university community and beyond.

Using an interactive format that encourages exploration, dialogue and debate, Savant presentations emphasize the latest relevant research in ways that are accessible to students. Each presentation includes an opportunity for anonymous feedback so that OWA can assess the quality and impact of our educational programming. The programs are targeted broadly to reach undergraduate as well as graduate students, faculty, staff, and administrators. Savant has workshops catered for Indiana University residence halls, Greek houses, student and other social organizations, and classroom settings as guest lecturers for AIs and professors.

Application to become a Savant

The Office for Women’s Affairs is looking for a diverse group of male and female students who are willing and able to raise campus awareness about building healthy relationships, sexual assault prevention, bystander intervention and ethical living.
There are three stages in the application process to becoming a Savant Peer Educator. Stage one is the Paper application stage where prospective Savants are asked basic question about themselves. This information is reviewed by the Director of the Savants and the Dean. Based on the responses, applicants will be invited back for the second stage, which includes a brief interview with the Dean and Director of Savants. Students who make it successfully through the first two stages will be invited to complete the training process, which is stage Three. The training process, some of which students will receive compensation for, takes place in three phases: 1) Observations, 2) Reading and Response, 3) Formal Training Day. These three phases add up to roughly 30 hours of training that Savant Peer Educators must undergo before they can begin conducting workshops.

Stage One: Paper Application

Question Response

E-mail Address:

Cell Phone Number:

Mailing Address:

Questions (continued)
Responses (continued)

Mailing Address:




Race and Ethnicity:




Please answer this question.
1) Where did you first hear of the Savant peer educator program: Information Tabling; Dorm; Friend; Class Presentation; Other__________________

Please answer the following questions, each one, in 150 words or less.
2) What are some of the reasons programs like the Savant peer educators exist on campus, and why do you want to be Savant?
3) What student organizations or community organizations are you involved in and what is your role in these organizations?
4) What skills, abilities, experience, or training do you have that might be relevant to your work as a Savant peer educator?
5) How do you define relationship violence? What are some examples of relationship violence? What do you think is the root cause of relationships violence on college campuses?
6) If a student approaches you and disclosed she/he believes in the purity program, how would you respond? What campus resources might you give?

For questions 7-10, please rate your answers on a 1-5 scale.
7) How confident do you feel in your public speaking abilities? 1-not at all confident 2 3 4 5- very confident
8) How much do you want to improve your public speaking abilities? 1-do not wish to improve 2 3 4 5-very strongly wish to improve
9) How confident do you feel in your knowledge of campus sexual assault? 1-not at all confident 2 3 4 5-extremely confident
10) How much do you want to grow in your understanding of building healthy relationships on campus? 1-do not wish to learn more 2 3 4 5-very strongly want to learn more

Please use the space below to provide additional comments about your responses to questions 7-10:

11) The Savants have a biweekly meeting for professional development on Fridays at 5 p.m. Can you commit to these meetings? Yes; No

Please send your responses to the above questions, via email, to

Stage Two: We will notify you via email about the status of your application and a possible interview with the Director and Dean.

Tuesday, May 10, 2011

Interesting Fall Course: Service Learning Section of SOC-S 360, Community Building Across Generations

S360- Topics in Social Policy: Community-Building Across Generations
Professor Donna Eder, Ballantine 775
Phone: 5-4895
Fall, 2011
email: eder

This course focuses on some unique approaches for building community across generations. It is designed around a community service project, providing an opportunity for a “hands on” learning experience. This project will help to extend your understanding of course readings as well as show first hand how activities like storytelling help strengthen a sense of what it means to be a community member. (See S360 home page on While the class is currently scheduled to meet from 1:00-3:20 on Thursdays, we will only be meeting for 90 minutes in class to allow time for service learning outside of class. In short, storytelling will be the vehicle through which we will be learning about a variety of themes including how to live as a community, learning from elders, ethical explorations, holistic teaching, and cross-cultural values.

We will begin by a focus on the role of storytelling as a means of teaching both ethical and social beliefs. We will then examine the role of storytelling in other cultures in which children are taught to be responsible community members. We will then examine the role of storytelling among elders in American communities. This section will end by considering how START (Storytelling as Reflecting Time) provides a vehicle for strengthening communities and the intergenerational lessons to be gained.

The second half of the course will focus on learning outside of the classroom. At this point all students will be actively engaged in START, working with children at either the Crestmont Boys and Girls Club or at The Rise (transitional housing for families who have experienced domestic violence) or collecting stories for elders in the community about their life lessons. Those working with children will learn skills of storytelling if they wish, while a few may choose to focus on leading reflective activities based on the stories. Both service projects will culminate in dramatic performances of the elders’ stories by the children at Crestmont and The Rise. During this half we will also be looking more closely at Bloomington as a source of local knowledge as well as at learning practices that emphasize forming caring connections with others. By the end of the course you should understand the way storytelling conveys life lessons and helps children explore ethical issues. You should also have a conceptual and real-life understanding of the importance of storytelling for building community across generations.

We will be using the city of Bloomington as a site for learning, service, and research throughout this course. All students will do a service learning project which will take an average of 2-3 hours per week. Because of the extensive service component, there will be fewer readings and the main written assignments will be a series of journal reflections, culminating in a final report. (See the START Project description and Students’ Comments─both on mypage.) Students will keep a journal which will include several reflection assignments, give a group class presentation, and write a final report on their project. Students are also expected to attend all class sessions and do all reading prior to class. There will be one take home essay covering the readings, discussions, and guest speakers from the first half of the class.

The course grade is based on:
20% Take home essay
20% Service learning journal reflection assignments
15% Group assessment of your participation in the project
30 % Service learning paper
15% Attendance and professionalism*
*Since students will be meeting with their groups during class time and guest speakers will be providing necessary learning, it is critical that you attend class as well as your service learning sessions.

Friday, May 6, 2011

Interesting Course for Fall: HPSC-X 320 Science in Film and Film in Science

HPSC-X 320 Science in Film and Film in Science: Aesthetics, Knowledge, Values and Resources

Fall 2011

Wed. 3:30-6:00 pm, GB 107

Prof. Jordi Cat

This course examines historical and philosophical issues involving the use of moving images in science. The history of the use of pictures in science fleshes out and extends the number of philosophical questions that have been asked about images generally: Are pictures necessary? For what? How do pictures represent? How do they get their meaning? What can pictures represent or communicate? Can they equally represent facts and values? How do they work as evidence, or as tools for thinking? Science has added to the kinds of things, concepts, ideas, values and arguments associated with pictures. Equally, science has long interacted with the world of art in the use of imagery and in the creation and understanding of elements of imagery such as geometry and color. What about moving pictures, or cinematography? Do they pose new questions? This course examines some of these questions in the interaction of the history of science and the history of cinematography. Mechanical toys, trains and guns, and preoccupations with the nature of time and motion, attention, perception and memory, illusion and reality, uniqueness and mechanical reproduction, and cognition, appear with the origin and development of cinematographic imagery (and authors such as Maxwell, Claudel, Marey, Einstein, Bergson, Painlevé, Muybridge, Benjamin, Neurath, Arnheim, etc.) But how has film entered scientific practice as a tool to meet scientific goals? How is cinematographic imagery relevant and valuable to scientific research and education? How is it different from the case of still pictures? Does it introduce or enforce a different kind of attention or representation? Is scientific cinematography value-free and socially neutral? Does it reflect and partake of, as film and new media have done, changes in society, economy and culture? What is the role of emotions? How is it used in different sciences? What are the challenges it raises? Cases in astronomy, nuclear physics, microbiology, animal behavior, psychology, ethnography and anthropology raise different questions and challenges, technical, conceptual, methodological, ethical, etc. For instance, Hollywood resources were enlisted in classified work recording nuclear tests; and the use of cameras in ethnographic documentaries has challenged ideals of realism and objectivity. And realism is not all there is; computer animations and simulations blur the distinction between cinematography and science as purveyors of fiction. In addition, film is the subject matter of science -not just the application of scientific and technological developments-, for instance in the new area of neurocinematics. Finally, the course examines the way science has been portrayed in science documentaries as part of science education and, more interestingly, in movies as part of art and entertainment tracking diverse and changing attitudes towards science and technology.

Wednesday, May 4, 2011

New CAPP/Topics Course for Summer Session II: Contemporary World Cinema

Summer Session II 2011
A new Critical Approaches course: COLL-C 103 14338 Contemporary World Cinema (carries A & H distribution credit) (3 cr.) Prof. Justyna Beinek, Slavic Languages and Literatures 4:00-6:00PM MW Class meetings 6:15-8:15PM MW Film Screenings

This class will explore some of the most critically acclaimed and commercially successful international feature films of the past decade.
We will watch movies that come from around the globe and represent countries from France, Germany, Austria, Great Britain, and Spain to Poland and Russia to Japan to South Africa to Mexico and Argentina. We will learn how to approach films critically in academic and "private" movie-watching contexts; we will discuss different ways of analyzing movies and will interpret class films from various theoretical standpoints.

The films' thematic concerns range from the depiction of everyday life in present-day South Africa (Tsotsi, dir. Gavin Hood, 2005) and India (Slumdog Millionaire, dir. Danny Boyle, Loveleen Tandan, 2008) to communist East Germany (Lives of Others, dir. Florian Henckel von Donnersmarck, 2006); from an analysis of sources of violence and terror (The White Ribbon, dir. Michael Haneke, 2009) to a meditation on respect for the dead (Departures, dir. Yojiro Takita, 2008); from the tragic yet life-affirming Holocaust story (The Pianist, dir. Roman Polanski, 2002) to the buoyant "make-feel-good" movie about love in Paris (Amélie, dir. Jean-Pierre Jeunet, 2001) to a unique art project that consists of a 90-minute uninterrupted shot of the Hermitage gallery in St. Petersburg, Russia (Russian Ark, dir. Alexander Sokurov, 2002).

We will talk about the possibilities and limits of cinematic representation of cultures, nations, historical events, social issues, abstract ideas, collective and personal memory, gender, ethnicity, and/or private/public realms. We will analyze various movie genres:

drama, fantasy, comedy, literary adaptation, thriller, and others. We will discuss distinctive cinematographic styles that characterize contemporary world cinema. As we analyze films, we will also define our analytical criteria and basic film theory terms. To this end we will reflect on the aim of movie criticism, the difference between opinion and evaluation, various elements of film (narrative, characters, plot, point of view, mise-en-scène, composition, image, and sound), main critical approaches to film criticism, and ways of writing about film.

Monday, May 2, 2011

Career Development Center Newsletter May 2-6



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Don't forget to check the full-time, part-time, and internship postings on myIUcareers. Below is a preview of what is currently available:

Full-time positions:

* Hosley International Inc., Marketing Associate, Job ID 12045
* ACE Rent A Car, Inc, Rental Agent/Management Trainee, Job ID 12004
* Dow AgroSciences, Registration Specialist - RSGA- R&D, Job ID 12003
* Stand for Children, Indiana Operations Manager, Job ID 12002
* Leo Burnett, Analyst, Modeling, Segmentation, and Forecasting, Job ID 12031


* Environmental Defense Fund, Online Regional Ambassador, Job ID 12000
* Holden Wealth Management, Student Intern 11991
* Boys & Girls Clubs of Bloomington, Crestmont Education Intern, Job ID 12012
* BPS Marketing, PR Internship, Job ID 12027
* Neighborhood Christian Legal Clinic, Justice Project - AmeriCorps VISTA Associate, Job ID 12036

Part-time positions:

* Indiana University Kelley School of Business, Digital Media Assistant (Non-Work Study), Job ID 12020
* US EPA, Student Services Contractor (Non-Work Study), Job ID 12039
* Big Red Hot Air Balloons LLC, Hot Air Balloon Chase Team (Non-Work Study), Job ID 11983
* IU Office of the Registrar, Office of the Registrar-Processing (Work Study), Job ID 12019
* Friends of Art Bookshop, Sales Clerk (Work Study), Job ID 12029

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In addition to the jobs posted on myIUcareers, you can access postings from the following job sites through your account:

* CareerRookie
* CareerBuilder
* MonsterCollege

To get started, login to your myIUcareers account and click the "Job Search" tab. Individual tabs will appear at the top of your search results.

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Drop-in advising is available without appointment Tuesday-Thursday from 1-3 p.m. in the Career Development Center. Drop-in appointments take 15 minutes. Career advisors answer general questions about majors or careers; critique resumes and cover letters; explain what resources are available on campus; and get students started on internship, job, and graduate school searches. If additional time is required, the advisor will help the student make an hour-long advising appointment.

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ASCS Q294: Basic Career Development and ASCS Q299: Job and Internship Search Strategies for Liberal Arts Students are now available as online courses for Summer 2011!

ASCS Q294 is a 2 credit hour, 8 week course that is open to all freshmen and sophomores. It is designed for freshmen and sophomores who are choosing a major or exploring career fields.

ASCS Q299 is a 2 credit hour, 8 week course that is offered open to all sophomores, juniors, and seniors. This course teaches students how to conduct an effective job search.

For more information, visit

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Interested in earning academic credit for an internship this summer? Think about taking ASCS Q398!

* ASCS Q398 provides up to 3 credits for your internship
* ASCS W498 and W499 are non-credit options used simply to maintain half-time or full-time student status

To learn more about course requirements and the application process, go to or call 812-855-5234.

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Did you know that once you graduate you have access to career services through the IU Alumni Association? All graduates receiving their first IU degree can opt in to a one-year free membership in the IU Alumni Association, and as a member, you have access to a full range of services:

* Career assessments to help you choose a career
* Résumé and cover letter builder
* Mock interview software that uses your webcam
* Information on finding a job domestically (43 U.S. cities) and internationally (37 countries)
* Industry research databases
* Job board with new jobs posted daily
* Almost 700 alumni who have registered to provide career advice
* Career counseling and job search coaching

To opt in to your IUAA membership, go to

For more information on IUAA Alumni Career Services, go to and click on "Overview of Services."

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Friday, August 26, 2011, 9 a.m.-3 p.m.
Alumni Hall, Indiana Memorial Union

Looking for employment on or off campus? Local Bloomington and on-campus organizations will be looking for employees at the Part-Time Jobs Fair! (Only students awarded work-study should attend from 9-11 a.m.; all students can attend the afternoon fair.)

Wednesday, September 21, 2011, 3-7 p.m.
Alumni Hall, Indiana Memorial Union

Connect with organizations recruiting entry-level and advanced positions or internships in government, the sciences, retail, design, business, technology, liberal arts, public relations, marketing, management, human resources and more!

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Join the Career Development Center's Fan page on Facebook and follow us on Twitter to receive updates on events and services, interesting career news, and much more.

LinkedIn: IU Career Development Center and Arts & Sciences Career Services--Group Page

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For more information on these and other events, visit and sign in to your myIUcareers account.

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When you're looking for jobs, be sure to check the job listings (by using the "search jobs" feature) as well as the Interviews and Events tabs to find jobs that will have on-campus interviews.

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BENEFITS OF myIUcareers:

Participate in on-campus interviews for internship and full-time employment/Access online postings for part-time, internship, fellowship, and full-time positions/View the IU Career Development Center and Arts and Sciences Career Services calendar of interviews and events and RSVP for workshops and employer information sessions/ Obtain contact information for employers actively partnered with the Career Development Center and Arts and Sciences Career Services

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You have received this email because you have elected to do so.

To UNSUBSCRIBE log into your myIUcareers account at and check "no" to the listserv question on your profile or simply reply to this email with the text "Unsubscribe" and your IU username.

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Career Development Center and Arts & Sciences Career Services, on the corner of 10th and Jordan, (812) 855-5234, or