1. Michelle Quirke
  2. Project Manager
  3. IN LSAMP @ Ivy Tech Community College
  4. https://inlsamp.org/ivytech/
  5. IN LSAMP
  1. Donna Stallings
  2. https://www.linkedin.com/in/donna-s-2061b616/
  3. Project Coordinator
  4. IN LSAMP @ Ivy Tech Community College
  5. https://inlsamp.org/ivytech/
  6. Ivy Tech Community College
Public Discussion
  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 13, 2019 | 12:25 a.m.
    Thank you for taking the time to watch the IN LSAMP 2019 Video. We are very interested in your feedback about whether you believe this video helps us work toward fulfilling some of our program goals: a. Do you believe this video will inspire students to consider STEM? b. Do you believe this video will inspire students to consider applying to become IN LSAMP scholars? c. Do you  believe this video will foster pride and a sense of belonging in the undergraduate scholars highlighted in the video? d. Do you believe this video encourages undergraduate scholars to consider research? e. What did you learn about the LSAMP program and Ivy Tech in particular?  f. If you believe our video does not inspire or encourage students to consider STEM or apply for LSAMP, please share what you think we should include or change for the future
     
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    Discussion is closed. Upvoting is no longer available

    Michelle Quirke
  • Small default profile

    Freddie PhD

    Higher Ed Administrator
    May 14, 2019 | 05:57 p.m.

    Donna,

    Great video. The footage captures one of the most important elements of the LSAMP program and that is faculty connections with students. It is amazing how the student to faculty relationship is a driving force behind student success. This video demonstrates the importance of faculty mentors and their impact on student persistence.

     

  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 17, 2019 | 12:08 a.m.

    Thanks Freddie for your comments.  Establishing that connection, in my opinion, can be tricky. As a mentor, I think we have to be authentic and that takes time and heart. Ultimately though as you said, it is that  relationship that seems to facilitate persistence. Thanks for watching and commenting. 

  • Icon for: Victoria Prince

    Victoria Prince

    Researcher
    May 13, 2019 | 09:58 a.m.

    This is  great video!  Congratulations.  It really communicated the passion of both the faculty and the students.  Very inspiring!

     
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    Michelle Quirke
  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 13, 2019 | 08:43 p.m.

    Hello Victoria,

    Thanks for watching our video and your encouraging words. 

  • Icon for: Becca Schillaci

    Becca Schillaci

    Facilitator
    May 13, 2019 | 11:21 a.m.

    Thanks for your video and your prompts Donna! I think that the enthusiasm for the LSAMP program is clear in this video - both from the students pictured and interviewed and from the mentors. What I've love to learn more about is what exactly the mentors do in service of retaining URM in STEM?

     
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    Michelle Quirke
  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 13, 2019 | 11:50 a.m.

    Hi Becca, Thank you for the question. Our faculty mentors complete a short training module that introduces them to tools and relationship building. We follow this up with an orientation session that pairs the mentors and mentees with the campus coordinator to learn more about the value of utilizing the LSAMP model (academic, social and professional integration). This is reinforced throughout the experience through activities that build science identity and encourage bonding that will last beyond the summer research experience. We encourage all teams to attend campus research symposiums and the larger national LSMRCE conference where they can meet other scholars and faculty mentors from across LSAMP and build their networks. 

     
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    Becca Schillaci
  • Icon for: Sherri Turner

    Sherri Turner

    Higher Ed Faculty
    May 13, 2019 | 04:54 p.m.

    Mentorship is so important. It is critical in all students' lives, but especially in the lives of students who do not necessarily have a lot of role models in the career areas they are pursuing. Excellent video.

     
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    Sherri Turner
  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 13, 2019 | 08:51 p.m.

    Hello Sherri, 

    Thank you so much for watching our video. I agree mentorship is critical to student success and the basic transmission of information and behaviors.  I have to say that what I love most about this and other NSF programs is the ability for me to be engaged in not only the final steps of graduation, but the long roads that create students who are resilient and prepared for true in depth critical thinking.  Thanks for your feedback.  

     
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    Sherri Turner
  • Icon for: Sherri Turner

    Sherri Turner

    Higher Ed Faculty
    May 13, 2019 | 10:49 p.m.

    Thanks, Donna.

  • Icon for: Monae Verbeke

    Monae Verbeke

    Facilitator
    May 13, 2019 | 11:28 p.m.

    I'm wondering if you followed up with the students after they participated? 

     
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    Michelle Quirke
  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 14, 2019 | 09:37 a.m.

    Thank you for the question. The students are invited to participate in activities with new students until graduation. After graduation we follow their progress for up to 3 years via surveys, interviews, and alumni invitations to events. 

  • Icon for: Monae Verbeke

    Monae Verbeke

    Facilitator
    May 15, 2019 | 10:33 p.m.

    Interesting! Are they helping design the program in the subsequent years? 

  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 16, 2019 | 11:25 a.m.

    Monae, Thank you for the follow-up question. We have plans to add an alumni spot to our advisory board in the next phase. We are a phase 1 so had no alumni spots with this first advisory board. We also invite our alumni to our annual research conference each year and host an alumni panel where they share their stories. Part of our external evaluation is surveying alumni so as they progress in either career or graduate programs they can share any ideas or suggestions that help would have been helpful for them. We take this feedback and look at ways to incorporate High-Impact activities and support their use in the curriculum by sharing stories from alumni on the value of engaging in the identified skill or activity. 

  • Icon for: Gregory Rushton

    Gregory Rushton

    Facilitator
    May 14, 2019 | 07:15 a.m.

    Hi, thanks for sharing, do you think faculty from different demographics from their students can still serve as role models and mentors or is there something essential to matching particular characteristics? thanks!

     
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    Discussion is closed. Upvoting is no longer available

    Becca Schillaci
    Michelle Quirke
  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 14, 2019 | 09:40 a.m.

    Thank you for the question. We match research scholars based on student's area of research interest. This is usually matched to their discipline which provides skills for their area of expertise. 

  • Small default profile

    Jenny LPN

    Undergraduate Student
    May 14, 2019 | 10:12 a.m.

    I'm not a scientist, but I know Dr. Pappas. He taught me microbiology as one of his nursing students before I had the privilege/honor of working for him as a lab tech for a couple years. God bless you all in your endeavors with this program!! 

     
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    Michelle Quirke
  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 14, 2019 | 02:23 p.m.

    Thank you for the kind words. I will share with Dr. Pappas. We appreciate his dedication and work with the students! 

  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 15, 2019 | 09:29 a.m.

    Welcome to day 3!

    Thank you for visiting and watching our video. Our NSF project, IN LSAMP (Indiana STEM Louis Stokes Alliance for Minority Participation). Our mission is to increase the quality and quantity of students from historically underrepresented (URM) populations receiving Bachelor degrees in STEM. To accomplish this, 1) we promote student success by engaging students early in their academic career with undergraduate research, 2) build a community of faculty mentors at our campuses, 3) design professional development activities for students, and 4) support academic persistence through graduation with our network of peer mentors and tutors.

    Our focus – strengthening academic prep; increasing engagement with STEM discipline; retaining students in STEM majors; transitioning students from 2 to 4 year institutions and preparing students to be STEM professionals ready for either graduate program or career.

    For researchers and educators: What ways are you evaluating the success of underrepresented minorities in your STEM classrooms and laboratories? Can you share any training or professional development you received on supporting minority faculty and students in STEM (either campus or in STEM community)? 

    For administrators and support staff: What are some programs or activities you have used to build a community of support for underrepresented minority students and faculty in STEM at your campus?

  • Icon for: Sherri Turner

    Sherri Turner

    Higher Ed Faculty
    May 17, 2019 | 12:14 a.m.

    I am inspired. Thank you for sharing this video.

  • Icon for: Holly Wiegreffe

    Holly Wiegreffe

    Higher Ed Faculty
    May 17, 2019 | 03:36 a.m.

    My college is looking for some high quality training for mentors and we're having a hard time finding it.  We found a lot of training for mentoring school age children and for corporate mentors but not a lot for mentoring college age students.

    Do you train your mentors?  Where did you find the training?  Did you create the training?

    Thanks, Holly

  • Small default profile

    Sylvia Harris

    Higher Ed Administrator
    May 17, 2019 | 06:59 a.m.

    Donna,

    This is a great video! So inspiring and highlights the importance of mentorship.

  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 20, 2019 | 10:46 a.m.

    Hello Sylvia, 

    Thanks for watching. 

  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 17, 2019 | 09:40 a.m.

    Hi Holly, Thank you for the question. We used mainly available resources to create faculty mentor training modules. We require CITI Responsible Conduct of Research training. We have access to this through IU. It has several high quality components. We worked with another REU and created a podcast that covered mentor benefits, responsibilities and resources such as a library of articles, etc. During the year we host live prof dev with topics such as Implicit bias. These are led by experts and include facilitated discussion. We host exit surveys at end of summer research to assess needs of mentors and use this feedback to build additional resources which we share at orientation following cycle and to find experts for workshops. When possible we co-host training online with other LSAMPs or attend hosted workshops via LSMRCE.

  • Icon for: Jomo Mutegi

    Jomo Mutegi

    Higher Ed Faculty
    May 17, 2019 | 05:01 p.m.

    Donna & Michelle, thanks for this video and project. From the video and the project description, it seems like there are two types of needs: academic development and social or cultural fit within the profession. It is clear how the mentorship structure addresses academic development. Could you say more about how the project addresses the mentees' needs as minoritized STEM practitioners?

  • Icon for: Michelle Quirke

    Michelle Quirke

    Lead Presenter
    May 18, 2019 | 10:05 a.m.

    Thank you for the question. The project is built on the national LSAMP model (academic integration, social integration, and professionalization). We provide high impact activities in these three realms and focus on connection with current LSAMP students, LSAMP alumni and mentors (faculty and industry) from across Indiana and in the broader LSAMP community. The project seeks to support scholars in seeking funding, tutoring in STEM gateway courses, and professional development. We focus during our summer research program on building a sense of belonging, STEM professional identity, and increasing self-efficacy in research labs. The history of LSAMP has shown a strong network is critical to student success both in undergraduate and carrying those networks through to their career and/or graduate degree. We know networks today are built on more than just academics and may require connections outside the student's campus. Belonging to a national network allows us to identify mentors that meet areas identified by the student as their interest and wish to learn more or pursue. Fortunately, we also have 6 centers of excellence and 2 international opportunities available for our scholars to apply to within our LSAMP community. We assist students with applications via workshops and guest speakers who have been through the programs. These open doors beyond Indiana and continue to build on the model we introduced students to at IN LSAMP. 

  • Icon for: Suzanna Rose

    Suzanna Rose

    Higher Ed Administrator
    May 19, 2019 | 04:42 p.m.

    I so enjoyed hearing from your students! You clearly have established a wonderful program and have identified some excellent mentors. Your emphasis on building networks is a real strength. I didn't realize that LSAMP programs gave deliberate attention to building networks, but that is a good way to go. Wishing you the best for your continued success. 

  • Icon for: Donna Stallings

    Donna Stallings

    Co-Presenter
    May 20, 2019 | 10:46 a.m.

    Good morning Suzanna, 

    Thank you for watching our video. Building networks is definitely an important piece of our program and strengthens what we have to offer as a recruitment tool for incoming students. Thanks for the kind words. Have a great summer. 

  • Further posting is closed as the showcase has ended.