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This brief (15 min.), webinar provides a refresher on ideas to promote the NSSE survey on your campus. Presenter Jillian Kinzie, Associate Director, NSSE Institute, has compiled tips to consider during the 2013 NSSE survey administration, and offers reminders about what the updated NSSE 2013 survey and new modules suggest for new partners and stakeholders to involve in your survey promotion plan, and ways to maximize technology and social media to reach the most students.
Join NSSE staff members, Amy and Cindy, in this interactive webinar to discuss strategies for increasing dissemination and discussion of survey results. This webinar will present the updated NSSE Data User's Guide as a tool that can be adapted and customized for different audiences and campus groups. The webinar will include interactive activities, so make sure to have a printed copy of the User's Guide nearby! During this one-hour session, attendees will practice using the User's Guide with their campus data. In the box below, please list questions or topics you would like to have addressed in the webinar or barriers you have encountered when sharing NSSE data with different audiences. Additional questions can be raised via the chat feature during the webinar.
Nine out of ten institutions administer NSSE on a regular cycle such as every one, two, or three years. The 2018 administration marks the sixth year of the updated version of NSSE, which means that almost all institutions have multiple years of results from the updated NSSE. Of course, institutions eagerly use their multi-year data to enrich analyses and to answer additional questions about the quality of their student learning experiences. The purpose of this webinar is to discuss some of the best approaches to examining changes and trends in engagement patterns, and evaluating specific campus initiatives.
This webinar provides an overview of the Information Literacy Topical Module including the history of its development and general results. The webinar also includes findings from various research studies that have been conducted using this Topical Module. Additionally, the webinar offers some tips on how you might make use of this data at your institution.
During the 2016 NSSE administration, thirty-seven institutions used their student portal or learning management system (SP/LMS) to supplement their student recruitment efforts. Please join Shimon for a free webinar to learn more about this recruitment approach, results suggesting it can increase response rates, and the steps to take in order to do something similar for your next NSSE administration.
More than 1,600 institutions have used NSSE to collect important information about the quality of the undergraduate experience. NSSE provides actionable data through refined measures, easy to use reports, and online reporting. But NSSE was never just about data-gathering-it was created to stimulate improvement. Yet institutional action in response to NSSE results remains an ongoing challenge. This session highlights the most recent report of field-tested lessons from about two dozen institutions that have taken advantage of updated NSSE results to catalyze change on campus to address the question: What facilitates institutional action?
FSSE recently released a variety of new resources for using FSSE data and learning more about how faculty contribute to the undergraduate experience. This webinar will give an overview of these resources, and provide examples on how these tools can be used to learn more about faculty who teach undergraduates. Included in the new resources are a new interactive data visualization tool using Tableau, studies of FSSE's validity and reliability, and documents designed to give an informational overview of the content areas covered on FSSE.
This prerecorded webinar examines the use BCSSE and NSSE results to focus on financial stress and the academic engagement of first-generation students. The goal is to provide information that is helpful for campus programs and services in order to better serve these students.
This webinar overviews how to use Faculty Survey of Student Engagement data and results in combination with data from the National Survey of Student Engagement.
This session targets institutions participating in the NSSE Consortium for the Study of Writing in College and provides an overview of NSSE and discusses the value of writing questions and their correlation with other variables.
During the webinar, the presenters will demonstrate ways NSSE data can be leveraged to measure student participation in HIPs. Furthermore, there will be an emphasis on how to relate aspects of engagement with institutional measurements of HIP participation. The overall aim is to prepare participants to facilitate campus dialogue about high-impact practices and maximize the benefits of the updated NSSE survey data and reports.
Digital mapping offers a variety of options that range in complexity from dropping a point on your smartphone’s mapping application to analyzing statistical differences in different geographies to warping geography for historical or artistic purposes. In addition to learning digital mapping methodology for humanist and social sciences research, and adapt mapping tools for artistic practice, we will discuss the critical application of these tools and how they can be used effectively in the classroom.
This presentation was part of a series of workshops offered by the Institute for Digital Arts and Humanities called Choosing a Digital Method.
Data mining encompasses a several different approaches to exploring large swaths of information, from the open largely unstructured text of the novel to the structured world of social-network entries to the automated comparison of photographs on a pixel-by-pixel basis. We'll use your research question or object as the entry point to make sense of the world of data mining and send you home with an activity you can adapt and use to introduce your students to data mining in your discipline.
This presentation is part of a series of workshops offered by the Institute for Digital Arts and Humanities called Choosing a Digital Method.
The maker movement, a subculture affiliated with a do-it-yourself ethos and, more recently, a passion for digital technologies, has been growing over the last two decades and is making its way onto the university campus . Digital humanities (DH) centers in particular have taken up the maker ethos, incorporating digital technologies such as 3D printers and microcomputers into their spaces. While recent literature acknowledges both the lack of female presence in makerspaces and a desire for more diversity in the digital humanities, no study of making has yet employed a feminist approach to understanding why and how these issues arise in the first place. The Centering Gender Project aims to do just this, by employing Wajcman’s (2004) theory of TechnoFeminism in an examination of public and academic examples of making. Martin's talk will showcase preliminary findings from her first on-site visits to makerspaces, and challenge the audience to think through ways their learning spaces could diversify their population.
Bob Gonyea, Kevin Fosnacht, Polly Graham, Kyle Fassett
Summary:
Institutions that participated in the 2018 NSSE/ACUHO-I Housing Study are invited to join this free webinar to walk through the new reports, ask questions of the researchers, and hear a brief summary of findings from the study. Feel free to include others from your institution – especially those from campus housing. NSSE webinars are live and interactive, providing participants the opportunity to ask questions via polls and text chat. The webinar will be recorded and posted on the NSSE website for those who are unable to participate.
An advertisement for General Telephone and Electronics by which a narrator describes the work of Sylvania Lighting while a rapid succession of shots play displaying various ways the products are used.
Institute for Digital Arts & Humanities, Sylvia Fernandez
Summary:
While cartography is a colonialist product when unrepresented individuals or communities utilize and recreate these tools they serve to contest a colonial cultural record. With respect to U.S.-Mexico borderlands, toxic discourses have continuously altered its history, social dynamics, culture, local and binational relationships. This presentation brings to the forefront initiatives that create alternative cartographies that challenge colonialist impositions such as: Borderlands Archives Cartography (BAC), a transborderlands project dedicated to locate, map and facilitate access to nineteenth and mid-twentieth century U.S.-Mexico borderlands newspapers; and Torn Apart / Separados, a mobilized humanities project that intervenes in the United States’ immigration debates with data narratives illuminating the effects of the government’s policy of separating families and the infrastructure subtending immigration enforcement. These initiatives use GIS tools to interpret data and archival material in new ways, enabling to see patterns otherwise invisible in static maps. BAC and Torn Apart digital maps and visualizations pose new questions contest established narratives, creates alternative forms of mapping and activate a knowledge production shaped from the ground-up. With this in mind, these alternative cartographies function as a historical and cultural record of the present and become resources to resist impositions in the future.
Institute for Digital Arts & Humanities , Sylvia Fernandez
Summary:
Toxic discourses towards the Mexico-United States borderland and its communities have continuously altered history, social dynamics, culture, among other things that are part of this region. Meanwhile, by utilizing digital companions such as digital maps, it is possible to contest to these kind of narratives that invisibilized borderlands’ dynamics. According to Annita Lucchesi, “The power of mapping is that there is so much power in it. It doesn’t necessarily have to be oppressive…It can be liberating. It can be healing. It can be empowering, especially when it’s being used by people who have been historically oppressed” (“Mapping MMIWG” 2019). By taking into consideration Lucchesi’s argument, this workshop will work in a hands-on experience with archival material and public data to create maps that challenge toxic discourses and colonial cultural records. Taking into consideration projects such as Borderlands Archives Cartography and Torn Apart / Separados, this workshop will go over the creation process of activism projects through the use of mapping technology. Participants will work with archival material and public data, will gain ethical and critical skills to the incorporation of humanities studies with digital companions, as well as collaborative and interdisciplinary approaches to create activism mapping resources.
Institute for Digital Arts & Humanities, Kathleen Fitzpatrick
Summary:
Working in public, and with the public, can enable scholars to build vital, sustainable research communities, both within their fields, with other scholars in different fields, and with folks off-campus who care about the kinds of work that we do. By finding ways to connect with a broad range of publics, in a range of different registers, and in ways that allow for meaningful response, we can create the possibilities for far more substantial public participation in and engagement with the humanities, and with the academy more broadly. This workshop will focus on ways of envisioning the publics with whom we work and the questions that public engagement surfaces.
At times more complex data visualizations are necessary to communicate your argument and explore the multiple dimensions of your dataset. This hands-on session will start you down the path towards employing statistical methods to communicate your argument, and will give you a chance to bring your own data and work through options for visualizations. During the workshop we will use two sample datasets to discuss how they were prepared and structured to enable comparison with regression analysis. We'll discuss regression analysis and how you can compare two datasets in a way that ensures you're getting useful information.
McDonald, Robert H., Kelmer, Michele, Regoli, Michael, Olds, Kris, Nelson, Carrie, Wagstaff, Steel, Goodner, Mark
Summary:
This symposium explores the connection between course material costs and student success, progression, and retention, and features three experts on affordable course material from the University of Wisconsin-Madison: Kris Olds,Professor of Geography; Carrie Nelson, Director of Scholarly Communication; Steel Wagstaff, Instructional Technology Consultant.
Presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P2A: Integrating with External Systems: the use case of ORCID.
Presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P3A: Integrating with External Systems.
Presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P4A: Managing Research (and Open) Data.
Presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P4A: Managing Research (and Open) Data.
Presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P4A: Managing Research (and Open) Data.
24x7 short presentation at Open Repositories 2015 (OR2015), the 10th International Conference on Open Repositories, Indianapolis, Indiana, in session P4A: Managing Research (and Open) Data.
1998 NSRC/SFSU Conference "Kinsey at 50" -- A gathering of contemporary luminaries in the field of sex research, discussing Kinsey's work 50 years on in society.
Anxiety can rear its head in the form of some weird gut feelings or nervousness, or it can be a full blown panic attack. This week we talk about the full spectrum of how anxiety and anxiety disorders show up in our relationships, how to cope with them, and how to comfort a partner who is experiencing anxiety. - Multiamory Podcast Website
Institute for Digital Arts and Humanities, Heather Stur
Summary:
For as much as has been written and produced about the Vietnam War, the voices telling the story have remained much the same. Historians and journalists have privileged American male combat veterans of the war and high-ranking U.S. policymakers, while in Vietnam, the official state story is one of U.S. imperialists versus Vietnamese freedom fighters. Lost in these tellings of the story was South Vietnamese veterans and their families, anticommunist Vietnamese citizens, political activists of all stripes in South Vietnam, American women who served in the war, U.S. support or rear echelon troops, U.S. Embassy employees, and troops of the "free world" forces in Vietnam. These voices are crucial for understanding how the conflict developed and played out, what its consequences were, and what its legacies are.
Institute for Digital Arts and Humanities, Daniel Story, Kalani Craig
Summary:
Want to visualize and study a network in geographic space? We'll do a hands-on exercise with the powerful network analysis software Gephi. Learn about what files Gephi needs to create a network, some basic visualization and analysis options, and how to locate points in your network in geographic space. Participants will need a laptop with Gephi already installed.
From the open, largely unstructured text of the novel, to the structured world of social-network entries, to the automated comparison of photographs on a pixel-by-pixel basis, data mining has a broad set of applications for arts & humanities folks. We'll use your research question or object as the entry point to make sense of the world of data mining and send you home with an activity you can adapt and use to introduce your students to data mining in your discipline.
Digital image manipulation, social network analysis, and data mining can change our perceptions of the world around us, but they also require careful, critical use. This presentation will take arts & humanities practitioners through mapping, data mining, network analysis, data visualization, 3D rendering, computationally aided vision, and other digital methods in a variety of disciplines and tackle some of the critical issues for digital arts and humanities practitioners.
Rebecca Wingo, Institute for Digital Arts and Humanities
Summary:
Community engagement in the digital realm is always a careful balance between giving community members control of their own history and bringing academic expertise into the community. That balance isn't always the same from project to project. Dr. Wingo will draw on her experiences with two similar projects that had very different outcomes: an amazing community-led project to build the history of Rondo with the African American community in St. Paul Minnesota, and a community history project with the Crow tribe in Montana that has so far failed to get off the ground. She'll then walk the audience through best practices for thoughtful, considerate digital community engagement that acknowledge and privilege local community goals.
Brian M. Watson and Michael Morrone of Kelly Business School discuss the Journal of the Scholarship of Teaching and Learning and Open Access and its implications.
Caroline Sinders, Institute for Digital Arts & Humanities
Summary:
Caroline Sinders is an artist and researcher exploring how new kinds of data sets, be it emotional data, traumatic data, or political data can then affect algorithms. How can these outputs be actualized as an art piece? Can the creation of a data set help create equity in digital spaces? Her work explores the intersections of critical design, data, and AI as art. This talk will explore the methodology she's created to guide both her art and research practice, called 'research driven art.' Inspired by photojournalism, critical design, and open source software, research driven art is a process driven artistic methodology, focusing on question answering and question exploring, and how a research process can be an artistic practice as well as an artistic output.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
After a whole year of experimenting with applying agile scrum to relationships, the Multiamory crew is proud to present our new and improved relationship check-in model: RADAR! Learn about the benefits of establishing a regular monthly check-in for your relationships, plus follow our easy step-by-step process for creating a safe, supportive, and productive way to foster intimate communication. For an easy way to start, download our PDF Template: Relationship RADAR. - Multiamory Podcast Website
We hope you’re eagerly poring over your NSSE 2019 results. Bob Gonyea and Jillian Kinzie will review the reports and provide strategies for utilizing and disseminating your results. NSSE webinars are live and interactive, providing participants the opportunity to ask questions via polls and text chat. When you register for the webinar you’ll be invited to submit questions in advance. Register here to participate.
Institute for Digital Arts and Humanities, Sara Duke, Michelle Dalmau
Summary:
Digital methods such as mapping, data visualization and network analysis offer opportunities to interrogate, explore, and answer research questions. What underlies each of these digital methods are data and the processes required to translate arts and humanities evidence into manipulatable data structures. In this workshop, we will explore the concept of “collections as data” and the implications of data normalization to facilitate computational based research or creative outputs. We will discuss the types of decisions you'll encounter when representing your humanities evidence in a digital environment and best practices for structuring your research data for use in a number of digital tools.
Institute for Digital Arts and Humanities, Kalani L. Craig, Michelle Dalmau
Summary:
While we often think about the end form - website, digital journal, online resource - when we talk about digital scholarly communications, the work of digital arts and humanities publishing starts at the very beginning of a project. we will walk participants through what digital publications are (moving behind articles and monographs to peer-reviewed datasets and visualizations), how to present these in peer-review and promotion settings, and how to craft a project that takes these publication types and needs to account during the early, mid, and late- research stages. From practical data-management and storage concerns to the more intellectually challenging questions of how to frame the disciplinary outcomes of digital projects to our readers and peers, we will send participants home with a project plan and set of campus resources to support that plan.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
Based on experience at the Penn Libraries, my talk will explore the landscape of Mapping and GIS services at higher education institutions, and the role and core competency of the GIS librarian in promoting spatial literacy on campus through presentation of several examples: 1) The Penn MapRoom/MapTable as a collaborative mapping method that have been successfully integrated as a course curriculum into an Urban History class; 2) Penn COVID-19 Twitter sentiment mapping; 3) crowdsourced accessbility mapping application; 4) deep mapping in an ancient history project; and 5) miscellaneous research project consultations. The examples cover applications in various disciplines from the Social sciences, humanities, and health sciences, to physical sciences.
Christy Hyman, University of Nebraska Lincoln, Erik Nelson, Indiana University Bloomington, Arrianna Planey, University of North Carolina at Chapel Hill , Heidi Rae Cooley, University of Texas at Dallas, Girmaye Misgna, University of Pennsylvania
Summary:
Experts explore the disenfranchisement and disruptions of 2020, and examine how mapping can help us make sense of crucial issues both during this historic year and beyond. Five guests across a range of disciplines—including public health, media studies, digital humanities, and library science—came together for a moderated panel discussion to discuss issues related to political ecologies of health and disease, relationships between bodies and technology, data access and geospatial methodology as applied to humanities and social sciences.
Two speakers discuss what the scientific community knew about the moon before the Apollo Program and what was learned from the missions from two different perspectives. One is from Jack Schmitt who worked on mapping the moon and planetary science before he became an astronaut who walked on the moon during the Apollo 17 mission. The other perspective comes from Hal Masursky who worked with the U.S. Geological survey and was involved in the selection of the landing sights on the moon.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
The Herman B Wells papers includes materials pertaining to Wells' family and personal finances, his activities in the banking profession, his work in Germany for the United States government after World War II, and to his research and teaching and professional activities as a member of the faculty of Indiana University.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
Indiana University. Department of Radio and Television.
Summary:
The Indiana School of the Sky radio program of the Indiana University Department of Radio and Television began broadcasting educational radio programs in 1947 and continued through the early 1960s. The program reached schools throughout Indiana and nearby states and led to new course offerings at IU. Indiana University students performed in the radio programs originally intended for children ages 4-8 aired for 15 minutes during each school day. Eventually the popularity of the programs called for high school programming as well, and later adults also tuned into the programs. This collection contains recordings of these programs.
