This third edition of Berea by the Numbers highlights critical statistics, noteworthy achievements and inspiring successes recorded by the College, its students, faculty, staff and supporters.

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\r\n

Graduates receive a Bachelor of Arts (BA) in Physics. A minor in Physics is also available. Students might combine their major with a variety of minors from the physical sciences and beyond.

\r\n

","slug":"physics","modified":"2023-11-17T15:19:27"}]},"id":"cG9zdDo4NTEyOA==","staffDepartment_75f12_bf21a":{"__typename":"FacultyMemberToStaffDeptConnection","nodes":[]},"displayName":"Dr. Troy Messina","facultyTitle":"Professor of Physics; Chair of Physics Department","story":"

我们致力于培养全面发展的学生，他们可以写和讲物理，也可以进行实验和理论计算. 我们提供一个非常动手的课程与积极的学习教室. 学生还学习计算方法来模拟和模拟物理.

","featuredImage":{"__typename":"NodeWithFeaturedImageToMediaItemConnectionEdge","node":{"__typename":"MediaItem","id":"cG9zdDo4NTEyOQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/09/20190531_-Troy-Messina_Moriah-Avery-5.jpg","altText":"Portrait of Dr. Troy Messina"}},"slug":"dr-troy-messina","modified":"2024-06-30T13:31:01","uri":"/facultymember/dr-troy-messina/","prefix":"Dr.","firstName":"Troy","lastName":"Messina","memberType":["facultyMember"],"egoStyling":true},{"__typename":"FacultyMember","primaryDepartment_75f12_bf21a":{"__typename":"FacultyMemberToDepartmentConnection","nodes":[{"__typename":"Department","id":"cG9zdDoxNDk=","name":"Computer Science","uri":"/department/computer-science/","image":{"__typename":"MediaItem","id":"cG9zdDo4NDcwMg==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/08/Image.jpg","altText":"","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":1440,"height":769}},"description":"

Graduates receive a Bachelor of Science (BS) in Computer Science with an emphasis in General Curriculum, Computer Science concentration with a focus in grad school preparation, Computational Mathematics, and Information systems. Within these concentrations students may study artificial intelligence, data science, sensing, and open source software engineering. A Computer Science minor is also available.

","slug":"computer-science","modified":"2023-04-19T13:25:42"}]},"id":"cG9zdDo4MDk=","staffDepartment_75f12_bf21a":{"__typename":"FacultyMemberToStaffDeptConnection","nodes":[]},"displayName":"Dr. Scott Heggen","facultyTitle":"Associate Professor of Computer Science","story":"

We don't want students to be lectured at - we want them to do computer science, not just hear about it.

","featuredImage":{"__typename":"NodeWithFeaturedImageToMediaItemConnectionEdge","node":{"__typename":"MediaItem","id":"cG9zdDo4MTA=","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/06/ScottHeadshot-1-small.jpeg","altText":"Dr. Scott Heggen"}},"slug":"dr-scott-heggen","modified":"2023-11-06T08:59:29","uri":"/facultymember/dr-scott-heggen/","prefix":"Dr.","firstName":"Scott","lastName":"Heggen","memberType":["facultyMember"],"egoStyling":true,"otherDepartments_75f12_bf21a":{"__typename":"FacultyMemberToDepartmentConnection","nodes":[]},"databaseId":809,"suffix":"","emails":["heggens@xfmlsp.com"],"phoneExtension":"3141","bio":"

Dr. Scott Heggen brings multiple areas of interest to Berea College. First, Dr. Heggen focused his dissertation on participatory sensing, which brings together citizen data collectors to large-scale scientific projects through the use of mobile phones as sensors. Dr. Heggen engaged middle school students with science and mobile application development through his Mobile Application Development for Science program. Since joining Berea College, much of Dr. Heggen's interests have drifted towards embedded systems, in particular, how can Arduino, Raspberry Pi, and similar embedded computing devices, coupled with sensors and logic, be used in socially-aware and socially-relevant contexts.

\r\n

Dr. Heggen also leads the Student Software Development Team, a cohort of labor students who are hired through the Berea College Labor Program to develop software solutions to support various departments on campus. The software team is responsible for the entire software engineering lifecycle, from initial design and customer requirements gathering to software maintenance and upgrading as new features and bugs are identified. Started in 2014, the team now maintains 9 software systems, with new systems being developed each year.

\r\n

Dr. Heggen is commonly found teaching CSC 226 - Software Design and Implementation; CSC 300 - Embedded Systems; CSC 412 - Networking; CSC 450 - Computer Security; and ETAD 265 - Electricity and Electronics. Dr. Heggen also teaches 100-level courses as introductions to computing, and special topics courses which are not currently in the CS department's course catalog.

\r\n

In all of Dr. Heggen's endeavors, he aims to bring diversity and inclusion to computing in an effort to make technology accessible to people in all walks of life.

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http://github.com/sheggen

"],"website":"","github":"http://github.com/sheggen","linkedIn":"http://www.linkedin.com/in/scottheggen/","posterImage":{"__typename":"MediaItem","id":"cG9zdDo4MTA=","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/06/ScottHeadshot-1-small.jpeg","altText":"Dr. Scott Heggen"},"videoUrl":"http://www.youtube.com/embed/EcpECnFwoYI","videoLoop":null,"contentTypeName":"facultymember","seo":{"__typename":"PostTypeSEO","canonical":"","title":"","metaDesc":"","metaRobotsNoindex":"","metaRobotsNofollow":"","opengraphSiteName":"","opengraphTitle":"","opengraphDescription":"","opengraphAuthor":"","opengraphPublishedTime":"","opengraphModifiedTime":"","opengraphPublisher":"","twitterTitle":"","twitterDescription":"","readingTime":0,"opengraphImage":null,"twitterImage":null,"schema":{"__typename":"SEOPostTypeSchema","raw":"[]"},"breadcrumbs":[]},"contentType":null},{"__typename":"FacultyMember","primaryDepartment_75f12_bf21a":{"__typename":"FacultyMemberToDepartmentConnection","nodes":[{"__typename":"Department","id":"cG9zdDoxMDQ=","name":"Appalachian Studies","uri":"/department/appalachian-studies/","image":{"__typename":"MediaItem","id":"cG9zdDoyNTg=","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/04/forestry-scaled.jpg","altText":"Berea College Pinnacles forest Appalachia","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":2560,"height":1886}},"description":"

An Appalachian Studies (APS) minor is available and will complement and enrich any major program at the College. Berea students may also pursue an Independent Major in Appalachian Studies. Appalachian Studies is a multidisciplinary program examining various aspects of Appalachia. APS offers course work in literature, health issues, history, crafts, sustainability, entrepreneurship, contemporary issues, art, gender, and race in the region and how it interacts with the nation and world.

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My commitment to Berea deepens when I see the College going out on a limb and standing up for equality and making a call for empathy, whether it’s about our commitment to teaching immigrant students or standing up for the LGBT community. When the school sticks its neck out for social justice and civil rights, I’m always reminded why I’m glad to be a Berean. I would love to be a Berean as long as they’ll have me.

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Silas House is the New York Times bestselling author of eight books whose work frequently appears in The Atlantic and The New York Times. He is a former commentator for NPR and his work has been widely published in journals and magazines such as Time, The Advocate, Oxford American, Garden & Gun, and many others. He has lectured internationally and is widely regarded as one of the major writers of the American South.

\r\n

House was born and grew up in Southeastern Kentucky.

\r\n

House’s first novel, Clay’s Quilt (2001), is now known as a foundational text for Appalachian Literature. Its two companion novels, A Parchment of Leaves (2003) and The Coal Tattoo (2005), were recently re-issued in new editions and are now known as The Appalachian Trilogy. House wrote Somethingâ€™s Rising: Appalachians Fighting Mountaintop Removal (2009) with Jason Howard. The book was called â€œrevelatoryâ€ by esteemed author and oral historian Studs Terkel, in his last blurb. Houseâ€™s fourth novel, Eli the Good (2009) emerged as a number one bestseller on the Southern lists and received the first annual Storylines Prize from the New York Public Library system, an award given to a book for use in the ESL and literacy programs of New York City. Same Sun Here (2012), co-written with Neela Vaswani, has received more than a dozen awards including the Nautilus, the Parents Choice, the E.B. White Honor Book Award, and many others. In 2018 his novel Southernmost appeared on Best of the Year lists of many magazines and was given the Weatherford Award and long listed for the Carnegie Medal for Excellence in Fiction. House has also written three plays that have been produced throughout the country.

\r\n

In 2020 House received the highest honor for an artist in the Commonwealth of Kentucky when he was given the Governor’s Award for the Arts. He has also won the Appalachian Book of the Year, the Judy Gaines Young Award, the Intellectual Freedom Prize, the Caritas Medal, three honorary doctorates, and many other honors. In 2021 he was chosen as the Appalachian of the Year by a poll conducted by the podcast Appodlachia.

\r\n

House served as a writer-in-residence at Eastern Kentucky University in 2004 and 2005 and at Lincoln Memorial University from 2005 to 2010. At LMU he also directed the Mountain Heritage Literary Festival. In 2010 House became the NEH Chair in Appalachian Studies at Berea College. He has served on the fiction faculty at the Naslund Mann Graduate School of Writing since 2005. House is also an editor at the University Press of Kentucky’s Fireside Industries imprint.

\r\n

His latest novel, Lark Ascending, published in September 2022.

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Don\\u2019t see your exact major? An Independent Major option is available to students who want to pursue a customized field of study that isn\\u2019t already an established major program.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College offers majors in 33 fields of study，还有39门辅修课程可以获得文学学士学位(B.A.) and/or Bachelor of Science (B.S.) degrees. Don’t see your exact major? 一个独立的专业选择是提供给那些想要追求一个定制的研究领域，而不是一个已经建立的专业项目的学生."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Interdisciplinary Programs\",\"level\":3,\"anchor\":\"interdisciplinary-programs\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"interdisciplinary-programs","content":"Interdisciplinary Programs"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"因为世界上的挑战不受学科的约束, 十大网赌软件提供各种跨学科和多学科的学术选择，以确保你准备尽可能广泛的世界等待着你. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"因为世界上的挑战不受学科的约束, 十大网赌软件提供各种跨学科和多学科的学术选择，以确保你准备尽可能广泛的世界等待着你. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"This is my Classroom\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"This is my Classroom"}},{"__typename":"AcfFromTheSourceBlock","attributesJSON":"{\"id\":\"block_639772a668033\",\"name\":\"acf\\/from-the-source\",\"data\":{\"source\":[\"92967\",\"89991\",\"89989\"],\"_source\":\"field_6255d4d574884\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/from-the-source","fromTheSource":{"__typename":"AcfFromTheSourceBlock_Fromthesource","source":[{"__typename":"Source","id":"cG9zdDo5Mjk2Nw==","posterImage":{"__typename":"MediaItem","id":"cG9zdDo4Njg4Nw==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/09/primary_blue-450x600-1.jpg","altText":"Berea College logo","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":450,"height":600}},"videoUrl":"http://www.youtube.com/embed/fRvSTK8OZS0","quote":"我有机会去斯堪的纳维亚留学","quotee":"Michael","videoLoop":{"__typename":"MediaItem","id":"cG9zdDo5Mjk2Ng==","mediaItemUrl":"http://bereafaust.wpengine.com/wp-content/uploads/2023/03/Loop-Micheal-allen.mp4","mimeType":"video/mp4"}},{"__typename":"Source","id":"cG9zdDo4OTk5MQ==","posterImage":{"__typename":"MediaItem","id":"cG9zdDo4OTk5Mg==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/thisismyclassroom-ethan.jpg","altText":"Ethan"},"videoUrl":"http://www.youtube.com/embed/_KxT2Y7FyfY","quote":"I'm bringing my designs to life.","quotee":"Ethan","videoLoop":{"__typename":"MediaItem","id":"cG9zdDo5MTc2NQ==","mediaItemUrl":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/ETHAN-Loop-.mp4","mimeType":"video/mp4"}},{"__typename":"Source","id":"cG9zdDo4OTk4OQ==","posterImage":{"__typename":"MediaItem","id":"cG9zdDo5MTczMQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/thisismyclassroom-logging-scaled.jpg","altText":"This is my classroom - Zen"},"videoUrl":"http://www.youtube.com/embed/ojYqSa9RcqM","quote":"I get to learn outside. 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Let Berea College help you explore the world!

全国没有其他大学提供像十大网赌软件那样慷慨的出国留学奖学金和经济援助. That\\u2019s because we want your pursuit to learn, 尽可能在国外工作或做志愿者.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"不管你是在伦敦西区看演出, hiking through the Amazon rainforest in Ecuador, 在澳大利亚与考拉拥抱，或者在加纳市场谈判, 国外可能是你学术生涯最好的地方. Let Berea College help you explore the world!

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co-curricular programs<\\/li>

leadership development<\\/li>

intercultural\\/interracial understanding opportunities<\\/li>

academic excellence strategies, and<\\/li>

other experiences<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Center provides services to support the recruitment, retention and graduation of Black students. The Black Cultural Center is a leader in achieving the college\\u2019s mission of interracial understanding. We operate in the spirit of the college\\u2019s motto: \\u201cGod has made of One Blood all Peoples of the Earth\\u201d (Acts 17:26)<\\/em><\\/strong>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Center provides services to support the recruitment, retention and graduation of Black students. The Black Cultural Center is a leader in achieving the college’s mission of interracial understanding. 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These resources include an array of journals, magazines, books, videos, music and DVDs. The campus community is welcome to borrow materials, by \\u201cchecking out\\u201d the resources. Titles are on topics that relate to Africans in the Diaspora:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The resource area named after the first BCC director and current BC professor Andrew Baskin is host to over 200 holdings. These resources include an array of journals, magazines, books, videos, music and DVDs. The campus community is welcome to borrow materials, by “checking out” the resources. Titles are on topics that relate to Africans in the Diaspora:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"

African<\\/li>

African American<\\/li>

Afro-Caribbean<\\/li>

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Afro-Asian<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The center offers monthly Book Shares and Video Viewings of materials offered in the resource area. The resource area is inside the Black Cultural Center<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The center offers monthly Book Shares and Video Viewings of materials offered in the resource area. 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"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"All alumni are welcome to join the campus community at Kula Kusoma.\\u00a0In order to plan for lunch, please RSVP to let us know you\\u2019ll be joining us by the Thursday before each event.<\\/strong>\\u00a0Kula Kusoma is scheduled at noon, the first Monday of most months during the school year in the Carter G. Woodson Center<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"All alumni are welcome to join the campus community at Kula Kusoma. In order to plan for lunch, please RSVP to let us know you’ll be joining us by the Thursday before each event. Kula Kusoma is scheduled at noon, the first Monday of most months during the school year in the Carter G. 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$\"\"$ MONDAY, October 1, 2018 – William E. Cook III graduated from Berea College in May 2006 with a Bachelors of Science in Industrial Technology Management. In 2003, he went on to be the Assistant Director for the City of Cincinnati-Recreation Commission. While there, he spearheaded various community activities. In 2011, he became the Talent Acquisition Manager for Omni Group North America. Later he went on to a Senior Recruiting position for Convergys. He is currently the Talent Acquisition Specialist for Staples.
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$\"\"$ MONDAY, April 2, 2018 – Brianna Rock graduated from Berea in 2016 with a degree in African and African American Studies. She is currently pursuing her master’s degree in Public Health – Community Health Sciences from the Tulane University School of Public Health and Tropical Medicine in New Orleans. Brianna most recently served as the project coordinator for the City of Asheville Youth Leadership Academy.
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$\"\"$ MONDAY, Feb. 5, 2018 – Emmanuel Stokes has been a visiting professor of music at Berea College and assistant conductor of the Black Music Ensemble since 2016. After graduating from Berea with a bachelor’s degree in music, he earned a master’s in music, with a focus on music education, from the University of Tennessee-Knoxville in 2013. Emmanuel is currently working on his Ph.D. in music from the University of Illinois at Urbana-Champaign and is expected to graduate this year.
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$\"\"$ MONDAY, DEC. 4, 2017 – Dr. Saunders is an assistant professor in the Department of Obstetrics and Gynecology at the University of Kentucky College of Medicine. After earning a B.A. in Biology from Berea College, she earned a doctorate in medicine from the University of Kentucky and completed her ob/gyn residency there as well.
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Berea College stands in solidarity with the Black Lives Matter movement and those peacefully demonstrating against police brutality across the country and around the world. As the first interracial and coeducational college in the slaveholding South in 1855, this moment calls for our support. Our history and our commitments demand it.
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Wickline Scholarship\",\"_accordion_6_title\":\"field_6283326ff79f7\",\"accordion_6_content\":\"Given to a full-time enrolled third- or fourth-year student with at least a 3.0 GPA, and a major or minor in education. The recipient must exhibit enthusiastic interest in school and community activities, and an awareness of universal human values.\",\"_accordion_6_content\":\"field_62833274f79f8\",\"accordion_7_title\":\"Hap and Cay Porter Scholarship Fund\",\"_accordion_7_title\":\"field_6283326ff79f7\",\"accordion_7_content\":\"Given to as many as four students whose participation in and contributions to service programs or service-learning courses exemplify the selfless characteristics of servant leaders. 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\\r\\n \\t
Nominee must be a graduating female (Spring or Summer).<\\/li>\\r\\n \\t
Nominee has exhibited leadership in campus activities.<\\/li>\\r\\n \\t
Nominee has been a vital part of Berea College and has greatly contributed to student and campus life.<\\/li>\\r\\n \\t
Nominations must come from members of the senior class or a member of the faculty or staff.<\\/li>\\r\\n<\\/ul>\",\"_accordion_9_content\":\"field_62833274f79f8\",\"accordion_10_title\":\"Algernon Sydney Sullivan Award, William E. Bardusch, Jr. Graduate Scholarship\",\"_accordion_10_title\":\"field_6283326ff79f7\",\"accordion_10_content\":\"History of the awards:\\r\\n\\r\\nBoth the Sullivan Award and the Bardusch Scholarship were created by the Algernon Sydney Sullivan Foundation, based in Oxford, Mississippi. The Sullivan Foundation has supported Berea College since 1937 with grants for student scholarships and social entrepreneurship activities. The Foundation sponsors annual awards on more than 60 college campuses to honor the lives and service of Algernon Sydney Sullivan and his wife, Mary Mildred Sullivan. Via the Sullivan awards, the Foundation wishes to recognize individuals whose nobility of character and dedication to service set them apart as examples for others.\\r\\n\\r\\nBerea College will choose one graduating senior to receive both the Algernon Sydney Sullivan Award and the William E. Bardusch, Jr. Graduate Scholarship. The Sullivan Foundation created the Bardusch Scholarship at Berea to honor both the Foundation\\u2019s longtime president, William E. Bardusch, Jr., and the long-standing partnership between the Foundation and Berea College.\\r\\n\\r\\nNominations for the recipient of the Sullivan Award and Bardusch Scholarship may come from students, faculty\\u00a0or staff.\\u00a0 Self-nominations will not be accepted.\\r\\n\\r\\nCriteria:\\r\\n
\\r\\n \\t
Nominee must be a graduating senior who plans to enroll in graduate school, working toward a master\\u2019s or doctorial degree.\\u00a0Students must enroll\\u00a0within two years of graduating from Berea.\\u00a0 The Bardusch Scholarship payment will be made directly to the graduate institution upon the student\\u2019s enrollment.<\\/li>\\r\\n \\t
These awards recognize individuals who demonstrate the highest standards of character, integrity, and service to others and to their community. Nominees should be individuals who have consistently shown that they will actively serve the needs of others and their community in a hands-on, personal manner.<\\/li>\\r\\n \\t
If the recipient does not enroll in graduate school within two years of graduating from Berea, they may keep the Sullivan Award but will not receive the Bardusch Scholarship payment.<\\/li>\\r\\n<\\/ul>\",\"_accordion_10_content\":\"field_62833274f79f8\",\"accordion_11_title\":\"Algernon Sydney Sullivan Annual Scholarship\",\"_accordion_11_title\":\"field_6283326ff79f7\",\"accordion_11_content\":\"Each year Berea College will choose one first-year student to receive the Algernon Sydney Sullivan Annual Scholarship for the duration of their college career up to four years.\\u00a0 This scholarship remembers Algernon Sydney Sullivan, an Indiana lawyer who used his talents and personal wealth to help members of his community.\\u00a0 He and his wife, Mary Mildred, advocated for equality and humanity during and after the Civil War and eventually formed the New York Southern Society.\\r\\n\\r\\nCriteria:\\r\\n
\\r\\n \\t
Nominee must be a first-year student who demonstrates exemplary personal character and a commitment to service throughout their college career.\\u00a0 The scholarship payment will be applied to the student\\u2019s Tuition Promise Scholarship for the award year and three years following.<\\/li>\\r\\n \\t
The Sullivan Scholarship recognizes individuals who demonstrate the highest standards of character, integrity, and service to others and to their community.\\u00a0 Nominees should be individuals who have consistently shown that they will actively and in a hands-on, personal manner, serve the needs of others and their community.<\\/li>\\r\\n \\t
Sullivan Scholars are encouraged to attend the Sullivan Foundation\\u2019s Ignite retreats to further explore their passion for service and social entrepreneurship.\\u00a0 Learn more about these events at http:\\/\\/sullivanfdn.org\\/events\\/ .<\\/li>\\r\\n<\\/ul>\\r\\nHow to submit a nomination:\\r\\n
\\r\\n \\t
Nominations may come from any member of the campus community, including self-nominations from students.\\u00a0 A complete application package includes a brief written reflection from the student nominee and two letters of recommendation from non-family members.<\\/li>\\r\\n \\t
Student applicants:\\u00a0 Your written reflection should be 500 to 1000 words and describe your contribution to a specific community or society, how this scholarship will assist in your development, and your ongoing commitment to service activities.<\\/li>\\r\\n \\t
Nominators:\\u00a0 Please describe the applicant\\u2019s personal character and history of service and commitment to ongoing service activities in your recommendations.<\\/li>\\r\\n<\\/ul>\\r\\nTo nominate a student for Algernon Sydney Sullivan Annual Scholarship click here<\\/a>.\\r\\n\\r\\n \",\"_accordion_11_content\":\"field_62833274f79f8\",\"accordion\":12,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"The E.R. Brann Good Citizenship Award","content":"
This award is given annually to the student whose character and life have made an outstanding contribution to the Christian character of Berea College.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"The Jane Ann Kendrick Community Service Award","content":"
This award is given to a student who has accented the value of volunteer work. In doing so, they have improved and enriched the lives of others. This must be done through volunteer service to the community, and not as part of a paid labor position.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"The Layman Memorial Scholarship","content":"
This award was established by the daughters of the Rev. and Mrs. Henry L. Layman, who worked as missionaries in Japan for 35 years. It is awarded each year to the student deemed most likely to make a contribution to international relations and understanding.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"George and Lucille C. McKinney Service Award","content":"
This award is given to a junior who is an active participant in volunteer service in the college community. Nominations are sought from a recognized campus organization including residence halls and labor departments.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Martin Luther and Coretta Scott King Award","content":"
This award recognizes campus leadership in interracial understanding. It is given to two students, one African American and one white or non-white. These students must exhibit leadership qualities in the promotion of interracial understanding in all aspects of campus and student life.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Ernest and Emily G. Graham Volunteer Service Award","content":"
This award recognizes two students who have demonstrated exceptional volunteer service during the year. First, second and third year students qualify. Nominations must originate from formal service groups, such as People Who Care and Habitat for Humanity.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Dr. Lee E. Wickline Scholarship","content":"
Given to a full-time enrolled third- or fourth-year student with at least a 3.0 GPA, and a major or minor in education. The recipient must exhibit enthusiastic interest in school and community activities, and an awareness of universal human values.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Hap and Cay Porter Scholarship Fund","content":"
Given to as many as four students whose participation in and contributions to service programs or service-learning courses exemplify the selfless characteristics of servant leaders. Recipients must not have reached third-year academic status before the end of the spring term.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Louise Veltin Memorial Award","content":"
This award is given to a graduating student with a distinguished good citizen record at Berea College. Third- and fourth-year students and general faculty are invited to nominate a student for this award.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Eva Nell Whitaker Alley Award","content":"
Eva Nell Whitaker Alley, ’44 was a vital contributor to Berea’s campus life, who passed away four years after her graduation. The Eva Nell Whitaker Alley Award Fund was established by her husband George in 1949 to honor her memory.
\n
Criteria:
\n
\n
Nominee must be a graduating female (Spring or Summer).
\n
Nominee has exhibited leadership in campus activities.
\n
Nominee has been a vital part of Berea College and has greatly contributed to student and campus life.
\n
Nominations must come from members of the senior class or a member of the faculty or staff.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Algernon Sydney Sullivan Award, William E. Bardusch, Jr. Graduate Scholarship","content":"
History of the awards:
\n
Both the Sullivan Award and the Bardusch Scholarship were created by the Algernon Sydney Sullivan Foundation, based in Oxford, Mississippi. The Sullivan Foundation has supported Berea College since 1937 with grants for student scholarships and social entrepreneurship activities. The Foundation sponsors annual awards on more than 60 college campuses to honor the lives and service of Algernon Sydney Sullivan and his wife, Mary Mildred Sullivan. Via the Sullivan awards, the Foundation wishes to recognize individuals whose nobility of character and dedication to service set them apart as examples for others.
\n
Berea College will choose one graduating senior to receive both the Algernon Sydney Sullivan Award and the William E. Bardusch, Jr. Graduate Scholarship. The Sullivan Foundation created the Bardusch Scholarship at Berea to honor both the Foundation’s longtime president, William E. Bardusch, Jr., and the long-standing partnership between the Foundation and Berea College.
\n
Nominations for the recipient of the Sullivan Award and Bardusch Scholarship may come from students, faculty or staff. Self-nominations will not be accepted.
\n
Criteria:
\n
\n
Nominee must be a graduating senior who plans to enroll in graduate school, working toward a master’s or doctorial degree. Students must enroll within two years of graduating from Berea. The Bardusch Scholarship payment will be made directly to the graduate institution upon the student’s enrollment.
\n
These awards recognize individuals who demonstrate the highest standards of character, integrity, and service to others and to their community. Nominees should be individuals who have consistently shown that they will actively serve the needs of others and their community in a hands-on, personal manner.
\n
If the recipient does not enroll in graduate school within two years of graduating from Berea, they may keep the Sullivan Award but will not receive the Bardusch Scholarship payment.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Algernon Sydney Sullivan Annual Scholarship","content":"
Each year Berea College will choose one first-year student to receive the Algernon Sydney Sullivan Annual Scholarship for the duration of their college career up to four years. This scholarship remembers Algernon Sydney Sullivan, an Indiana lawyer who used his talents and personal wealth to help members of his community. He and his wife, Mary Mildred, advocated for equality and humanity during and after the Civil War and eventually formed the New York Southern Society.
\n
Criteria:
\n
\n
Nominee must be a first-year student who demonstrates exemplary personal character and a commitment to service throughout their college career. The scholarship payment will be applied to the student’s Tuition Promise Scholarship for the award year and three years following.
\n
The Sullivan Scholarship recognizes individuals who demonstrate the highest standards of character, integrity, and service to others and to their community. Nominees should be individuals who have consistently shown that they will actively and in a hands-on, personal manner, serve the needs of others and their community.
\n
Sullivan Scholars are encouraged to attend the Sullivan Foundation’s Ignite retreats to further explore their passion for service and social entrepreneurship. Learn more about these events at http://sullivanfdn.org/events/ .
\n
\n
How to submit a nomination:
\n
\n
Nominations may come from any member of the campus community, including self-nominations from students. A complete application package includes a brief written reflection from the student nominee and two letters of recommendation from non-family members.
\n
Student applicants: Your written reflection should be 500 to 1000 words and describe your contribution to a specific community or society, how this scholarship will assist in your development, and your ongoing commitment to service activities.
\n
Nominators: Please describe the applicant’s personal character and history of service and commitment to ongoing service activities in your recommendations.
\n
\n
To nominate a student for Algernon Sydney Sullivan Annual Scholarship click here.
\n

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The program matches college student volunteers with residents of local long-term care centers. Volunteers visit with residents for at least an hour per week, and participate in special monthly programs.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Adopt-a-Grandparent (AGP ) is an outreach program for Berea elders. The program matches college student volunteers with residents of local long-term care centers. Volunteers visit with residents for at least an hour per week, and participate in special monthly programs."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"AGP volunteers and staff have an opportunity to build one-on-one relationships with elders while offering both friendship and a smile. Participants often look at life from a new perspective after the experience, and learn about the past from a first-hand source, while also learning more about themselves.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"AGP volunteers and staff have an opportunity to build one-on-one relationships with elders while offering both friendship and a smile. Participants often look at life from a new perspective after the experience, and learn about the past from a first-hand source, while also learning more about themselves."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information, call the Adopt-a-Grandparent staff at\\u00a0859-985-3613<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information, call the Adopt-a-Grandparent staff at 859-985-3613."}},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_636e7253f5fbe\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"Getting involved with Adopt-A-Grandparent is a way for me to show appreciation and support for our elders who have done so much to enrich and strengthen our communities.\",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"Grace Par\",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"2013\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":\"\",\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":null,"link":null,"linkLabel":null,"quote":"
Getting involved with Adopt-A-Grandparent is a way for me to show appreciation and support for our elders who have done so much to enrich and strengthen our communities.
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As a child, I had to grow up fast due to circumstances outside my control. I grew up in a single-parent home and had to be the “daddy” for my younger brother and sister. Berea Buddies has given me the opportunity to give back to the community by allowing me to pass on values and skills to the younger generation. The program has also allowed me to share and experience a piece of the childhood I lost through my little buddy.
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Aguilar","title":null,"year":2015}]}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_654bf2980c099\",\"name\":\"acf\\/image\",\"data\":{\"image\":100840,\"_image\":\"field_image_image\",\"aspectRatio\":\"landscape\",\"_aspectRatio\":\"field_image_aspectratio\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"landscape","image":{"__typename":"MediaItem","id":"cG9zdDoxMDA4NDA=","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/IMG_1482-scaled-e1699476278430.jpg"}}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Berea Teen Mentoring\",\"level\":3,\"anchor\":\"h-berea-teen-mentoring\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-berea-teen-mentoring","content":"Berea Teen Mentoring"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Teen Mentoring (BTM)<\\/a> brings Berea community youth, from ages 13-18, into a group setting for mentorship and enrichment programs. Staff members are assisted during the weekly program by Berea College student volunteers, who act as mentors for these program participants. The mission of the program is to stimulate and cultivate personal growth for young adults in the Berea community. BTM does this by creating opportunities for meaningful relationships in a safe, fun, and intellectually stimulating environment of integrated service and learning.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Teen Mentoring (BTM) brings Berea community youth, from ages 13-18, into a group setting for mentorship and enrichment programs. Staff members are assisted during the weekly program by Berea College student volunteers, who act as mentors for these program participants. The mission of the program is to stimulate and cultivate personal growth for young adults in the Berea community. BTM does this by creating opportunities for meaningful relationships in a safe, fun, and intellectually stimulating environment of integrated service and learning."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Participants come to campus once a week to eat dinner with staff and volunteers at Mountaineer Dining Services. BTM then travels to the CELTS office in Stephenson Hall where teens, staff, and volunteers participate in a variety of educational, skill-building, recreational, and service activities. The overall goal of BTM programs is to provide a safe space for program participants to learn valuable life lessons and skills through interaction with their mentors and peers. In addition to the weekly program, BTM provides various community service projects for teens to participate in, both within and outside of the program.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Participants come to campus once a week to eat dinner with staff and volunteers at Mountaineer Dining Services. BTM then travels to the CELTS office in Stephenson Hall where teens, staff, and volunteers participate in a variety of educational, skill-building, recreational, and service activities. The overall goal of BTM programs is to provide a safe space for program participants to learn valuable life lessons and skills through interaction with their mentors and peers. In addition to the weekly program, BTM provides various community service projects for teens to participate in, both within and outside of the program."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information, please contact the Berea Teen Mentoring staff at\\u00a0859-985-3613<\\/a>\\u00a0or send us an email at\\u00a0 bereateenmentoring@xfmlsp.com<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information, please contact the Berea Teen Mentoring staff at 859-985-3613 or send us an email at bereateenmentoring@xfmlsp.com."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/10\\/Talking-1024x681.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":100848,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":100848,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/Talking-1024x681.jpg","alt":""}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Berea Tutoring\",\"level\":3,\"anchor\":\"h-berea-tutoring\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-berea-tutoring","content":"Berea Tutoring"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Tutoring<\\/a> provides an encouraging atmosphere for local students who need help in achieving academic success, and for college volunteers who want to learn more about teaching or volunteering.\\u00a0Our mission is to increase conceptual understanding in academic subject areas, enrich educational experiences, and build self-confidence by providing college-aged tutors to local school children.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Tutoring provides an encouraging atmosphere for local students who need help in achieving academic success, and for college volunteers who want to learn more about teaching or volunteering. Our mission is to increase conceptual understanding in academic subject areas, enrich educational experiences, and build self-confidence by providing college-aged tutors to local school children."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The tutoring staff provides guidance and materials to volunteers, who agree to tutor two students for two hours each week. Matches between tutors and students are made based on referral forms received from teachers, and the skills and talents of the volunteers.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The tutoring staff provides guidance and materials to volunteers, who agree to tutor two students for two hours each week. Matches between tutors and students are made based on referral forms received from teachers, and the skills and talents of the volunteers."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We can be reached by phone at\\u00a0859-985-3805<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We can be reached by phone at 859-985-3805."}},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_636e746ef5fc2\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"My child was more excited about reading and showing us what he learned. He also seems more confident with his spelling tests at school; he used to hide them and draw sad faces on the tests. Now he is excited to show us the spelling words he got correct.\",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"A parent\",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":\"\",\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":null,"link":null,"linkLabel":null,"quote":"
My child was more excited about reading and showing us what he learned. He also seems more confident with his spelling tests at school; he used to hide them and draw sad faces on the tests. Now he is excited to show us the spelling words he got correct.
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Each Saturday the program organizes volunteer opportunities, including home improvement, work at the local Habitat Re-Store, and Rent-A-Worker projects. Student volunteers also participate annually in the Habitat International Collegiate Challenge, which serves as an alternative Spring Break. Recent destinations have included Pennsylvania, New Mexico, South Carolina, and Alabama.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Berea College Collegiate Chapter of Habitat for Humanity works with the local Habitat International Affiliate to serve residents in Madison and Clark counties. Each Saturday the program organizes volunteer opportunities, including home improvement, work at the local Habitat Re-Store, and Rent-A-Worker projects. Student volunteers also participate annually in the Habitat International Collegiate Challenge, which serves as an alternative Spring Break. Recent destinations have included Pennsylvania, New Mexico, South Carolina, and Alabama."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Through the work of Habitat for Humanity International, thousands of low-income families have found hope through affordable housing. Hard work and volunteering have resulted in the organization sheltering more than two million people worldwide.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Through the work of Habitat for Humanity International, thousands of low-income families have found hope through affordable housing. Hard work and volunteering have resulted in the organization sheltering more than two million people worldwide."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information, call the Berea College Collegiate Chapter of Habitat for Humanity staff at\\u00a0859-985-3616<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information, call the Berea College Collegiate Chapter of Habitat for Humanity staff at 859-985-3616."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"People Who Care\",\"level\":3,\"anchor\":\"h-people-who-care\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-people-who-care","content":"People Who Care"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"People Who Care<\\/a> (PWC) helps to connect Berea College students with organizations and opportunities that promote change through advocacy, education, action, and direct community service. Volunteers may serve at local shelters, work with the Fair Trade University Campaign, or help to raise awareness about local issues like domestic violence, homelessness, fair trade, and AIDS awareness education. Students are welcome to participate as volunteers in PWC\\u2019s projects.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"People Who Care (PWC) helps to connect Berea College students with organizations and opportunities that promote change through advocacy, education, action, and direct community service. Volunteers may serve at local shelters, work with the Fair Trade University Campaign, or help to raise awareness about local issues like domestic violence, homelessness, fair trade, and AIDS awareness education. Students are welcome to participate as volunteers in PWC’s projects."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/10\\/IMG_3988-scaled-e1697481253903-1024x619.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":100729,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":100729,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/IMG_3988-scaled-e1697481253903-1024x619.jpg","alt":""}}],"hero":{"__typename":"Page_Hero","heading":"Service Opportunities ","pageTitle":"hide","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDoxMDA4NTI=","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/IMG_3841-1-scaled.jpg","altText":""},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo4Nzk1MQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Service-Learning","uri":"/centers/center-for-excellence-in-learning-through-service/service-learning/","parentId":"cG9zdDo4Nzc0OA==","modified":"2024-06-20T13:39:33","databaseId":87951,"slug":"service-learning","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Service-Learning - Berea College","metaDesc":"Berea College’s service-learning program resides in the Center for Excellence in Learning through Service. 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Service-learning staff work with faculty and community organizations. Together, they\\u00a0design collaborative projects that address community issues. These projects allow students to develop and apply academic and critical thinking skills. Through service-learning, students make connections between academic course content and community issues.\\u00a0Service-learning also facilitates the exchange of ideas, knowledge and resources between Berea College, the local community, the Appalachian region, and beyond.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Established in 2000, Berea College’s service-learning program resides in the Center for Excellence in Learning through Service. Service-learning staff work with faculty and community organizations. Together, they design collaborative projects that address community issues. These projects allow students to develop and apply academic and critical thinking skills. Through service-learning, students make connections between academic course content and community issues. Service-learning also facilitates the exchange of ideas, knowledge and resources between Berea College, the local community, the Appalachian region, and beyond."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Service-learning is an educational experience based upon a collaborative partnership between college and community. It allows students to apply academic knowledge and critical thinking skills to meet community needs. Students gain deeper knowledge of course content and the importance of civic engagement. This is accomplished through reflection and assessments. (Definition developed by the Berea College Service-Learning Advisory Committee, March 2004.)\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Service-learning is an educational experience based upon a collaborative partnership between college and community. It allows students to apply academic knowledge and critical thinking skills to meet community needs. Students gain deeper knowledge of course content and the importance of civic engagement. This is accomplished through reflection and assessments. (Definition developed by the Berea College Service-Learning Advisory Committee, March 2004.)"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"At Berea College, we believe that three elements must be present for an activity to be considered a service-learning partnership. These three elements are:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"At Berea College, we believe that three elements must be present for an activity to be considered a service-learning partnership. These three elements are:"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_636d5e323b852\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Collaboration between the college and community\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"A collaborative partnership between the college and the community. We believe that \\u201ccollaborative\\u201d is a key word. The service-learning project should be relevant and beneficial to both the college and the community and should result from shared dialogue and negotiation.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Academic knowledge and critical thinking skills\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Applying academic knowledge and critical thinking skills. Students take what they are learning through course readings, classroom discussions and faculty lectures, and they apply these learnings to a community setting. The application of academic knowledge allows theories to come to life and provides students with opportunities to find relevance and meaning in their course content.\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Reflection and assessment \",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"Reflection and assessment leading to greater understanding of course content and civic engagement. Reflection refers to any activity that ties the first two elements together. For example, classroom discussions, journals, synthesis papers and end-of-semester presentations can all serve as forms of reflection. Reflection activities offer students the opportunity to develop a deeper understanding of course content, as well as to consider how their course content and service-learning activity are related to their community, social issues and their career goals.\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion\":3,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Collaboration between the college and community","content":"
A collaborative partnership between the college and the community. We believe that “collaborative” is a key word. The service-learning project should be relevant and beneficial to both the college and the community and should result from shared dialogue and negotiation.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Academic knowledge and critical thinking skills","content":"
Applying academic knowledge and critical thinking skills. Students take what they are learning through course readings, classroom discussions and faculty lectures, and they apply these learnings to a community setting. The application of academic knowledge allows theories to come to life and provides students with opportunities to find relevance and meaning in their course content.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Reflection and assessment ","content":"
Reflection and assessment leading to greater understanding of course content and civic engagement. Reflection refers to any activity that ties the first two elements together. For example, classroom discussions, journals, synthesis papers and end-of-semester presentations can all serve as forms of reflection. Reflection activities offer students the opportunity to develop a deeper understanding of course content, as well as to consider how their course content and service-learning activity are related to their community, social issues and their career goals.
\n"}]}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The service-learning has become a significant feature of the College\\u2019s academic program. First, the number of service-learning courses taught each semester has increased. Second, new programs for faculty and community partner development have been established. Last, support for service-learning collaborations has grown. Today, service-learning courses are included in over 20 disciplines across campus. Our community partners include non-profit agencies, community organizations and schools. These organizations work in different ways toward providing needed services, promoting greater educational and economic opportunities for the Appalachian region, addressing poverty issues, and working toward a more just, sustainable and peaceful world.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The service-learning has become a significant feature of the College’s academic program. First, the number of service-learning courses taught each semester has increased. Second, new programs for faculty and community partner development have been established. Last, support for service-learning collaborations has grown. Today, service-learning courses are included in over 20 disciplines across campus. Our community partners include non-profit agencies, community organizations and schools. These organizations work in different ways toward providing needed services, promoting greater educational and economic opportunities for the Appalachian region, addressing poverty issues, and working toward a more just, sustainable and peaceful world."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Service-Learning Programs\",\"level\":2,\"anchor\":\"h-service-learning-programs\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-service-learning-programs","content":"Service-Learning Programs"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/NUR-448-1-1024x681-1.jpg\",\"alt\":\"Berea College nursing student \",\"caption\":\"Dr. Lisa Turner taught a Community Health Nursing (NUR 448) class this semester. The students in the class connected with several different local public health sites, from dental sites to elementary health.\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":87964,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":87964,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/NUR-448-1-1024x681-1.jpg","alt":"Berea College nursing student "}},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_636d68d73b857\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"Working with a community partner made me see what types of barriers community members experience that prevent them from getting an optimal healthcare experience.\",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"NUR 448 Student\",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":\"\",\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":null,"link":null,"linkLabel":null,"quote":"
Working with a community partner made me see what types of barriers community members experience that prevent them from getting an optimal healthcare experience.
\n","quotee":"NUR 448 Student","title":null,"year":null}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Community Partner Seminar in Service-Learning\",\"level\":3,\"anchor\":\"h-community-partner-seminar-in-service-learning\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-community-partner-seminar-in-service-learning","content":"Community Partner Seminar in Service-Learning"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The participants in the first Community Partner Seminar were Gina Chamberlain of Madison County Home Energy Improvement Program (MCHEIP); Jeff From of Re-Entry Partners (REP); Carissa Lenfert of Kentuckians for the Commonwealth (KFTC); Robyn Moreland of Hope\\u2019s Wings; Alice Reppert of the Madison County Health Department; and Jerry Workman of the Berea Community Food Bank and Berea Utilities and Rent Relief (BURR). Since the first seminar in 2009, many other members of the community have joined together at this seminar to learn, share and develop service-learning projects for their organizations.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The participants in the first Community Partner Seminar were Gina Chamberlain of Madison County Home Energy Improvement Program (MCHEIP); Jeff From of Re-Entry Partners (REP); Carissa Lenfert of Kentuckians for the Commonwealth (KFTC); Robyn Moreland of Hope’s Wings; Alice Reppert of the Madison County Health Department; and Jerry Workman of the Berea Community Food Bank and Berea Utilities and Rent Relief (BURR). Since the first seminar in 2009, many other members of the community have joined together at this seminar to learn, share and develop service-learning projects for their organizations."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Service-Learning Workshops\",\"level\":3,\"anchor\":\"h-service-learning-workshops\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-service-learning-workshops","content":"Service-Learning Workshops"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"CELTS offers occasional service-learning workshops for faculty, community partners and students. These professional development opportunities are designed to increase understanding and improve practice of service-learning. Check with the CELTS office for upcoming workshops.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"CELTS offers occasional service-learning workshops for faculty, community partners and students. These professional development opportunities are designed to increase understanding and improve practice of service-learning. Check with the CELTS office for upcoming workshops."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Service-Learning Teaching Assistant Trainings\",\"level\":3,\"anchor\":\"h-service-learning-teaching-assistant-trainings\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-service-learning-teaching-assistant-trainings","content":"Service-Learning Teaching Assistant Trainings"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"CELTS offers semester-long trainings for Teaching Assistants (TAs) who are working with service-learning courses. The trainings begin early in the semester with an introduction to service-learning and continue throughout the semester with regular meetings focused on relevant topics, including facilitating relationships with community partner organizations and facilitating reflection activities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"CELTS offers semester-long trainings for Teaching Assistants (TAs) who are working with service-learning courses. The trainings begin early in the semester with an introduction to service-learning and continue throughout the semester with regular meetings focused on relevant topics, including facilitating relationships with community partner organizations and facilitating reflection activities."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Service-Learning Course Expo\",\"level\":3,\"anchor\":\"h-service-learning-course-expo\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-service-learning-course-expo","content":"Service-Learning Course Expo"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"At the end of each term, CELTS hosts a Service-Learning Course Expo to highlight the service-learning work that has taken place that semester. Faculty, students and community partners present exhibits about their service-learning projects at this event, which is open to the campus and the broader community. The SL Course Expo is a great place to increase understanding of service-learning and to talk with others about ideas for future service-learning collaborations.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"At the end of each term, CELTS hosts a Service-Learning Course Expo to highlight the service-learning work that has taken place that semester. Faculty, students and community partners present exhibits about their service-learning projects at this event, which is open to the campus and the broader community. The SL Course Expo is a great place to increase understanding of service-learning and to talk with others about ideas for future service-learning collaborations."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Faculty Seminars in Service-Learning\",\"level\":3,\"anchor\":\"h-faculty-seminars-in-service-learning\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-faculty-seminars-in-service-learning","content":"Faculty Seminars in Service-Learning"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"CELTS offer Faculty Seminars in Service-Learning that provide faculty members an intensive opportunity to explore service-learning through readings and discussions. By the end of the seminar, each of the faculty participants develops a service-learning course and syllabus, which they teach during the following academic year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"CELTS offer Faculty Seminars in Service-Learning that provide faculty members an intensive opportunity to explore service-learning through readings and discussions. By the end of the seminar, each of the faculty participants develops a service-learning course and syllabus, which they teach during the following academic year."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Feedback from the faculty participants indicates that they appreciate this opportunity to build community with other faculty members and to focus intentionally on developing their knowledge and understanding of service-learning. Several faculty have stated that they feel the seminar has improved not only their teaching of service-learning, but that their teaching in general has improved through their participation in the seminar.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Feedback from the faculty participants indicates that they appreciate this opportunity to build community with other faculty members and to focus intentionally on developing their knowledge and understanding of service-learning. Several faculty have stated that they feel the seminar has improved not only their teaching of service-learning, but that their teaching in general has improved through their participation in the seminar."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The faculty who have completed the seminar thus far represent the following disciplines: Agriculture, Appalachian Studies, Business, Chemistry, Child and Family Studies, Computer Science, Economics, Education, English, Health and Physical Education, History, Nursing, Psychology, Religion, SENS, Sociology, Theatre and Women\\u2019s Studies.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The faculty who have completed the seminar thus far represent the following disciplines: Agriculture, Appalachian Studies, Business, Chemistry, Child and Family Studies, Computer Science, Economics, Education, English, Health and Physical Education, History, Nursing, Psychology, Religion, SENS, Sociology, Theatre and Women’s Studies."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Service-Learning Support Grants\",\"level\":3,\"anchor\":\"h-service-learning-support-grants\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-service-learning-support-grants","content":"Service-Learning Support Grants"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"CELTS offers a limited number of grants to support the costs that may arise during service-learning projects. CELTS is able to offer two different types of support grants \\u2013 Service-Learning Project Grants and Service-Learning Presentation Grants. These grants are designated for collaborative service-learning projects among Berea College faculty, Berea College students and community partners. Successful applications will be consistent with the basic principles of service learning. To apply for a Service-Learning Support Grant, complete the Service-Learning Support Grant Proposal Form and submit it to Ashley Cochrane<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"CELTS offers a limited number of grants to support the costs that may arise during service-learning projects. CELTS is able to offer two different types of support grants – Service-Learning Project Grants and Service-Learning Presentation Grants. These grants are designated for collaborative service-learning projects among Berea College faculty, Berea College students and community partners. Successful applications will be consistent with the basic principles of service learning. To apply for a Service-Learning Support Grant, complete the Service-Learning Support Grant Proposal Form and submit it to Ashley Cochrane."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_636d634a3b856\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Service-Learning Support Grant Proposal Form\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/slsupportgrantapp-201109.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Service-Learning Support Grant Proposal Form","layout":"auto","url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/slsupportgrantapp-201109.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Courses and Projects\",\"level\":2,\"anchor\":\"h-courses-and-projects\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-courses-and-projects","content":"Courses and Projects"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Completing a designated service-learning course is one way for Berea College students to meet the Active Learning Experience (ALE) requirement of the General Education Program. Faculty members may submit a proposal for their course to be approved as a service-learning course. Contact Ashley Cochrane<\\/a>, CELTS Director, for further information.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Completing a designated service-learning course is one way for Berea College students to meet the Active Learning Experience (ALE) requirement of the General Education Program. Faculty members may submit a proposal for their course to be approved as a service-learning course. 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Students who have completed an application for the Berea College class of 2028 may apply to be a Bonner Scholar."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"You are welcome to send questions to bonnerscholars@xfmlsp.com<\\/a><\\/strong>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"You are welcome to send questions to bonnerscholars@xfmlsp.com."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_65ca17aa93b5d\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"What is the Bonner Scholars Program?\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"The Bonner Scholars Program is a four-year experience that brings together fifteen students from each incoming class of Berea students to work together to have a positive impact in the community. 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\\r\\n \\t
Civic Engagement:<\\/strong> We explore and participate intentionally in multiple forms and dimensions of engagement including service, political engagement, social action, and public policy.<\\/li>\\r\\n \\t
Community Building: <\\/strong>we create and sustain a vibrant community of place, personal relationships, and shared interests.<\\/li>\\r\\n \\t
Diversity:<\\/strong> We respect the many different dimensions of personal and group identities (such as class, gender, race, ethnicity, religion, physical and mental ability) and create opportunities to dialogue and learn across them.<\\/li>\\r\\n \\t
International Perspective<\\/strong>: We develop international and global understandings that enable individuals to participate successfully in an increasingly interconnected world, appreciate and transcend national boundaries.<\\/li>\\r\\n \\t
Social Justice<\\/strong>: We understand and advocate for fairness, impartiality, and equity in addressing systemic social and environmental issues.<\\/li>\\r\\n \\t
Spiritual Exploration<\\/strong>: We reflect on and explore personal beliefs while respecting the spiritual and ethical practices and values of others.<\\/li>\\r\\n<\\/ul>\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"What are some benefits to being a Bonner Scholar at Berea College?\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"
\\r\\n \\t
Walking into your first year with a built-in community.<\\/li>\\r\\n \\t
Student supervisors who are also Bonners and mentors.<\\/li>\\r\\n \\t
Networking and access to opportunities through the greater Bonner network.<\\/li>\\r\\n \\t
The opportunity to have a labor position in community service for four years.<\\/li>\\r\\n \\t
Ongoing leadership training related to community service.<\\/li>\\r\\n \\t
Financial support for approved Summer of Service experiences.\\u00a0 Summer of Service placements must take place with a non-profit organization.<\\/li>\\r\\n \\t
Opportunities to attend regional and national conferences and service events.<\\/li>\\r\\n \\t
Bonner Scholars Community Fund to support enrichment of the community service efforts in which Bonner Scholars are involved.<\\/li>\\r\\n<\\/ul>\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion_5_title\":\"What are the expectations for Bonner Scholars at Berea College?\",\"_accordion_5_title\":\"field_6283326ff79f7\",\"accordion_5_content\":\"
\\r\\n \\t
A spirit of learning, curiosity, and openness.<\\/li>\\r\\n \\t
Volunteering with a program of your choice in your first year.<\\/li>\\r\\n \\t
Involvement in community service through the labor program for 10 hours per week during the school year, in either campus service programs or in the local community.<\\/li>\\r\\n \\t
All First Year Bonners serve in a common labor position, which includes training related to community service and community-based service opportunities, meeting identified needs for the semester.<\\/li>\\r\\n \\t
Serving seven weeks (at least 280 hours) in service with a non-profit organization for two summers during their college career.<\\/li>\\r\\n \\t
Bonner meetings with the full Bonner class.<\\/li>\\r\\n \\t
First Year Bonners participate in an alternative spring break experience in their first year.<\\/li>\\r\\n \\t
Sophomore Bonners participate in an exchange experience with other Bonner school(s) to get to know others in the network.<\\/li>\\r\\n \\t
Junior Bonners plan and attend their own recommitment to celebrate being halfway through their college experience and to reflect on why service is important to them.<\\/li>\\r\\n \\t
Senior Bonners share their Presentations of Learning and their Legacy Trainings, weaving together their classroom and Bonner experience into their personal reflection on their four years.<\\/li>\\r\\n<\\/ul>\",\"_accordion_5_content\":\"field_62833274f79f8\",\"accordion\":6,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What is the Bonner Scholars Program?","content":"
The Bonner Scholars Program is a four-year experience that brings together fifteen students from each incoming class of Berea students to work together to have a positive impact in the community. As Bonner Scholars, students combine a strong commitment to service and social justice with personal growth, teamwork, leadership development, and scholarship, while making life-long connections to a national network. At Berea College, Bonner Scholars have community service labor positions all four years, as well as opportunities for travel, friendships, mentors, and life-changing experiences.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How did the Bonner Scholars Program begin?","content":"
The Bonner Scholars Program is an excellent opportunity for students who want to combine scholarship and a commitment to service. Berea College was the first institution chosen to participate in the nationally recognized Bonner Scholars Program, sponsored by the Bonner Foundation of Princeton, New Jersey. Founded by the late Corella and Bertram Bonner, the Bonner Foundation provides support to more than 60 colleges and universities, and their students, in order to encourage “access to education and opportunity to serve.”
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What are the goals of the Bonner Scholars Program?","content":"
Believing that young people have the capacity and will to be change-agents in their local communities and beyond, the Bonner Scholars Program seeks to equip and empower college students to positively impact their communities. Beginning in their first year as a Bonner Scholar, they embark on a journey of personal growth and exploration augmented by a structured program of training, teambuilding, guided reflection, enrichment activities, and experiences that remain with them long after their time at Berea has ended.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What are the Bonner Common Commitments?","content":"
These commitments guide programming in the 60+ Bonner schools across the country, including the Bonner Scholars Program at Berea College.
\n
\n
Civic Engagement: We explore and participate intentionally in multiple forms and dimensions of engagement including service, political engagement, social action, and public policy.
\n
Community Building: we create and sustain a vibrant community of place, personal relationships, and shared interests.
\n
Diversity: We respect the many different dimensions of personal and group identities (such as class, gender, race, ethnicity, religion, physical and mental ability) and create opportunities to dialogue and learn across them.
\n
International Perspective: We develop international and global understandings that enable individuals to participate successfully in an increasingly interconnected world, appreciate and transcend national boundaries.
\n
Social Justice: We understand and advocate for fairness, impartiality, and equity in addressing systemic social and environmental issues.
\n
Spiritual Exploration: We reflect on and explore personal beliefs while respecting the spiritual and ethical practices and values of others.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What are some benefits to being a Bonner Scholar at Berea College?","content":"
\n
Walking into your first year with a built-in community.
\n
Student supervisors who are also Bonners and mentors.
\n
Networking and access to opportunities through the greater Bonner network.
\n
The opportunity to have a labor position in community service for four years.
\n
Ongoing leadership training related to community service.
\n
Financial support for approved Summer of Service experiences. Summer of Service placements must take place with a non-profit organization.
\n
Opportunities to attend regional and national conferences and service events.
\n
Bonner Scholars Community Fund to support enrichment of the community service efforts in which Bonner Scholars are involved.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What are the expectations for Bonner Scholars at Berea College?","content":"
\n
A spirit of learning, curiosity, and openness.
\n
Volunteering with a program of your choice in your first year.
\n
Involvement in community service through the labor program for 10 hours per week during the school year, in either campus service programs or in the local community.
\n
All First Year Bonners serve in a common labor position, which includes training related to community service and community-based service opportunities, meeting identified needs for the semester.
\n
Serving seven weeks (at least 280 hours) in service with a non-profit organization for two summers during their college career.
\n
Bonner meetings with the full Bonner class.
\n
First Year Bonners participate in an alternative spring break experience in their first year.
\n
Sophomore Bonners participate in an exchange experience with other Bonner school(s) to get to know others in the network.
\n
Junior Bonners plan and attend their own recommitment to celebrate being halfway through their college experience and to reflect on why service is important to them.
\n
Senior Bonners share their Presentations of Learning and their Legacy Trainings, weaving together their classroom and Bonner experience into their personal reflection on their four years.
\n
\n"}]}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/10\\/IMG_3841-1-1024x576.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":100852,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":100852,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/IMG_3841-1-1024x576.jpg","alt":""}},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_6532d63cb7043\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"Being a Bonner Scholar provided me with many opportunities to grow my leadership and time-management skills, as well as increase my network of like-minded individuals dedicated to serving the community. Also, the Bonner Network provides amazing benefits like annual conferences, Summer of Service funds, Rising Senior funds, and so much more! \",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"Anya Kasianova\",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"2025\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":100853,\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":{"__typename":"MediaItem","id":"cG9zdDoxMDA4NTM=","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/10/IMG_3773-scaled.jpg","altText":""},"link":null,"linkLabel":null,"quote":"
Being a Bonner Scholar provided me with many opportunities to grow my leadership and time-management skills, as well as increase my network of like-minded individuals dedicated to serving the community. Also, the Bonner Network provides amazing benefits like annual conferences, Summer of Service funds, Rising Senior funds, and so much more!
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Enriching the lives of children, adults and the elderly in our community and providing meaningful service, learning and leadership experiences for Berea College students.
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It was a community development program designed to help people with the problems of daily life. In 1970, an adult education component was added. The program was called STABLE (Student Taught Adult Basic Literacy Effort). In 1972, the two programs merged and the name STABLE was dropped in 1976. Both programs completed their federal support in 1973. For the next 20 or more years, SFA was funded primarily by Berea College and a few small state and federal grants.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The program began in the mid-1960s as Campus Action For Mountain Progress (CAMP). In 1968, the federal Office of Economic Opportunity began providing funds through the Council of Southern Mountains. At that time, the name was changed to Students for Appalachia. It was a community development program designed to help people with the problems of daily life. In 1970, an adult education component was added. The program was called STABLE (Student Taught Adult Basic Literacy Effort). In 1972, the two programs merged and the name STABLE was dropped in 1976. Both programs completed their federal support in 1973. For the next 20 or more years, SFA was funded primarily by Berea College and a few small state and federal grants."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Both programs started out working in four nearby counties. Under Berea College, its focus shifted to Madison County and the city of Berea, where the program was. With over 30 labor positions, about 150 regular volunteers and over 100 volunteers for specific seasonal events, as a member of SFA, you:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Both programs started out working in four nearby counties. Under Berea College, its focus shifted to Madison County and the city of Berea, where the program was. With over 30 labor positions, about 150 regular volunteers and over 100 volunteers for specific seasonal events, as a member of SFA, you:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Participated in a challenging community\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Gained leadership experience\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Perhaps rediscovered what it means to grow\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Applied classroom knowledge\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Learned about group dynamics and\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Made a difference in someone\\u2019s life. You got involved.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the years since, we have grown and evolved. What remains unchanged is the sense of community, commitment and service that binds students and staff alike. The spirit of SFA remains and guides the work of all who learn and serve in CELTS.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the years since, we have grown and evolved. What remains unchanged is the sense of community, commitment and service that binds students and staff alike. 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Francis S. Hutchins, President of Berea College from 1939-1967, taught in China in the Oberlin/Shansi Program from 1922-1924. He returned to Changsha, China in 1925 to serve as an instructor and representative of the Yale-in-China Mission for the next fourteen years. He returned to the United States in 1939 to lead Berea College through World War II and into the Civil Rights years of the 1960s.
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Louise G. Hutchins, born in Changsha, China to Episcopal missionaries, earned her undergraduate degree from Wellesley in 1932, her medical degree from Yale in 1936, and completed her internship in pediatrics at Hunan Hospital in Changsha. She worked with refugees fleeing the Japanese invasion before coming to join her husband in Berea in 1939. She devoted much of her life in Berea to the healthcare of Appalachian women.
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Many employers \\u2013 in banking, engineering, marketing, the computer industry, and many other areas \\u2013 are looking specifically for overseas experience when evaluating applicants.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Do I have to speak another language to study abroad?\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"No. There are hundreds, if not thousands, of programs overseas that are offered in English.\\r\\n\\r\\nHowever, we always encourage students going overseas to take at least one course in a local language. If you are already proficient in a foreign language, you will likely have more course options \\u201con the ground\\u201d if you are heading to a country where that language is spoken.\\r\\n\\r\\nPlus, there is no better way to learn a language than to be fully immersed in it.\\r\\n\\r\\nAdditionally, there is another pool of funding for Foreign Language majors at Berea who are heading overseas to study in that language. Speak with the Foreign Languages Department to learn more!\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"When is the best time to study abroad?\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"The answer is: It depends. But often, sooner is better than later!\\r\\n\\r\\nYou do need to have attended Berea College for at least 2 semesters before you are eligible to participate. There are other eligibility requirements that you will want to be sure to check out as well.\\r\\n\\r\\nRemember that you are required to be on the Berea College campus for your final semester \\u2013 so studying abroad in your last term is not an option.\\r\\n\\r\\nTiming may also depend upon your major (and minor) requirements, so it\\u2019s best to check in with your academic advisor early to plan ahead.\\r\\n\\r\\nIn total, most students usually have 11 unique opportunities to study abroad: 5 semesters, 3 summers, and 3 winters.\\r\\n\\r\\nNonetheless, semesters are highly recommended! Going abroad for a semester allows you more time to adjust and integrate into the local culture. As a result, semester-long experiences can be more impactful.\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"I can't afford to do a whole semester abroad!\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"This is likely not the case!\\r\\n\\r\\nMost Berea College students qualify for a generous grant from the Center for International Education that may cover up to 75% of a semester program\\u2019s costs, up to a cap of $8,000. (**Each student\\u2019s situation is unique \\u2014 do not consider this number as final.**)\\r\\n\\r\\nAdditionally, our direct exchange partners do not charge Berea students tuition \\u2013 so if you\\u2019re headed to a partner university, you will only be responsible for your flight, visa, housing, meals, and other living expenses.\\r\\n\\r\\nStudents also often utilize Pell monies and KEES monies (if they graduated from a Kentucky high school) to help pay for study abroad.\\r\\n\\r\\nFinally, most BTA students also qualify for a Berea College interest-free loan, if needed.\\r\\n\\r\\nMeet with Financial Aid ahead of time to discuss your specific situation and the financial feasibility of study abroad!\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"How many times can I go abroad?\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"It depends. Berea offers a grant to every student who studies abroad. Once.<\\/strong>\\r\\n\\r\\nOccasionally, students are able to do both a semester and a shorter program (summer\\/winter) by subtracting the funds received from the College for a Summer\\/Winter program from the total aid available for a Semester program.\\r\\n\\r\\nSo, come and talk to us!\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion_5_title\":\"I'm applying for a program through a provider (ISA, CIEE, etc.) do I have to do two applications?\",\"_accordion_5_title\":\"field_6283326ff79f7\",\"accordion_5_content\":\"Yes.\\r\\n\\r\\nYou need both permission from Berea College to study abroad (you apply for Berea's approval in Via<\\/a>)\\u00a0and<\\/strong> admission from the program itself.\",\"_accordion_5_content\":\"field_62833274f79f8\",\"accordion_6_title\":\"What if I'm DACA can I go abroad?\",\"_accordion_6_title\":\"field_6283326ff79f7\",\"accordion_6_content\":\"It\\u2019s possible but complicated.\\r\\n\\r\\nDefinitely alert Dr. Richard Cahill<\\/a> as SOON<\\/strong> as the thought about studying abroad becomes a possibility. He can help you with the process!\\r\\n\\r\\nYou will need at least 6 months lead time, a passport and a DACA card that is valid throughout the application and abroad period.\\r\\n\\r\\nCheck out our Eligibility page and look under \\u201cInternational Students\\u201d for more information pertaining specifically to your situation.\",\"_accordion_6_content\":\"field_62833274f79f8\",\"accordion_7_title\":\"What obstacles should I expect to tackle?\",\"_accordion_7_title\":\"field_6283326ff79f7\",\"accordion_7_content\":\"Many students who leave their comfort zone may encounter culture shock, homesickness or loneliness, budgetary issues, and language barriers. Remember to see these challenges as an opportunity for self-improvement, and the benefits of studying abroad will greatly outweigh the difficulties.\\r\\n\\r\\nThe only remedy for culture shock is gathering information about the country, coming to terms and accepting the cultural differences. Chances are you picked where you\\u2019re going based on interest you already have in being there. Read about the city\\u2019s and country\\u2019s history, customs, food, tourism and language (if needed). You don\\u2019t have to purchase books, you can bookmark it on your device, and even write down little cultural notes to keep in mind in a notebook.\",\"_accordion_7_content\":\"field_62833274f79f8\",\"accordion_8_title\":\"I can't pay for my flight or application fee for my program! What do I do?\",\"_accordion_8_title\":\"field_6283326ff79f7\",\"accordion_8_content\":\"Have no fears! Kathryn King is here!\\r\\n\\r\\nKathryn can serve as your \\u201ccheckbook.\\u201d Meaning, she can front your fees, application, flight, program, etc, AFTER<\\/strong> you\\u2019ve been approved by Berea to study abroad (so, around October 1st & March 1st, respectively).\",\"_accordion_8_content\":\"field_62833274f79f8\",\"accordion_9_title\":\"How do I get to the country where I will study?\",\"_accordion_9_title\":\"field_6283326ff79f7\",\"accordion_9_content\":\"Getting to the country where you will study abroad is your responsibility.\\r\\nSo is getting to the airport\\u2014even if you are leaving from Berea. Please plan ahead.\",\"_accordion_9_content\":\"field_62833274f79f8\",\"accordion\":10,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Why study abroad?","content":"
The benefits of studying abroad are tremendous. In addition to cultural, personal, social and academic growth, students who study abroad are more marketable upon graduation. In today’s world, employers and graduate schools increasingly value an overseas experience. Many employers – in banking, engineering, marketing, the computer industry, and many other areas – are looking specifically for overseas experience when evaluating applicants.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Do I have to speak another language to study abroad?","content":"
No. There are hundreds, if not thousands, of programs overseas that are offered in English.
\n
However, we always encourage students going overseas to take at least one course in a local language. If you are already proficient in a foreign language, you will likely have more course options “on the ground” if you are heading to a country where that language is spoken.
\n
Plus, there is no better way to learn a language than to be fully immersed in it.
\n
Additionally, there is another pool of funding for Foreign Language majors at Berea who are heading overseas to study in that language. Speak with the Foreign Languages Department to learn more!
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"When is the best time to study abroad?","content":"
The answer is: It depends. But often, sooner is better than later!
\n
You do need to have attended Berea College for at least 2 semesters before you are eligible to participate. There are other eligibility requirements that you will want to be sure to check out as well.
\n
Remember that you are required to be on the Berea College campus for your final semester – so studying abroad in your last term is not an option.
\n
Timing may also depend upon your major (and minor) requirements, so it’s best to check in with your academic advisor early to plan ahead.
\n
In total, most students usually have 11 unique opportunities to study abroad: 5 semesters, 3 summers, and 3 winters.
\n
Nonetheless, semesters are highly recommended! Going abroad for a semester allows you more time to adjust and integrate into the local culture. As a result, semester-long experiences can be more impactful.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"I can't afford to do a whole semester abroad!","content":"
This is likely not the case!
\n
Most Berea College students qualify for a generous grant from the Center for International Education that may cover up to 75% of a semester program’s costs, up to a cap of $8,000. (**Each student’s situation is unique — do not consider this number as final.**)
\n
Additionally, our direct exchange partners do not charge Berea students tuition – so if you’re headed to a partner university, you will only be responsible for your flight, visa, housing, meals, and other living expenses.
\n
Students also often utilize Pell monies and KEES monies (if they graduated from a Kentucky high school) to help pay for study abroad.
\n
Finally, most BTA students also qualify for a Berea College interest-free loan, if needed.
\n
Meet with Financial Aid ahead of time to discuss your specific situation and the financial feasibility of study abroad!
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How many times can I go abroad?","content":"
It depends. Berea offers a grant to every student who studies abroad. Once.
\n
Occasionally, students are able to do both a semester and a shorter program (summer/winter) by subtracting the funds received from the College for a Summer/Winter program from the total aid available for a Semester program.
\n
So, come and talk to us!
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"I'm applying for a program through a provider (ISA, CIEE, etc.) do I have to do two applications?","content":"
Yes.
\n
You need both permission from Berea College to study abroad (you apply for Berea’s approval in Via) and admission from the program itself.
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It’s possible but complicated.
\n
Definitely alert Dr. Richard Cahill as SOON as the thought about studying abroad becomes a possibility. He can help you with the process!
\n
You will need at least 6 months lead time, a passport and a DACA card that is valid throughout the application and abroad period.
\n
Check out our Eligibility page and look under “International Students” for more information pertaining specifically to your situation.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What obstacles should I expect to tackle?","content":"
Many students who leave their comfort zone may encounter culture shock, homesickness or loneliness, budgetary issues, and language barriers. Remember to see these challenges as an opportunity for self-improvement, and the benefits of studying abroad will greatly outweigh the difficulties.
\n
The only remedy for culture shock is gathering information about the country, coming to terms and accepting the cultural differences. Chances are you picked where you’re going based on interest you already have in being there. Read about the city’s and country’s history, customs, food, tourism and language (if needed). You don’t have to purchase books, you can bookmark it on your device, and even write down little cultural notes to keep in mind in a notebook.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"I can't pay for my flight or application fee for my program! What do I do?","content":"
Have no fears! Kathryn King is here!
\n
Kathryn can serve as your “checkbook.” Meaning, she can front your fees, application, flight, program, etc, AFTER you’ve been approved by Berea to study abroad (so, around October 1st & March 1st, respectively).
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How do I get to the country where I will study?","content":"
Getting to the country where you will study abroad is your responsibility.
\nSo is getting to the airport—even if you are leaving from Berea. Please plan ahead.
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The deadline for Summer 2024 applications is December 1, 2023 by 11:59 pm.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Sloane Shelton Independent Arts and Humanities Grant provides generous funding to support Berea students pursuing transformative and immersive off-campus summer experiences in the arts and humanities. The deadline for Summer 2024 applications is December 1, 2023 by 11:59 pm."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Grants may be used to pursue special learning opportunities such as special courses, seminars, workshops, and residency programs, as well as internships approved by the Office of Internships<\\/a>. Grants generally range between $5,000 and $15,000 for opportunities with a minimum duration of four weeks and a maximum duration of three months. 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Please see the Admissions International Student page.
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Driver Clearance\\/State ID<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Employment Resources","content":"
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Who can host a student?<\\/h3>\\r\\nAnyone! Couples, young and old, single, men and women, and families with children are all valued hosts. Matches are made based on preferences and shared interests whenever possible. Busy schedule? Not a problem. Sharing your everyday activities with the student you host can be an enjoyable experience for them. Go to a sports event, enjoy a shopping trip, attend a religious service or civic event together. Even at times when you are very busy, a simple phone call or email from you can be encouraging.\\r\\n
How do I get Involved?<\\/h3>\\r\\n
\\r\\n \\t
Have a willing heart!<\\/li>\\r\\n \\t
Sign up to host a student for the academic school year.<\\/li>\\r\\n \\t
Allow the CFP committee to match you with a student.<\\/li>\\r\\n \\t
Meet each other at our annual kick-off celebration and embark on a new endeavor of learning, friendship and fun!<\\/li>\\r\\n \\t
Consider hosting two students at a time as this can sometimes help with their comfort level, and yours!<\\/li>\\r\\n<\\/ol>\\r\\nAt the end of the year, you will have the opportunity to evaluate your experience and continue participating if you so desire.\\r\\n
What does a Host do?<\\/h3>\\r\\nContact your student by phone, email, or personal note. Keep up communication with the student at least once a month and invite them to your home. Holidays and breaks especially can be meaningful time to spend together as you learn about each other\\u2019s traditions. Sharing meals and time with your own household is something a student far from home will appreciate.\\r\\n
What does a Student do?<\\/h3>\\r\\nWe emphasize with our students that having a host in the U.S. is a wonderful opportunity! We ask students to stay responsive by returning emails and phone calls and actively participating in events whenever possible. They are encouraged to share their traditions, music, greetings and pictures from home. They are also welcome to invite you to campus to meet their friends, see their dorm room, attend an event or go to food service. Hosts should contact the Community Friendship Program if they have not heard from their student, have concerns, or they themselves are unable to continue participation for some reason.\\r\\n
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Who can host a student?
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\n
How do I get Involved?
\n
\n
Have a willing heart!
\n
Sign up to host a student for the academic school year.
\n
Allow the CFP committee to match you with a student.
\n
Meet each other at our annual kick-off celebration and embark on a new endeavor of learning, friendship and fun!
\n
Consider hosting two students at a time as this can sometimes help with their comfort level, and yours!
\n
\n
At the end of the year, you will have the opportunity to evaluate your experience and continue participating if you so desire.
\n
What does a Host do?
\n
Contact your student by phone, email, or personal note. Keep up communication with the student at least once a month and invite them to your home. Holidays and breaks especially can be meaningful time to spend together as you learn about each other’s traditions. Sharing meals and time with your own household is something a student far from home will appreciate.
\n
What does a Student do?
\n
We emphasize with our students that having a host in the U.S. is a wonderful opportunity! We ask students to stay responsive by returning emails and phone calls and actively participating in events whenever possible. They are encouraged to share their traditions, music, greetings and pictures from home. They are also welcome to invite you to campus to meet their friends, see their dorm room, attend an event or go to food service. Hosts should contact the Community Friendship Program if they have not heard from their student, have concerns, or they themselves are unable to continue participation for some reason.
\n
Host Families are not responsible for:
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\n
Providing housing or transportation (students do not live with hosts),
\n
Lending money or assisting students in finding jobs,
\n
Teaching students how to drive,
\n
Advising students on immigration or academic matters,
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Addressing health or serious adjustment problems.
\n
\n
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Apply for one of these programs to continue a path of life-long international learning! \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"International opportunities don’t need to end when you graduate. Apply for one of these programs to continue a path of life-long international learning! "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Highlighted Opportunity: The Taylor Fellowship (Berea College)
<\\/em><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Highlighted Opportunity: The Taylor Fellowship (Berea College)
"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Thanks to very generous donors, each year one graduating senior is selected to receive the Taylor Fellowship<\\/strong>, which funds a full year of exploration abroad into a topic of the graduate's choice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Thanks to very generous donors, each year one graduating senior is selected to receive the Taylor Fellowship, which funds a full year of exploration abroad into a topic of the graduate's choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Currently, each Taylor Fellow receives $40,000 for their year of discovery outside the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Currently, each Taylor Fellow receives $40,000 for their year of discovery outside the United States."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students are encouraged to start developing their project proposal during their junior (third) year of study. The focus of the project should be something for which the studnet has demonstrated a sustained passion. The application process follows the internal Berea College Watson nomination process; the Taylor Fellow is chosen from among the College's Watson nominees.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students are encouraged to start developing their project proposal during their junior (third) year of study. The focus of the project should be something for which the studnet has demonstrated a sustained passion. The application process follows the internal Berea College Watson nomination process; the Taylor Fellow is chosen from among the College's Watson nominees."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The application deadline is September 15th of the student's final year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The application deadline is September 15th of the student's final year."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more details on how to apply, read about the Thomas J. Watson Fellowship below and\\/or speak with Kathryn King at kingk2@xfmlsp.com or Dr. Richard Cahill, cahillr@xfmlsp.com.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more details on how to apply, read about the Thomas J. Watson Fellowship below and/or speak with Kathryn King at kingk2@xfmlsp.com or Dr. Richard Cahill, cahillr@xfmlsp.com."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Read on for more opportunities ...<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Read on for more opportunities ..."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"All the opportunities listed are slightly different, but most begin with an internal review process here on campus followed by a nationwide selection process.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"All the opportunities listed are slightly different, but most begin with an internal review process here on campus followed by a nationwide selection process."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Given the competitive nature of these awards and the thoughtful preparation required for proposals, prospective applicants should begin working on these applications in the summer (or even during the spring) preceding their senior year and finish applying by September 15 before you graduate.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Given the competitive nature of these awards and the thoughtful preparation required for proposals, prospective applicants should begin working on these applications in the summer (or even during the spring) preceding their senior year and finish applying by September 15 before you graduate."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_640b9c8a304a8\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Global Fellowships\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"
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Thomas J. Watson Fellowship<\\/a><\\/li>\\r\\n \\t
Fulbright US Student Program<\\/a><\\/li>\\r\\n \\t
Boren Fellowship<\\/a><\\/li>\\r\\n \\t
Humanity in Action Summer Fellowship Program<\\/a><\\/li>\\r\\n \\t
Critical Language Scholarship<\\/a> (Summer opportunity; graduating seniors can apply in the fall of their senior year!)<\\/li>\\r\\n<\\/ul>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"United Kingdom\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"
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Marshall Scholarship<\\/a><\\/li>\\r\\n \\t
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\\r\\n \\t
Jean Ritchie MA Scholarship<\\/a> (Contact Dr.\\u00a0 Richard Cahill<\\/a> for more information)<\\/li>\\r\\n<\\/ul>\\r\\n Watch this video for more information.<\\/a>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"China\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"
\\r\\n \\t
Schwarzman Scholars<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"India\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"
\\r\\n \\t
The AIF Banyan Impact Fellowship<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs_5_title\":\"United States for International Students\",\"_tabs_5_title\":\"field_tabs_tabs_title\",\"tabs_5_body\":\"
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Thomas J. Watson Fellowship
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Fulbright US Student Program
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Boren Fellowship
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Humanity in Action Summer Fellowship Program
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Marshall Scholarship
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The Rhodes Scholarship
\n
Davies-Jackson Scholarship
\n
\n","title":"United Kingdom"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Jean Ritchie MA Scholarship (Contact Dr. Richard Cahill for more information)
\n
\n
Watch this video for more information.
\n","title":"Ireland"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Schwarzman Scholars
\n
\n","title":"China"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
The AIF Banyan Impact Fellowship
\n
\n","title":"India"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Fulbright for International Students (Graduate studies in the United States)
\n
\n","title":"United States for International Students"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Graduate Work, Internships and Volunteering Abroad\",\"level\":2,\"anchor\":\"h-graduate-work-internships-and-volunteering-abroad\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-graduate-work-internships-and-volunteering-abroad","content":"Graduate Work, Internships and Volunteering Abroad"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"After graduation, consider working abroad for several months or even several years! Jobs can be menial or service-oriented: pub work in Ireland, picking grapes in Greece, or working on a cruise ship. Career-training jobs are more difficult to come by and involve a much greater effort on your part.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"After graduation, consider working abroad for several months or even several years! Jobs can be menial or service-oriented: pub work in Ireland, picking grapes in Greece, or working on a cruise ship. Career-training jobs are more difficult to come by and involve a much greater effort on your part."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teaching abroad<\\/strong> is one of the most accessible and popular options for paid or inexpensive long-term stays overseas. However, this means that the higher-paying jobs, arranged in advance, are also more competitive. Typical destinations include Spain, China, Japan, South Korea, Eastern Europe, and Latin America. Proficiency in the local language is rarely a requirement, although it may be helpful.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teaching abroad is one of the most accessible and popular options for paid or inexpensive long-term stays overseas. However, this means that the higher-paying jobs, arranged in advance, are also more competitive. Typical destinations include Spain, China, Japan, South Korea, Eastern Europe, and Latin America. Proficiency in the local language is rarely a requirement, although it may be helpful."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Additional Resources\",\"level\":2,\"anchor\":\"h-additional-resources\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-additional-resources","content":"Additional Resources"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_640b9e63304ae\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Worldwide (Multiple Locations)\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"
\\r\\n \\t
Peace Corps<\\/a><\\/li>\\r\\n \\t
CIEE Teach Abroad<\\/a><\\/li>\\r\\n \\t
TEFL.com<\\/a><\\/li>\\r\\n \\t
All ESL<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Africa\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"
\\r\\n \\t
Princeton in Africa<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Asia\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
\\r\\n \\t
Japan Exchange and Teaching (JET)<\\/a><\\/li>\\r\\n \\t
EPIK<\\/a> in Korea<\\/li>\\r\\n \\t
CIEE Teach Abroad<\\/a><\\/li>\\r\\n \\t
TEACH Fellowship<\\/a> in Taiwan<\\/li>\\r\\n \\t
Dave\\u2019s ESL Cafe<\\/a><\\/li>\\r\\n \\t
Princeton in Asia<\\/a><\\/li>\\r\\n \\t
Teach Thailand Corps<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Europe\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"
\\r\\n \\t
USTA<\\/a> in Austria<\\/li>\\r\\n \\t
TAPIF<\\/a> in France<\\/li>\\r\\n \\t
CETP<\\/a> in Hungary<\\/li>\\r\\n \\t
SITE<\\/a> in Italy<\\/li>\\r\\n \\t
NALCAP<\\/a> in Spain<\\/li>\\r\\n \\t
BUNAC Work Abroad<\\/a> in the United Kingdom<\\/li>\\r\\n<\\/ul>\\r\\nA sampling of options for graduate studies in Europe in English is below. Keep in mind that this list is not exhaustive - it is provided merely to pique your interest.\\r\\n
\\r\\n \\t
Central European University<\\/a> in Vienna, Austria<\\/li>\\r\\n \\t
Esade<\\/a> in Barcelona, Spain<\\/li>\\r\\n \\t
Graduate Institute<\\/a> in Geneva, Switzerland<\\/li>\\r\\n \\t
Maastricht University<\\/a> in Maastricht, Netherlands<\\/li>\\r\\n \\t
Universitat Autonoma de Barcelona<\\/a> in Barcelona, Spain<\\/li>\\r\\n<\\/ul>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Latin America\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"
\\r\\n \\t
Princeton in Latin America<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Peace Corps
\n
CIEE Teach Abroad
\n
TEFL.com
\n
All ESL
\n
\n","title":"Worldwide (Multiple Locations)"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Princeton in Africa
\n
\n","title":"Africa"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Japan Exchange and Teaching (JET)
\n
EPIK in Korea
\n
CIEE Teach Abroad
\n
TEACH Fellowship in Taiwan
\n
Dave’s ESL Cafe
\n
Princeton in Asia
\n
Teach Thailand Corps
\n
\n","title":"Asia"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
USTA in Austria
\n
TAPIF in France
\n
CETP in Hungary
\n
SITE in Italy
\n
NALCAP in Spain
\n
BUNAC Work Abroad in the United Kingdom
\n
\n
A sampling of options for graduate studies in Europe in English is below. Keep in mind that this list is not exhaustive – it is provided merely to pique your interest.
\n
\n
Central European University in Vienna, Austria
\n
Esade in Barcelona, Spain
\n
Graduate Institute in Geneva, Switzerland
\n
Maastricht University in Maastricht, Netherlands
\n
Universitat Autonoma de Barcelona in Barcelona, Spain
\n
\n","title":"Europe"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Princeton in Latin America
\n
\n","title":"Latin America"}]}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo4OTEwMA==","modified":"2023-12-14T11:24:18"},{"__typename":"Page","id":"cG9zdDo5MDIwNg==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Faculty and Curriculum Development","uri":"/centers/center-for-international-education/faculty-and-curriculum-development/","parentId":"cG9zdDo4OTEwMA==","modified":"2024-04-10T09:45:42"},{"__typename":"Page","id":"cG9zdDo5MDE4NA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NjU1Ng==","title_b28e9_bf21a":"Eligibility","uri":"/centers/center-for-international-education/abroad/eligibility/","parentId":"cG9zdDo5MDE4NA==","databaseId":96556,"slug":"eligibility","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Eligibility - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Eligibility","opengraphDescription":"In order to be eligible to study abroad, students must: Funding Limitations Berea College permits the use of student international travel funds to support one experience per student. 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winter) or a 2.8 or higher for a semester program\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Have studied at Berea for at least two semesters and be returning after their study abroad experience for at least one more semester\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Be over the age of 18\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Meet all College immunization requirements\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Funding Limitations\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Funding Limitations"}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_64877e4c00737\",\"name\":\"acf\\/image\",\"data\":{\"image\":97105,\"_image\":\"field_image_image\",\"aspectRatio\":\"landscape\",\"_aspectRatio\":\"field_image_aspectratio\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"landscape","image":{"__typename":"MediaItem","id":"cG9zdDo5NzEwNQ==","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/hue-1.jpg"}}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College permits the use of student international travel funds to support one <\\/strong>experience per student. Proposals for travel will be evaluated in a competitive process and are subject to available funds.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College permits the use of student international travel funds to support one experience per student. Proposals for travel will be evaluated in a competitive process and are subject to available funds."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No funding will be provided for independent studies, team-initiated studies, or internships in international settings. Additionally, no institutional funding or fundraising will be provided for performance groups, even though associated with a Summer I class, beyond that available through restricted endowed accounts held by academic departments.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No funding will be provided for independent studies, team-initiated studies, or internships in international settings. Additionally, no institutional funding or fundraising will be provided for performance groups, even though associated with a Summer I class, beyond that available through restricted endowed accounts held by academic departments."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Travel Advisory Restrictions\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Travel Advisory Restrictions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The U.S. State Department maintains a list of travel advisories<\\/a> that assesses risk for all countries, with Level 1 being the lowest risk rating and Level 4 being the highest. In general, Berea College supports study abroad programs in travel advisory levels 1 and <\\/strong>2.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The U.S. State Department maintains a list of travel advisories that assesses risk for all countries, with Level 1 being the lowest risk rating and Level 4 being the highest. In general, Berea College supports study abroad programs in travel advisory levels 1 and 2."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are considering applying for a program in an country with a Travel Advisory level 3, please consult with our Education Abroad Advisor to determine if you need to request special permission.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are considering applying for a program in an country with a Travel Advisory level 3, please consult with our Education Abroad Advisor to determine if you need to request special permission."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College will not fund, recognize or grant credit to students traveling internationally to areas under a United States Department of State Travel Advisory Level 4<\\/strong>, nor to any other country or area of a country that may, in the sound judgment of Berea College, be deemed high risk (such as specific regions of a country that are mentioned in a U.S. Department of State Travel Advisory).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College will not fund, recognize or grant credit to students traveling internationally to areas under a United States Department of State Travel Advisory Level 4, nor to any other country or area of a country that may, in the sound judgment of Berea College, be deemed high risk (such as specific regions of a country that are mentioned in a U.S. Department of State Travel Advisory)."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"International Students on F-1 Visas\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"International Students on F-1 Visas"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"F-1 International students are already having an intercultural experience through study at Berea, but there are a few opportunities for a secondary study abroad experience.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"F-1 International students are already having an intercultural experience through study at Berea, but there are a few opportunities for a secondary study abroad experience."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_646b7edfa9724\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Secondary Study Abroad\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"International students on an F-1 visa, already having an intercultural experience through study at Berea, may still apply for institutional funding for one faculty-led Berea International Summer Term<\\/strong>\\u00a0(BIST) course.\\r\\n\\r\\nCaux Scholars<\\/strong> is a prestigious conflict transformation program that takes place in Switzerland each summer. Berea can nominate one student each year; international students are eligible.\\r\\n\\r\\nInternational students generally will not receive funding to spend a full semester outside the United States. However, those majoring in a foreign language<\\/strong> may be eligible for a scholarship from the\\u00a0Department of Foreign Languages.\\r\\n\\r\\nInternational students who have been awarded a\\u00a0Ballard-McConnell-Willis (BMW) Scholarship<\\/strong>\\u00a0may use those funds to participate in the\\u00a0Budapest Semesters in Mathematics<\\/a>\\u00a0or another mathematics-focused program abroad.\\r\\n\\r\\nInternational students are eligible to apply for the Sloane Shelton Arts & Humanities Grant, administed by the college, for a transformative experience in the arts & humanities over summer break. The annual deadline is December 1st.\\r\\n\\r\\nAt the time of application, F-1 international students must have a valid passport, a visa valid for re-entry to the United States through at least three months after\\u00a0the course is set to return to the United States.\\r\\n\\r\\nAll international students who are planning an academic experience outside of the United States, including an internship in their home country, should consult with both the\\u00a0Education Abroad Advisor\\u00a0and the\\u00a0International Student Advisor.\\r\\n\\r\\n See all policies regarding Education Abroad.<\\/a>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Secondary Study Abroad","content":"
International students on an F-1 visa, already having an intercultural experience through study at Berea, may still apply for institutional funding for one faculty-led Berea International Summer Term (BIST) course.
\n
Caux Scholars is a prestigious conflict transformation program that takes place in Switzerland each summer. Berea can nominate one student each year; international students are eligible.
\n
International students generally will not receive funding to spend a full semester outside the United States. However, those majoring in a foreign language may be eligible for a scholarship from the Department of Foreign Languages.
\n
International students who have been awarded a Ballard-McConnell-Willis (BMW) Scholarship may use those funds to participate in the Budapest Semesters in Mathematics or another mathematics-focused program abroad.
\n
International students are eligible to apply for the Sloane Shelton Arts & Humanities Grant, administed by the college, for a transformative experience in the arts & humanities over summer break. The annual deadline is December 1st.
\n
At the time of application, F-1 international students must have a valid passport, a visa valid for re-entry to the United States through at least three months after the course is set to return to the United States.
\n
All international students who are planning an academic experience outside of the United States, including an internship in their home country, should consult with both the Education Abroad Advisor and the International Student Advisor.
\n
See all policies regarding Education Abroad.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Students With Other Immigration Statuses\",\"level\":3,\"anchor\":\"h-students-with-other-immigration-statuses\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-students-with-other-immigration-statuses","content":"Students With Other Immigration Statuses"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students here under the status of DACA, permanent residency or refugee may be eligible for certain study abroad experiences and need to consult with the Director of the CIE at least 6 months prior.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students here under the status of DACA, permanent residency or refugee may be eligible for certain study abroad experiences and need to consult with the Director of the CIE at least 6 months prior."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Catalog and Student Handbook\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Catalog and Student Handbook"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College has also established several Education-Abroad Policies that are published in the Catalog and Student Handbook:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College has also established several Education-Abroad Policies that are published in the Catalog and Student Handbook:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Policy on Education-Abroad Funding<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Policy on Probation and Education Abroad<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Policy on Continuing Abroad for a Second Term<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Policy on Medical Immunizations for Education Abroad<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u00bbSee: Catalog and Student Handbook<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"»See: Catalog and Student Handbook"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"modified":"2023-06-13T09:13:31"},{"__typename":"Page","id":"cG9zdDo5NTIwNg==","title_b28e9_bf21a":"Earn an ALE credit abroad","uri":"/centers/center-for-international-education/abroad/ale/","parentId":"cG9zdDo5MDE4NA==","databaseId":95206,"slug":"ale","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Earn an ALE credit abroad - Berea College","metaDesc":"Earn your ALE credit while studying abroad through reflective journaling. 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curriculum requirement but will not automatically be counted<\\/strong><\\/em> as such.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"All education abroad experiences may fulfill the Active Learning Experience (ALE) curriculum requirement but will not automatically be counted as such."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For each specific type of education abroad program, certain procedures must be followed to ensure that the ALE requirements are met, specifically that sustained reflection and synthesis of the international learning experience are demonstrated (more information on a Berea\\u2019s ALE requirement<\\/a>).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For each specific type of education abroad program, certain procedures must be followed to ensure that the ALE 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may fulfill the ALE requirement as follows:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For all other education abroad programs, students may fulfill the ALE requirement as follows:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Prior to departure, request permission from the Education Abroad Advisor<\\/a> by e-mail.
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We offer peer advising as an essential resource for students on campus.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Thinking about studying abroad? We offer peer advising as an essential resource for students on campus."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Peer advisors are students who have previously studied abroad and who wish to encourage other students to do the same. Peer advisors offer engaging student perspectives on the whole process<\\/strong>, from start to finish.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Peer advisors are students who have previously studied abroad and who wish to encourage other students to do the same. Peer advisors offer engaging student perspectives on the whole process, from start to finish."}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_648887f3599c2\",\"name\":\"acf\\/image\",\"data\":{\"image\":97137,\"_image\":\"field_image_image\",\"aspectRatio\":\"portrait\",\"_aspectRatio\":\"field_image_aspectratio\"},\"align\":\"left\",\"mode\":\"edit\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"portrait","image":{"__typename":"MediaItem","id":"cG9zdDo5NzEzNw==","altText":"Student in front of waterfall","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/thomas.jpeg"}}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Hours<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Hours"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Peer advisors are the first people that prospective Education Abroad participants should meet with when starting the process, or when questions arise.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Peer advisors are the first people that prospective Education Abroad participants should meet with when starting the process, or when questions arise."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"They can offer perspectives, and direct you to resources, on:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"They can offer perspectives, and direct you to resources, on:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"When and where to go\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"How to get a passport\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Using Via<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The application itself\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Course transfer questions\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"What paperwork to expect\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Scholarship opportunities\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"And much more!\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Advising typically runs Monday through Thursday evenings during the semester<\\/strong> in Woods-Penn<\\/a> 207<\\/strong>.. Exact hours will be posted by the first week of class each semester.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Advising typically runs Monday through Thursday evenings during the semester in Woods-Penn 207.. Exact hours will be posted by the first week of class each semester."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"No appointment is necessary! Walk in and get your questions answered.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"No appointment is necessary! Walk in and get your questions answered."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"You can also e-mail abroad@xfmlsp.com<\\/a> with questions. Keep in mind that the Education Abroad Advisor will refer you to Peer Advising as a first step when you are ready to meet in person.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"You can also e-mail abroad@xfmlsp.com with questions. Keep in mind that the Education Abroad Advisor will refer you to Peer Advising as a first step when you are ready to meet in person."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"And, if you have studied abroad and are passionate about helping others to do the same, we encourage you to join the team! Consider becoming a peer advisor as a secondary position once you return to campus.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"And, if you have studied abroad and are passionate about helping others to do the same, we encourage you to join the team! Consider becoming a peer advisor as a secondary position once you return to campus."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information, contact abroad@xfmlsp.com.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information, contact abroad@xfmlsp.com."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Resource Guide\",\"level\":2,\"anchor\":\"h-resource-guide\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-resource-guide","content":"Resource Guide"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Here are some helpful links to get you started as you think ahead to your time abroad.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Here are some helpful links to get you started as you think ahead to your time abroad."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you find a resource that you think should be added, please send it to abroad@xfmlsp.com. We are always looking for new and relevant information!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you find a resource that you think should be added, please send it to abroad@xfmlsp.com. We are always looking for new and relevant information!"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_641dc0d3a684a\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Mental Health, Disabilities, and Chronic Conditions\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Connect with Berea's Disability and Accessibility Services Office<\\/a>\\r\\n\\r\\n Travelers with Disabilities<\\/a>\\r\\nA resource from the U.S. State Department\\r\\n\\r\\n Americans Abroad<\\/a>\\r\\nAn organization dedicated to inclusion and access to international opportunities\\r\\n\\r\\n Traveling with a Disability<\\/a>\\r\\nInformation from the U.S. Centers for Disease Control\\r\\n\\r\\n Traveling with Diabetes<\\/a>\\r\\nProvided by Johns Hopkins Medicine\\r\\n\\r\\n What Can I Bring With Me on the Plane?<\\/a>\\r\\nAnother resource for travelers with diabetes\\r\\n\\r\\n Students with Disabilities Studying Abroad<\\/a>\\r\\nAn article from the International Educator journal.\\r\\n\\r\\n 7 Tips for Studying Abroad with Disabilities and Chronic Conditions<\\/a>\\r\\n\\r\\n IES Student Blog for Mental Health and Learning Disabilities<\\/a>\\r\\nA handful of stories from students\\r\\n\\r\\n Mobility International on Mental Health<\\/a>\\r\\nDid you know that 16.8% of U.S. college students who identify as having a mental health disability have studied abroad by their senior year? This is almost exactly the same percentage as students who don't identify this way (17.1%).*\\r\\n\\r\\n*According to the National Survey on Student Engagement (2014) http:\\/\\/www.miusa.org\\/resource\\/tipsheet\\/mentalhealthsuccess<\\/a>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"LGBTQIA+\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"ES LGBTQ+ & Ally Resources<\\/a>\\r\\nIES offers several study abroad options as a provider which includes a variety of materials in regards to diversity. You can find travel information, alumni stories, and scholarships all related to LGBTQIA+ experiences. There is an additional section specifically for gender identity and allyship.\\r\\n\\r\\n Go Overseas \\u2013 9 Major Life Lessons I Learned <\\/a>\\r\\nAn LBGTQIA+ student who studied in France offers some advice.\\r\\n\\r\\n Things to Consider<\\/a>\\r\\nA resource from the University of Minnesota\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Female Travelers\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"Questions to Ask<\\/a>\\r\\nGender: Travel and safety tips and suggestions\\r\\n\\r\\n 4 Common Problems<\\/a>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Race & Ethnicity\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"You may be wondering what to expect in terms of how others may perceive your racial and ethnic background.\\r\\n\\r\\n Questions and Student Perspectives<\\/a>\\r\\nA Diversity Abroad resource\\r\\n\\r\\n Things to Consider<\\/a>\\r\\nA resource from Brandeis University\\r\\n\\r\\n Preparation<\\/a>\\r\\nA resource from Colgate University\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Spirituality\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"Religion and Spiritual Life Abroad<\\/a>\\r\\nThis University of Chicago resource offers some advice on how to navigate religious and spiritual experiences while abroad.\\r\\n\\r\\n Identity and Diversity<\\/a>\\r\\nThis Northwestern University resource links to sites that cover Agnosticism and Humanism, Buddhism, Christianity, Hinduism, Islam, and Judaism.\\r\\n\\r\\n Religious and Non-Religious Students Abroad<\\/a>\\r\\nThis resource from The George Washington University suggests a few tips on how to make the most out of your experience.\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs_5_title\":\"Dietary Restrictions\",\"_tabs_5_title\":\"field_tabs_tabs_title\",\"tabs_5_body\":\"Allergic Living<\\/a>\\r\\nAdvice on how to prepare for your time abroad when dealing with food allergies.\",\"_tabs_5_body\":\"field_tabs_tabs_body\",\"tabs\":6,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Connect with Berea’s Disability and Accessibility Services Office
\n
Travelers with Disabilities
\nA resource from the U.S. State Department
\n
Americans Abroad
\nAn organization dedicated to inclusion and access to international opportunities
\n
Traveling with a Disability
\nInformation from the U.S. Centers for Disease Control
\n
Traveling with Diabetes
\nProvided by Johns Hopkins Medicine
\n
What Can I Bring With Me on the Plane?
\nAnother resource for travelers with diabetes
\n
Students with Disabilities Studying Abroad
\nAn article from the International Educator journal.
\n
7 Tips for Studying Abroad with Disabilities and Chronic Conditions
\n
IES Student Blog for Mental Health and Learning Disabilities
\nA handful of stories from students
\n
Mobility International on Mental Health
\nDid you know that 16.8% of U.S. college students who identify as having a mental health disability have studied abroad by their senior year? This is almost exactly the same percentage as students who don’t identify this way (17.1%).*
\n
*According to the National Survey on Student Engagement (2014) http://www.miusa.org/resource/tipsheet/mentalhealthsuccess
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ES LGBTQ+ & Ally Resources
\nIES offers several study abroad options as a provider which includes a variety of materials in regards to diversity. You can find travel information, alumni stories, and scholarships all related to LGBTQIA+ experiences. There is an additional section specifically for gender identity and allyship.
\n
Go Overseas – 9 Major Life Lessons I Learned
\nAn LBGTQIA+ student who studied in France offers some advice.
\n
Things to Consider
\nA resource from the University of Minnesota
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Questions to Ask
\nGender: Travel and safety tips and suggestions
\n
4 Common Problems
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You may be wondering what to expect in terms of how others may perceive your racial and ethnic background.
\n
Questions and Student Perspectives
\nA Diversity Abroad resource
\n
Things to Consider
\nA resource from Brandeis University
\n
Preparation
\nA resource from Colgate University
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Religion and Spiritual Life Abroad
\nThis University of Chicago resource offers some advice on how to navigate religious and spiritual experiences while abroad.
\n
Identity and Diversity
\nThis Northwestern University resource links to sites that cover Agnosticism and Humanism, Buddhism, Christianity, Hinduism, Islam, and Judaism.
\n
Religious and Non-Religious Students Abroad
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Allergic Living
\nAdvice on how to prepare for your time abroad when dealing with food allergies.
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Needless to say, welcome back, world traveler!"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Requirements\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Requirements"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"At the end of your time abroad, we ask that you fulfill the evaluation forms<\\/a><\\/strong> that are required as part of your post-abroad commitment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"At the end of your time abroad, we ask that you fulfill the evaluation forms that are required as part of your post-abroad commitment."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"When you log in, you will be brought to the \\u201cMy Applications\\u201d page. 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SIT Re-Entry Toolkit
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Returnee conferences:
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Lessons From Abroad
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\n
Could you create an online portfolio or blog which highlight these qualities?
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Resume tip: Market applicable coursework through Education section.
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Creative project (photo album, short film, song for a choir, etc.)
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Volunteer for the Education Abroad Fair – hang out at our booth and chat with students about education abroad
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Apply to be a peer advisor
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Be a virtual student mentor – email students and help them plan a study abroad experience
\n
Orientation event – come speak to students during an orientation event prior to their departure
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Exciting news! Thanks to generous donors, the Center for International Education is happy to announce new funding<\\/strong> to assist Berea College students obtain their U.S. passports<\\/strong>! See here<\\/a> for details.\",\"dropCap\":false,\"anchor\":\"\",\"fontSize\":\"medium\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
Exciting news! Thanks to generous donors, the Center for International Education is happy to announce new funding to assist Berea College students obtain their U.S. passports! See here for details."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you don\\u2019t have a current passport and are considering studying abroad,\\u00a0it\\u2019s important to apply for a passport as soon as possible.<\\/strong>\\u00a0Do not wait.<\\/strong>

As of December 2023, the processing of passports is estimated to take 6 to 8 weeks from the time that the State Department receives an application. Expedited processing is estimated to take 2 to 3 weeks. <\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you don’t have a current passport and are considering studying abroad, it’s important to apply for a passport as soon as possible. Do not wait.

As of December 2023, the processing of passports is estimated to take 6 to 8 weeks from the time that the State Department receives an application. Expedited processing is estimated to take 2 to 3 weeks. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To view the most up-to-date official estimates yourself, visit this State Department webpage<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To view the most up-to-date official estimates yourself, visit this State Department webpage."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are studying abroad for a full semester, you will likely also need a student visa to the country where you will study. To even apply for a visa, you must already have a passport. And the visa process itself can take anywhere from 3 weeks to 3 months.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are studying abroad for a full semester, you will likely also need a student visa to the country where you will study. To even apply for a visa, you must already have a passport. And the visa process itself can take anywhere from 3 weeks to 3 months."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"DO NOT WAIT! <\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"DO NOT WAIT! "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We\\u2019d hate for you to miss an opportunity (and potentially owe money for a program) because your passport does not arrive in time.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We’d hate for you to miss an opportunity (and potentially owe money for a program) because your passport does not arrive in time."}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_64877f2dcbdda\",\"name\":\"acf\\/image\",\"data\":{\"image\":\"\",\"_image\":\"field_image_image\"},\"align\":\"left\",\"mode\":\"edit\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"square","image":null}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"What is a \\\"current\\\" passport?\",\"level\":2,\"anchor\":\"h-what-is-a-current-passport\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-what-is-a-current-passport","content":"What is a \"current\" passport?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For a passport to be \\u201ccurrent\\u201d or \\u201cvalid\\u201d, it must not expire for more than six months after your intended date of return to the United States.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For a passport to be “current” or “valid”, it must not expire for more than six months after your intended date of return to the United States."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_64889d28a8a78\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Example 1\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"\\r\\n
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My passport will expire on Feb 20, 2025.<\\/li>\\r\\n \\t
My study abroad program is for Fall 2024. The program lasts from August 1, 2024 to December 1, 2024.<\\/li>\\r\\n \\t
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My passport will expire on December 1, 2025.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\r\\n \\r\\n
\\r\\n \\t
\\r\\n
\\r\\n \\t
My study abroad program is for Summer 2024. The program lasts from June 1, 2024 to August 1, 2024.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\r\\n \\r\\n
\\r\\n \\t
\\r\\n
\\r\\n \\t
December 1, 2025 IS more than six months after August 1, 2024.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\r\\n\\r\\n\\r\\nMy passport is current\\/valid.\\r\\n\\r\\n\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Example 1","content":"\r\n
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My passport will expire on Feb 20, 2025.
\r\n \t
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\r\n \t
Feb 20, 2025 is NOT more than six months after December 1, 2024.
\r\n
\r\n
\r\n
\r\nSo, I need a new passport before I can study abroad (or even apply for a student visa for Fall 2024).\r\n\r\n\r\n\r\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Example 2","content":"\r\n
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My passport will expire on December 1, 2025.
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\r\n
\r\n
\r\n \r\n
\r\n \t
\r\n
\r\n \t
My study abroad program is for Summer 2024. The program lasts from June 1, 2024 to August 1, 2024.
\r\n
\r\n
\r\n
\r\n \r\n
\r\n \t
\r\n
\r\n \t
December 1, 2025 IS more than six months after August 1, 2024.
\r\n
\r\n
\r\n
\r\n\r\n\r\nMy passport is current/valid.\r\n\r\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"How do I apply for a passport?\",\"level\":2,\"anchor\":\"h-how-do-i-apply-for-a-passport\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-how-do-i-apply-for-a-passport","content":"How do I apply for a passport?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please review our one-page U.S. Passport Quick Guide<\\/a> for a helpful summary!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please review our one-page U.S. Passport Quick Guide for a helpful summary!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In sum, you will need:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In sum, you will need:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"a completed application form\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"passport photographs that meet the regulations\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"several forms of proof of identity\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"2 checks or money orders\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If this is your first passport and\\/or you are renewing a passport that was issued before you were 16 years old, you must submit your application in-person<\\/strong> at a passport processing facility. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If this is your first passport and/or you are renewing a passport that was issued before you were 16 years old, you must submit your application in-person at a passport processing facility. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In Berea, that is the U.S. Post Office on Glades Road. <\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In Berea, that is the U.S. Post Office on Glades Road. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The campus post office cannot process passport applications.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The campus post office cannot process passport applications."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_641b110050ba7\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"The Form\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"
<\\/p>
Here\\u2019s the DS-11 application<\\/a> that should be used by:
First-time passport applicants;<\\/li>
Applicants applying for a renewal IF<\\/strong> their previous passport was issued when they were under 16, or was issued more than 15 years ago, or was lost or stolen.<\\/li><\\/ul><\\/li>
Other applicants who need a renewal can use the DS-82<\\/a> and apply for their renewal by mail.<\\/li>
Full information on the passport application process is on the official U.S. Department of State website.<\\/a><\\/li><\\/ul>
<\\/p>
Notes on the DS-11 form:<\\/p>
The DS-11 can be completed online and then printed OR completed by hand in black ink only<\\/strong>.<\\/li>
DO NOT SIGN YOUR FORM<\\/strong> until the post office asks you to do so during your appointment.<\\/li><\\/ul>
<\\/p>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"The Photos\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"
<\\/p>
Our office provides passport photo-taking services!<\\/p>
<\\/p>
Come by to have your photo taken and you\\u2019ll get 2 printed, regulation-sized photos for a total of $10.<\\/p>
<\\/p>
Passport photo hours are 8:30 \\u2013 11:30 am and 1:30 \\u2013 4:30 pm, Monday through Friday.<\\/li>
No appointment is necessary.<\\/li>
You can have us charge your student account or pay in cash (no cards accepted).<\\/li>
Per regulations, you cannot be wearing any kind of hat, headwrap, scarf, glasses, jacket or hoodie in the photo.
It\\u2019s also important to wear a colored shirt (white blends into the background).<\\/li><\\/ul><\\/li><\\/ul>
<\\/p>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"The Proofs of Identity and Citizenship\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
You will need:<\\/p>
Proof of U.S. citizenship \\u2014 a previous passport or a certified birth certificate (with raised seal)
See more details here<\\/a> (scroll to \\u201c2. Provide Evidence of U.S. Citizenship\\u201d).<\\/li><\\/ul><\\/li>
A photocopy of proof of U.S. citizenship<\\/li>
Proof of identity
If you are a Kentucky resident, you can bring one primary form of ID.<\\/li>
Out-of-state residents need two forms of ID, such as a driver\\u2019s license\\/state ID + your student ID.<\\/li>
See more details here<\\/a> (scroll to \\u201c4. Present ID\\u201d).<\\/li><\\/ul><\\/li>
A photocopy of proof(s) of identity<\\/li><\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"The Fees\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"You will need 1 check or money order as the application fee can ONLY be paid by check or money order<\\/strong>.\\r\\n\\r\\n \\t
Application fee of $130 (regular) or $190 (expedited**see below**)<\\/li>\\r\\n<\\/ol>\\r\\n
\\r\\n \\t
\\r\\n
\\r\\n \\t
Only check or money order accepted is accepted for this fee.<\\/li>\\r\\n \\t
The check or money order must be made out to the U.S. Department of State<\\/strong>.<\\/li>\\r\\n \\t
The Berea Post Office can provide you with a money order using your debit or credit card.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\r\\n2. Processing fee of $35\\r\\n\\r\\n \\t
\\r\\n
\\r\\n \\t
This processing fee can be paid by check or money order made out to the U.S. Postal Service.<\\/li>\\r\\n \\t
At the Berea Post Office, it can also be paid by credit or debit card.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\r\\n**Note that the additional $60 for expedited processing can not be covered by Financial Aid or the CIE's new passport funding.**<\\/em>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"The Appointment \",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"
Once your documents are complete and you have your checks or money orders in hand, you are ready for your appointment!<\\/p>
You must make an appointment online<\\/a>.<\\/p>
If you are in Berea, the best option is the Berea Post Office on Glades Road.<\\/li>
If you are located elsewhere, you can use the above appointment link to find the closest facility.<\\/li><\\/ul>
Reminder: The campus post office cannot process passport applications.<\\/p>\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Here’s the DS-11 application that should be used by:
First-time passport applicants;
Applicants applying for a renewal IF their previous passport was issued when they were under 16, or was issued more than 15 years ago, or was lost or stolen.
Other applicants who need a renewal can use the DS-82 and apply for their renewal by mail.
Full information on the passport application process is on the official U.S. Department of State website.

Notes on the DS-11 form:
The DS-11 can be completed online and then printed OR completed by hand in black ink only.
DO NOT SIGN YOUR FORM until the post office asks you to do so during your appointment.
","title":"The Form"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Our office provides passport photo-taking services!

Come by to have your photo taken and you’ll get 2 printed, regulation-sized photos for a total of $10.

Passport photo hours are 8:30 – 11:30 am and 1:30 – 4:30 pm, Monday through Friday.
No appointment is necessary.
You can have us charge your student account or pay in cash (no cards accepted).
Per regulations, you cannot be wearing any kind of hat, headwrap, scarf, glasses, jacket or hoodie in the photo.
It’s also important to wear a colored shirt (white blends into the background).
","title":"The Photos"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
You will need:
\n
\n
Proof of U.S. citizenship — a previous passport or a certified birth certificate (with raised seal)\n
\n
See more details here (scroll to “2. Provide Evidence of U.S. Citizenship”).
\n
\n
\n
A photocopy of proof of U.S. citizenship
\n
Proof of identity\n
\n
If you are a Kentucky resident, you can bring one primary form of ID.
\n
Out-of-state residents need two forms of ID, such as a driver’s license/state ID + your student ID.
\n
See more details here (scroll to “4. Present ID”).
\n
\n
\n
A photocopy of proof(s) of identity
\n
\n","title":"The Proofs of Identity and Citizenship"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
You will need 1 check or money order as the application fee can ONLY be paid by check or money order.
\n
\n
Application fee of $130 (regular) or $190 (expedited**see below**)
\n
\n
\n
\n
\n
Only check or money order accepted is accepted for this fee.
\n
The check or money order must be made out to the U.S. Department of State.
\n
The Berea Post Office can provide you with a money order using your debit or credit card.
\n
\n
\n
\n
2. Processing fee of $35
\n
\n
\n
\n
This processing fee can be paid by check or money order made out to the U.S. Postal Service.
\n
At the Berea Post Office, it can also be paid by credit or debit card.
\n
\n
\n
\n
**Note that the additional $60 for expedited processing can not be covered by Financial Aid or the CIE’s new passport funding.**
\n","title":"The Fees"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Once your documents are complete and you have your checks or money orders in hand, you are ready for your appointment!
\n
You must make an appointment online.
\n
\n
If you are in Berea, the best option is the Berea Post Office on Glades Road.
\n
If you are located elsewhere, you can use the above appointment link to find the closest facility.
\n
\n
Reminder: The campus post office cannot process passport applications.
\n","title":"The Appointment "}]}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo5NzA5NQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/erin-1-e1705078470608.jpg","altText":"Student in front of tower with Greek flag"},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"modified":"2024-01-12T12:02:36","parentId":"cG9zdDo5NDU2Nw=="}]},"modified":"2024-06-18T15:46:10"},{"__typename":"Page","id":"cG9zdDo5Mjg2OA==","title_b28e9_bf21a":"Funding your study abroad 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country."}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_64889ae2e17c1\",\"name\":\"acf\\/image\",\"data\":{\"image\":97160,\"_image\":\"field_image_image\",\"aspectRatio\":\"landscape\",\"_aspectRatio\":\"field_image_aspectratio\"},\"align\":\"left\",\"mode\":\"edit\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"landscape","image":{"__typename":"MediaItem","id":"cG9zdDo5NzE2MA==","altText":"Student on boat in Chile","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/jedynn-scaled.jpg"}}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students can apply for either a Wade Francis Travel Grant<\\/strong> (summer) or an Emilie Strong Smith Travel Grant<\\/strong> (semester) in order to deepen their experiences while abroad.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students can apply for either a Wade Francis Travel Grant (summer) or an Emilie Strong Smith Travel Grant (semester) in order to deepen their experiences while abroad."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Applicants must already be accepted into a study abroad program in order to be considered for one of these grants.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Applicants must already be accepted into a study abroad program in order to be considered for one of these grants."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"*No grants are available for KIIS winter programs due to their short length.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"*No grants are available for KIIS winter programs due to their short length."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Wade Francis Travel Grant\",\"level\":2,\"anchor\":\"h-wade-francis-travel-grant\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-wade-francis-travel-grant","content":"Wade Francis Travel Grant"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Wade Francis Travel Grant provides additional funds to summer study abroad students who wish to participate in cultural experiences that enhance their study abroad experience.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Wade Francis Travel Grant provides additional funds to summer study abroad students who wish to participate in cultural experiences that enhance their study abroad experience."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Successful applications will include a clear itinerary of proposed travel with a rationale for visiting the selected sites, a budget, and a statement about other financial resources at the student\\u2019s disposal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Successful applications will include a clear itinerary of proposed travel with a rationale for visiting the selected sites, a budget, and a statement about other financial resources at the student’s disposal."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Summer<\\/strong> only<\\/strong>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"BIST (Berea International Summer Term) paticipants are not eligible due to the nature of BIST programs.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Funding of up to $500 may be awarded, but these funds may not be used for travel or living costs that are already part of the student\\u2019s program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Funds are deposited directly into a student's bank account. They are not used to offset costs in the student's study abroad budget.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Applications may be submitted online\\u00a0here<\\/a><\\/strong> by the annual deadline of April 15th (11:59 pm).<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Applications may be submitted online here by the annual deadline of April 15th (11:59 pm)."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Applicants must already be approved to study abroad by Berea College and by the relevant summer program abroad (e.g., KIIS).\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Preference is given to students who have not previously traveled abroad and who will be traveling in Western Europe.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students can receive a Travel Grant only once (whether Emilie Strong Smith or Wade Francis).\"}","innerBlocks":[]}]},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_6421e59918319\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Apply Now\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/berea.qualtrics.com\\/jfe\\/form\\/SV_3aBTS5vMkGE7z6u\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Apply Now","layout":"auto","url":"http://berea.qualtrics.com/jfe/form/SV_3aBTS5vMkGE7z6u","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Emilie Strong Smith Travel Grant\",\"level\":2,\"anchor\":\"h-emilie-strong-smith-travel-grant\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-emilie-strong-smith-travel-grant","content":"Emilie Strong Smith Travel Grant"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These funds may not be used for travel or living costs that are part of the academic program in which the student is participating. The amount awarded is variable and will not exceed $500. Successful applications will include a clear itinerary of proposed travel with a rationale for visiting the selected sites, a budget (including a detailed breakdown of admission fees, transportation, food, lodging, etc.), and a statement about other financial resources at the student\\u2019s disposal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These funds may not be used for travel or living costs that are part of the academic program in which the student is participating. The amount awarded is variable and will not exceed $500. Successful applications will include a clear itinerary of proposed travel with a rationale for visiting the selected sites, a budget (including a detailed breakdown of admission fees, transportation, food, lodging, etc.), and a statement about other financial resources at the student’s disposal."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Semester only<\\/strong>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Funding of up to $500 may be awarded, but these funds may not be used for travel or living costs that are already part of the student\\u2019s program.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Funds are deposited directly into a student's bank account. They are not used to offset costs in the student's study abroad budget.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Apply\\u00a0here<\\/a>.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Apply here."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The deadline is 11:59\\u00a0PM\\u00a0on\\u00a0November 15th for Spring\\u00a0applications or 11:59 pm on April 15th for Fall applications.\\u00a0<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The deadline is 11:59 PM on November 15th for Spring applications or 11:59 pm on April 15th for Fall applications. "}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Applicants\\u00a0must already be approved\\u00a0by the college to study abroad as well as accepted into their program of choice (e.g., exchange, ISA, etc.).\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Preference is given to students who have not previously traveled abroad.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students can receive a Travel Grant only once (whether Emilie Strong Smith or Wade Francis).\"}","innerBlocks":[]}]},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_6421e6e01831a\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Apply Now\",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/berea.qualtrics.com\\/jfe\\/form\\/SV_8dCIhcTh71Nq7DU\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Apply Now","layout":"auto","url":"http://berea.qualtrics.com/jfe/form/SV_8dCIhcTh71Nq7DU","style":"primary"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}}]},"databaseId":92868,"slug":"funding","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Funding your study abroad experience - Berea College","metaDesc":"Explore how funding works for study abroad. 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The grants for semesters and short-term programs are detailed below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"All eligible students receive funding from the Center for International Education to assist with the costs of their study abroad program, if needed. The grants for semesters and short-term programs are detailed below."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Almost all study abroad providers (including KIIS, ISA, USAC, and many others) offer scholarships to participants in their programs. There are also many national and regional scholarships open to study abroad students. We encourage you to apply to any and all scholarships for which you are eligible.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Almost all study abroad providers (including KIIS, ISA, USAC, and many others) offer scholarships to participants in their programs. There are also many national and regional scholarships open to study abroad students. We encourage you to apply to any and all scholarships for which you are eligible."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_640ba806d4763\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Budgeting for your program\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"\\r\\n\\r\\nRemember that a program's total cost is more than the published price or the cost that is listed on a provider's website<\\/strong> (often substantially more).\\r\\n\\r\\nThe total cost of a study abroad program includes program tuition, Berea College fees for the term, room and board, international airfare, in-country transportation to program site, books, supplies, toiletries, passport, visa, insurance, immunizations, and logistical expenses.\\r\\n\\r\\n \\r\\n\\r\\nStudents work intensively on their study abroad budgets during the application and orientation process.\\r\\n\\r\\nThe Education Abroad Advisor guides students and ultimately approves standardized budgets; these budgets are then shared with Financial Aid.\\r\\n\\r\\n\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Funding for a semester\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n
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\\r\\n\\r\\nUNDERSTANDING THE CIE GRANT\\u00a0<\\/strong>\\r\\n\\r\\nSignificant funding is available for a semester abroad \\u2013 notably in the form of the Global Education Opportunity Scholarship, or GEO<\\/strong>\\u00a0<\\/strong>grant from the endowed funds held by the Center for International Education. The GEO can cover up to 75% of a program's budget, although this grant is capped at $8,000.\\r\\n\\r\\nAny Pell funding that is available is applied towards a student's budget for their study abroad program. After Pell funding, external scholarships are applied (Gilman, for example).\\r\\n\\r\\nOnly after all these funds are applied does the CIE grant factor into a student's budget. A student cannot be over-awarded; once their program cost is met, no further grants or aid can be applied. So, if a student meets their costs with Pell and outside scholarships, they may not need the CIE grant (in full or in part).\\r\\n\\r\\nBEREA COLLEGE LOANS AT 0% INTEREST (must complete paperwork if needed)<\\/strong>\\r\\n\\r\\nStudents studying abroad for a semester are eligible for Berea College loans at 0% interest for any balance other than their EFC (only federal loans can replace a student's EFC).\\r\\n\\r\\n0% interest loans never accrue interest. Payments begin post-graduation. For detailed loan terms and conditions, see Financial Aid.\\r\\n\\r\\nEXAMPLES<\\/em>\\r\\n\\r\\nExample 1: Rachel is studying abroad in Ireland for a semester. Her program's total cost is $12,000; she has an EFC of $0.\\r\\n
\\r\\n \\t
Pell funding = $3,000 (example only!)<\\/em><\\/li>\\r\\n \\t
Rachel has no other scholarships.<\\/em><\\/li>\\r\\n \\t
She can use the full CIE grant of $8,000.<\\/em><\\/li>\\r\\n \\t
Rachel has a remaining balance of $1,000. She can take a loan for this amount at 0% interest from the College.<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nExample 2: Anton is studying in Argentina for a semester and his program's total cost is $19,000. He has a semester EFC of $500.\\r\\n
\\r\\n \\t
EFC = $500<\\/em><\\/li>\\r\\n \\t
Pell funding = $1,500 (example only!)<\\/em><\\/li>\\r\\n \\t
Anton has $2,000 in KEES money (scholarship for KY high school graduates).<\\/em><\\/li>\\r\\n \\t
Anton also wins a Gilman award for $4,000.<\\/em><\\/li>\\r\\n \\t
Anton can still use the full CIE grant of $8,000.<\\/em><\\/li>\\r\\n \\t
After all the above sources of funding, Anton still has a balance of $3,000. He can take a loan for this amount at 0% interest from the College.<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nSELECTIVE BEREA AWARDS (No separate application necessary)<\\/strong>\\r\\nThe CIE also administers several other scholarships that may be awarded to one student each per semester. No additional applications are necessary for these scholarships; recipients are selected from the pool of students approved for a term abroad.\\r\\n
\\r\\n \\t
Bolin Blaine Memorial Scholarship (awarded to one student per term)<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nAwarded to assist a Berea College junior with study outside the United States for a minimum period of one month during the junior year. The amount of the scholarship is typically $500.\\r\\n\\r\\nThe fund was established in 2004 and named for John Seelye Bolin and Sandra Anne Blaine Bolin in memory of their families and their contributions to Berea College. Both John and Sandra Bolin served as instructors and staff at Berea College.\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n \\t
Charles E. and Patricia Timberlake International Scholarship (awarded to one student per term)<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nA $1,000 scholarship is awarded each term for study in a non-traditional location (especially outside of Western Europe, Australia and New Zealand) to a student with a GPA of 3.5 or higher.\\r\\n
\\r\\n \\t
Boyd and Gaynell Fowler International Scholarship<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nThis scholarship may be awarded to students with great financial need from Buchanan County, Virginia, or nearby counties\\u00a0<\\/strong>(Dickenson, Russell and Tazewell counties in Virginia; Pike County in Kentucky; and McDowell and Mingo counties in West Virginia)\\r\\n\\r\\nADDITIONAL TRAVEL GRANT (Separate application required)<\\/strong>\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n\\r\\nThe Emilie Strong Smith Travel Grant<\\/a> allows students who are headed abroad for a semester to engage with sites of cultural and historical significance that are not already included in their program. Students must be accepted into their program before applying for this optional additional grant. The maximum grant amount is $500.\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Funding for summer or winter\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"UNDERSTANDING THE CIE GRANT (No separate application necessary)<\\/strong>\\r\\n\\r\\nPartial funding is available for a short-term program abroad \\u2013 notably in the form of the New Horizons<\\/strong>\\u00a0<\\/strong>grant from the endowed funds held by the Center for International Education. The New Horizons grant can cover up to 33% of a program's budget. For BIST programs, this cap is raised to 50% of the program costs.\\r\\n\\r\\nAfter a student meets their EFC for the summer term (Expected Family Contribution - this is determined by your FAFSA), any Pell funding that is available is applied. After Pell funding, external scholarships are applied (Gilman, for example). Only after all these funds are applied does the CIE grant (New Horizons) factor into a student's budget.\\r\\n\\r\\nA student cannot be over-awarded; once their program cost is met, no further grants or aid can be applied. So, if a student meets their costs with Pell and outside scholarships, they may not need the CIE grant (in full or in part).\\r\\n\\r\\nFor the winter<\\/strong>, there is no EFC taken into consideration (winter is not a recognized instruction term at the College and is seen as an extension of the Fall semester).\\r\\n\\r\\nPell funding is also not<\\/strong> an option for winter programs as any available funds would have been used in the Fall term. Additionally, there is no separate federal loan allowance for winter as it not an official term. These are federal guidelines, not rules put in place by Berea. Please speak to Financial Aid EARLY in the process if you are considering a winter program.<\\/strong>\\r\\n\\r\\nLOANS for SHORT-TERM PROGRAMS<\\/strong>\\r\\n
\\r\\n \\t
BEREA COLLEGE LOANS AT 0% INTEREST\\u00a0<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nStudents studying on BISTs are eligible for Berea College loans at 0% interest for any balance other than the EFC (federal loans only can replace EFC). These loans never accrue interest. Payments begin post-graduation. For loan terms and conditions, see Financial Aid.\\r\\n
\\r\\n \\t
BEREA COLLEGE GENERAL LOANS (with interest)\\u00a0<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nStudents studying on other short-term programs (summer or winter programs) are eligible for Berea College general loans (with interest) for any balance other than the EFC (only federal loans can replace a student's EFC). Payments begin post-graduation. For loan terms and conditions, see Financial Aid.\\r\\n
\\r\\n \\t
FEDERAL LOANS (with interest)\\u00a0<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nStudents may be eligible for federal loans. For loan terms and conditions, see Financial Aid.\\r\\n\\r\\nSELECTIVE BEREA AWARDS (No separate application necessary)<\\/strong>\\r\\n\\r\\nThe CIE also administers several other scholarships that may be awarded to students studying abroad on short-term programs. No additional applications are necessary for these scholarships; recipients are selected from the pool of students approved for a term abroad.\\r\\n
\\r\\n \\t
Boyd and Gaynell Fowler International Scholarship<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nAdditional funds may be awarded to students with great financial need from Buchanan County, Virginia, or nearby counties\\u00a0<\\/strong>(Dickenson, Russell and Tazewell counties in Virginia; Pike County in Kentucky; and McDowell and Mingo counties in West Virginia)\\r\\n
\\r\\n \\t
Albright and Shinn Grants<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nThe Albright and Shinn grants are for students who demonstrate great financial need and are studying abroad for the first time. Awards are variable but generally will not exceed $250.\\r\\n
ADDITIONAL TRAVEL GRANT (Separate application required)<\\/strong><\\/h3>\\r\\nThe CIE has an additional endowed fund for students to use for cultural and historical exploration - the Wade Francis Travel Grant<\\/a> (summer only; BIST students not eligible).\\r\\n\\r\\nStudents must be accepted into their program before applying for this optional additional grant. The maximum grant amount is $500.\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion\":3,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Budgeting for your program","content":"\r\n\r\nRemember that a program’s total cost is more than the published price or the cost that is listed on a provider’s website (often substantially more).\r\n\r\nThe total cost of a study abroad program includes program tuition, Berea College fees for the term, room and board, international airfare, in-country transportation to program site, books, supplies, toiletries, passport, visa, insurance, immunizations, and logistical expenses.\r\n\r\n \r\n\r\nStudents work intensively on their study abroad budgets during the application and orientation process.\r\n\r\nThe Education Abroad Advisor guides students and ultimately approves standardized budgets; these budgets are then shared with Financial Aid.\r\n\r\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Funding for a semester","content":"
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\n
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\n
UNDERSTANDING THE CIE GRANT
\n
Significant funding is available for a semester abroad – notably in the form of the Global Education Opportunity Scholarship, or GEO grant from the endowed funds held by the Center for International Education. The GEO can cover up to 75% of a program’s budget, although this grant is capped at $8,000.
\n
Any Pell funding that is available is applied towards a student’s budget for their study abroad program. After Pell funding, external scholarships are applied (Gilman, for example).
\n
Only after all these funds are applied does the CIE grant factor into a student’s budget. A student cannot be over-awarded; once their program cost is met, no further grants or aid can be applied. So, if a student meets their costs with Pell and outside scholarships, they may not need the CIE grant (in full or in part).
\n
BEREA COLLEGE LOANS AT 0% INTEREST (must complete paperwork if needed)
\n
Students studying abroad for a semester are eligible for Berea College loans at 0% interest for any balance other than their EFC (only federal loans can replace a student’s EFC).
\n
0% interest loans never accrue interest. Payments begin post-graduation. For detailed loan terms and conditions, see Financial Aid.
\n
EXAMPLES
\n
Example 1: Rachel is studying abroad in Ireland for a semester. Her program’s total cost is $12,000; she has an EFC of $0.
\n
\n
Pell funding = $3,000 (example only!)
\n
Rachel has no other scholarships.
\n
She can use the full CIE grant of $8,000.
\n
Rachel has a remaining balance of $1,000. She can take a loan for this amount at 0% interest from the College.
\n
\n
Example 2: Anton is studying in Argentina for a semester and his program’s total cost is $19,000. He has a semester EFC of $500.
\n
\n
EFC = $500
\n
Pell funding = $1,500 (example only!)
\n
Anton has $2,000 in KEES money (scholarship for KY high school graduates).
\n
Anton also wins a Gilman award for $4,000.
\n
Anton can still use the full CIE grant of $8,000.
\n
After all the above sources of funding, Anton still has a balance of $3,000. He can take a loan for this amount at 0% interest from the College.
\n
\n
SELECTIVE BEREA AWARDS (No separate application necessary)
\nThe CIE also administers several other scholarships that may be awarded to one student each per semester. No additional applications are necessary for these scholarships; recipients are selected from the pool of students approved for a term abroad.
\n
\n
Bolin Blaine Memorial Scholarship (awarded to one student per term)
\n
\n
Awarded to assist a Berea College junior with study outside the United States for a minimum period of one month during the junior year. The amount of the scholarship is typically $500.
\n
The fund was established in 2004 and named for John Seelye Bolin and Sandra Anne Blaine Bolin in memory of their families and their contributions to Berea College. Both John and Sandra Bolin served as instructors and staff at Berea College.
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Charles E. and Patricia Timberlake International Scholarship (awarded to one student per term)
\n
\n
A $1,000 scholarship is awarded each term for study in a non-traditional location (especially outside of Western Europe, Australia and New Zealand) to a student with a GPA of 3.5 or higher.
\n
\n
Boyd and Gaynell Fowler International Scholarship
\n
\n
This scholarship may be awarded to students with great financial need from Buchanan County, Virginia, or nearby counties (Dickenson, Russell and Tazewell counties in Virginia; Pike County in Kentucky; and McDowell and Mingo counties in West Virginia)
\n
ADDITIONAL TRAVEL GRANT (Separate application required)
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
The Emilie Strong Smith Travel Grant allows students who are headed abroad for a semester to engage with sites of cultural and historical significance that are not already included in their program. Students must be accepted into their program before applying for this optional additional grant. The maximum grant amount is $500.
\n
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Funding for summer or winter","content":"
UNDERSTANDING THE CIE GRANT (No separate application necessary)
\n
Partial funding is available for a short-term program abroad – notably in the form of the New Horizons grant from the endowed funds held by the Center for International Education. The New Horizons grant can cover up to 33% of a program’s budget. For BIST programs, this cap is raised to 50% of the program costs.
\n
After a student meets their EFC for the summer term (Expected Family Contribution – this is determined by your FAFSA), any Pell funding that is available is applied. After Pell funding, external scholarships are applied (Gilman, for example). Only after all these funds are applied does the CIE grant (New Horizons) factor into a student’s budget.
\n
A student cannot be over-awarded; once their program cost is met, no further grants or aid can be applied. So, if a student meets their costs with Pell and outside scholarships, they may not need the CIE grant (in full or in part).
\n
For the winter, there is no EFC taken into consideration (winter is not a recognized instruction term at the College and is seen as an extension of the Fall semester).
\n
Pell funding is also not an option for winter programs as any available funds would have been used in the Fall term. Additionally, there is no separate federal loan allowance for winter as it not an official term. These are federal guidelines, not rules put in place by Berea. Please speak to Financial Aid EARLY in the process if you are considering a winter program.
\n
LOANS for SHORT-TERM PROGRAMS
\n
\n
BEREA COLLEGE LOANS AT 0% INTEREST
\n
\n
Students studying on BISTs are eligible for Berea College loans at 0% interest for any balance other than the EFC (federal loans only can replace EFC). These loans never accrue interest. Payments begin post-graduation. For loan terms and conditions, see Financial Aid.
\n
\n
BEREA COLLEGE GENERAL LOANS (with interest)
\n
\n
Students studying on other short-term programs (summer or winter programs) are eligible for Berea College general loans (with interest) for any balance other than the EFC (only federal loans can replace a student’s EFC). Payments begin post-graduation. For loan terms and conditions, see Financial Aid.
\n
\n
FEDERAL LOANS (with interest)
\n
\n
Students may be eligible for federal loans. For loan terms and conditions, see Financial Aid.
\n
SELECTIVE BEREA AWARDS (No separate application necessary)
\n
The CIE also administers several other scholarships that may be awarded to students studying abroad on short-term programs. No additional applications are necessary for these scholarships; recipients are selected from the pool of students approved for a term abroad.
\n
\n
Boyd and Gaynell Fowler International Scholarship
\n
\n
Additional funds may be awarded to students with great financial need from Buchanan County, Virginia, or nearby counties (Dickenson, Russell and Tazewell counties in Virginia; Pike County in Kentucky; and McDowell and Mingo counties in West Virginia)
\n
\n
Albright and Shinn Grants
\n
\n
The Albright and Shinn grants are for students who demonstrate great financial need and are studying abroad for the first time. Awards are variable but generally will not exceed $250.
\n
ADDITIONAL TRAVEL GRANT (Separate application required)
\n
The CIE has an additional endowed fund for students to use for cultural and historical exploration – the Wade Francis Travel Grant (summer only; BIST students not eligible).
\n
Students must be accepted into their program before applying for this optional additional grant. The maximum grant amount is $500.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"External Scholarships\",\"level\":2,\"anchor\":\"h-external-scholarships\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-external-scholarships","content":"External Scholarships"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_640ba484d475a\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"National scholarships\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"
\\r\\n \\t
Benjamin A. Gilman International Scholarship<\\/a> - This is a\\u00a0 U.S. State Department scholarships that aims to increase diversity in study abroad.\\r\\n
\\r\\n \\t
Typical awards are $2,500 to $5,000!<\\/li>\\r\\n \\t
Must be a U.S. citizen.<\\/li>\\r\\n \\t
Applicants who are not awarded may reapply.<\\/li>\\r\\n \\t
Deadline in Early October<\\/strong> for programs the following Winter, Spring, Summer, and Fall<\\/li>\\r\\n \\t
Deadline Early March<\\/strong> for programs the following Summer, Fall, Winter, and the following Spring)<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n \\t
Phi Kappa Phi Study Abroad Grant<\\/a> - PKP grants over 100 grants of $1,000 each to students across the country who have 3.75 GPAs or higher (no exceptions!).\\r\\n
\\r\\n \\t
Deadline is typically in March with results announced around May 1st.<\\/li>\\r\\n \\t
Open to international students.<\\/li>\\r\\n \\t
Students do not need<\\/strong> to be a PKP member.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n \\t
Fund for Education Abroad<\\/a> Highly selective award with less than 6% acceptance rate. Award of up to $10,000. Open to U.S. citizens only. Deadlines: mid-January for Summer, Fall Semester; early September deadline for Spring Semester.<\\/li>\\r\\n \\t
Boren Scholarship<\\/a> Up to $20,000 to\\u00a0study abroad in areas of the world that are critical to U.S. interests. Annual deadline in February. Must be a U.S. citizen<\\/li>\\r\\n \\t
Rainbow Scholarship<\\/a> Supporting LGBTQIA+ students who study abroad. Deadlines in January for programs in the following Summer and Fall; September for the following Spring<\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"More specific scholarships\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n \\t
Hershberg Scholarship<\\/a> If you are from Louisville, Kentucky or surrounding counties and are interested in studying abroad for a summer term, you may be eligible to apply for the Hershberg Scholarship of at least $2,000! The annual deadline is in February.<\\/li>\\r\\n \\t
Bridging Scholarship<\\/a> \\u00a0(Japan)<\\/li>\\r\\n \\t
Freeman-ASIA<\\/a> \\u00a0(East and Southeast Asia) Up to $7,000! Once-a-year deadline in March for programs during the following Summer, Fall, and Spring. Must be a U.S. citizen.<\\/li>\\r\\n \\t
JASSO Scholarship for Exchange Students<\\/a> (Japan) Your exchange school nominates you.<\\/li>\\r\\n \\t
BUTEX Scholarship<\\/a> for study in the United Kingdom<\\/li>\\r\\n \\t
DAAD Undergraduate Scholarship<\\/a> for study in Germany<\\/li>\\r\\n \\t
Several scholarships<\\/a>\\u00a0 for study in Germany<\\/li>\\r\\n \\t
Turkey, the Turkish Republic of Northern Cyprus (TRNC), or Bosnia and Herzegovina (BiH)<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Other Opportunities and Resources\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"
\\r\\n \\t
State Department list of scholarships<\\/a>\\u00a0(has a good list of government-sponsored scholarships!)<\\/li>\\r\\n \\t
International Education Financial Aid<\\/a><\\/li>\\r\\n \\t
FastWeb<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion\":3,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"National scholarships","content":"
\n
Benjamin A. Gilman International Scholarship – This is a U.S. State Department scholarships that aims to increase diversity in study abroad.\n
\n
Typical awards are $2,500 to $5,000!
\n
Must be a U.S. citizen.
\n
Applicants who are not awarded may reapply.
\n
Deadline in Early October for programs the following Winter, Spring, Summer, and Fall
\n
Deadline Early March for programs the following Summer, Fall, Winter, and the following Spring)
\n
\n
\n
Phi Kappa Phi Study Abroad Grant – PKP grants over 100 grants of $1,000 each to students across the country who have 3.75 GPAs or higher (no exceptions!).\n
\n
Deadline is typically in March with results announced around May 1st.
\n
Open to international students.
\n
Students do not need to be a PKP member.
\n
\n
\n
Fund for Education Abroad Highly selective award with less than 6% acceptance rate. Award of up to $10,000. Open to U.S. citizens only. Deadlines: mid-January for Summer, Fall Semester; early September deadline for Spring Semester.
\n
Boren Scholarship Up to $20,000 to study abroad in areas of the world that are critical to U.S. interests. Annual deadline in February. Must be a U.S. citizen
\n
Rainbow Scholarship Supporting LGBTQIA+ students who study abroad. Deadlines in January for programs in the following Summer and Fall; September for the following Spring
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"More specific scholarships","content":"
\n
Hershberg Scholarship If you are from Louisville, Kentucky or surrounding counties and are interested in studying abroad for a summer term, you may be eligible to apply for the Hershberg Scholarship of at least $2,000! The annual deadline is in February.
\n
Bridging Scholarship (Japan)
\n
Freeman-ASIA (East and Southeast Asia) Up to $7,000! Once-a-year deadline in March for programs during the following Summer, Fall, and Spring. Must be a U.S. citizen.
\n
JASSO Scholarship for Exchange Students (Japan) Your exchange school nominates you.
\n
BUTEX Scholarship for study in the United Kingdom
\n
DAAD Undergraduate Scholarship for study in Germany
\n
Several scholarships for study in Germany
\n
Turkey, the Turkish Republic of Northern Cyprus (TRNC), or Bosnia and Herzegovina (BiH)
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Other Opportunities and Resources","content":"
\n
State Department list of scholarships (has a good list of government-sponsored scholarships!)
\n
International Education Financial Aid
\n
FastWeb
\n
\n"}]}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students are encouraged to apply for any and all external scholarships for which they are eligible.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students are encouraged to apply for any and all external scholarships for which they are eligible."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Other Financial Aid\",\"level\":2,\"anchor\":\"h-other-financial-aid\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-other-financial-aid","content":"Other Financial Aid"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Since summer study is considered optional<\\/em>, the only forms of financial aid available for summer programs\\u2014other than education abroad scholarships and grants\\u2014are from federal sources, specifically the Stafford Loan and the Pell Grant (Berea College loans may be an option for BIST participants). Before applying for admission to a summer program, consult with Student Financial Aid Services to ensure that you are able to apply some of your Pell Grant money and that you are eligible for subsidized and\\/or unsubsidized Stafford Loans sufficient to meet the total cost of participation. The maximum Stafford Loan amount that a student can borrow is based on financial need, classification, dependency status, and annual borrowing limits as set by federal regulations.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Since summer study is considered optional, the only forms of financial aid available for summer programs—other than education abroad scholarships and grants—are from federal sources, specifically the Stafford Loan and the Pell Grant (Berea College loans may be an option for BIST participants). Before applying for admission to a summer program, consult with Student Financial Aid Services to ensure that you are able to apply some of your Pell Grant money and that you are eligible for subsidized and/or unsubsidized Stafford Loans sufficient to meet the total cost of participation. The maximum Stafford Loan amount that a student can borrow is based on financial need, classification, dependency status, and annual borrowing limits as set by federal regulations."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To be eligible for a Stafford Loan, students must have a 2.0 GPA or higher and be enrolled on at least a half-time basis during the summer. This generally means enrolling in two courses<\\/em> for a total to 1.5 Berea course credits.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To be eligible for a Stafford Loan, students must have a 2.0 GPA or higher and be enrolled on at least a half-time basis during the summer. This generally means enrolling in two courses for a total to 1.5 Berea course credits."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The application deadline for summer loans is 1 March. Stafford Loan applications will be processed after education abroad scholarships\\/grants have been awarded and you have been accepted to your program.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The application deadline for summer loans is 1 March. Stafford Loan applications will be processed after education abroad scholarships/grants have been awarded and you have been accepted to your program."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"More Information\",\"level\":2,\"anchor\":\"h-more-information\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-more-information","content":"More Information"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_640ba589d4760\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs\":\"\",\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":null}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Questions?\",\"level\":2,\"anchor\":\"h-questions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-questions","content":"Questions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For questions about education abroad scholarships and grants, contact the Education Abroad Team at abroad@xfmlsp.com<\\/a> or 859-985-3453, or drop by 205 Woods-Penniman.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For questions about education abroad scholarships and grants, contact the Education Abroad Team at abroad@xfmlsp.com or 859-985-3453, or drop by 205 Woods-Penniman."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For questions about financial aid (e.g., your EFC, your Pell eligibility, any specific scholarships you hold, loan eligibility and criteria, etc.), please stop by the Financial Aid office in Lincoln Hall and\\/orcontact a counselor in Student Financial Aid Services<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For questions about financial aid (e.g., your EFC, your Pell eligibility, any specific scholarships you hold, loan eligibility and criteria, etc.), please stop by the Financial Aid office in Lincoln Hall and/orcontact a counselor in Student Financial Aid Services."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MjgzMw==","title_b28e9_bf21a":"Selecting a study abroad program","uri":"/centers/center-for-international-education/abroad/programs/","parentId":"cG9zdDo5MDE4NA==","modified":"2023-06-06T09:33:34","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5Mjg1Mg==","uri":"/centers/center-for-international-education/abroad/programs/exchange/","modified":"2023-06-13T13:26:30","title_b28e9_bf21a":"Discover our direct exchange partners","parentId":"cG9zdDo5MjgzMw==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}}]},"databaseId":92833,"slug":"programs","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Selecting a study abroad program - 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Summer? Winter Break?<\\/strong>
Eligible students may choose to spend a semester abroad through one of our six direct exchange partners<\\/a> or through any number of provider programs<\\/a>, or even by directly enrolling in a foreign university (this last option is not recommended for first-time travelers or those who shy away from paperwork).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Semester? Summer? Winter Break?
Eligible students may choose to spend a semester abroad through one of our six direct exchange partners or through any number of provider programs, or even by directly enrolling in a foreign university (this last option is not recommended for first-time travelers or those who shy away from paperwork)."}},{"__typename":"AcfImageBlock","attributesJSON":"{\"id\":\"block_647f438f79394\",\"name\":\"acf\\/image\",\"data\":{\"image\":96874,\"_image\":\"field_image_image\",\"aspectRatio\":\"square\",\"_aspectRatio\":\"field_image_aspectratio\"},\"align\":\"left\",\"mode\":\"preview\"}","name":"acf/image","image":{"__typename":"AcfImageBlock_Image","aspectratio":"square","image":{"__typename":"MediaItem","id":"cG9zdDo5Njg3NA==","altText":"Student in Poland","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/madison-scaled.jpg"}}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Or, eligible students may select a summer program anywhere from 2 to 12 weeks in length.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Or, eligible students may select a summer program anywhere from 2 to 12 weeks in length."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year, Berea offers its own programs called BISTs<\\/strong> (Berea International Summer Term programs). These programs are generally between two to four weeks' long and always occur during May term. Students must apply to a BIST during the preceding fall in order to join the cohort. During the BIST, students are enrolled in a 1 credit Berea course credit, taught by Berea faculty, and they travel as a cohort to their overseas destination.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year, Berea offers its own programs called BISTs (Berea International Summer Term programs). These programs are generally between two to four weeks' long and always occur during May term. Students must apply to a BIST during the preceding fall in order to join the cohort. During the BIST, students are enrolled in a 1 credit Berea course credit, taught by Berea faculty, and they travel as a cohort to their overseas destination."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In addition to BISTs, students may go abroad through programs offered by providesr, such as KIIS, ISA, API, and many, many more. Students who are unable to do a semester or summer program might want to consider a winter break program - only KIIS programs will be approved for winter! Note that funding a winter break program can be especially tricky.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In addition to BISTs, students may go abroad through programs offered by providesr, such as KIIS, ISA, API, and many, many more. Students who are unable to do a semester or summer program might want to consider a winter break program - only KIIS programs will be approved for winter! Note that funding a winter break program can be especially tricky."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"There are a lot of options out there! <\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"There are a lot of options out there! "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"That's why Berea College has partnered with Via<\\/strong><\\/a>, a software system that enables students to explore, filter, and favorite programs. When you're ready, you will apply for Berea's approval right in Via too. You'll start by taking the program match quiz in Via<\\/a> <\\/strong>(log in with your Berea email and password) and then you can filter your results in many different ways.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"That's why Berea College has partnered with Via, a software system that enables students to explore, filter, and favorite programs. When you're ready, you will apply for Berea's approval right in Via too. You'll start by taking the program match quiz in Via (log in with your Berea email and password) and then you can filter your results in many different ways."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Some questions to consider:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Some questions to consider:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"What part of the world do you want to explore?\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Can you do a full semester abroad? If not, what is the best time frame for you to study abroad?\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Do you want to be in a sprawling metropolis such as Sao Paolo or Tokyo, or would you prefer a smaller place?\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"What type of institution would you like to attend\\u2014for example, would you prefer a small college like Berea, a large university, or something in between?\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Will you take classes to fulfill major, general studies or elective requirements, or a combination? (Talk with your academic adviser for guidance.)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Do you want the independence of enrolling directly in a foreign university as a visiting student, or would you prefer to have the additional support that a program provider might offer?\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"If you are not sure about your answers to these questions, or if you want to\\u00a0speak with someone who has been through the process already,<\\/strong>\\u00a0meet with a Peer Advisor<\\/a>, email abroad@xfmlsp.com, or stop by the CIE in Woods-Penn 205.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"If you are not sure about your answers to these questions, or if you want to speak with someone who has been through the process already, meet with a Peer Advisor, email abroad@xfmlsp.com, or stop by the CIE in Woods-Penn 205."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo5MjgxNA==","title_b28e9_bf21a":"How to apply to study abroad","uri":"/centers/center-for-international-education/abroad/how-to-apply/","parentId":"cG9zdDo5MDE4NA==","modified":"2023-08-24T15:18:45","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":92814,"slug":"how-to-apply","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"How to apply to study abroad - Berea College","metaDesc":"Here's a quick guide to Berea's deadlines and the steps of the application process. 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Verify that you are indeed\\u00a0eligible<\\/a>.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"1. Verify that you are indeed eligible."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"2. Apply for a\\u00a0passport<\\/a>\\u00a0ASAP if you do not have a current one.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"2. Apply for a passport ASAP if you do not have a current one."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"3. Explore program options!<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"3. Explore program options!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Explore your options<\\/a> in Berea's new education abroad software - Via<\\/strong><\\/a>. Simply log in with your Berea email and password to get started. In Via, you can filter programs by such as country, language, subject, term and many more. You can favorite programs in Via too.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Explore your options in Berea's new education abroad software - Via. Simply log in with your Berea email and password to get started. In Via, you can filter programs by such as country, language, subject, term and many more. You can favorite programs in Via too."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"4. Visit\\u00a0Peer Advising<\\/a> in Woods-Penn 207.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"4. Visit Peer Advising in Woods-Penn 207."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Talking to a peer advisor is your best first step to learning more about studying abroad.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"During the regular semester, peer advising is held Monday through Thursday evenings.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Exact schedules will be posted early each semester.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Walk-ins are welcome and expected!\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"5. Discuss possibilities with your Academic Advisor.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"5. Discuss possibilities with your Academic Advisor."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Is a full semester possible in your curriculum plan?<\\/em> If so, which semester(s) should you consider?<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Which major requirements might you be able to fulfill abroad? <\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Which perspectives could you meet?<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Does obtaining an\\u00a0ALE credit<\\/a>\\u00a0abroad make sense for you?<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"What courses will you need when you return?<\\/em>\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"6. Plan how you will fund your program<\\/a>.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"6. Plan how you will fund your program."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"7. Apply in Via<\\/a> for Berea's approval to study abroad.<\\/strong> Don't forget to apply to your program of choice too!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"7. Apply in Via for Berea's approval to study abroad. Don't forget to apply to your program of choice too!"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Remember that non-BIST programs are NOT run by Berea and thus have independent processes and deadlines.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"9. After acceptance, complete enrollment forms for Berea in Via<\\/a>.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"9. After acceptance, complete enrollment forms for Berea in Via."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Students who do not complete the enrollment forms by the stated deadline will have their eligibility to study abroad revoked.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Students who do not complete the enrollment forms by the stated deadline will have their eligibility to study abroad revoked."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"10. Attend Berea\\u2019s Orientation session(s).<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"10. Attend Berea’s Orientation session(s)."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Summer students attend a one-time orientation in late February\\/early March.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Winter break students attend a one-time evening orientation in late September\\/early October.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"BTA (semester) students attend a series of orientation meetings throughout the semester preceding their term abroad.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students who do not attend orientation will have their eligibility to study abroad revoked.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"11. Complete any required paperwork\\/orientation for your program of choice.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"11. Complete any required paperwork/orientation for your program of choice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"12. Head overseas!<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"12. 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\\r\\n \\t
Consultants hold scheduled meetings with student writers\\u00a0<\\/span>throughout each week\\u00a0<\\/span>and meet regularly with other Writing Resources consultants (one-on-one and in groups) to gain practice as consultants and\\u00a0<\\/span>collaborative colleagues. Weekly labor meetings provide ongoing training on shared concerns and center-wide projects. Each school year kicks off with a Writing Resources-wide orientation to acclimate new workers.\\r\\n<\\/span><\\/li>\\r\\n \\t
New consultants are expected to\\u00a0<\\/span><\\/b>enroll in GST 286: Tutoring\\/Writing Pedagogy, a .25-credit (1 hour weekly) practicum course that outlines basic techniques for supporting college-level writers and critical research on teaching and learning.<\\/span><\\/b>\\u00a0<\\/span>Consultants can also use training opportunities to earn College Reading & Learning Association\\u2019s International Tutor Training Program. This is a significant honor that indicates your dedication, drive, and strong critical thinking and communication skills to future employers. <\\/span>\\u00a0<\\/span><\\/li>\\r\\n<\\/ul>\\r\\nIf you feel that you possess these qualities and are interested in a position, we encourage you to apply. Please complete the application below.\\u00a0<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nIf you have any questions or need any additional information,\\u00a0<\\/span>feel free to contact the\\u00a0<\\/span>Director\\u00a0of Writing Resources, Dr. Amy Nichols,\\u00a0<\\/span>at 859-985-3269 or nicholsa@xfmlsp.com.\\r\\n<\\/span>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"GSTR 110\\/210 TA-Peer Leaders\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Teaching Assistants\\/Peer Leaders (TA-PLs) serve as instructional and advising support for\\u00a0first-year\\u00a0GSTR courses. In the fall semester, each TA-PL collaborates with a faculty member\\/academic advisor teaching GSTR 110. TA-PLs work as writing TAs for their assigned GSTR 110 sections, helping students develop study strategies and college-level writing skills. TA-PLs also serve as peer leaders, acclimating students to\\u00a0<\\/span>the college environment and advising them as they develop general academic skills, explore majors, and utilize campus resources. In the spring, TA-PLs continue this work,\\u00a0<\\/span>supporting a section of GSTR 110 or 210 (and often working with a new faculty member).\\r\\n\\r\\nTA-PLs are critical to the success of first-year students at Berea. TA-PLs develop unique bonds with the students and faculty in their courses. They also work closely with others in the TA-PL cohort, learning\\u00a0<\\/span>with\\u00a0<\\/span><\\/i>folks who are similarly invested in sharing their experience and knowledge. One of the ultimate goals of the TA-PL program is to work together to think up creative learning opportunities for students\\u2014in the classroom and out. The program also seeks to help TA-PLs hone their\\u00a0<\\/span>own<\\/span><\\/i>\\u00a0communication skills, which we hope will serve them in their time at Berea and beyond.<\\/span>\\r\\n\\r\\nFor these reasons,<\\/span>\\u00a0<\\/span>\\r\\n
\\r\\n \\t
The TA-PL program is comprised of students who have demonstrated not only a history of academic success, but also emotional maturity, initiative, and a strong understanding of the skills and resources incoming students need to succeed at Berea.<\\/span><\\/li>\\r\\n \\t
The work of a TA-PL\\u00a0<\\/span>(typically, 12-hour\\u00a0<\\/span>primar<\\/span>ies<\\/span>\\u00a0only for a year-long position)\\u00a0<\\/span>takes many forms: regular one-on-one meetings with their assigned faculty member; one-on-one meetings with students (typically during regularly held TA hours); group meetings with students; group meetings with other TA\\/PLs (labor meetings). It also involves considerable independent work, as TA-PLs may be asked to develop resources and workshops to support faculty and students.<\\/span><\\/li>\\r\\n \\t
New TA-PLs are expected to enroll in GST 286: Tutoring\\/Writing Pedagogy, a .25-credit (1 hour weekly) practicum course that outlines basic techniques for supporting college-level writers and critical research on teaching and learning.<\\/strong>\\u00a0<\\/span>TA-PLs who successfully complete this course and their year-long TA-PL contract will be lifetime certified as Level 1 Tutors through the College Reading & Learning Association\\u2019s International Tutor Training Program. This is a significant honor that indicates your dedication, drive, and strong critical thinking and communication skills to future employers.<\\/span><\\/li>\\r\\n \\t
A<\\/span>ll TA-PLs are expected to return to campus approximately one week before the start of the fall semester to attend several days of orientation (exact date TBA).\\u00a0So, in addition to committing to the school year contract, you are asked to commit to a summer contract (approx. 25 hours) for the orientation period<\\/strong><\\/span>.\\u00a0<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nIf you have any questions, please contact Lauren Hall, Director of Teaching and Learning Assistant Programs, at <\\/span>Lauren_Hall@xfmlsp.com<\\/span><\\/a>.\\u00a0<\\/span>\\u00a0<\\/span>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Writing Resources Consultants","content":"
Writing Resources is Berea College’s writing center. We assist students, faculty, and staff with all types of writing at any stage of the writing process. Trained consultants support writers in understanding assignments, brainstorming, organization, flow, language mechanics, and APA, MLA, and Chicago style formatting, and citation. From personal writing to lab reports, consultants work closely with students (individually, in groups, and even in classes) to help them develop and answer their writing questions, big or small.
\n
The Writing Resources workplace is comprised of skilled student workers who not only possess strong writing abilities, but also the desire to continually develop those abilities, especially in community with others. Successful consultants also have the maturity, sensitivity, and flexibility to help fellow student writers with a variety of projects. To support consultants’ growth as writers, workers, and Bereans, employment at Writing Resources is structured in this way:
\n
\n
Consultants hold scheduled meetings with student writers throughout each week and meet regularly with other Writing Resources consultants (one-on-one and in groups) to gain practice as consultants and collaborative colleagues. Weekly labor meetings provide ongoing training on shared concerns and center-wide projects. Each school year kicks off with a Writing Resources-wide orientation to acclimate new workers.
\n
\n
New consultants are expected to enroll in GST 286: Tutoring/Writing Pedagogy, a .25-credit (1 hour weekly) practicum course that outlines basic techniques for supporting college-level writers and critical research on teaching and learning. Consultants can also use training opportunities to earn College Reading & Learning Association’s International Tutor Training Program. This is a significant honor that indicates your dedication, drive, and strong critical thinking and communication skills to future employers.
\n
\n
If you feel that you possess these qualities and are interested in a position, we encourage you to apply. Please complete the application below.
\n
If you have any questions or need any additional information, feel free to contact the Director of Writing Resources, Dr. Amy Nichols, at 859-985-3269 or nicholsa@xfmlsp.com.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"GSTR 110/210 TA-Peer Leaders","content":"
Teaching Assistants/Peer Leaders (TA-PLs) serve as instructional and advising support for first-year GSTR courses. In the fall semester, each TA-PL collaborates with a faculty member/academic advisor teaching GSTR 110. TA-PLs work as writing TAs for their assigned GSTR 110 sections, helping students develop study strategies and college-level writing skills. TA-PLs also serve as peer leaders, acclimating students to the college environment and advising them as they develop general academic skills, explore majors, and utilize campus resources. In the spring, TA-PLs continue this work, supporting a section of GSTR 110 or 210 (and often working with a new faculty member).
\n
TA-PLs are critical to the success of first-year students at Berea. TA-PLs develop unique bonds with the students and faculty in their courses. They also work closely with others in the TA-PL cohort, learning with folks who are similarly invested in sharing their experience and knowledge. One of the ultimate goals of the TA-PL program is to work together to think up creative learning opportunities for students—in the classroom and out. The program also seeks to help TA-PLs hone their own communication skills, which we hope will serve them in their time at Berea and beyond.
\n
For these reasons,
\n
\n
The TA-PL program is comprised of students who have demonstrated not only a history of academic success, but also emotional maturity, initiative, and a strong understanding of the skills and resources incoming students need to succeed at Berea.
\n
The work of a TA-PL (typically, 12-hour primaries only for a year-long position) takes many forms: regular one-on-one meetings with their assigned faculty member; one-on-one meetings with students (typically during regularly held TA hours); group meetings with students; group meetings with other TA/PLs (labor meetings). It also involves considerable independent work, as TA-PLs may be asked to develop resources and workshops to support faculty and students.
\n
New TA-PLs are expected to enroll in GST 286: Tutoring/Writing Pedagogy, a .25-credit (1 hour weekly) practicum course that outlines basic techniques for supporting college-level writers and critical research on teaching and learning. TA-PLs who successfully complete this course and their year-long TA-PL contract will be lifetime certified as Level 1 Tutors through the College Reading & Learning Association’s International Tutor Training Program. This is a significant honor that indicates your dedication, drive, and strong critical thinking and communication skills to future employers.
\n
All TA-PLs are expected to return to campus approximately one week before the start of the fall semester to attend several days of orientation (exact date TBA). So, in addition to committing to the school year contract, you are asked to commit to a summer contract (approx. 25 hours) for the orientation period.
\n
\n
If you have any questions, please contact Lauren Hall, Director of Teaching and Learning Assistant Programs, at Lauren_Hall@xfmlsp.com.
\n"}]}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}},{"__typename":"AcfFormBlock","attributesJSON":"{\"id\":\"block_63937c8aa166e\",\"name\":\"acf\\/form\",\"data\":{\"gravity_form_id\":\"7\",\"_gravity_form_id\":\"field_623e30ec9c83f\",\"gravity_form_site_slug\":\"center-for-teaching-and-learning\",\"_gravity_form_site_slug\":\"field_62f54e03189d1\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/form","form":{"__typename":"AcfFormBlock_Form","gravityFormSiteSlug":"center-for-teaching-and-learning","gravityFormId":7}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo4OTgzMQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Little Seagull Instructor Resources","uri":"/centers/center-for-teaching-and-learning/little-seagull-instructor-resources/","parentId":"cG9zdDo4OTU3Nw==","modified":"2023-03-20T19:36:57"},{"__typename":"Page","id":"cG9zdDo4OTc5MA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Teaching and Learning Assistant Programs","uri":"/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/","databaseId":89790,"slug":"teaching-and-learning-assistant-programs","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Teaching and Learning Assistant Programs - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Teaching and Learning Assistant Programs","opengraphDescription":"About Teaching and Learning Assistant Programs provides resources for teaching assistants and tutors across campus to learn specific skills and strategies for assisting their peers. Through yearly orientation meetings, a general training series, department-specific workshops, one-on-one consultation meetings, and a certification program, TLAP bridges the gap between contemporary scholarship on peer instruction and leadership and Berea’s many peer-assisted learning opportunities. … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2024-06-18T14:51:54+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/\",\"url\":\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/\",\"name\":\"Teaching and Learning Assistant Programs - Berea College\",\"isPartOf\":{\"@id\":\"http://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2022-12-08T21:47:49+00:00\",\"dateModified\":\"2024-06-18T14:51:54+00:00\",\"breadcrumb\":{\"@id\":\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http://z7p8.xfmlsp.com/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Centers\",\"item\":\"http://z7p8.xfmlsp.com/centers/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Center for Teaching and Learning\",\"item\":\"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"Teaching and Learning Assistant Programs\"}]},{\"@type\":\"WebSite\",\"@id\":\"http://bereafaust.wpengine.com/#website\",\"url\":\"http://bereafaust.wpengine.com/\",\"name\":\"Berea College\",\"description\":\"A college like no other.\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"http://bereafaust.wpengine.com/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"}]}"},"canonical":"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"http://z7p8.xfmlsp.com/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://z7p8.xfmlsp.com/centers/","text":"Centers"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/","text":"Center for Teaching and Learning"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://z7p8.xfmlsp.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/","text":"Teaching and Learning Assistant Programs"}]},"blocks":[{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"About\",\"level\":3,\"anchor\":\"h-about\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-about","content":"About"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teaching and Learning Assistant Programs provides resources for teaching assistants and tutors across campus to learn specific skills and strategies for assisting their peers. Through\\u00a0yearly orientation meetings, a\\u00a0general training series,\\u00a0department-specific workshops,\\u00a0one-on-one consultation meetings, and a\\u00a0certification program, TLAP bridges the gap between contemporary scholarship on peer instruction and leadership and Berea\\u2019s many peer-assisted learning opportunities. The objective of our programming is for all students, whether TAs or those who work with TAs, to gain greater confidence as teachers\\u00a0and<\\/em>\\u00a0learners. Writing Resources<\\/a> and TLAP Programs are located on the Ground Floor of Hutchins Library (Offices 110, 111, 112 and 130).<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teaching and Learning Assistant Programs provides resources for teaching assistants and tutors across campus to learn specific skills and strategies for assisting their peers. Through yearly orientation meetings, a general training series, department-specific workshops, one-on-one consultation meetings, and a certification program, TLAP bridges the gap between contemporary scholarship on peer instruction and leadership and Berea’s many peer-assisted learning opportunities. The objective of our programming is for all students, whether TAs or those who work with TAs, to gain greater confidence as teachers and learners. Writing Resources and TLAP Programs are located on the Ground Floor of Hutchins Library (Offices 110, 111, 112 and 130)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Contact Lauren Rae Hall at lauren_hall@xfmlsp.com<\\/a> or 859-985-3209 for more information.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Contact Lauren Rae Hall at lauren_hall@xfmlsp.com or 859-985-3209 for more information."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Services and Events\",\"level\":3,\"anchor\":\"h-services-and-events\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-services-and-events","content":"Services and Events"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The common thread through all TLAP programming is ensuring that TAs and Labor Supervisors alike feel well-supported in their work and have access to up-to-date resources and proven strategies for supporting learners at all levels. We believe TA work is significantly deepened by regular opportunities to learn with and from TA colleagues across campus. For this reason, we offer a variety of programming.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The common thread through all TLAP programming is ensuring that TAs and Labor Supervisors alike feel well-supported in their work and have access to up-to-date resources and proven strategies for supporting learners at all levels. We believe TA work is significantly deepened by regular opportunities to learn with and from TA colleagues across campus. For this reason, we offer a variety of programming."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_63925c8da5a7e\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Annual TA Orientation\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"Each fall, before the start of classes, both\\u00a0new and experienced TAs are invited to kick off the school year with a multi-hour orientation.<\\/strong>\\u00a0For new TAs, this orientation acclimates them to the basic policies and procedures of TA work at Berea\\u00a0and\\u00a0<\\/em>offers some important frameworks and suggestions for working in a peer teaching role. For more experienced TAs, the orientation highlights policy changes, advertises upcoming relevant programming, and allows them to meet and mentor new TAs in their home department.\\r\\n\\r\\nBecause one of the most important goals of Teaching and Learning Assistant Programs is to provide structured opportunities for students to discuss their shared work, TA orientation is a vital part of our programming. Each year, over a hundred students attend this event, making it one of the largest instructional gatherings of upperclassmen from across departments.\\r\\n\\r\\nAmong the topics typically covered in TA orientation are:\\r\\n
\\r\\n \\t
Labor Documentation Responsibilities<\\/li>\\r\\n \\t
Campus Resources<\\/li>\\r\\n \\t
Suggestions for Working Effectively with Labor Supervisors<\\/li>\\r\\n \\t
Common Tutoring Scenarios<\\/li>\\r\\n \\t
FERPA<\\/li>\\r\\n \\t
Confidentiality<\\/li>\\r\\n \\t
Title IX<\\/li>\\r\\n \\t
Academic Honesty<\\/li>\\r\\n \\t
Establishing Working Boundaries<\\/li>\\r\\n<\\/ul>\\r\\nInvitations with date, time, and food details\\u2014as well as reminders\\u2014are sent via e-mail to students and Labor Supervisors during the weeks prior to the start of fall classes.\\r\\n\\r\\nIf you have questions, suggestions, or are interested in being a guest speaker at orientation, please reach out to the\\u00a0TLAP director.<\\/em>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Training Series \",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Multiple times per month, TLAP offers training sessions for new and experienced TAs, centered on common questions and concerns that shape undergraduate TA work.<\\/strong>\\u00a0Sessions are typically led by the TLAP director and informed by current scholarship in peer learning and leadership. Just like TA orientation, training sessions also introduce TAs to assisting students within Berea\\u2019s specific context and promote strategies for helping students across the disciplines. Attendees can expect to learn with\\u2014and from\\u2014other TAs from across departments and to engage in hands-on activities relevant to their labor position.\\r\\n\\r\\nTraining sessions are held the hour before weekly labor meetings. A schedule for each semester\\u2019s offerings is sent via e-mail to students and Labor Supervisors.\\u00a0 A dynamic schedule is always available on the\\u00a0TA Moodle site.\\r\\n\\r\\nCommon topics include:\\r\\n
\\r\\n \\t
Structuring One-on-One and Group Tutoring Meetings<\\/li>\\r\\n \\t
Grading and Providing Feedback<\\/li>\\r\\n \\t
Supporting Study Skills<\\/li>\\r\\n \\t
Motivating Students<\\/li>\\r\\n \\t
Listening Actively<\\/li>\\r\\n \\t
Handling Difficult and\\/or Sensitive Situations<\\/li>\\r\\n \\t
Developing Workshops and Presentations<\\/li>\\r\\n \\t
Inclusive Tutoring\\/TAing<\\/li>\\r\\n<\\/ul>\\r\\nSession attendance counts as labor hours (with Labor Supervisors\\u2019 approval). All sessions are also designed to help students meet the requirements for obtaining a Level-1\\u00a0International Tutor Training Program Certificate\\u00a0through the\\u00a0College Reading and Learning Association.\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Department Labor Meetings and Discipline-Specific Workshops\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"While the TA training series focuses on topics applicable to TA work across departments and disciplines, we also recognize that the central tasks of Berea TAs also vary across these contexts. For example, some TAs might find that much of their work in a TA is leading group activities in lab settings while others might be working exclusively one-on-one with struggling students.\\r\\n\\r\\nIf you are a student leader within a departmental TA cohort or a Labor Supervisor who believes your TA(s) might benefit from some focused training, activities, and reflection during your labor meeting hour, contact TLAP. One of the added benefits of bringing a facilitator from outside your department to your labor meetings is that it can help students understand the greater significance of the work they\\u2019re doing and better understand their position in the larger community of TAs across campus. Additionally, TAs may feel more comfortable asking questions about campus resources or admitting gaps in their understanding, because the facilitator (TLAP director) is not completing evaluations for them and is rarely viewed as a close mentor in the way Labor Supervisors often are.\\r\\n\\r\\nIn consultation with you, the TLAP director can design and deliver a department\\/subject-specific training during select labor meeting hours.\\r\\n\\r\\nExample Topics From Past Department Labor Meetings:\\r\\n
\\r\\n \\t
Facilitating Class Discussions<\\/li>\\r\\n \\t
Conducting Peer TA Observations<\\/li>\\r\\n \\t
Working with Students with Subject-Specific Anxiety<\\/li>\\r\\n \\t
Encouraging Student Participation During TA-Led Lab Meetings<\\/li>\\r\\n \\t
Using Active Learning Techniques in Group Tutoring<\\/li>\\r\\n \\t
Designing Collaborative TA Projects<\\/li>\\r\\n \\t
Common Patterns in [Subject Area] Student Support<\\/li>\\r\\n<\\/ul>\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"Consultations\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"The TLAP Director is always available to consult confidentially with TAs and Labor Supervisors individually or in groups about anything related to TA work. For example, if you\\u2019re a new faculty member who has been given a TA upon arrival at Berea, you might meet to discuss how to make the most of your TA\\u2019s strengths or to better understand the common practices of TAing and supervising TAs at Berea. If you\\u2019re an experienced Labor Supervisor, you might be interested in re-structuring an outdated TA position description and re-thinking how TAs might better serve your courses.\\r\\n\\r\\nSome additional consultation topics include:\\r\\n
\\r\\n \\t
(TA) Designing and presenting workshops in your Labor Supervisor\\u2019s course<\\/li>\\r\\n \\t
(TA) Establishing boundaries around TA work<\\/li>\\r\\n \\t
(TA) Structuring one-on-one sessions with difficult students<\\/li>\\r\\n \\t
(TA) Balancing TAing and your own schoolwork<\\/li>\\r\\n \\t
(TA) Explaining your TAing experience in job\\/internship\\/school applications<\\/li>\\r\\n \\t
(TA Student Leader) Productively leading a TA cohort of your classmates<\\/li>\\r\\n \\t
(Labor Supervisor) Hiring TAs with greater diversity in mind<\\/li>\\r\\n \\t
(Labor Supervisor) \\u201cStacked\\u201d models for structuring a TA lab or cohort<\\/li>\\r\\n \\t
(Labor Supervisor) Better integrating TAs in class meetings<\\/li>\\r\\n \\t
(Labor Supervisor) Motivating struggling TAs<\\/li>\\r\\n \\t
(Labor Supervisor) Communicating labor expectations to TAs<\\/li>\\r\\n<\\/ul>\\r\\nThis is just a start! The TLAP director is happy to discuss any TA-related task, problem, or joy.\\u00a0Just let us know<\\/strong>.\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"Certification \",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"Since 2016, Berea\\u2019s Center for Teaching and Learning has been approved to certify students as \\u201cLevel-1 Tutors\\u201d through the\\u00a0College Reading and Learning Association<\\/a>\\u2019s\\u00a0 International Tutor Training Program<\\/a>. This means that our programs\\u2019 components have been regularly reviewed by experts in the field of student support, and we\\u2019ve demonstrated our investment in ensuring that students\\u2019 peer learning experiences are shaped by current research and best practices.\\r\\n\\r\\nThe TLAP director is our local liaison for CRLA, and, for TAs interested in certification, the person to contact.\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion\":5,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Annual TA Orientation","content":"
Each fall, before the start of classes, both new and experienced TAs are invited to kick off the school year with a multi-hour orientation. For new TAs, this orientation acclimates them to the basic policies and procedures of TA work at Berea and offers some important frameworks and suggestions for working in a peer teaching role. For more experienced TAs, the orientation highlights policy changes, advertises upcoming relevant programming, and allows them to meet and mentor new TAs in their home department.
\n
Because one of the most important goals of Teaching and Learning Assistant Programs is to provide structured opportunities for students to discuss their shared work, TA orientation is a vital part of our programming. Each year, over a hundred students attend this event, making it one of the largest instructional gatherings of upperclassmen from across departments.
\n
Among the topics typically covered in TA orientation are:
\n
\n
Labor Documentation Responsibilities
\n
Campus Resources
\n
Suggestions for Working Effectively with Labor Supervisors
\n
Common Tutoring Scenarios
\n
FERPA
\n
Confidentiality
\n
Title IX
\n
Academic Honesty
\n
Establishing Working Boundaries
\n
\n
Invitations with date, time, and food details—as well as reminders—are sent via e-mail to students and Labor Supervisors during the weeks prior to the start of fall classes.
\n
If you have questions, suggestions, or are interested in being a guest speaker at orientation, please reach out to the TLAP director.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Training Series ","content":"
Multiple times per month, TLAP offers training sessions for new and experienced TAs, centered on common questions and concerns that shape undergraduate TA work. Sessions are typically led by the TLAP director and informed by current scholarship in peer learning and leadership. Just like TA orientation, training sessions also introduce TAs to assisting students within Berea’s specific context and promote strategies for helping students across the disciplines. Attendees can expect to learn with—and from—other TAs from across departments and to engage in hands-on activities relevant to their labor position.
\n
Training sessions are held the hour before weekly labor meetings. A schedule for each semester’s offerings is sent via e-mail to students and Labor Supervisors. A dynamic schedule is always available on the TA Moodle site.
\n
Common topics include:
\n
\n
Structuring One-on-One and Group Tutoring Meetings
\n
Grading and Providing Feedback
\n
Supporting Study Skills
\n
Motivating Students
\n
Listening Actively
\n
Handling Difficult and/or Sensitive Situations
\n
Developing Workshops and Presentations
\n
Inclusive Tutoring/TAing
\n
\n
Session attendance counts as labor hours (with Labor Supervisors’ approval). All sessions are also designed to help students meet the requirements for obtaining a Level-1 International Tutor Training Program Certificate through the College Reading and Learning Association.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Department Labor Meetings and Discipline-Specific Workshops","content":"
While the TA training series focuses on topics applicable to TA work across departments and disciplines, we also recognize that the central tasks of Berea TAs also vary across these contexts. For example, some TAs might find that much of their work in a TA is leading group activities in lab settings while others might be working exclusively one-on-one with struggling students.
\n
If you are a student leader within a departmental TA cohort or a Labor Supervisor who believes your TA(s) might benefit from some focused training, activities, and reflection during your labor meeting hour, contact TLAP. One of the added benefits of bringing a facilitator from outside your department to your labor meetings is that it can help students understand the greater significance of the work they’re doing and better understand their position in the larger community of TAs across campus. Additionally, TAs may feel more comfortable asking questions about campus resources or admitting gaps in their understanding, because the facilitator (TLAP director) is not completing evaluations for them and is rarely viewed as a close mentor in the way Labor Supervisors often are.
\n
In consultation with you, the TLAP director can design and deliver a department/subject-specific training during select labor meeting hours.
\n
Example Topics From Past Department Labor Meetings:
\n
\n
Facilitating Class Discussions
\n
Conducting Peer TA Observations
\n
Working with Students with Subject-Specific Anxiety
\n
Encouraging Student Participation During TA-Led Lab Meetings
\n
Using Active Learning Techniques in Group Tutoring
\n
Designing Collaborative TA Projects
\n
Common Patterns in [Subject Area] Student Support
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Consultations","content":"
The TLAP Director is always available to consult confidentially with TAs and Labor Supervisors individually or in groups about anything related to TA work. For example, if you’re a new faculty member who has been given a TA upon arrival at Berea, you might meet to discuss how to make the most of your TA’s strengths or to better understand the common practices of TAing and supervising TAs at Berea. If you’re an experienced Labor Supervisor, you might be interested in re-structuring an outdated TA position description and re-thinking how TAs might better serve your courses.
\n
Some additional consultation topics include:
\n
\n
(TA) Designing and presenting workshops in your Labor Supervisor’s course
\n
(TA) Establishing boundaries around TA work
\n
(TA) Structuring one-on-one sessions with difficult students
\n
(TA) Balancing TAing and your own schoolwork
\n
(TA) Explaining your TAing experience in job/internship/school applications
\n
(TA Student Leader) Productively leading a TA cohort of your classmates
\n
(Labor Supervisor) Hiring TAs with greater diversity in mind
\n
(Labor Supervisor) “Stacked” models for structuring a TA lab or cohort
\n
(Labor Supervisor) Better integrating TAs in class meetings
\n
(Labor Supervisor) Motivating struggling TAs
\n
(Labor Supervisor) Communicating labor expectations to TAs
\n
\n
This is just a start! The TLAP director is happy to discuss any TA-related task, problem, or joy. Just let us know.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Certification ","content":"
Since 2016, Berea’s Center for Teaching and Learning has been approved to certify students as “Level-1 Tutors” through the College Reading and Learning Association’s International Tutor Training Program. This means that our programs’ components have been regularly reviewed by experts in the field of student support, and we’ve demonstrated our investment in ensuring that students’ peer learning experiences are shaped by current research and best practices.
\n
The TLAP director is our local liaison for CRLA, and, for TAs interested in certification, the person to contact.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"TA\\/Tutor Certification\",\"level\":3,\"anchor\":\"h-ta-tutor-certification\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-ta-tutor-certification","content":"TA/Tutor Certification"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Since 2016, Berea College\\u2019s Center for Teaching and Learning has been approved by the College Reading and Learning Association (CRLA)<\\/a> to grant specialized, internationally recognized certificates to Berea teaching assistants and tutors.<\\/strong> To receive the International Tutor Training Program (ITTP)<\\/a> Level 1 Certificate, students must work with the TLAP Director to meet four categories of requirements:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Since 2016, Berea College’s Center for Teaching and Learning has been approved by the College Reading and Learning Association (CRLA) to grant specialized, internationally recognized certificates to Berea teaching assistants and tutors. To receive the International Tutor Training Program (ITTP) Level 1 Certificate, students must work with the TLAP Director to meet four categories of requirements:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"training (10+ hours)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"tracking\\/logging (25+ hours of TA work)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"being observed by the TLAP Director\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"reflecting (culminating in a philosophy statement)\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The requirements and certification process are detailed in this overview packet<\\/a><\\/strong>. This packet is also always posted to the yearly TA Moodle site and available via e-mail.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The requirements and certification process are detailed in this overview packet. This packet is also always posted to the yearly TA Moodle site and available via e-mail."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We invite students who are interested in improving their peer leadership and student support skills and\\/or who are interested in future careers in teaching and tutoring to reach out, attend trainings, and seek certifications. Certificates help signal to graduate\\/professional schools and employers that students not only have the experience of being a TA but have thought deeply about the work and have been trained by invested professionals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We invite students who are interested in improving their peer leadership and student support skills and/or who are interested in future careers in teaching and tutoring to reach out, attend trainings, and seek certifications. Certificates help signal to graduate/professional schools and employers that students not only have the experience of being a TA but have thought deeply about the work and have been trained by invested professionals."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Some Labor Supervisors require that new tutors\\/TAs receive certification before they can be promoted to higher WLS levels and\\/or department student leadership roles.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Some Labor Supervisors require that new tutors/TAs receive certification before they can be promoted to higher WLS levels and/or department student leadership roles."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Frequently Asked Questions<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Frequently Asked Questions"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_63935f9bc8428\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"What kind of certificate do I get?\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"Once your application packet is put together, submitted by the TLAP director, and approved, you will receive a digital copy and a physical copy of your certificate. The certificate is also listed on each recipient\\u2019s labor transcript.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"How long does it take to get a certificate?\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"It\\u2019s recommended that you try to get all parts of your certification (training, log, observation, philosophy) completed within a year. However, you are welcome to work on your certification for as long as you are employed as a TA\\/tutor at Berea. A suggested timeline is included in the\\u00a0overview packet<\\/a>.\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"What are the benefits of being certified? \",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"
\\r\\n
<\\/h4>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
\\r\\n\\r\\nIf you are interested in working in educational settings or settings where you may need to train others, this certificate attests to your experience helping others learn. If you are\\u00a0 applying to graduate or professional school<\\/a>, you may be competing for an assistantship to help fund your education. In many situations, assistantships look very similar to TA\\/tutor work, and having a certificate from an international organization recognizing your work can make you a more desirable applicant.\\r\\n\\r\\nIf you have interests in teaching or tutoring abroad through cultural exchange programs like\\u00a0 JET<\\/a>\\u00a0or\\u00a0 CIEE<\\/a>\\u2014or even just tutoring online to make some extra money\\u2014the CRLA ITTP certificate signifies that you have been trained in the fundamentals of tutoring different kinds of learners in addition to having the content-specific knowledge and experience you gained through your TA\\/tutor position(s) on campus.\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"Are observations confidential?\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"Sort of. After your observation, you will receive your observation notes via e-mail. The name of the student you tutor and any identifying information about them will not be recorded in the observation notes. However, because it\\u2019s your observation, your name will be listed at the top and all feedback will be written to you.\\r\\n\\r\\nWhen you have completed all requirements, your observation notes may be shared with a CRLA representative to ensure that you have met all of the organization\\u2019s certification standards and that Berea\\u2019s program is certifying eligible tutors correctly. However, the observation will not be posted or published anywhere. You are welcome to share your observation with your Labor Supervisor (or anyone else), but the TLAP Director will not automatically send it to them.\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion\":4,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What kind of certificate do I get?","content":"
Once your application packet is put together, submitted by the TLAP director, and approved, you will receive a digital copy and a physical copy of your certificate. The certificate is also listed on each recipient’s labor transcript.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How long does it take to get a certificate?","content":"
It’s recommended that you try to get all parts of your certification (training, log, observation, philosophy) completed within a year. However, you are welcome to work on your certification for as long as you are employed as a TA/tutor at Berea. A suggested timeline is included in the overview packet.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What are the benefits of being certified? ","content":"
\n
\n
\n
\n
\n
\n
If you are interested in working in educational settings or settings where you may need to train others, this certificate attests to your experience helping others learn. If you are applying to graduate or professional school, you may be competing for an assistantship to help fund your education. In many situations, assistantships look very similar to TA/tutor work, and having a certificate from an international organization recognizing your work can make you a more desirable applicant.
\n
If you have interests in teaching or tutoring abroad through cultural exchange programs like JET or CIEE—or even just tutoring online to make some extra money—the CRLA ITTP certificate signifies that you have been trained in the fundamentals of tutoring different kinds of learners in addition to having the content-specific knowledge and experience you gained through your TA/tutor position(s) on campus.
\n
\n
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Are observations confidential?","content":"
Sort of. After your observation, you will receive your observation notes via e-mail. The name of the student you tutor and any identifying information about them will not be recorded in the observation notes. However, because it’s your observation, your name will be listed at the top and all feedback will be written to you.
\n
When you have completed all requirements, your observation notes may be shared with a CRLA representative to ensure that you have met all of the organization’s certification standards and that Berea’s program is certifying eligible tutors correctly. However, the observation will not be posted or published anywhere. You are welcome to share your observation with your Labor Supervisor (or anyone else), but the TLAP Director will not automatically send it to them.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"TA-Peer Leader Program\",\"level\":3,\"anchor\":\"h-ta-peer-leader-program\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-ta-peer-leader-program","content":"TA-Peer Leader Program"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Teaching Assistants-Peer Leaders (TA-PLs) serve as instructional and advising support for first-year General Studies Required (GSTR) <\\/a>courses.<\\/strong> In the fall semester, each TA-PL collaborates with a faculty member\\/academic advisor teaching GSTR 110. TA-PLs work as writing TAs for their assigned GSTR 110 sections, helping students develop study strategies and college-level writing skills. TA-PLs also serve as peer leaders, acclimating students to the college environment and advising them as they develop general academic skills, explore majors, and utilize campus resources. In the spring, TA-PLs continue this work, supporting a section of GSTR 110 or 210 (and often working with a new faculty member).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Teaching Assistants-Peer Leaders (TA-PLs) serve as instructional and advising support for first-year General Studies Required (GSTR) courses. In the fall semester, each TA-PL collaborates with a faculty member/academic advisor teaching GSTR 110. TA-PLs work as writing TAs for their assigned GSTR 110 sections, helping students develop study strategies and college-level writing skills. TA-PLs also serve as peer leaders, acclimating students to the college environment and advising them as they develop general academic skills, explore majors, and utilize campus resources. In the spring, TA-PLs continue this work, supporting a section of GSTR 110 or 210 (and often working with a new faculty member)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We believe TA-PLs are critical to the success of first-year students at Berea<\\/strong>, and this means the program necessarily spans and collaborates with multiple initiatives across campus, including Writing Resources<\\/a>, our campus\\u2019s Writing Program Administrator, and the Office of Student Success and Transition. TA-PL labor positions are housed in the General Studies department<\\/a>, and the program\\u2019s administration (including hiring, training, budgeting, and outreach) are part of Teaching and Learning Assistant Programs and led by TLAP\\u2019s director.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We believe TA-PLs are critical to the success of first-year students at Berea, and this means the program necessarily spans and collaborates with multiple initiatives across campus, including Writing Resources, our campus’s Writing Program Administrator, and the Office of Student Success and Transition. TA-PL labor positions are housed in the General Studies department, and the program’s administration (including hiring, training, budgeting, and outreach) are part of Teaching and Learning Assistant Programs and led by TLAP’s director."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Although students are assigned to specific faculty members\\/Labor Supervisors, one of the primary purposes of the program is for TAs working with GSTR 110 to learn alongside their peers<\\/strong>. For this reason, orientation, trainings, and regular labor meetings are held with the entire cohort\\u2014and draw upon their diverse experiences working in Berea\\u2019s unique GSTR 110 and 210 sections. We think together about creative learning opportunities for students, both those entering Berea and those firmly established. In the process, TA-PLs hone their own<\\/em> communication and leadership skills, which we hope will serve them in their time at Berea and beyond.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Although students are assigned to specific faculty members/Labor Supervisors, one of the primary purposes of the program is for TAs working with GSTR 110 to learn alongside their peers. For this reason, orientation, trainings, and regular labor meetings are held with the entire cohort—and draw upon their diverse experiences working in Berea’s unique GSTR 110 and 210 sections. We think together about creative learning opportunities for students, both those entering Berea and those firmly established. In the process, TA-PLs hone their own communication and leadership skills, which we hope will serve them in their time at Berea and beyond."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_639365e0c842d\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Hiring\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"TA-PL hiring is very competitive and typically limited to a short period in the spring semester. If you are interested in applying for a TA-PL position, please be on the lookout for recruitments e-mails from the TLAP director and\\/or\\u00a0apply directly here. If you have any questions about the application process, please e-mail the TLAP director.\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Recommendations\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"If you\\u2019re a staff or faculty member working with a student who demonstrates the leadership potential necessary for TA-PL work, please let us know. Because of your good work as thoughtful educators and insightful mentors, you are our greatest recruiting tool!\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Assignments\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"Are you currently assigned sections of 110 and 210 and you\\u2019re wondering how to get a TA-PL? Be on the lookout for e-mails from Lauren Hall, detailing the TA-PL hiring and assignment process. Typically, these e-mails are sent mid-semester, immediately after GSTR scheduling begins.\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Supervision\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"Are you about to be or currently supervising a TA-PL and you want to know more? Resources for GSTR 110\\/210 faculty working with TA-PLs are maintained in the\\u00a0GSTR 110 & 210 Information & Resources folder<\\/a>\\u00a0on Box. A sub-folder with up-to-date resources on the TA-PL program is\\u00a0 available here<\\/a>. If you do not have access to the Information & Resources Box folder, please contact\\u00a0Dr. Sarah Adams, Writing Program Administrator.\\u00a0Lauren Hall\\u00a0is also always available to meet and discuss everything from approving time card entries to structuring your TA-PL\\u2019s tasks and role in your course.\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Resources\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"Resources for TAs and Labor Supervisors are regularly created and distributed by Teaching and Learning Assistant Programs to promote community, common points of knowledge, and the use of well-researched practices across TA work at Berea. The sites and documents below respond to some of the most common concerns and requests of both new and experienced TAs.\\r\\n
TA Moodle<\\/strong><\\/h2>\\r\\nAt the beginning of each semester, TAs are invited to join a central Moodle site, exclusively for Berea TAs.\\u00a0The Moodle site houses a continually updated list of resources on Berea College policies and procedures, Labor Program requirements, and instructional technology.<\\/strong>\\u00a0The Moodle site also acts as the central repository for presentations, activities, worksheets, and framing documents from\\u00a0TLAP training meetings, including the\\u00a0yearly TA orientation.\\r\\n\\r\\nAfter the initial TLAP \\u201cWelcome!\\u201d sent to all students and Labor Supervisors at the beginning of each semester, the TA Moodle is the main method that TLAP program offerings and initiatives are shared with TAs across campus.\\r\\n\\r\\nIf you are a TA who would like to be enrolled in the TA Moodle or a TA Student Manager\\/Labor Supervisor who would like TAs in your program to be added, please contact the\\u00a0TLAP director<\\/a>.<\\/em>\\r\\n
Berea GoBoard<\\/strong><\\/h2>\\r\\nThrough TLAP, Berea now has access to GoBoard, a tutoring whiteboard platform.<\\/strong>\\u00a0GoBoard Basic does not require that students make an account. However, if a TA would like to hold meetings longer than 30 minutes, they can go to our GoBoard Premium site and enter as a \\u201cstudent\\u201d with their Berea e-mail:\\u00a0http:\\/\\/BereaCTL.GoBoard.com<\\/a>. Because GoBoard is designed specifically for peer-to-peer tutoring, GoBoard requires that users keep their cameras and microphones on, although both can be muted once students begin using the whiteboard. GoBoard Premium automatically captures all whiteboard pages and sends them in PDF format to tutors and students.\\r\\n\\r\\nSome additional benefits of GoBoard:\\r\\n
\\r\\n \\t
TAs can host unlimited meetings (<5 participants at a time)<\\/li>\\r\\n \\t
Offers video chat, audio chat, text chat, screenshare<\\/li>\\r\\n \\t
TAs and students can upload PDFs and image files (from computer or cell phone)<\\/li>\\r\\n \\t
TAs and students can create graphs, use graphing calculator features, create shared document libraries<\\/li>\\r\\n<\\/ul>\\r\\nGoBoard is very easy to use, with many tools for tutoring in both the humanities and sciences. For an in-depth overview of how to use GoBoard, visit the TA Moodle site. A guiding document and some TLAP-specific suggestions are under the \\u201cTechnology\\u201d section. You are also welcome to go to the site and click around!\\r\\n
TA Guidebook<\\/strong><\\/h2>\\r\\nEach school year, the TLAP director revises a collection of tips, tricks, and suggestions for\\u00a0<\\/strong>getting started as well as\\u00a0deepening\\u00a0<\\/em>your work as a TA.<\\/strong>\\u00a0This document, the \\u201cTeaching & Learning Assistant Guidebook\\u201d is\\u00a0available here<\\/a>\\u00a0as well as on the TA Moodle site. The yearly edition is sent out via e-mail to all TAs and Labor Supervisors at the beginning of each semester.\\r\\n\\r\\nAmong the topics typically explored in each year\\u2019s guidebook:\\r\\n
\\r\\n \\t
What is a TA?<\\/li>\\r\\n \\t
FERPA<\\/a><\\/li>\\r\\n \\t
Title IX<\\/a><\\/li>\\r\\n \\t
Academic Honesty<\\/li>\\r\\n \\t
Labor Integrity<\\/a><\\/li>\\r\\n \\t
Managing & Tracking Time<\\/li>\\r\\n \\t
Working with a Labor Supervisor<\\/li>\\r\\n \\t
TA Hours<\\/li>\\r\\n \\t
Tutoring Strategies<\\/li>\\r\\n<\\/ul>\\r\\n
\\r\\n
\\r\\n
Peer Learning Library<\\/strong><\\/h2>\\r\\nThe TLAP director maintains a substantial collection of books and articles on peer instruction and learning, teaching and learning for equity, and community education that TAs and Labor Supervisors can borrow.<\\/strong>\\r\\n\\r\\nThere is also a large collection of reference books available in the\\u00a0Writing Resources<\\/a>\\u00a0space that specifically focus on strategies for supporting student writers.\\r\\n\\r\\nFinally, the Center for Teaching and Learning works with\\u00a0 Hutchins Library<\\/a>\\u00a0to purchase recent scholarship on teaching and learning each year. Many of these books include research, frameworks, and activities relevant for peer learning.\\r\\n\\r\\nIf you are developing or completing a TA labor project or class assignment that would benefit from any of these resources, you are welcome to contact the\\u00a0TLAP director\\u00a0for suggested materials.<\\/em>\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n
\\r\\n
\\r\\n
\\r\\n
TA Supplies<\\/strong><\\/h2>\\r\\nTLAP has a collection of supplies available for TAs to use in their work.<\\/strong>\\u00a0This collection includes rolls of butcher paper, markers, cardstock, highlighters, Expo markers, post-it notes, tripods, and presentation boards.\\r\\n\\r\\nIf there are supplies you or your TA colleagues need for your work, please contact the TLAP director. Some materials may be available in our stock or in your department, or may be purchased for your use.<\\/em>\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\\r\\n<\\/div>\",\"_tabs_4_body\":\"field_tabs_tabs_body\",\"tabs\":5,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
TA-PL hiring is very competitive and typically limited to a short period in the spring semester. If you are interested in applying for a TA-PL position, please be on the lookout for recruitments e-mails from the TLAP director and/or apply directly here. If you have any questions about the application process, please e-mail the TLAP director.
\n","title":"Hiring"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
If you’re a staff or faculty member working with a student who demonstrates the leadership potential necessary for TA-PL work, please let us know. Because of your good work as thoughtful educators and insightful mentors, you are our greatest recruiting tool!
\n","title":"Recommendations"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Are you currently assigned sections of 110 and 210 and you’re wondering how to get a TA-PL? Be on the lookout for e-mails from Lauren Hall, detailing the TA-PL hiring and assignment process. Typically, these e-mails are sent mid-semester, immediately after GSTR scheduling begins.
\n","title":"Assignments"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"Are you about to be or currently supervising a TA-PL and you want to know more? Resources for GSTR 110/210 faculty working with TA-PLs are maintained in the GSTR 110 & 210 Information & Resources folder on Box. A sub-folder with up-to-date resources on the TA-PL program is available here. If you do not have access to the Information & Resources Box folder, please contact Dr. Sarah Adams, Writing Program Administrator. Lauren Hall is also always available to meet and discuss everything from approving time card entries to structuring your TA-PL’s tasks and role in your course.
\n","title":"Supervision"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Resources for TAs and Labor Supervisors are regularly created and distributed by Teaching and Learning Assistant Programs to promote community, common points of knowledge, and the use of well-researched practices across TA work at Berea. The sites and documents below respond to some of the most common concerns and requests of both new and experienced TAs.
\n
TA Moodle
\n
At the beginning of each semester, TAs are invited to join a central Moodle site, exclusively for Berea TAs. The Moodle site houses a continually updated list of resources on Berea College policies and procedures, Labor Program requirements, and instructional technology. The Moodle site also acts as the central repository for presentations, activities, worksheets, and framing documents from TLAP training meetings, including the yearly TA orientation.
\n
After the initial TLAP “Welcome!” sent to all students and Labor Supervisors at the beginning of each semester, the TA Moodle is the main method that TLAP program offerings and initiatives are shared with TAs across campus.
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If you are a TA who would like to be enrolled in the TA Moodle or a TA Student Manager/Labor Supervisor who would like TAs in your program to be added, please contact the TLAP director.
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Berea GoBoard
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Through TLAP, Berea now has access to GoBoard, a tutoring whiteboard platform. GoBoard Basic does not require that students make an account. However, if a TA would like to hold meetings longer than 30 minutes, they can go to our GoBoard Premium site and enter as a “student” with their Berea e-mail: http://BereaCTL.GoBoard.com. Because GoBoard is designed specifically for peer-to-peer tutoring, GoBoard requires that users keep their cameras and microphones on, although both can be muted once students begin using the whiteboard. GoBoard Premium automatically captures all whiteboard pages and sends them in PDF format to tutors and students.
\n
Some additional benefits of GoBoard:
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\n
TAs can host unlimited meetings (<5 participants at a time)
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Offers video chat, audio chat, text chat, screenshare
\n
TAs and students can upload PDFs and image files (from computer or cell phone)
\n
TAs and students can create graphs, use graphing calculator features, create shared document libraries
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\n
GoBoard is very easy to use, with many tools for tutoring in both the humanities and sciences. For an in-depth overview of how to use GoBoard, visit the TA Moodle site. A guiding document and some TLAP-specific suggestions are under the “Technology” section. You are also welcome to go to the site and click around!
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TA Guidebook
\n
Each school year, the TLAP director revises a collection of tips, tricks, and suggestions for getting started as well as deepening your work as a TA. This document, the “Teaching & Learning Assistant Guidebook” is available here as well as on the TA Moodle site. The yearly edition is sent out via e-mail to all TAs and Labor Supervisors at the beginning of each semester.
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Among the topics typically explored in each year’s guidebook:
\n
\n
What is a TA?
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FERPA
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Title IX
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Academic Honesty
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Labor Integrity
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Managing & Tracking Time
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Working with a Labor Supervisor
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TA Hours
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Tutoring Strategies
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Peer Learning Library
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The TLAP director maintains a substantial collection of books and articles on peer instruction and learning, teaching and learning for equity, and community education that TAs and Labor Supervisors can borrow.
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There is also a large collection of reference books available in the Writing Resources space that specifically focus on strategies for supporting student writers.
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Finally, the Center for Teaching and Learning works with Hutchins Library to purchase recent scholarship on teaching and learning each year. Many of these books include research, frameworks, and activities relevant for peer learning.
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If you are developing or completing a TA labor project or class assignment that would benefit from any of these resources, you are welcome to contact the TLAP director for suggested materials.
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\n
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TA Supplies
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TLAP has a collection of supplies available for TAs to use in their work. This collection includes rolls of butcher paper, markers, cardstock, highlighters, Expo markers, post-it notes, tripods, and presentation boards.
\n
If there are supplies you or your TA colleagues need for your work, please contact the TLAP director. Some materials may be available in our stock or in your department, or may be purchased for your use.
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Students can make up to three appointments per week. Your consultant will greet you, ask about the assignment, and set goals with you for the session. If possible, bring your assignment sheet. Our consultants will not \\u201cjust edit\\u201d the paper for you. Instead, they will ask questions, listen, and speak with you about why you made the choices you did to help you improve as a writer, so you will need to be physically and mentally present for these consultations. Our Paper Upload consultations are 50 minutes long, but you will not need to be present; instead, the consultant will provide written comments that they will upload back to your appointment form after the session time is over. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Live (in-person or video) consultations are 50 minutes long and begin at the top of the hour. Students can make up to three appointments per week. Your consultant will greet you, ask about the assignment, and set goals with you for the session. If possible, bring your assignment sheet. Our consultants will not “just edit” the paper for you. Instead, they will ask questions, listen, and speak with you about why you made the choices you did to help you improve as a writer, so you will need to be physically and mentally present for these consultations. Our Paper Upload consultations are 50 minutes long, but you will not need to be present; instead, the consultant will provide written comments that they will upload back to your appointment form after the session time is over. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Tipsheets\",\"level\":3,\"anchor\":\"h-tipsheets\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-tipsheets","content":"Tipsheets"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Need some help with your paper, but don\\u2019t have time to visit the center? You may access our library of Tipsheets for writing below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Need some help with your paper, but don’t have time to visit the center? You may access our library of Tipsheets for writing below."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_63924bf116f41\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Tipsheets \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"
Research & Writing*<\\/h2>\\r\\n
\\r\\n \\t
Academic Writing\\u00a0(PDF)<\\/a>\\u00a0 (docx)<\\/a><\\/li>\\r\\n \\t
Reading Critically\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Notetaking Methods (PDF)<\\/a> (.d<\\/a>ocx)<\\/a><\\/li>\\r\\n \\t
Organizing a Research Paper\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Thesis Statements (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
The ABC Method for Thesis Writing\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Writing an Introduction (PDF)<\\/a>\\u00a0 (docx.)<\\/a><\\/li>\\r\\n \\t
Paragraph Development\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Quote Integration\\u00a0 (PDF)<\\/a>\\u00a0 (docx)<\\/a><\\/li>\\r\\n \\t
Transitions (PDF)<\\/a> (.docx)<\\/a><\\/li>\\r\\n \\t
Common Transition Words (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Writing a Conclusion (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n
Citations and Style Formatting<\\/h2>\\r\\n
\\r\\n \\t
Avoiding Plagiarism\\u00a0 (PDF)<\\/a>\\u00a0(.docx)<\\/a><\\/li>\\r\\n \\t
Chicago Style \\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Footnotes and Endnotes \\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
APA Style\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
APA Title Page\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
APA Abstracts (PDF) <\\/a>(.docx)<\\/a><\\/li>\\r\\n \\t
MLA Style\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
How to Insert Block Quotes\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
How to Insert Headers & Footers\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
How to Insert Page Numbers\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n
Common Writing Genres<\\/h2>\\r\\n
\\r\\n \\t
Annotated Bibliographies (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Literature Reviews (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Personal Statements \\u00a0(PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n
Grammar<\\/h2>\\r\\n
\\r\\n \\t
Apostrophes \\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Commas\\u00a0 (PDF)<\\/a>\\u00a0 (.docx)<\\/a><\\/li>\\r\\n \\t
Using Grammarly Well (Tipsheet from Iowa State) (PDF Only)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n
Career Development Forms<\\/h2>\\r\\nThese tipsheets are taken from Berea College\\u2019s own\\u00a0 Career Development<\\/a>\\u00a0. Follow the link to even more worksheets and forms for creating or improving documents such as resumes, CVs, or cover letters!\\r\\n
\\r\\n \\t
Resume Writing Guide\\u00a0 (PDF)<\\/a><\\/li>\\r\\n \\t
Resume \\/ CV Checklist\\u00a0 (PDF)<\\/a><\\/li>\\r\\n \\t
Cover Letter Outline\\u00a0 (PDF)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\nFor more information and career resources, please visit\\u00a0<\\/span><\\/span>www.beyondberea.org<\\/span><\\/span><\\/a>\\r\\n
Other Resources<\\/h2>\\r\\n
\\r\\n \\t
Weekly Schedule Template\\u00a0 (Excel)<\\/a><\\/li>\\r\\n<\\/ul>\\r\\n*If a tipsheet looks strange in Word, make sure that you enable editing to restore the formatting.<\\/strong>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Tipsheets ","content":"
Research & Writing*
\n
\n
Academic Writing (PDF) (docx)
\n
Reading Critically (PDF) (.docx)
\n
Notetaking Methods (PDF) (.d ocx)
\n
Organizing a Research Paper (PDF) (.docx)
\n
Thesis Statements (PDF) (.docx)
\n
The ABC Method for Thesis Writing (PDF) (.docx)
\n
Writing an Introduction (PDF) (docx.)
\n
Paragraph Development (PDF) (.docx)
\n
Quote Integration (PDF) (docx)
\n
Transitions (PDF) (.docx)
\n
Common Transition Words (PDF) (.docx)
\n
Writing a Conclusion (PDF) (.docx)
\n
\n
Citations and Style Formatting
\n
\n
Avoiding Plagiarism (PDF) (.docx)
\n
Chicago Style (PDF) (.docx)
\n
Footnotes and Endnotes (PDF) (.docx)
\n
APA Style (PDF) (.docx)
\n
APA Title Page (PDF) (.docx)
\n
APA Abstracts (PDF) (.docx)
\n
MLA Style (PDF) (.docx)
\n
How to Insert Block Quotes (PDF) (.docx)
\n
How to Insert Headers & Footers (PDF) (.docx)
\n
How to Insert Page Numbers (PDF) (.docx)
\n
\n
Common Writing Genres
\n
\n
Annotated Bibliographies (PDF) (.docx)
\n
Literature Reviews (PDF) (.docx)
\n
Personal Statements (PDF) (.docx)
\n
\n
Grammar
\n
\n
Apostrophes (PDF) (.docx)
\n
Commas (PDF) (.docx)
\n
Using Grammarly Well (Tipsheet from Iowa State) (PDF Only)
\n
\n
Career Development Forms
\n
These tipsheets are taken from Berea College’s own Career Development . Follow the link to even more worksheets and forms for creating or improving documents such as resumes, CVs, or cover letters!
\n
\n
Resume Writing Guide (PDF)
\n
Resume / CV Checklist (PDF)
\n
Cover Letter Outline (PDF)
\n
\n
For more information and career resources, please visit www.beyondberea.org
\n
Other Resources
\n
\n
Weekly Schedule Template (Excel)
\n
\n
*If a tipsheet looks strange in Word, make sure that you enable editing to restore the formatting.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Frequently Asked Questions\",\"level\":3,\"anchor\":\"h-frequently-asked-questions\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-frequently-asked-questions","content":"Frequently Asked Questions"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"These questions are here to better your experience with Writing Resources. Some of the questions listed here are basic information about what consultations are. If you have a question that isn\\u2019t answered here please contact us through email<\\/a> or our number 859-985-3656<\\/strong>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"These questions are here to better your experience with Writing Resources. Some of the questions listed here are basic information about what consultations are. If you have a question that isn’t answered here please contact us through email or our number 859-985-3656."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_639253675c747\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Where are you located?\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"The ground floor of the Hutchins Library!\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"What types of writing do you deal with?\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Writing Resources works with nearly all forms of writing, from research papers in general studies courses to nursing papers. More information on which consultant and their special areas can be found in their bios on\\u00a0berea.mywconline.com<\\/a>.\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"What about creative writing? Can you help with that?\",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"Absolutely. Our consultants have experience with creative writing.\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"Can I come in at any point in the writing process?\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"Absolutely. Writing Resources helps with every part of the writing process, including understanding an assignment, brainstorming, organizing, planning, and revising.\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"Can I just walk in and meet with a consultant?\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"Walk-ins are welcome. However, please be aware that you may have to wait until a consultant is available to take your consultation.\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion_5_title\":\"How do I make an appointment?\",\"_accordion_5_title\":\"field_6283326ff79f7\",\"accordion_5_content\":\"Appointments can be made by visiting\\u00a0 berea.mywconline.com<\\/a>. If you have not created an account with us, you will be prompted to do so before scheduling an appointment.\",\"_accordion_5_content\":\"field_62833274f79f8\",\"accordion_6_title\":\"Can I cancel or reschedule an appointment?\",\"_accordion_6_title\":\"field_6283326ff79f7\",\"accordion_6_content\":\"Appointments can be canceled and\\/or rescheduled at any point in time up to an hour before the original consultation. This can be done by accessing\\u00a0 berea.mywconline.com<\\/a>\\u00a0 or by calling our office at 859-985-3404.\",\"_accordion_6_content\":\"field_62833274f79f8\",\"accordion_7_title\":\"How long does each consultation last?\",\"_accordion_7_title\":\"field_6283326ff79f7\",\"accordion_7_content\":\"A typical consultation will last approximately fifty minutes. However, if you need to leave earlier, or if you have covered everything you want to cover during the consultation, you are welcome to leave at any time.\",\"_accordion_7_content\":\"field_62833274f79f8\",\"accordion_8_title\":\"What is a typical consultation like?\",\"_accordion_8_title\":\"field_6283326ff79f7\",\"accordion_8_content\":\"Well\\u2026 Typically, one (or several) of our wonderful writing consultants will greet you when you come in the door. You are welcome to sit anywhere in the center you like. The consultant will ask what you would like to work on, preparing a list of the concerns you would like to address. Depending on what stage of the writing process you are in, you may be asked to try various techniques in writing or brainstorming. Towards the end of the consultation, your consultant should give a brief overview of the progress made during the consultation and warmly invite you to return.\",\"_accordion_8_content\":\"field_62833274f79f8\",\"accordion_9_title\":\"Do I need to bring anything to my consultation?\",\"_accordion_9_title\":\"field_6283326ff79f7\",\"accordion_9_content\":\"You should bring a copy of the prompt for the assignment you\\u2019re working on, any sources you\\u2019ve used for research, your paper, and yourself.\",\"_accordion_9_content\":\"field_62833274f79f8\",\"accordion_10_title\":\"Can I have the same consultant every time?\",\"_accordion_10_title\":\"field_6283326ff79f7\",\"accordion_10_content\":\"Absolutely. You are welcome to schedule an appointment with the same consultant (or, if you prefer, a different consultant) through\\u00a0 berea.mywconline.com<\\/a>.\",\"_accordion_10_content\":\"field_62833274f79f8\",\"accordion_11_title\":\"Can you help me with a resume?\",\"_accordion_11_title\":\"field_6283326ff79f7\",\"accordion_11_content\":\"Our writing consultants can help you in the beginning stages of your resume (specifically, drafting). Once you are past the drafting stage, we would highly suggest you make an appointment with the\\u00a0 Office of Internships and Career Development (ICD)<\\/a>\\u00a0in order to further polish your resume.\",\"_accordion_11_content\":\"field_62833274f79f8\",\"accordion\":12,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Where are you located?","content":"
The ground floor of the Hutchins Library!
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What types of writing do you deal with?","content":"
Writing Resources works with nearly all forms of writing, from research papers in general studies courses to nursing papers. More information on which consultant and their special areas can be found in their bios on berea.mywconline.com.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What about creative writing? Can you help with that?","content":"
Absolutely. Our consultants have experience with creative writing.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Can I come in at any point in the writing process?","content":"
Absolutely. Writing Resources helps with every part of the writing process, including understanding an assignment, brainstorming, organizing, planning, and revising.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Can I just walk in and meet with a consultant?","content":"
Walk-ins are welcome. However, please be aware that you may have to wait until a consultant is available to take your consultation.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How do I make an appointment?","content":"
Appointments can be made by visiting berea.mywconline.com. If you have not created an account with us, you will be prompted to do so before scheduling an appointment.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Can I cancel or reschedule an appointment?","content":"
Appointments can be canceled and/or rescheduled at any point in time up to an hour before the original consultation. This can be done by accessing berea.mywconline.com or by calling our office at 859-985-3404.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"How long does each consultation last?","content":"
A typical consultation will last approximately fifty minutes. However, if you need to leave earlier, or if you have covered everything you want to cover during the consultation, you are welcome to leave at any time.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What is a typical consultation like?","content":"
Well… Typically, one (or several) of our wonderful writing consultants will greet you when you come in the door. You are welcome to sit anywhere in the center you like. The consultant will ask what you would like to work on, preparing a list of the concerns you would like to address. Depending on what stage of the writing process you are in, you may be asked to try various techniques in writing or brainstorming. Towards the end of the consultation, your consultant should give a brief overview of the progress made during the consultation and warmly invite you to return.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Do I need to bring anything to my consultation?","content":"
You should bring a copy of the prompt for the assignment you’re working on, any sources you’ve used for research, your paper, and yourself.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Can I have the same consultant every time?","content":"
Absolutely. You are welcome to schedule an appointment with the same consultant (or, if you prefer, a different consultant) through berea.mywconline.com.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Can you help me with a resume?","content":"
Our writing consultants can help you in the beginning stages of your resume (specifically, drafting). Once you are past the drafting stage, we would highly suggest you make an appointment with the Office of Internships and Career Development (ICD) in order to further polish your resume.
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | Hutchins Library | CPO 2198 | Berea, KY 40404 | 859-985-3404 | WritingResources@xfmlsp.com\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | Hutchins Library | CPO 2198 | Berea, KY 40404 | 859-985-3404 | WritingResources@xfmlsp.com"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"parentId":"cG9zdDo4OTU3Nw==","modified":"2024-05-21T15:49:06"},{"__typename":"Page","id":"cG9zdDo4OTc0Ng==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Student-Faculty Partnerships Program","uri":"/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/","parentId":"cG9zdDo4OTU3Nw==","modified":"2023-03-20T19:37:28","databaseId":89746,"slug":"student-faculty-partnerships-program","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Student-Faculty Partnerships Program - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Student-Faculty Partnerships Program","opengraphDescription":"Piloted in spring 2017 and supported by a generous grant from the Mellon Foundation, Berea’s Student-Faculty Partnerships Program brings students and faculty together to explore teaching and learning in new ways. 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Each week, student partners use these goals as a lens for observing their faculty partner\\u2019s class meetings. Then, the pairs meet to discuss their roles and experiences as teachers and students, the observations, and students\\u2019 feedback. Student partners also participate in a quarter-credit, a semester-long course focused on deepening their understanding of pedagogy, communication, and partnership.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Based on the premises of respect, reciprocity, and shared responsibility and modeled after the successful program at Bryn Mawr developed by Dr. Alison Cook-Sather (Cook-Sather, A., Bovill, C., & Felten, P., 2014), students are paired with faculty partners to engage in dialogue about the faculty members’ course-based goals. Each week, student partners use these goals as a lens for observing their faculty partner’s class meetings. Then, the pairs meet to discuss their roles and experiences as teachers and students, the observations, and students’ feedback. Student partners also participate in a quarter-credit, a semester-long course focused on deepening their understanding of pedagogy, communication, and partnership."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Early on, Center Director Dr. Leslie Ortquist-Ahrens collaborated with two Mellon-funded post-baccalaureate fellows, Mia Rybeck and Khadijah Seay, to create structures and resources for faculty and students to engage in this informed dialogue. Working closely with other stakeholders on campus, the program continues to study and share students\\u2019 perspectives on learning and model ways of partnering across common barriers. For more information, please contact Dr. Leslie Ortquist-Ahrens<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Early on, Center Director Dr. Leslie Ortquist-Ahrens collaborated with two Mellon-funded post-baccalaureate fellows, Mia Rybeck and Khadijah Seay, to create structures and resources for faculty and students to engage in this informed dialogue. Working closely with other stakeholders on campus, the program continues to study and share students’ perspectives on learning and model ways of partnering across common barriers. For more information, please contact Dr. Leslie Ortquist-Ahrens."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Faculty Development<\\/a> and Student-Faculty Partnerships are located on the main level of Hutchins Library near the circulation desk (Room 206).<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Faculty Development and Student-Faculty Partnerships are located on the main level of Hutchins Library near the circulation desk (Room 206)."}},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_639219938986a\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Student-Faculty Partnerships Program Guidelines and Student Application \",\"_label\":\"field_button_label\",\"style\":\"primary\",\"_style\":\"field_button_style\",\"layout\":\"auto\",\"_layout\":\"field_button_layout\",\"url\":\"http:\\/\\/bereaedu.wpenginepowered.com\\/ctl\\/wp-content\\/uploads\\/sites\\/6\\/2022\\/09\\/SFPP-Application-Spring-2023.pdf\",\"_url\":\"field_button_url\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button","button":{"__typename":"AcfButtonBlock_Button","label":"Student-Faculty Partnerships Program Guidelines and Student Application ","layout":"auto","url":"http://bereaedu.wpenginepowered.com/ctl/wp-content/uploads/sites/6/2022/09/SFPP-Application-Spring-2023.pdf","style":"primary"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Resources\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Resources"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_639246568986b\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Advice for Faculty Partners \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"Advice from Student to Faculty:<\\/strong>\\r\\n
\\r\\n \\t
Be patient with the students. Sometimes it can be difficult to navigate through the program. Be sure to hold the student accountable for the student meetings, observations, and feedback meetings.<\\/li>\\r\\n \\t
Keep in mind the bidirectional nature of the program. Students should not be the only ones giving feedback. Faculty should be encouraged to give more feedback to the students as well.<\\/li>\\r\\n \\t
Be specific about your goals. The student partner will probably be looking up to you as an authority, at least in the beginning. Continue to communicate openly with your student partner. This will help them feel more open with you in return.<\\/li>\\r\\n \\t
Be open to changing how you teach, and approaching the program with an open mind and with a willingness to listen to the experience and observations of the student partner, so that you can together develop better ways to teach the class.<\\/li>\\r\\n \\t
Be open to students\\u2019 opinions.<\\/li>\\r\\n \\t
If you\\u2019re not sure what you\\u2019d like to work on, be open to going into the partnership just focusing on the observation because as it progresses, things will come up that you realize are good to focus on.<\\/li>\\r\\n \\t
Be open and receptive. Do not feel as though your role is being hijacked, but see this program as an opportunity to learn and row. Education is a process not only for the students, but also for the professor. The partnership program is one of the avenues that includes the learning process so embrace it.<\\/li>\\r\\n \\t
Enter this program with an open mind and willingness to learn. I think that realizing that the student partner is not there to try to criticize their every word or take over their class is important for them to understand.<\\/li>\\r\\n \\t
Be willing to try new things and talk about things you may not have thought to talk about, such as why a professor does something in a particular way.<\\/li>\\r\\n \\t
Be open and honest about the issues or problems that they see happening in their classes. You cannot troubleshoot an issue if you think there isn\\u2019t one.<\\/li>\\r\\n \\t
Don\\u2019t just do the program to do it but really try to get something out of it.<\\/li>\\r\\n \\t
Keep an open mind and really consider the student\\u2019s perspective. Assure the student that their observations and assessment matter a great deal.<\\/li>\\r\\n \\t
Leave your ego at the door. Most of the issues I heard from other student partners all came because their professor wasn\\u2019t willing to listen to the student.<\\/li>\\r\\n \\t
A faculty member should make an active effort to engage with their student partner and give something valuable in return, as the student really is doing a massive favor for the faculty partner. Viewing the student faculty partnership as half feedback, half mentorship could really work well.<\\/li>\\r\\n \\t
Don\\u2019t put too much pressure on yourself. This experience is meant to help us grow and I thin k it could be easy to be discouraged if immediate results are not seen.<\\/li>\\r\\n \\t
It takes patience and willingness to put yourself in new positions. Stay open-minded with this proves. You never know what ideas could work unless you try.<\\/li>\\r\\n \\t
Get to know your student partner outside the realm of the program. Communication is one of the most important parts of this program and getting to know someone a little better on a human level makes that so much easier.<\\/li>\\r\\n<\\/ul>\\r\\nAdvice from Faculty to Faculty:<\\/strong>\\r\\n
\\r\\n \\t
At first, some feedback can feel untrue or unfair. It\\u2019s good to force yourself to pause and listen. You will learn things, and you\\u2019ll have a chance to speak to what your [student partner] is saying. Try not to be formulating a response in your mind. Just listen. Really listen.<\\/li>\\r\\n \\t
I think it would have been helpful to understand that this was not something I was to control but rather receive. I started this role in this program thinking I had to achieve certain goals and accomplishments. If I had understood that earlier, I think I could have received even more \\u201cgolden nuggets\\u201d.<\\/li>\\r\\n \\t
Consultations work equally well for classes you\\u2019ve taught many, many times or for classes that are new preps.<\\/li>\\r\\n \\t
Relax. Learn. Act.<\\/li>\\r\\n \\t
Take the bond between the [student partner] and [faculty partner] seriously \\u2013 nurture it so that you feel good about being open and being tough with one another<\\/li>\\r\\n \\t
It is okay for the focus to be on helping the student clarify his or her career goals. In other words, faculty partners should talk to the student and learn about his or her goals which may be to assess a particular course.<\\/li>\\r\\n \\t
Listen \\u2013 sometimes what you hear might sound absurd, and maybe it even is\\u2026 but more often than not there is a core of wisdom to start a thinking process in it and it would be sad to miss that! If you disagree with your student partner\\u2019s suggestions, be prepared to have a good reason for the disagreement \\u2013 this was most valuable to me since it forced me to be ready to defend about any aspect of my teaching!<\\/li>\\r\\n \\t
Have really clear goals set at the start for what you want to achieve and how you think your partner can help you \\u2013 the more of a framework they have to work with the better feedback you\\u2019ll get.<\\/li>\\r\\n \\t
Be receptive. Your student partner has important things to tell you. Just listen. Really listen. Try to suspend your disbelief and learn from them. If your first response is defensive, have a metacognitive moment and recognize that. Pledge to quiet that defensive voice and keep on listening.<\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Advice for Student Partners \",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"Advice from Faculty to Students:<\\/strong>\\r\\n
\\r\\n \\t
Detailed notes are so helpful. So are thoughtful reflections. The more energy you put into carefully observing, and later contemplating, the more your [faculty partner] will get out of this program.<\\/li>\\r\\n \\t
[Your] role in this process is to provide information\\/data.<\\/li>\\r\\n \\t
Our feelings don\\u2019t get hurt easily \\u2013 feel free to offer critiques and suggestions.<\\/li>\\r\\n \\t
Find a way to make this project your own. Have something in mind that you want to have a result for at the end of the process. Make a list of goals. See if the goals are\\/are not met.<\\/li>\\r\\n \\t
Take the development of the bond between the [student partner] and [faculty partner] seriously \\u2013 nurture it so that you feel good about being open and being tough with one another.<\\/li>\\r\\n \\t
Your ideas are valuable and your voice is important. In your unique role as a student [partner], you have the opportunity to shape the way a course progresses. Your faculty partner is interested in your ideas and opinions, and has as much to learn from you as you may have to learn from them.<\\/li>\\r\\n \\t
Be clear about your goals and objectives before participating in the partnership.<\\/li>\\r\\n \\t
Yes it is a partnership, but the faculty member is still the faculty member. Thus, do not be offended if the faculty member does not adopt all of his or her suggestions.<\\/li>\\r\\n \\t
Don\\u2019t be afraid of your faculty partner. Faculty that participate are certainly most willing to listen to students\\u2026 we self-selected ourselves into this program after all!<\\/li>\\r\\n \\t
Don\\u2019t be afraid to give honest feedback! If the professor is open, they will take your feedback to heart and try to implement it. If they aren\\u2019t open, that\\u2019s on them (they\\u2019re in the program for a reason, they signed up for it).<\\/li>\\r\\n \\t
Be bold. Don\\u2019t be afraid to say the hard things. Your faculty Partner will thank you for your bravery and honesty (and if they don\\u2019t, that\\u2019s on them, not you).<\\/li>\\r\\n \\t
Trust your instincts! Lead with enthusiasm and goodwill. Stay organized throughout and try to think across many weeks of observation so that you can give comprehensive feedback.<\\/li>\\r\\n \\t
It seemed as though a surprising amount of feedback from [my student partner] was quite positive. I would suggest that \\u201cconstructive criticism\\u201d is just as welcome (and perhaps even more helpful).<\\/li>\\r\\n \\t
Be honest with your faculty member. Everyone else around them is probably just telling them what they want to hear, but if they really want to improve as a teacher, they need someone to be honest with them. That someone can be you! You have unique and valuable insights to provide.<\\/li>\\r\\n \\t
Keep using the \\u201cobservation notes\\u201d. They were useful and effective.<\\/li>\\r\\n \\t
Don\\u2019t hold back in being honest with feedback but also being kind.<\\/li>\\r\\n \\t
By adopting a posture of inquiry, the potential for communicative conflict is lessened.<\\/li>\\r\\n<\\/ul>\\r\\nAdvice from Students to Students:<\\/strong>\\r\\n
\\r\\n \\t
Be patient with the program and the benefits are not always immediately apparent. It is important to keep in mind that progress in being made.<\\/li>\\r\\n \\t
Reflect on the relationship with the professor at the beginning of the term compared to where they are in the program.<\\/li>\\r\\n \\t
You get out what you put in. The program only works if the students take it seriously and do the work required. Taking the program seriously is what really provided the benefits.<\\/li>\\r\\n \\t
Be very specific with your professors and your students, as well as with yourself and your own goals. This makes them much easier to take account of and achieve.<\\/li>\\r\\n \\t
Take time to establish a relationship with your faculty partner. Having a good relationship between the two allows the observation feedback meetings to go smoother. If you do not feel comfortable telling a professor how they can improves, it may cause a person to not effectively give good feedback out of fear or any bias.<\\/li>\\r\\n \\t
Sometime criticism can be intimidating to give to someone in a higher position than you are.<\\/li>\\r\\n \\t
Build a good relationship with their faculty partner early on and stay on top of everything.<\\/li>\\r\\n \\t
Always write your reflections the same day as you record your observations, it will save you a ton of time and will likely be more conclusive (where it needs to be).<\\/li>\\r\\n \\t
Keep a binder to stay organized.<\\/li>\\r\\n \\t
Don\\u2019t be afraid to take the lead in your meetings with your partner, figure out an organized, concise way to present your reflections without having to read thoroughly through them. Do this, have a relaxed discussion, and leave your written reflections with your partner for them to reflect on afterwards.<\\/li>\\r\\n \\t
Be open with your professor about what their goals are, why they are doing this program, and what they want to get out of the student\\u2019s observations.<\\/li>\\r\\n \\t
Set realistic goals, but don\\u2019t be afraid to go back and change your goals<\\/li>\\r\\n \\t
Don\\u2019t just let the faculty set goals. You have to have your own too<\\/li>\\r\\n \\t
When there comes a stumbling block in communication, dedicated yourself to figure out how to get around<\\/li>\\r\\n \\t
Be open to your ideas not always getting implemented. Don\\u2019t take it personally.<\\/li>\\r\\n \\t
Be okay with not having huge things you can change. Having small simple goals is okay.\\u00a0 I was going in expecting grandiose things.<\\/li>\\r\\n \\t
Be prepare for faculty who don\\u2019t know what they want you to look for but still appreciate you being there.<\\/li>\\r\\n \\t
Find a way to be personally invested in what the professor teaches. Ask questions about what you find interesting.\\u00a0 You have their attention for an hour.\\u00a0 You might just as well go in and mine their brain.<\\/li>\\r\\n \\t
Easier to get involved in the class than sit in the back quietly.<\\/li>\\r\\n \\t
Always sit in the back.<\\/li>\\r\\n \\t
Switch up your positions. (depends on the room set up)<\\/li>\\r\\n \\t
Tell your faculty partner when you learn something new form observing.<\\/li>\\r\\n \\t
Experiment with when you write your observations. Some the moment after; some after a couple of days.<\\/li>\\r\\n \\t
Ask you partner what she plans to teach the next week, and go and think ahead (maybe consider relevant activities).<\\/li>\\r\\n \\t
If it\\u2019s a class that\\u2019s two hours a time, switch up the hours you decide to take your notes.<\\/li>\\r\\n \\t
Write your most important response in the moment (so you don\\u2019t forget it)\\u2014in a different color.<\\/li>\\r\\n \\t
When you meet with your partner, ask them how they feel about the class before sharing what you have to say. They can see the \\u201cmirroring\\u201d in your comments<\\/li>\\r\\n \\t
Meetings go so much smoother when I let the faculty partner first say what they felt about the class. Then I highlight something.<\\/li>\\r\\n \\t
One of fears of a faculty partner is losing power. When you listen, they see they still matter.<\\/li>\\r\\n \\t
Get to know your partner outside of the classroom setting. Change up where you meet.\\u00a0 Not always in their office (their turf, territory).<\\/li>\\r\\n<\\/ul>\\r\\nThoughts for Students who are both the TA and Student Partner:<\\/strong>\\r\\n
\\r\\n \\t
Working for my boss has helped my relationship. She asks for help not only on classes I\\u2019m observing but also different ones.<\\/li>\\r\\n \\t
Depends on who you are before you start the partnership. IF you have a good relationship and are good at your job . . .<\\/li>\\r\\n \\t
Clear on the relationship dynamic<\\/li>\\r\\n \\t
I could only see a conflict if someone is taking it personally<\\/li>\\r\\n \\t
I\\u2019ve really enjoyed it being the same. I\\u2019ve learned so much about the discipline after graduation and fields that are tangentially related to mine.\\u00a0 I went into it in a way that I notice things that I wouldn\\u2019t have noticed otherwise.\\u00a0 On the other hand, the professor is moving on, so there was never the fear of a future relationship.\\u00a0 I had good relationship before, so it wasn\\u2019t an issue.\\u00a0 In my case, it worked really well.<\\/li>\\r\\n \\t
I liked being the same. I paid much better attention because it\\u2019s in my field.\\u00a0 That\\u2019s made that part easier.<\\/li>\\r\\n \\t
I love my subject so much, I think it would be interesting to see how I could help make it engaging for the other students.<\\/li>\\r\\n \\t
If you are in the same discipline, or if you are a TA, there has to be a level of trust beforehand, and you have to know people.<\\/li>\\r\\n<\\/ul>\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion\":2,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Advice for Faculty Partners ","content":"
Advice from Student to Faculty:
\n
\n
Be patient with the students. Sometimes it can be difficult to navigate through the program. Be sure to hold the student accountable for the student meetings, observations, and feedback meetings.
\n
Keep in mind the bidirectional nature of the program. Students should not be the only ones giving feedback. Faculty should be encouraged to give more feedback to the students as well.
\n
Be specific about your goals. The student partner will probably be looking up to you as an authority, at least in the beginning. Continue to communicate openly with your student partner. This will help them feel more open with you in return.
\n
Be open to changing how you teach, and approaching the program with an open mind and with a willingness to listen to the experience and observations of the student partner, so that you can together develop better ways to teach the class.
\n
Be open to students’ opinions.
\n
If you’re not sure what you’d like to work on, be open to going into the partnership just focusing on the observation because as it progresses, things will come up that you realize are good to focus on.
\n
Be open and receptive. Do not feel as though your role is being hijacked, but see this program as an opportunity to learn and row. Education is a process not only for the students, but also for the professor. The partnership program is one of the avenues that includes the learning process so embrace it.
\n
Enter this program with an open mind and willingness to learn. I think that realizing that the student partner is not there to try to criticize their every word or take over their class is important for them to understand.
\n
Be willing to try new things and talk about things you may not have thought to talk about, such as why a professor does something in a particular way.
\n
Be open and honest about the issues or problems that they see happening in their classes. You cannot troubleshoot an issue if you think there isn’t one.
\n
Don’t just do the program to do it but really try to get something out of it.
\n
Keep an open mind and really consider the student’s perspective. Assure the student that their observations and assessment matter a great deal.
\n
Leave your ego at the door. Most of the issues I heard from other student partners all came because their professor wasn’t willing to listen to the student.
\n
A faculty member should make an active effort to engage with their student partner and give something valuable in return, as the student really is doing a massive favor for the faculty partner. Viewing the student faculty partnership as half feedback, half mentorship could really work well.
\n
Don’t put too much pressure on yourself. This experience is meant to help us grow and I thin k it could be easy to be discouraged if immediate results are not seen.
\n
It takes patience and willingness to put yourself in new positions. Stay open-minded with this proves. You never know what ideas could work unless you try.
\n
Get to know your student partner outside the realm of the program. Communication is one of the most important parts of this program and getting to know someone a little better on a human level makes that so much easier.
\n
\n
Advice from Faculty to Faculty:
\n
\n
At first, some feedback can feel untrue or unfair. It’s good to force yourself to pause and listen. You will learn things, and you’ll have a chance to speak to what your [student partner] is saying. Try not to be formulating a response in your mind. Just listen. Really listen.
\n
I think it would have been helpful to understand that this was not something I was to control but rather receive. I started this role in this program thinking I had to achieve certain goals and accomplishments. If I had understood that earlier, I think I could have received even more “golden nuggets”.
\n
Consultations work equally well for classes you’ve taught many, many times or for classes that are new preps.
\n
Relax. Learn. Act.
\n
Take the bond between the [student partner] and [faculty partner] seriously – nurture it so that you feel good about being open and being tough with one another
\n
It is okay for the focus to be on helping the student clarify his or her career goals. In other words, faculty partners should talk to the student and learn about his or her goals which may be to assess a particular course.
\n
Listen – sometimes what you hear might sound absurd, and maybe it even is… but more often than not there is a core of wisdom to start a thinking process in it and it would be sad to miss that! If you disagree with your student partner’s suggestions, be prepared to have a good reason for the disagreement – this was most valuable to me since it forced me to be ready to defend about any aspect of my teaching!
\n
Have really clear goals set at the start for what you want to achieve and how you think your partner can help you – the more of a framework they have to work with the better feedback you’ll get.
\n
Be receptive. Your student partner has important things to tell you. Just listen. Really listen. Try to suspend your disbelief and learn from them. If your first response is defensive, have a metacognitive moment and recognize that. Pledge to quiet that defensive voice and keep on listening.
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Advice for Student Partners ","content":"
Advice from Faculty to Students:
\n
\n
Detailed notes are so helpful. So are thoughtful reflections. The more energy you put into carefully observing, and later contemplating, the more your [faculty partner] will get out of this program.
\n
[Your] role in this process is to provide information/data.
\n
Our feelings don’t get hurt easily – feel free to offer critiques and suggestions.
\n
Find a way to make this project your own. Have something in mind that you want to have a result for at the end of the process. Make a list of goals. See if the goals are/are not met.
\n
Take the development of the bond between the [student partner] and [faculty partner] seriously – nurture it so that you feel good about being open and being tough with one another.
\n
Your ideas are valuable and your voice is important. In your unique role as a student [partner], you have the opportunity to shape the way a course progresses. Your faculty partner is interested in your ideas and opinions, and has as much to learn from you as you may have to learn from them.
\n
Be clear about your goals and objectives before participating in the partnership.
\n
Yes it is a partnership, but the faculty member is still the faculty member. Thus, do not be offended if the faculty member does not adopt all of his or her suggestions.
\n
Don’t be afraid of your faculty partner. Faculty that participate are certainly most willing to listen to students… we self-selected ourselves into this program after all!
\n
Don’t be afraid to give honest feedback! If the professor is open, they will take your feedback to heart and try to implement it. If they aren’t open, that’s on them (they’re in the program for a reason, they signed up for it).
\n
Be bold. Don’t be afraid to say the hard things. Your faculty Partner will thank you for your bravery and honesty (and if they don’t, that’s on them, not you).
\n
Trust your instincts! Lead with enthusiasm and goodwill. Stay organized throughout and try to think across many weeks of observation so that you can give comprehensive feedback.
\n
It seemed as though a surprising amount of feedback from [my student partner] was quite positive. I would suggest that “constructive criticism” is just as welcome (and perhaps even more helpful).
\n
Be honest with your faculty member. Everyone else around them is probably just telling them what they want to hear, but if they really want to improve as a teacher, they need someone to be honest with them. That someone can be you! You have unique and valuable insights to provide.
\n
Keep using the “observation notes”. They were useful and effective.
\n
Don’t hold back in being honest with feedback but also being kind.
\n
By adopting a posture of inquiry, the potential for communicative conflict is lessened.
\n
\n
Advice from Students to Students:
\n
\n
Be patient with the program and the benefits are not always immediately apparent. It is important to keep in mind that progress in being made.
\n
Reflect on the relationship with the professor at the beginning of the term compared to where they are in the program.
\n
You get out what you put in. The program only works if the students take it seriously and do the work required. Taking the program seriously is what really provided the benefits.
\n
Be very specific with your professors and your students, as well as with yourself and your own goals. This makes them much easier to take account of and achieve.
\n
Take time to establish a relationship with your faculty partner. Having a good relationship between the two allows the observation feedback meetings to go smoother. If you do not feel comfortable telling a professor how they can improves, it may cause a person to not effectively give good feedback out of fear or any bias.
\n
Sometime criticism can be intimidating to give to someone in a higher position than you are.
\n
Build a good relationship with their faculty partner early on and stay on top of everything.
\n
Always write your reflections the same day as you record your observations, it will save you a ton of time and will likely be more conclusive (where it needs to be).
\n
Keep a binder to stay organized.
\n
Don’t be afraid to take the lead in your meetings with your partner, figure out an organized, concise way to present your reflections without having to read thoroughly through them. Do this, have a relaxed discussion, and leave your written reflections with your partner for them to reflect on afterwards.
\n
Be open with your professor about what their goals are, why they are doing this program, and what they want to get out of the student’s observations.
\n
Set realistic goals, but don’t be afraid to go back and change your goals
\n
Don’t just let the faculty set goals. You have to have your own too
\n
When there comes a stumbling block in communication, dedicated yourself to figure out how to get around
\n
Be open to your ideas not always getting implemented. Don’t take it personally.
\n
Be okay with not having huge things you can change. Having small simple goals is okay. I was going in expecting grandiose things.
\n
Be prepare for faculty who don’t know what they want you to look for but still appreciate you being there.
\n
Find a way to be personally invested in what the professor teaches. Ask questions about what you find interesting. You have their attention for an hour. You might just as well go in and mine their brain.
\n
Easier to get involved in the class than sit in the back quietly.
\n
Always sit in the back.
\n
Switch up your positions. (depends on the room set up)
\n
Tell your faculty partner when you learn something new form observing.
\n
Experiment with when you write your observations. Some the moment after; some after a couple of days.
\n
Ask you partner what she plans to teach the next week, and go and think ahead (maybe consider relevant activities).
\n
If it’s a class that’s two hours a time, switch up the hours you decide to take your notes.
\n
Write your most important response in the moment (so you don’t forget it)—in a different color.
\n
When you meet with your partner, ask them how they feel about the class before sharing what you have to say. They can see the “mirroring” in your comments
\n
Meetings go so much smoother when I let the faculty partner first say what they felt about the class. Then I highlight something.
\n
One of fears of a faculty partner is losing power. When you listen, they see they still matter.
\n
Get to know your partner outside of the classroom setting. Change up where you meet. Not always in their office (their turf, territory).
\n
\n
Thoughts for Students who are both the TA and Student Partner:
\n
\n
Working for my boss has helped my relationship. She asks for help not only on classes I’m observing but also different ones.
\n
Depends on who you are before you start the partnership. IF you have a good relationship and are good at your job . . .
\n
Clear on the relationship dynamic
\n
I could only see a conflict if someone is taking it personally
\n
I’ve really enjoyed it being the same. I’ve learned so much about the discipline after graduation and fields that are tangentially related to mine. I went into it in a way that I notice things that I wouldn’t have noticed otherwise. On the other hand, the professor is moving on, so there was never the fear of a future relationship. I had good relationship before, so it wasn’t an issue. In my case, it worked really well.
\n
I liked being the same. I paid much better attention because it’s in my field. That’s made that part easier.
\n
I love my subject so much, I think it would be interesting to see how I could help make it engaging for the other students.
\n
If you are in the same discipline, or if you are a TA, there has to be a level of trust beforehand, and you have to know people.
\n
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By serving directly and operating as an umbrella for coordinating and publicizing faculty-led activities, Faculty Development is able to foster a community of excellence among faculty in service and support of student learning. Much of the work of this unit of the CTL takes place through the following programs and opportunities, but it also manifests in a variety of more informal collaborations within and outside the CTL:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Faculty Development arm of the Center for Teaching and Learning (CTL), led by Dr. Leslie Ortquist-Ahrens, offers resources and professional development opportunities for individuals and groups in two ways: 1) through direct services and 2) as a collaborative home for faculty colleagues who bring particular areas of experience, expertise, and perspective to the shared project of teaching and learning. By serving directly and operating as an umbrella for coordinating and publicizing faculty-led activities, Faculty Development is able to foster a community of excellence among faculty in service and support of student learning. Much of the work of this unit of the CTL takes place through the following programs and opportunities, but it also manifests in a variety of more informal collaborations within and outside the CTL:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Individual consultations<\\/li>
Midterm assessments of teaching <\\/li>
Student-faculty partnerships program <\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"All CTL faculty development programs and services are confidential<\\/strong>, voluntary<\\/strong>, and formative<\\/strong>. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"All CTL faculty development programs and services are confidential, voluntary, and formative. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Faculty Development and Student-Faculty Partnerships<\\/a> are located on the main level of the Hutchins Library near the circulation desk (Room 206).<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Faculty Development and Student-Faculty Partnerships are located on the main level of the Hutchins Library near the circulation desk (Room 206)."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Services\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Services"}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_638fb82b3e285\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Individual Consultations\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Faculty and staff members with teaching responsibilities, department chairs, and division chairs, are welcomed to contact Leslie Ortquist-Ahrens to schedule an individual consultation about any teaching and learning topics or about select departmental\\/divisional needs, particularly as these involve mentoring and faculty development, curriculum development, and other teaching-related issues.\\r\\n\\r\\nConsultations are available<\\/span>\\u00a0on a wide range of topics related to teaching, learning, professional development, and academic leadership.\\u00a0 Such<\\/span>\\u00a0consultations have focused on<\\/span>:<\\/span>\\u00a0<\\/span>\\r\\n
Teaching\\u00a0<\\/strong><\\/h4>\\r\\n
\\r\\n \\t
meeting learners where they are<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
scaffolding: offering challenge with support<\\/li>\\r\\n \\t
exploring<\\/span>\\u00a0new teaching strategies or pedagogies<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
encountering<\\/span>\\u00a0the research on student learning<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
assessing student learning\\u00a0<\\/span>formatively\\u00a0<\\/span>in the classroom<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
giving feedback on student work<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
grading effectively and efficiently<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
using student evaluation feedback as a springboard for making changes<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
redesigning a course\\u00a0<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
getting feedback on a syllabus or assignment design<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
using active learning strategies<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
designing effective group work<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
starting a scholarship of teaching and learning inquiry<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
preparing teaching materials for promotion and tenure<\\/span>\\u00a0or for post-tenure review<\\/span>\\u00a0<\\/span><\\/li>\\r\\n<\\/ul>\\r\\n
Departmental or divisional leadership \\/ mentoring and supervision<\\/strong>\\u00a0<\\/span><\\/h4>\\r\\n
\\r\\n \\t
serving as a new chair<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
conducting classroom observations and performance consultation<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
supporting<\\/span>\\u00a0and mentoring<\\/span>\\u00a0faculty on different types of contracts (adjunct,\\u00a0<\\/span>limited<\\/span>\\u00a0term<\\/span>\\u00a0appointments<\\/span>,\\u00a0<\\/span>postdoc fellows,\\u00a0<\\/span>tenure-track, tenured<\\/span>\\u00a0faculty<\\/span>)<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
working with pre-tenure\\u00a0faculty members and their peer review teams<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
engag<\\/span>ing<\\/span>\\u00a0in<\\/span>\\u00a0and leading<\\/span>\\u00a0curriculum redesign<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
building relationships and managing conflict<\\/span>\\u00a0<\\/span><\\/li>\\r\\n<\\/ul>\\r\\n
Classroom Observations and Feedback<\\/span><\\/b>\\u00a0<\\/span><\\/h4>\\r\\n
Instructors may request a confidential classroom observation if they are interested in formative feedback and about their practice from an experienced and supportive observer. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com<\\/a>).<\\/h4>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Midterm Assessments of Teaching\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"Many faculty members find it useful to ask students for feedback about a course at midterm.\\u00a0 The CTL regularly sends a pre-midterm reminder with sample questionnaires, and it also offers an in-class focus group discussion format called the Midterm Assessment of Teaching that many faculty have found powerful for helping them connect with their students\\u2019 learning experiences midway through a course.\\r\\n\\r\\nSample Midterm Feedback Forms<\\/span><\\/b>\\u00a0<\\/span>\\r\\n\\r\\nSample midterm evaluations<\\/span><\\/a>\\u00a0(UC Berkeley)<\\/span>\\u00a0<\\/span>\\r\\n\\r\\n Sample of midterm assessment<\\/span><\\/a>\\u00a0questionnaires (St. Olaf)<\\/span>\\u00a0<\\/span>\\r\\n\\r\\n Soliciting and utilizing mid-semester feedback<\\/span><\\/a>\\u00a0(Vanderbilt)<\\/span>\\u00a0<\\/span>\\r\\n\\r\\n Recommendations for the midterm assessment process<\\/span><\\/a>\\u00a0(Yale)<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nThe\\u00a0Midterm Assessment of<\\/strong>\\u00a0Teaching<\\/strong>\\u00a0represents just one approach that can provide valuable information and can help faculty and students target adjustments midway through a course.\\u00a0 Besides providing useful feedback, the intervention signals to students that their perspectives matter and also communicates that they play a critical role in making choices and commitments to their own learning.\\r\\n
The Process<\\/span><\\/b>\\u00a0<\\/span><\\/h4>\\r\\nFaculty members contact Leslie Ortquist-Ahrens (<\\/span>ortquistahrensl@xfmlsp.com<\\/span><\\/a>) and either she or another trained faculty\\/staff member will come to the beginning of a class period around midterm.\\u00a0 During a 30-minute segment of the class, the consultant will gather students\\u2019 written comments and focus group feedback in response to questions about their learning in the course:<\\/span>\\u00a0<\\/span>\\r\\n
\\r\\n \\t
What\\u00a0<\\/span>about this course helps you learn<\\/span>?<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
What\\u00a0<\\/span>about this course\\u00a0<\\/span>hind<\\/span>ers your learning<\\/span>?<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
What suggestions do you have to improve\\u00a0<\\/span>this course so that it better supports learning<\\/span>?<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
What are<\\/span>\\u00a0you doing to help yourself learn<\\/span>\\u00a0in this course?<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
What are y<\\/span>ou doing that prevents or hinders your learning<\\/span>\\u00a0in this course?<\\/span><\\/li>\\r\\n \\t
What could you do to improve your learning in this course?<\\/span>\\u00a0<\\/span><\\/li>\\r\\n<\\/ul>\\r\\nTyped anonymous results from written comments and focus group feedback provide a point of departure for considering what to adjust in a course or what to communicate to students about instructional choices and elements that can\\u2019t be changed.\\u00a0 In a follow up conversation, the consultant provides a sounding board or guidance as the faculty member considers what might represent the best responses to feedback.\\u00a0\\u00a0<\\/span>\\u00a0<\\/span>\\r\\n
Faculty Feedback about the Midterm Assessment<\\/span><\\/b>\\u00a0of Teaching<\\/span><\\/b>\\u00a0Process<\\/span><\\/b>\\u00a0<\\/span><\\/h4>\\r\\nInstructors who used the midterm assessment of teaching process in 2018-2019 provided anonymous feedback about their experiences.\\u00a0 The process led participants to adjust their courses in response to student feedback in ways that improved students\\u2019 experiences, and, as each time the program is assessed, participants commented on the greater value they took from it than from end-of-term IEQs along, in part because there was still time to make adjustments, in part because the feedback was more constructive and specific.\\u00a0 100% of those surveyed in 2018-2019 said they were \\u201cextremely likely\\u201d (a \\u201c5\\u201d on a 5-point scale) to recommend the service to colleagues.\\u00a0 See specific responses that provide insights into instructors\\u2019 takeaways.\\r\\n\\r\\nDid the midterm assessment feedback and follow-up consultation help you make positive or constructive changes in the course during the second half of the semester?\\u00a0 (yes, no, unsure) If so, please briefly describe any changes or interventions you tried and what you found.<\\/span><\\/b>\\u00a0<\\/span>\\r\\n\\r\\nIn the second half of the term, I removed some of the activity categories that students found frustrating, and they appreciated this gesture of effort on my part to listen to their feedback. Additionally, I replaced or revised many of the problematic activities when teaching the course again this term. For instance, students found pre-packaged Google Earth files difficult to navigate. Rather than giving them the files all in one large folder for the term, I instead provided them each session\\u00a0<\\/span><\\/i>with only the files\\/locations they needed to do the activity. I also renamed placemarks to be clearer and re-designed a few of the Google Earth activities completely. Based on the decrease in panicked emails I received before these labs were due compared to last term, I think the new system is working better for the students.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nI have restructured my classroom so that students of differing mathematical backgrounds work together in groups to help each other. The students previously sat where they liked, so the \\u201cmath-phobics\\u201d sat together and separate from the more experienced students, which enforced the idea that the less experienced students felt that they do not belong. This attitude was one of the main issues in the course, and I was able to fix it.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nWhat was most positive about the midterm assessment experience overall?<\\/span><\\/b>\\u00a0<\\/span>\\r\\n\\r\\nSeeing similarities and differences in student experience. The transparency of student response was helpful when coming from a facilitator other than myself. Getting more than one type of evaluation\\/feedback is very helpful overall. This feedback helps to compliment the IEQ\\u2019s which happen at the end of the semester.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nOverall, it was great to find out that my students think well of me and the class in general. I felt like this was true, but since I\\u2019m new to the classroom, it was very useful to have that external validation. While I know that being liked is not the end goal of teaching, I was still very glad to hear that I had developed a rapport with the students. Based on this rapport, I think students have been willing to put in more effort on tricky labs than they maybe otherwise would\\u2019ve (though this is a hard claim to assess quantitatively!).<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nStudents get a chance to get their voices heard and the instructor can make timely adjustments to the course and instruction. It\\u2019s more useful than semester-end IEQs.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nHow would you describe this experience to a colleague?<\\/span><\\/b>\\u00a0<\\/span>\\r\\n\\r\\nI think I would highly recommend the service to someone who is new to teaching or who is teaching a given class for the first time. I think it\\u2019s easy to be blind to certain aspects of what\\u2019s working or isn\\u2019t working, especially when those issues are on a homework assignment. Students may struggle with practical aspects of understanding questions or navigating through files, and this struggle doesn\\u2019t always come through when the assignment being graded. Having a neutral\\u00a0<\\/span><\\/i>environment for them to express their frustration with these aspects was very beneficial. I will\\u00a0definitely utilize\\u00a0this program again in the future.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nIt was extremely effective to have someone with the background and expertise to be able to hold up a mirror to my teaching so that I can admit issues that I need to resolve as I get better at teaching.<\\/span><\\/i>\\u00a0\\u00a0<\\/span><\\/i>\\u2013Faculty feedback, 2018-2019<\\/span>\\u00a0<\\/span>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Workshops and Facilitation \",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"The CTL director can provide tailored workshops or facilitated sessions for departments or divisions on request.\\u00a0 Past focuses for such workshops \\/ sessions have included:<\\/span>\\u00a0<\\/span>\\r\\n
\\r\\n \\t
Helping students read difficult texts \\/ motivating students to do the reading<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
Engaging in curriculum revision\\u00a0. . . .\\u00a0when there\\u2019s conflict in the room\\u00a0<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
Conducting classroom observations of teaching and providing meaningful feedback<\\/span>\\u00a0<\\/span><\\/li>\\r\\n \\t
Mentoring<\\/li>\\r\\n \\t
and more<\\/li>\\r\\n<\\/ul>\\r\\nFor more information, contact Leslie Ortquist-Ahrens (<\\/span>ortquistahrensl@xfmlsp.com<\\/span><\\/a>).\\u00a0<\\/span>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs\":3,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Faculty and staff members with teaching responsibilities, department chairs, and division chairs, are welcomed to contact Leslie Ortquist-Ahrens to schedule an individual consultation about any teaching and learning topics or about select departmental/divisional needs, particularly as these involve mentoring and faculty development, curriculum development, and other teaching-related issues.
\n
Consultations are available on a wide range of topics related to teaching, learning, professional development, and academic leadership. Such consultations have focused on:
\n
Teaching
\n
\n
meeting learners where they are
\n
scaffolding: offering challenge with support
\n
exploring new teaching strategies or pedagogies
\n
encountering the research on student learning
\n
assessing student learning formatively in the classroom
\n
giving feedback on student work
\n
grading effectively and efficiently
\n
using student evaluation feedback as a springboard for making changes
\n
redesigning a course
\n
getting feedback on a syllabus or assignment design
\n
using active learning strategies
\n
designing effective group work
\n
starting a scholarship of teaching and learning inquiry
\n
preparing teaching materials for promotion and tenure or for post-tenure review
\n
\n
Departmental or divisional leadership / mentoring and supervision
\n
\n
serving as a new chair
\n
conducting classroom observations and performance consultation
\n
supporting and mentoring faculty on different types of contracts (adjunct, limited term appointments, postdoc fellows, tenure-track, tenured faculty)
\n
working with pre-tenure faculty members and their peer review teams
\n
engaging in and leading curriculum redesign
\n
building relationships and managing conflict
\n
\n
Classroom Observations and Feedback
\n
Instructors may request a confidential classroom observation if they are interested in formative feedback and about their practice from an experienced and supportive observer. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com).
\n","title":"Individual Consultations"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
Many faculty members find it useful to ask students for feedback about a course at midterm. The CTL regularly sends a pre-midterm reminder with sample questionnaires, and it also offers an in-class focus group discussion format called the Midterm Assessment of Teaching that many faculty have found powerful for helping them connect with their students’ learning experiences midway through a course.
\n
Sample Midterm Feedback Forms
\n
Sample midterm evaluations (UC Berkeley)
\n
Sample of midterm assessment questionnaires (St. Olaf)
\n
Soliciting and utilizing mid-semester feedback (Vanderbilt)
\n
Recommendations for the midterm assessment process (Yale)
\n
The Midterm Assessment of Teaching represents just one approach that can provide valuable information and can help faculty and students target adjustments midway through a course. Besides providing useful feedback, the intervention signals to students that their perspectives matter and also communicates that they play a critical role in making choices and commitments to their own learning.
\n
The Process
\n
Faculty members contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com) and either she or another trained faculty/staff member will come to the beginning of a class period around midterm. During a 30-minute segment of the class, the consultant will gather students’ written comments and focus group feedback in response to questions about their learning in the course:
\n
\n
What about this course helps you learn?
\n
What about this course hinders your learning?
\n
What suggestions do you have to improve this course so that it better supports learning?
\n
What are you doing to help yourself learn in this course?
\n
What are you doing that prevents or hinders your learning in this course?
\n
What could you do to improve your learning in this course?
\n
\n
Typed anonymous results from written comments and focus group feedback provide a point of departure for considering what to adjust in a course or what to communicate to students about instructional choices and elements that can’t be changed. In a follow up conversation, the consultant provides a sounding board or guidance as the faculty member considers what might represent the best responses to feedback.
\n
Faculty Feedback about the Midterm Assessment of Teaching Process
\n
Instructors who used the midterm assessment of teaching process in 2018-2019 provided anonymous feedback about their experiences. The process led participants to adjust their courses in response to student feedback in ways that improved students’ experiences, and, as each time the program is assessed, participants commented on the greater value they took from it than from end-of-term IEQs along, in part because there was still time to make adjustments, in part because the feedback was more constructive and specific. 100% of those surveyed in 2018-2019 said they were “extremely likely” (a “5” on a 5-point scale) to recommend the service to colleagues. See specific responses that provide insights into instructors’ takeaways.
\n
Did the midterm assessment feedback and follow-up consultation help you make positive or constructive changes in the course during the second half of the semester? (yes, no, unsure) If so, please briefly describe any changes or interventions you tried and what you found.
\n
In the second half of the term, I removed some of the activity categories that students found frustrating, and they appreciated this gesture of effort on my part to listen to their feedback. Additionally, I replaced or revised many of the problematic activities when teaching the course again this term. For instance, students found pre-packaged Google Earth files difficult to navigate. Rather than giving them the files all in one large folder for the term, I instead provided them each session with only the files/locations they needed to do the activity. I also renamed placemarks to be clearer and re-designed a few of the Google Earth activities completely. Based on the decrease in panicked emails I received before these labs were due compared to last term, I think the new system is working better for the students.  –Faculty feedback, 2018-2019
\n
I have restructured my classroom so that students of differing mathematical backgrounds work together in groups to help each other. The students previously sat where they liked, so the “math-phobics” sat together and separate from the more experienced students, which enforced the idea that the less experienced students felt that they do not belong. This attitude was one of the main issues in the course, and I was able to fix it.  –Faculty feedback, 2018-2019
\n
What was most positive about the midterm assessment experience overall?
\n
Seeing similarities and differences in student experience. The transparency of student response was helpful when coming from a facilitator other than myself. Getting more than one type of evaluation/feedback is very helpful overall. This feedback helps to compliment the IEQ’s which happen at the end of the semester.  –Faculty feedback, 2018-2019
\n
Overall, it was great to find out that my students think well of me and the class in general. I felt like this was true, but since I’m new to the classroom, it was very useful to have that external validation. While I know that being liked is not the end goal of teaching, I was still very glad to hear that I had developed a rapport with the students. Based on this rapport, I think students have been willing to put in more effort on tricky labs than they maybe otherwise would’ve (though this is a hard claim to assess quantitatively!).  –Faculty feedback, 2018-2019
\n
Students get a chance to get their voices heard and the instructor can make timely adjustments to the course and instruction. It’s more useful than semester-end IEQs.  –Faculty feedback, 2018-2019
\n
How would you describe this experience to a colleague?
\n
I think I would highly recommend the service to someone who is new to teaching or who is teaching a given class for the first time. I think it’s easy to be blind to certain aspects of what’s working or isn’t working, especially when those issues are on a homework assignment. Students may struggle with practical aspects of understanding questions or navigating through files, and this struggle doesn’t always come through when the assignment being graded. Having a neutral environment for them to express their frustration with these aspects was very beneficial. I will definitely utilize this program again in the future.  –Faculty feedback, 2018-2019
\n
It was extremely effective to have someone with the background and expertise to be able to hold up a mirror to my teaching so that I can admit issues that I need to resolve as I get better at teaching.  –Faculty feedback, 2018-2019
\n","title":"Midterm Assessments of Teaching"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
The CTL director can provide tailored workshops or facilitated sessions for departments or divisions on request. Past focuses for such workshops / sessions have included:
\n
\n
Helping students read difficult texts / motivating students to do the reading
\n
Engaging in curriculum revision . . . . when there’s conflict in the room
\n
Conducting classroom observations of teaching and providing meaningful feedback
\n
Mentoring
\n
and more
\n
\n
For more information, contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com).
\n","title":"Workshops and Facilitation "}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Events and Programs\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Events and Programs"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Faculty Development through the CTL supports instructors\\u2014generally in community with one another\\u2014as they work to become ever more informed, creative, critical, and equity-minded teachers and professionals.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Faculty Development through the CTL supports instructors—generally in community with one another—as they work to become ever more informed, creative, critical, and equity-minded teachers and professionals."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_639206700df0b\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Mellon Communities of Practice \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"The CTL fosters and supports many types of participant-driven<\\/span>\\u00a0and faculty-led or co-led<\\/span>\\u00a0communities of practice (<\\/span>CoP<\\/span>) among instructors.\\u00a0\\u00a0<\\/span>Communities of practice<\\/span><\\/a>\\u00a0<\\/span>involve group<\\/span>s<\\/span>\\u00a0of practitioners that\\u00a0<\\/span>come together regularly to\\u00a0<\\/span>focus on an area of shared interest and on\\u00a0<\\/span>building<\\/span>\\u00a0<\\/span>collegial<\\/span>\\u00a0relationships\\u00a0<\\/span>among<\\/span>\\u00a0members<\\/span>\\u00a0<\\/span>as they learn together over time\\u00a0<\\/span>(Wenger & Wenger-<\\/span>Trayner<\\/span>, 2015).<\\/span>\\u00a0<\\/span>\\r\\n
Faculty Learning Communities<\\/h3>\\r\\nMost frequently<\\/span>\\u00a0at Berea<\\/span>, instructors work together in\\u00a0<\\/span>faculty learning communities<\\/span><\\/a>, semi-structured cross-disciplinary groups of five to ten participants and one or two facilitators who delve deeply into a teaching-related topic of shared interest over the course of a semester or academic year<\\/span>\\u00a0(Cox, 2004; Cox & Richlin, 2011)<\\/span>. Groups meet twice monthly to discuss readings, make connections between their teaching practices and what they are learning, and sometimes to develop one or more activities or projects related to the learning community theme. Such projects may involve a revising a course (<\\/span>or course\\u00a0<\\/span>component), exploring a new pedagogy, building a cross-disciplinary collaboration, or even beginning of a collaborative scholarly research project.\\u00a0<\\/span>Contact Leslie Ortquist-Ahrens (<\\/span>ortquistahrensl@xfmlsp.com<\\/span><\\/a>) for more information.<\\/span>\\r\\n\\u00a0<\\/span>\\r\\n\\r\\nPast years\\u2019 topics<\\/em>:\\u00a0 service-learning; inclusive teaching practices; oral histories in teaching and learning; contemplative practices for education; general teaching development; transparent assignment design; student-faculty partnerships; and general education revision.\\r\\n
Triads<\\/h3>\\r\\nA modification of the \\u201c teaching square<\\/a>,\\u201d groups of three instructors commit to meeting periodically across one semester to visit each other\\u2019s classrooms or online courses in three rounds and to provide one another with formative feedback and encouragement.\\u00a0 Participants engage in structured reflection on their resultant learning and share this with one another and the CTL. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com<\\/a>) for more information.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Mellon Career Stage Development Opportunities \",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"The CTL offers extensive programming and support for faculty new to the College<\\/span>, and, since 2017,\\u00a0<\\/span>an\\u00a0<\\/span>increasing\\u00a0<\\/span>focus on\\u00a0<\\/span>programming\\u00a0<\\/span>designed\\u00a0<\\/span>for faculty at midcareer.<\\/span>\\u00a0<\\/span>\\r\\n
New Faculty Programs<\\/span><\\/b>\\u00a0<\\/span><\\/h2>\\r\\nNew Faculty Orientation\\u00a0<\\/strong><\\/h4>\\r\\nJust prior to the launch of the academic year, full-time faculty members who are new to Berea are required to attend an intensive two-day orientation designed to help them understand and reflect upon\\r\\n
\\r\\n \\t
who Berea students are, where they come from, and what assets they bring;<\\/li>\\r\\n \\t
their own identities as individuals as well as instructors, as these will interact with their students\\u2019 multiple intersecting identities;<\\/li>\\r\\n \\t
Berea\\u2019s\\u00a0 Great Commitments<\\/a>, the eight-part mission that shapes culture, curriculum, and myriad choices for the College and the classroom;<\\/li>\\r\\n \\t
implicit as well as explicit cultural expectations and norms for faculty, and particularly those relevant for new faculty;<\\/li>\\r\\n \\t
teaching effectively: inclusive teaching, active learning, students\\u2019 stages of development, equity-mindedness, and more;<\\/li>\\r\\n \\t
preparing for a strong start, with a focus on syllabus development and the first day of class.<\\/li>\\r\\n<\\/ul>\\r\\nParticipants meet other relatively new faculty (hired in the previous year or so), who share their own impressions of Berea\\u2019s student and faculty cultures together with advice about how to succeed in year one. Members of the Academic Affairs Office join the group to extend a welcome.\\u00a0 Finally, a panel of senior faculty members field newcomers\\u2019 questions and offer advice, welcome, and encouragement.\\r\\n
New Faculty Seminar\\u00a0<\\/strong><\\/h4>\\r\\nFaculty new to Berea may choose to commit to a year-long learning community, the New Faculty Seminar. Participants meet bi-monthly with the CTL Director to explore pedagogies that foster student learning, engagement, and inclusion and help support new faculty members\\u2019 own success (and, by extension, that of their students), whether they are employed for a single term or on the tenure track. Through the seminar, each annual cohort builds deep bonds of community and provide mutual support through a shared period of significant transition. New faculty are introduced to recent work in the scholarship of teaching and learning and are also encouraged to participate and contribute to that scholarship, if they so choose.\\r\\n\\r\\nThe New Faculty Seminar serves as a deeper introduction to the College than the Orientation, as well as a chance to explore effective teaching practices with a supportive cohort and an experienced faculty facilitator. The year-long seminar meets twice a month for 90 minutes during fall and spring semesters.\\u00a0 While each cohort defines its own needs and areas of interest for common exploration, groups frequently choose from among the following as areas of focus:\\r\\n
\\r\\n \\t
informal collaborative exploration and trouble-shooting of common challenges faced by newcomers;<\\/li>\\r\\n \\t
discussion of shared readings about teaching for learning, such as Ambrose, et al. (2010),\\u00a0How Learning Works: Seven Research-Based Principles for Smart Teaching<\\/em>;<\\/li>\\r\\n \\t
engagement with senior faculty colleagues or visits from staff colleagues to learn more about Berea\\u2019s context and effective teaching and professional growth;<\\/li>\\r\\n \\t
reciprocal peer classroom visits;<\\/li>\\r\\n \\t
laying the groundwork for a successful tenure bid.<\\/li>\\r\\n<\\/ul>\\r\\nParticipants each receive a $100.00 book allowance to purchase pedagogy books for their personal libraries at the end of the year.\\r\\n
Midcareer Faculty Development<\\/span><\\/b>\\u00a0<\\/span><\\/h2>\\r\\nMidcareer is a crucial moment for faculty members who often need to reorient, refresh, and recommit when, after an extended period of teaching, scholarship\\/creative work, and service, they are ready for a new challenge, and as they may experience some level of malaise, a lack of direction, or even a sense of feeling things have grown \\u201cstale\\u201d (Baldwin, DeZure, Shaw, & Moretto, 2008).\\u00a0 Since 2017, the CTL has engaged a Mellon Faculty Fellow for Midcareer Faculty Development, who, together with the director, has brought midcareer instructors together to build collegial community and to explore developmentally relevant needs.\\r\\n\\r\\nPast topics:<\\/em>\\u00a0 charting your next career phase; planning your sabbatical.\\r\\n\\r\\nRequests for future topics and opportunities<\\/em>:\\u00a0 leadership development (for department chairs; for women, etc.); career-phase specific cohort or learning community groups; writing retreats and scholarly collaborations; diversity\\/inclusion development.\",\"_accordion_1_content\":\"field_62833274f79f8\",\"accordion_2_title\":\"Mellon Workshops and Institutes \",\"_accordion_2_title\":\"field_6283326ff79f7\",\"accordion_2_content\":\"While traditionally May and summer have provided time and space for faculty to engage in extended development opportunities such as multi-day workshops and institutes, the shift to online instruction necessitated by the COVID-19 pandemic has led in the 2020-2021 to the development of a series of just-in-time workshops to meet emerging needs during the academic year.\\u00a0 If you have an idea or a request for such a workshop (or resources), contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com<\\/a>).\\r\\n\\r\\nAnnual May workshops: Critical Pedagogies, Transparent Assignment Design, and the Writing Institute\\u00a0<\\/strong>\\r\\n\\r\\nCourse (Re)Design for Online Teaching and Learning (April \\u2013 June 2020 and resource course)\\u00a0<\\/strong>\\r\\n\\r\\nOngoing workshops 2020-2021: Teaching Online for Student Learning and Engagement\\u00a0<\\/strong>\\r\\n
Critical Pedagogy Workshops<\\/h3>\\r\\nEach May, the CTL hosts a three-day Mellon-funded workshop focused on critical pedagogy<\\/span>\\u00a0and developed and delivered by local Berea faculty and staff members<\\/span>. In past years, faculty colleagues have presented on Culturally Responsive Pedagogy (2018) and Critical Race Theory and Education (2019).<\\/span>\\u00a0\\u00a0<\\/span>\\u00a0<\\/span>\\r\\n
Transparent Assignment Design Workshop\\u00a0<\\/span><\\/h3>\\r\\nEach May, members from the year\\u2019s faculty learning community on Transparent Assignment Design, together with the Mellon Transparency Fellows, hold a 2-hour workshop for colleagues on transparent assignment design.\\u00a0 Participants workshop current assignments to learn about recommendations for making them more effective for students.<\\/span>\\u00a0<\\/span>\\r\\n
Teaching Writing Institute<\\/h3>\\r\\nEach May, the CTL sponsors a Mellon-funded institute on teaching writing.\\u00a0 The Writing Institute seeks to transform all participants\\u2019 thinking, approach to, and practice of teaching college writing.\\u00a0 During the intensive two-week experience, faculty participate themselves in daily experiential, writing-based teaching and learning, as they learn about how to teach writing.\\u00a0 Each participant emerges with a redesigned syllabus and course assignments that aims to produce better student writing and to foster students\\u2019 self-efficacy as writers.\\u00a0 During the week of the institute, participants create 1) new assignment sequences for their target course, including a revised major paper assignment (as appropriate); 2) new daily lesson plans; 3) new approaches to student workshops, writing conferences, and assessment; and 4) integrated course plans, resulting in a draft course syllabus.\\u00a0 The institute is co-led by an experienced English faculty member and a co-facilitator from the faculty.\\r\\n
Course (Re)Design for Online Teaching and Learning\\u00a0(April-June 2020)<\\/h3>\\r\\nMany years, the summer includes a targeted course (re)design institute. During summer 2020 (April \\u2013 June), the CTL launched a series of month-long Moodle courses for instructors to learn to teach effectively online, a need emerging from the COVID-19 pandemic and a shift to distance instruction. Access to a dynamic copy of the course with additional resources and links is available for any Berea instructor upon request (contact Leslie Ortquist-Ahrens, ortquistahrensl@xfmlsp.com<\\/a>)\\r\\n
Teaching Online for Student Learning and Engagement<\\/h3>\\r\\nThrough the 2020-2021 academic year, workshops (and accompanying resources) will be available on an as-needed basis to address emerging faculty needs for online teaching development (contact Leslie Ortquist-Ahrens,\\u00a0<\\/span>ortquistahrensl@xfmlsp.com<\\/span><\\/a>).\\u00a0\\u00a0<\\/span>\\u00a0<\\/span>\",\"_accordion_2_content\":\"field_62833274f79f8\",\"accordion_3_title\":\"Mellon Student-Faculty Partnerships Program\",\"_accordion_3_title\":\"field_6283326ff79f7\",\"accordion_3_content\":\"Student-Faculty Partnerships\\u00a0<\\/span><\\/b>bring together pairs of students and faculty in a structured program that fosters relationship and encourages dialogue about faculty members\\u2019 teaching goals or questions and students\\u2019 expertise as learners in classrooms.\\u00a0 Students take a .25 credit course to prepare for the experience and meet one hour weekly with their faculty partners; faculty participants meet monthly with other faculty in the program.\\r\\n
Program Description<\\/h3>\\r\\nThe Mellon-funded and donor-supported Student-Faculty Partnerships Program works to establish conditions that allow students to become bona fide partners in the teaching equation through a variety of means, including as classroom observers and conversation partners with individual cooperating faculty members.\\u00a0 Students and instructors participate in order to deepen dialogue around diverse experiences of the classroom, to strengthen students\\u2019 sense of agency and responsibility for learning, and to foster better learning, a stronger sense of belonging, and greater equity (Cook-Sather, Bovill, & Felten 2014; the\\u00a0 SaLT Program<\\/a>\\u00a0at Bryn Mawr).\\r\\n
Student Application<\\/h3>\\r\\nTo participate, students must apply and provide recommendations from faculty members and others students. <\\/span>Crucial to success are students\\u2019 interest in and commitment to the\\u00a0<\\/span>working within the\\u00a0<\\/span>foundational\\u00a0 values of the program\\u2014<\\/span>respect<\\/span>, reciprocity, and responsibility\\u2014and a desire to grow and explore building a nontraditional relationship and dialogue with a faculty partner about teaching and learning.<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nStudents participate in a .25-credit course (the equivalent to a 1-credit course at other institutions); and student partners observe one hour of their faculty partner\\u2019s target class each week, assembling and writing up observations, then meeting to discuss these with their faculty partners.\\u00a0\\u00a0<\\/span>\\u00a0<\\/span>\\r\\n
Faculty Expression of Interest<\\/h3>\\r\\nTo participate, contact Lauren Hall (halll2@xfmlsp.com) or Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com<\\/a>) to express interest in the program.\\r\\n\\r\\nFaculty members engage in a one-hour weekly meeting with their student partners to consider goals for their courses in light of their student partners\\u2019 observations, listen to and discuss students\\u2019 insights, questions, and recommendations and plan upcoming classes in dialogue with the student partner.\\u00a0 Faculty participants meet monthly in a community of practice with one another and with the program facilitators to discuss their experiences in the program.\",\"_accordion_3_content\":\"field_62833274f79f8\",\"accordion_4_title\":\"Mellon Transparent Assignment Design Project\",\"_accordion_4_title\":\"field_6283326ff79f7\",\"accordion_4_content\":\"The Mellon grant initiative on\\u00a0<\\/span>transparent assignment design<\\/span><\\/a>\\u00a0encourages<\\/span>\\u00a0faculty members to take small but powerful steps to<\\/span>ward<\\/span>\\u00a0mak<\\/span>ing<\\/span>\\u00a0their teaching\\u00a0<\\/span>more\\u00a0<\\/span>\\u201ctransparent\\u201d\\u00a0<\\/span>to<\\/span>\\u00a0render the hidden curriculum\\u00a0<\\/span>visible and<\\/span>\\u00a0explicit for all students<\\/span>. This approach has been shown to <\\/span>especially help historically underserved students to\\u00a0<\\/span>experiences stronger feeling of belonging\\u00a0<\\/span>and self-efficacy<\\/span>\\u00a0(Winkelmes 2013; 2016<\\/span>).\\u00a0\\u00a0<\\/span>The project offers a number of entry points: annual short workshops, semester-long learning communities, and more in-depth research and leadership for two fellows.\\u00a0\\u00a0<\\/span>\\u00a0<\\/span>\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion_5_title\":\"Writing Retreats\",\"_accordion_5_title\":\"field_6283326ff79f7\",\"accordion_5_content\":\"Professional Writing Retreats<\\/span>\\u202f<\\/span><\\/b>are designed to help faculty and staff\\u202fmeet their professional writing goals\\u202f(typically related to tenure\\/promotion, dissertation\\/project completion, or publication)\\u202fin a supportive environment.\\u202fHeld in a\\u202fcomfortable\\u202foff-campus venue\\u202fwithout internet access, writing retreats allow\\u202fparticipants\\u202fto devote time, energy, and space\\u202fto writing without distractions.\\u202fParticipants set goals for the day together and reflect on their progress at the end of the session, and lunches and transportation to and from the retreat site are provided.\\u202f<\\/span>\\r\\n\\r\\nThe presence of\\u202fa group of\\u202ffellow writers has\\u202fbeen noted as\\u202fa\\u202fpositive aspect of previous retreats;\\u202fthe nearness of\\u202fcolleagues\\u202fworking on similar\\u202fkinds of\\u202fprojects\\u202foften\\u202fhelps hold\\u202fparticipants\\u202faccountable to their written goals.\\u202f\\u202fTypically,\\u202fapplications are accepted for\\u202ftwo retreats\\u202feach\\u202ffall; one\\u202fopen to all\\u202fon-campus faculty and staff, and one for women-identified\\u202ffaculty\\/staff\\u202fspecifically\\u202fin response to well-documented gender publication gaps in higher education.\\u202f\\u202f<\\/span>\\u00a0<\\/span>\\r\\n\\r\\nFor\\u202fmore information on our faculty\\/staff writing retreats, please contact Amy\\u202f<\\/span>McCleese<\\/span>\\u202fNichols (<\\/span>nicholsa@xfmlsp.com<\\/span><\\/a>) or Leslie Ortquist-Ahrens (<\\/span>ortquistahrensl@xfmlsp.com<\\/span><\\/a>).\\u202f\\u202f\\u202f<\\/span>\",\"_accordion_5_content\":\"field_62833274f79f8\",\"accordion\":6,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Mellon Communities of Practice ","content":"
The CTL fosters and supports many types of participant-driven and faculty-led or co-led communities of practice (CoP) among instructors.  Communities of practice involve groups of practitioners that come together regularly to focus on an area of shared interest and on building collegial relationships among members as they learn together over time (Wenger & Wenger-Trayner, 2015).
\n
Faculty Learning Communities
\n
Most frequently at Berea, instructors work together in faculty learning communities, semi-structured cross-disciplinary groups of five to ten participants and one or two facilitators who delve deeply into a teaching-related topic of shared interest over the course of a semester or academic year (Cox, 2004; Cox & Richlin, 2011). Groups meet twice monthly to discuss readings, make connections between their teaching practices and what they are learning, and sometimes to develop one or more activities or projects related to the learning community theme. Such projects may involve a revising a course (or course component), exploring a new pedagogy, building a cross-disciplinary collaboration, or even beginning of a collaborative scholarly research project. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com) for more information.
\n
\n
Past years’ topics: service-learning; inclusive teaching practices; oral histories in teaching and learning; contemplative practices for education; general teaching development; transparent assignment design; student-faculty partnerships; and general education revision.
\n
Triads
\n
A modification of the “teaching square,” groups of three instructors commit to meeting periodically across one semester to visit each other’s classrooms or online courses in three rounds and to provide one another with formative feedback and encouragement. Participants engage in structured reflection on their resultant learning and share this with one another and the CTL. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com) for more information.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Mellon Career Stage Development Opportunities ","content":"
The CTL offers extensive programming and support for faculty new to the College, and, since 2017, an increasing focus on programming designed for faculty at midcareer.
\n
New Faculty Programs
\n
New Faculty Orientation
\n
Just prior to the launch of the academic year, full-time faculty members who are new to Berea are required to attend an intensive two-day orientation designed to help them understand and reflect upon
\n
\n
who Berea students are, where they come from, and what assets they bring;
\n
their own identities as individuals as well as instructors, as these will interact with their students’ multiple intersecting identities;
\n
Berea’s Great Commitments, the eight-part mission that shapes culture, curriculum, and myriad choices for the College and the classroom;
\n
implicit as well as explicit cultural expectations and norms for faculty, and particularly those relevant for new faculty;
\n
teaching effectively: inclusive teaching, active learning, students’ stages of development, equity-mindedness, and more;
\n
preparing for a strong start, with a focus on syllabus development and the first day of class.
\n
\n
Participants meet other relatively new faculty (hired in the previous year or so), who share their own impressions of Berea’s student and faculty cultures together with advice about how to succeed in year one. Members of the Academic Affairs Office join the group to extend a welcome. Finally, a panel of senior faculty members field newcomers’ questions and offer advice, welcome, and encouragement.
\n
New Faculty Seminar
\n
Faculty new to Berea may choose to commit to a year-long learning community, the New Faculty Seminar. Participants meet bi-monthly with the CTL Director to explore pedagogies that foster student learning, engagement, and inclusion and help support new faculty members’ own success (and, by extension, that of their students), whether they are employed for a single term or on the tenure track. Through the seminar, each annual cohort builds deep bonds of community and provide mutual support through a shared period of significant transition. New faculty are introduced to recent work in the scholarship of teaching and learning and are also encouraged to participate and contribute to that scholarship, if they so choose.
\n
The New Faculty Seminar serves as a deeper introduction to the College than the Orientation, as well as a chance to explore effective teaching practices with a supportive cohort and an experienced faculty facilitator. The year-long seminar meets twice a month for 90 minutes during fall and spring semesters. While each cohort defines its own needs and areas of interest for common exploration, groups frequently choose from among the following as areas of focus:
\n
\n
informal collaborative exploration and trouble-shooting of common challenges faced by newcomers;
\n
discussion of shared readings about teaching for learning, such as Ambrose, et al. (2010), How Learning Works: Seven Research-Based Principles for Smart Teaching;
\n
engagement with senior faculty colleagues or visits from staff colleagues to learn more about Berea’s context and effective teaching and professional growth;
\n
reciprocal peer classroom visits;
\n
laying the groundwork for a successful tenure bid.
\n
\n
Participants each receive a $100.00 book allowance to purchase pedagogy books for their personal libraries at the end of the year.
\n
Midcareer Faculty Development
\n
Midcareer is a crucial moment for faculty members who often need to reorient, refresh, and recommit when, after an extended period of teaching, scholarship/creative work, and service, they are ready for a new challenge, and as they may experience some level of malaise, a lack of direction, or even a sense of feeling things have grown “stale” (Baldwin, DeZure, Shaw, & Moretto, 2008). Since 2017, the CTL has engaged a Mellon Faculty Fellow for Midcareer Faculty Development, who, together with the director, has brought midcareer instructors together to build collegial community and to explore developmentally relevant needs.
\n
Past topics: charting your next career phase; planning your sabbatical.
\n
Requests for future topics and opportunities: leadership development (for department chairs; for women, etc.); career-phase specific cohort or learning community groups; writing retreats and scholarly collaborations; diversity/inclusion development.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Mellon Workshops and Institutes ","content":"
While traditionally May and summer have provided time and space for faculty to engage in extended development opportunities such as multi-day workshops and institutes, the shift to online instruction necessitated by the COVID-19 pandemic has led in the 2020-2021 to the development of a series of just-in-time workshops to meet emerging needs during the academic year. If you have an idea or a request for such a workshop (or resources), contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com).
\n
Annual May workshops: Critical Pedagogies, Transparent Assignment Design, and the Writing Institute
\n
Course (Re)Design for Online Teaching and Learning (April – June 2020 and resource course)
\n
Ongoing workshops 2020-2021: Teaching Online for Student Learning and Engagement
\n
Critical Pedagogy Workshops
\n
Each May, the CTL hosts a three-day Mellon-funded workshop focused on critical pedagogy and developed and delivered by local Berea faculty and staff members. In past years, faculty colleagues have presented on Culturally Responsive Pedagogy (2018) and Critical Race Theory and Education (2019).
\n
Transparent Assignment Design Workshop
\n
Each May, members from the year’s faculty learning community on Transparent Assignment Design, together with the Mellon Transparency Fellows, hold a 2-hour workshop for colleagues on transparent assignment design. Participants workshop current assignments to learn about recommendations for making them more effective for students.
\n
Teaching Writing Institute
\n
Each May, the CTL sponsors a Mellon-funded institute on teaching writing. The Writing Institute seeks to transform all participants’ thinking, approach to, and practice of teaching college writing. During the intensive two-week experience, faculty participate themselves in daily experiential, writing-based teaching and learning, as they learn about how to teach writing. Each participant emerges with a redesigned syllabus and course assignments that aims to produce better student writing and to foster students’ self-efficacy as writers. During the week of the institute, participants create 1) new assignment sequences for their target course, including a revised major paper assignment (as appropriate); 2) new daily lesson plans; 3) new approaches to student workshops, writing conferences, and assessment; and 4) integrated course plans, resulting in a draft course syllabus. The institute is co-led by an experienced English faculty member and a co-facilitator from the faculty.
\n
Course (Re)Design for Online Teaching and Learning (April-June 2020)
\n
Many years, the summer includes a targeted course (re)design institute. During summer 2020 (April – June), the CTL launched a series of month-long Moodle courses for instructors to learn to teach effectively online, a need emerging from the COVID-19 pandemic and a shift to distance instruction. Access to a dynamic copy of the course with additional resources and links is available for any Berea instructor upon request (contact Leslie Ortquist-Ahrens, ortquistahrensl@xfmlsp.com)
\n
Teaching Online for Student Learning and Engagement
\n
Through the 2020-2021 academic year, workshops (and accompanying resources) will be available on an as-needed basis to address emerging faculty needs for online teaching development (contact Leslie Ortquist-Ahrens, ortquistahrensl@xfmlsp.com).
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Student-Faculty Partnerships bring together pairs of students and faculty in a structured program that fosters relationship and encourages dialogue about faculty members’ teaching goals or questions and students’ expertise as learners in classrooms. Students take a .25 credit course to prepare for the experience and meet one hour weekly with their faculty partners; faculty participants meet monthly with other faculty in the program.
\n
Program Description
\n
The Mellon-funded and donor-supported Student-Faculty Partnerships Program works to establish conditions that allow students to become bona fide partners in the teaching equation through a variety of means, including as classroom observers and conversation partners with individual cooperating faculty members. Students and instructors participate in order to deepen dialogue around diverse experiences of the classroom, to strengthen students’ sense of agency and responsibility for learning, and to foster better learning, a stronger sense of belonging, and greater equity (Cook-Sather, Bovill, & Felten 2014; the SaLT Program at Bryn Mawr).
\n
Student Application
\n
To participate, students must apply and provide recommendations from faculty members and others students. Crucial to success are students’ interest in and commitment to the working within the foundational values of the program—respect, reciprocity, and responsibility—and a desire to grow and explore building a nontraditional relationship and dialogue with a faculty partner about teaching and learning.
\n
Students participate in a .25-credit course (the equivalent to a 1-credit course at other institutions); and student partners observe one hour of their faculty partner’s target class each week, assembling and writing up observations, then meeting to discuss these with their faculty partners.
\n
Faculty Expression of Interest
\n
To participate, contact Lauren Hall (halll2@xfmlsp.com) or Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com) to express interest in the program.
\n
Faculty members engage in a one-hour weekly meeting with their student partners to consider goals for their courses in light of their student partners’ observations, listen to and discuss students’ insights, questions, and recommendations and plan upcoming classes in dialogue with the student partner. Faculty participants meet monthly in a community of practice with one another and with the program facilitators to discuss their experiences in the program.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Mellon Transparent Assignment Design Project","content":"
The Mellon grant initiative on transparent assignment design encourages faculty members to take small but powerful steps toward making their teaching more “transparent” to render the hidden curriculum visible and explicit for all students. This approach has been shown to especially help historically underserved students to experiences stronger feeling of belonging and self-efficacy (Winkelmes 2013; 2016).  The project offers a number of entry points: annual short workshops, semester-long learning communities, and more in-depth research and leadership for two fellows.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Writing Retreats","content":"
Professional Writing Retreats are designed to help faculty and staff meet their professional writing goals (typically related to tenure/promotion, dissertation/project completion, or publication) in a supportive environment. Held in a comfortable off-campus venue without internet access, writing retreats allow participants to devote time, energy, and space to writing without distractions. Participants set goals for the day together and reflect on their progress at the end of the session, and lunches and transportation to and from the retreat site are provided. 
\n
The presence of a group of fellow writers has been noted as a positive aspect of previous retreats; the nearness of colleagues working on similar kinds of projects often helps hold participants accountable to their written goals.  Typically, applications are accepted for two retreats each fall; one open to all on-campus faculty and staff, and one for women-identified faculty/staff specifically in response to well-documented gender publication gaps in higher education.  
\n
For more information on our faculty/staff writing retreats, please contact Amy McCleese Nichols (nicholsa@xfmlsp.com) or Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com).   
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Designed as a quickly transformable multi-functional space, it serves as a visitors center, classroom, exhibition space, student hangout, theater and performance hall.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Loyal Jones Appalachian Center Gallery is a great place to start your quest to learn or teach about Appalachia. Designed as a quickly transformable multi-functional space, it serves as a visitors center, classroom, exhibition space, student hangout, theater and performance hall."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Gallery is open to public visitors on weekdays from 8 a.m. to 5 p.m., but may be closed without notice when in use by courses, special events or on Berea College holidays. To plan your visit you may email Heather Dent at denth@xfmlsp.com<\\/a> or call 859-985-3140. You can also sign up for our monthly newsletter The Gravy Infusion<\\/a> to stay up to date on upcoming events and opportunities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Gallery is open to public visitors on weekdays from 8 a.m. to 5 p.m., but may be closed without notice when in use by courses, special events or on Berea College holidays. To plan your visit you may email Heather Dent at denth@xfmlsp.com or call 859-985-3140. You can also sign up for our monthly newsletter The Gravy Infusion to stay up to date on upcoming events and opportunities."}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"27px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"27px"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Connect\",\"level\":2,\"anchor\":\"h-connect\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-connect","content":"Connect"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Connect with us on Facebook<\\/a> and Instagram<\\/a>!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Connect with us on Facebook and Instagram!"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | CPO 2166 | John. B. Stephenson Hall, First Floor | 205 North Main Street | Berea, KY 40404 | 859-985-3140\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | CPO 2166 | John. B. 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1971-72 \\u2013 Neil A. Colmer and Patricia Hendricks\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1972-73 \\u2013 Fuzz Street Knucklebusters (Douglas Michael Hutchens, Glenn Ray Lawson, and Jonathan Ray Neff)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1973-74 \\u2013 David Dennon Crandall and Larry Ervin\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1974-75 \\u2013 The Blackhawk Bluegrass Band (Craig Bannerman, Anthony Estes, and Glenn Ray Lawson)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1975-76 \\u2013 Alice McLain of the McLain Family Band\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1976-77 \\u2013 William \\u201cBill\\u201d Lowder\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1977-78 \\u2013 Cora Lee Crandall\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1978-79 \\u2013 Robert Derrick Teague and Edith Weatherford\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"1979-80 \\u2013 David H. 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2022-23 - Hannah From\"}","innerBlocks":[]}]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5Nzc0OQ==","title_b28e9_bf21a":"Weatherford History","uri":"/centers/loyal-jones-appalachian-center/awards/weatherford-history/","parentId":"cG9zdDo5NzcxOQ==","databaseId":97749,"slug":"weatherford-history","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Weatherford History - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Weatherford History","opengraphDescription":"The awards commemorate the life and achievements of W.D. 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Granted by Berea College and the Appalachian Studies Association for 50 years, the awards commemorate the life and achievements of W.D. Weatherford Sr., a pioneer and leading figure in Appalachian development, youth work and race relations, and his son, Willis D. Weatherford Jr., Berea College\\u2019s sixth president. The poetry award was established in 2010 to honor the life and work of Dr. Grace Toney Edwards, former Director of the Appalachian Regional Studies Center at Radford University.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Weatherford Awards honor books deemed as best illuminating the challenges, personalities, and unique qualities of the Appalachian South. Granted by Berea College and the Appalachian Studies Association for 50 years, the awards commemorate the life and achievements of W.D. Weatherford Sr., a pioneer and leading figure in Appalachian development, youth work and race relations, and his son, Willis D. Weatherford Jr., Berea College’s sixth president. The poetry award was established in 2010 to honor the life and work of Dr. Grace Toney Edwards, former Director of the Appalachian Regional Studies Center at Radford University."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Current Winners\",\"level\":2,\"anchor\":\"h-current-winners\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-current-winners","content":"Current Winners"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We are pleased to announce this year\\u2019s winners of the 2022 Weatherford Awards! These are separated into 3 categories: fiction, nonfiction and poetry honoring books that \\u201cbest illuminate the challenges, personalities, and unique qualities of the Appalachian South.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We are pleased to announce this year’s winners of the 2022 Weatherford Awards! 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Good Women: Stories<\\/em> by Halle Hill<\\/li>\\r\\n \\t
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By Monic Ductan
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What the Judges had to say
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“Monic Ductan infuses her stories with craft, wit, and heart, and peoples them with fully-realized characters who make the foothills town of Muscadine, Georgia leap from the page. Here are a hundred years of women’s stories, told deftly and well. Each woman could be her own book, but in these stories Ductan expertly gives readers exactly what they need while honoring her characters’ complicated lives and full humanity.”
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“[Daughters of Muscadine] is intimate, delicate, and invites the reader in the way our stories should. It’s also refreshing in its subject matter and the way it represents the region.”
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Good Women: Stories by Halle Hill
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On the Savage Side by Tiffany McDaniel
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The Songs of Betty Baach – Glenn Taylor
\r\n
\r\n","buttons":null}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Poetry Award\",\"level\":3,\"anchor\":\"h-poetry-award\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-poetry-award","content":"Poetry Award"}},{"__typename":"AcfCardStackBlock","attributesJSON":"{\"id\":\"block_6422022b0105c\",\"name\":\"acf\\/card-stack\",\"data\":{\"cards_0_title\":\"Finalists \",\"_cards_0_title\":\"field_card_stack_cards_title\",\"cards_0_image\":\"\",\"_cards_0_image\":\"field_card_stack_cards_image\",\"cards_0_body\":\"
\\r\\n \\t
Splinter<\\/em> by Susan O'Dell Underwood<\\/span><\\/li>\\r\\n \\t
Reaching the Shore of the Sea of Fertility<\\/em> by Anna Laura Reeve<\\/li>\\r\\n \\t
Tamp\\u00a0<\\/em>by Denton Loving<\\/li>\\r\\n<\\/ul>\",\"_cards_0_body\":\"field_card_stack_cards_body\",\"cards_0_buttons\":\"\",\"_cards_0_buttons\":\"field_card_stack_cards_buttons\",\"cards_1_title\":\"\\\"Blood Root\\\" and \\\"River, Amen\\\"\",\"_cards_1_title\":\"field_card_stack_cards_title\",\"cards_1_image\":103165,\"_cards_1_image\":\"field_card_stack_cards_image\",\"cards_1_aspectRatio\":\"portrait\",\"_cards_1_aspectRatio\":\"field_card_stack_cards_aspectratio\",\"cards_1_body\":\"
Bloodroot<\\/a> by Bill King<\\/span><\\/p>\\r\\n River, Amen<\\/a> by Michael Garrigan\\r\\n\\r\\nWhat the Judges had to say<\\/strong>\\r\\n\\r\\nOn Bloodroot<\\/em>: \\\"This deeply moving collection of poetry is a deep meditation to all the joys and sorrows that the world offers us but also a praise-song to Appalachia in all of its complexity. A truly remarkable collection from one of the region's best poets.\\\"\\r\\n\\r\\nOn River, Amen<\\/em>: \\\"Garrigan\\u2019s ecological poems of Northern Appalachian waterways combine the poet\\u2019s experiences as a naturalist, angler, and bio-philosopher to make varied and memorable poems that celebrate the region, the sacredness of place, and poetry-making that sings with beauty and wildness.\\\"\",\"_cards_1_body\":\"field_card_stack_cards_body\",\"cards_1_buttons\":\"\",\"_cards_1_buttons\":\"field_card_stack_cards_buttons\",\"cards\":2,\"_cards\":\"field_card_stack_cards\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/card-stack","cardStack":{"__typename":"AcfCardStackBlock_Cardstack","cards":[{"__typename":"AcfCardStackBlock_Cardstack_cards","aspectratio":"square","title":"Finalists ","image":null,"body":"
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Splinter by Susan O’Dell Underwood
\n
Reaching the Shore of the Sea of Fertility by Anna Laura Reeve
\n
Tamp by Denton Loving
\n
\n","buttons":null},{"__typename":"AcfCardStackBlock_Cardstack_cards","aspectratio":"portrait","title":"\"Blood Root\" and \"River, Amen\"","image":{"__typename":"MediaItem","id":"cG9zdDoxMDMxNjU=","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2024/03/poetry-2024-scaled.jpg"},"body":"Bloodroot by Bill King
\n
River, Amen by Michael Garrigan
\n
What the Judges had to say
\n
On Bloodroot: “This deeply moving collection of poetry is a deep meditation to all the joys and sorrows that the world offers us but also a praise-song to Appalachia in all of its complexity. A truly remarkable collection from one of the region’s best poets.”
\n
On River, Amen: “Garrigan’s ecological poems of Northern Appalachian waterways combine the poet’s experiences as a naturalist, angler, and bio-philosopher to make varied and memorable poems that celebrate the region, the sacredness of place, and poetry-making that sings with beauty and wildness.”
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By Erica Abrams Locklear<\\/span><\\/p>\\r\\nWhat the Judges Had to Say\\u00a0<\\/strong>\\r\\n\\r\\n\\u201cI was immediately drawn to this work. Locklear seamlessly weaves personal narrative, historical, and cultural analysis, in a fascinating study about the connection between literature\\/popular discourse, food, and the region. Brilliant application to multiple fields including Appalachian studies, literary studies, and food studies.\\u201d\\r\\n\\r\\n\\u201cAn important critical intervention in foodways studies, Abrams Locklear\\u2019s Appalachia On The Table offers a new and important way of understanding Appalachian representation through food and people\\u2019s perceptions of it. Abrams Locklear enlivens conversations of Appalachian representation via historic discussion of food. Drawing from nonfiction, fiction, journal entries, and other primary\\/archival sources, the author makes evident the impact that representations of food have had on the region.\\u201d\",\"_cards_0_body\":\"field_card_stack_cards_body\",\"cards_0_buttons_0_label\":\"Read More\",\"_cards_0_buttons_0_label\":\"field_card_stack_cards_buttons_label\",\"cards_0_buttons_0_style\":\"primary\",\"_cards_0_buttons_0_style\":\"field_card_stack_cards_buttons_style\",\"cards_0_buttons_0_layout\":\"auto\",\"_cards_0_buttons_0_layout\":\"field_card_stack_cards_buttons_layout\",\"cards_0_buttons_0_url\":\"http:\\/\\/ugapress.org\\/book\\/9780820363394\\/appalachia-on-the-table\\/\",\"_cards_0_buttons_0_url\":\"field_card_stack_cards_buttons_url\",\"cards_0_buttons\":1,\"_cards_0_buttons\":\"field_card_stack_cards_buttons\",\"cards_1_title\":\"Finalists\",\"_cards_1_title\":\"field_card_stack_cards_title\",\"cards_1_image\":\"\",\"_cards_1_image\":\"field_card_stack_cards_image\",\"cards_1_body\":\"
\\r\\n \\t
Finding the Singing Spruce: Musical Instrument Makers and Appalachia's Mountain Forests<\\/em> by <\\/span><\\/span>Jasper Waugh-Quasebarth<\\/li>\\r\\n \\t
Oconaluftee<\\/i>: The History of a Smoky Mountain Valley <\\/i>by Elizabeth Giddens<\\/span><\\/li>\\r\\n \\t
Tar Hollow Trans Essays<\\/em> by Stacy Jane Grover\\u00a0<\\/span><\\/li>\\r\\n<\\/ul>\",\"_cards_1_body\":\"field_card_stack_cards_body\",\"cards_1_buttons\":\"\",\"_cards_1_buttons\":\"field_card_stack_cards_buttons\",\"cards\":2,\"_cards\":\"field_card_stack_cards\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/card-stack","cardStack":{"__typename":"AcfCardStackBlock_Cardstack","cards":[{"__typename":"AcfCardStackBlock_Cardstack_cards","aspectratio":"portrait","title":"Appalachia on the Table: Representing Mountain People Food & People","image":{"__typename":"MediaItem","id":"cG9zdDoxMDMxNjY=","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2024/03/9780820363400-scaled.jpg"},"body":"
By Erica Abrams Locklear
\n
What the Judges Had to Say
\n
“I was immediately drawn to this work. Locklear seamlessly weaves personal narrative, historical, and cultural analysis, in a fascinating study about the connection between literature/popular discourse, food, and the region. Brilliant application to multiple fields including Appalachian studies, literary studies, and food studies.”
\n
“An important critical intervention in foodways studies, Abrams Locklear’s Appalachia On The Table offers a new and important way of understanding Appalachian representation through food and people’s perceptions of it. Abrams Locklear enlivens conversations of Appalachian representation via historic discussion of food. Drawing from nonfiction, fiction, journal entries, and other primary/archival sources, the author makes evident the impact that representations of food have had on the region.”
\n","buttons":[{"__typename":"AcfCardStackBlock_Cardstack_cards_buttons","label":"Read More","layout":"auto","url":"http://ugapress.org/book/9780820363394/appalachia-on-the-table/","style":"primary"}]},{"__typename":"AcfCardStackBlock_Cardstack_cards","aspectratio":"square","title":"Finalists","image":null,"body":"
\n
Finding the Singing Spruce: Musical Instrument Makers and Appalachia’s Mountain Forests by Jasper Waugh-Quasebarth
\n
Oconaluftee: The History of a Smoky Mountain Valley by Elizabeth Giddens
\n
Tar Hollow Trans Essays by Stacy Jane Grover
\n
\n","buttons":null}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Past Winners\",\"level\":2,\"anchor\":\"h-past-winners\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-past-winners","content":"Past Winners"}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_6421f4c2ef23a\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Past Winners\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"
\\r\\n \\t
1970\\u00a0<\\/strong>\\u2013 Ben A. Franklin of the\\u00a0New York Times\\u00a0for his series of articles on Appalachia<\\/li>\\r\\n \\t
1971<\\/strong>\\u00a0\\u2013 David H. Looff \\u2013\\u00a0Appalachia\\u2019s Children<\\/li>\\r\\n \\t
1972<\\/strong>\\u00a0\\u2013 Eliot Wigginton and students of Rabun Gap \\u2013 Nacoochee School \\u2013\\u00a0The Foxfire Book<\\/li>\\r\\n \\t
1973<\\/strong>\\u00a0\\u2013 Barry Bingham, Jr., of the\\u00a0Louisville Courier \\u2013 Journal\\u00a0for thorough, persistent and influential reporting on Appalachia.<\\/li>\\r\\n \\t
1974<\\/strong>\\u00a0\\u2013 No award given<\\/li>\\r\\n \\t
1975<\\/strong>\\u00a0\\u2013 Brian Woolley and Ford Reid \\u2013\\u00a0We Be Here When the Morning Comes<\\/li>\\r\\n \\t
1976<\\/strong>\\u00a0\\u2013 Kai T. Erikson \\u2013\\u00a0Everything in Its Path<\\/li>\\r\\n \\t
1977<\\/strong>\\u00a0\\u2013 Gurney Norman \\u2013\\u00a0Kinfolks<\\/li>\\r\\n \\t
1977<\\/strong>\\u00a0\\u2013 Laurel Shackelford and Bill Weinberg \\u2013\\u00a0Our Appalachia<\\/li>\\r\\n \\t
1978<\\/strong>\\u00a0\\u2013 John W. Hevener \\u2013\\u00a0Which Side Are You On?<\\/li>\\r\\n \\t
1978<\\/strong>\\u00a0\\u2013 Henry D. Shapiro \\u2013\\u00a0Appalachia On Our Mind<\\/li>\\r\\n \\t
1979<\\/strong>\\u00a0\\u2013 Thomas J. Schoenbaum \\u2013\\u00a0The New River Controversy<\\/li>\\r\\n \\t
1980<\\/strong>\\u00a0\\u2013 John Gaventa \\u2013\\u00a0Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley<\\/li>\\r\\n \\t
1981<\\/strong>\\u00a0\\u2013 David Corbin \\u2013\\u00a0Life, Work, and Rebellion in the Coal Fields<\\/li>\\r\\n \\t
1982<\\/strong>\\u00a0\\u2013 Ronald Eller \\u2013\\u00a0Miners, Millhands, and Mountaineers<\\/li>\\r\\n \\t
1983<\\/strong>\\u00a0\\u2013 John Egerton \\u2013\\u00a0Generations<\\/li>\\r\\n \\t
1984<\\/strong>\\u00a0\\u2013 John Ehle \\u2013\\u00a0Last One Home<\\/li>\\r\\n \\t
1985<\\/strong>\\u00a0\\u2013 Eliot Wigginton \\u2013\\u00a0Sometimes a Shining Moment<\\/li>\\r\\n \\t
1986<\\/strong>\\u00a0\\u2013 Martin Cherniack \\u2013\\u00a0The Hawk\\u2019s Nest Incident<\\/li>\\r\\n \\t
1987<\\/strong>\\u00a0\\u2013 Denise Giardina \\u2013\\u00a0Storming Heaven<\\/li>\\r\\n \\t
1987<\\/strong>\\u00a0\\u2013 Rodger Cunningham \\u2013\\u00a0Apples on the Flood: The Southern Mountain Experience<\\/li>\\r\\n \\t
1988<\\/strong>\\u00a0\\u2013 Lee Smith \\u2013\\u00a0Fair and Tender Ladies<\\/li>\\r\\n \\t
1989<\\/strong>\\u00a0\\u2013 John Inscoe \\u2013\\u00a0Mountain Masters, Slavery, and the Sectional Crisis in Western North Carolina<\\/li>\\r\\n \\t
1990<\\/strong>\\u00a0\\u2013 Helen Lewis and Susanna O\\u2019Donnell \\u2013\\u00a0Remembering Our Past, Building Our Future<\\/li>\\r\\n \\t
1991<\\/strong>\\u00a0\\u2013 Crandall A. Shifflett \\u2013\\u00a0Coal Towns: Life, Work, and Culture in Company Towns of Southern Appalachia, 1880-1960<\\/li>\\r\\n \\t
1992<\\/strong>\\u00a0\\u2013 Denise Giardina \\u2013\\u00a0The Unquiet Earth<\\/li>\\r\\n \\t
1993\\u00a0<\\/strong>\\u2013 No award given<\\/li>\\r\\n \\t
1994<\\/strong>\\u00a0\\u2013 Henry Louis Gates, Jr. \\u2013\\u00a0Colored People: A Memoir<\\/li>\\r\\n \\t
1995<\\/strong>\\u00a0\\u2013 Deborah Vansau McCauley \\u2013\\u00a0Appalachian Mountain Religion: A History<\\/li>\\r\\n \\t
1996<\\/strong>\\u00a0\\u2013 Wilma A. Dunaway \\u2013\\u00a0The First American Frontier: Transition to Capitalism in Southern Appalachia, 1700-1860<\\/li>\\r\\n \\t
1997<\\/strong>\\u00a0\\u2013 Charles Frazier \\u2013\\u00a0Cold Mountain<\\/li>\\r\\n \\t
1998<\\/strong>\\u00a0\\u2013 Homer Hickam, Jr. \\u2013\\u00a0Rocket Boys: A Memoir<\\/li>\\r\\n \\t
1999<\\/strong>\\u00a0\\u2013 Loyal Jones \\u2013\\u00a0Faith and Meaning in the Southern Uplands<\\/li>\\r\\n \\t
2000<\\/strong>\\u00a0\\u2013 Dwight B. Billings and Kathleen M. Blee \\u2013\\u00a0The Road to Poverty: the Making of Wealth and Hardship in Appalachia<\\/li>\\r\\n \\t
2001<\\/strong>\\u00a0\\u2013 John O\\u2019Brien \\u2013\\u00a0At Home in the Heart of Appalachia<\\/li>\\r\\n \\t
2002<\\/strong>\\u00a0\\u2013 John A. Williams \\u2013\\u00a0Appalachia<\\/li>\\r\\n \\t
2003<\\/strong>\\u00a0\\u2013 Non-Fiction \\u2013 Wilma A. Dunaway\\u00a0\\u2013 Slavery in the American Mountain South<\\/li>\\r\\n \\t
2003<\\/strong>\\u00a0\\u2013 Fiction and Poetry \\u2013 Gretchen Moran Laskas\\u00a0\\u2013 The Midwife\\u2019s Tale<\\/li>\\r\\n \\t
2004<\\/strong>\\u00a0\\u2013 Non-Fiction \\u2013 Michael Montgomery \\u2013\\u00a0Dictionary of Smoky Mountain English<\\/li>\\r\\n \\t
2004<\\/strong>\\u00a0\\u2013 Fiction and Poetry \\u2013 Ron Rash \\u2013\\u00a0Saints at the River<\\/li>\\r\\n \\t
2005<\\/strong>\\u00a0\\u2013 Non-Fiction \\u2013 Sharon Hatfield \\u2013\\u00a0Never Seen the Moon: The Trials of Edith Maxwell<\\/li>\\r\\n \\t
2005<\\/strong>\\u00a0\\u2013 Fiction and Poetry \\u2013 Darnell Arnoult \\u2013\\u00a0What Travels With Us: Poems<\\/li>\\r\\n \\t
2006<\\/strong>\\u00a0\\u2013 Non-Fiction \\u2013 Rudy Abramson and Jean Haskell, Editors \\u2013\\u00a0The Encyclopedia of Appalachia<\\/em><\\/li>\\r\\n \\t
2006<\\/strong>\\u00a0\\u2013 Fiction and Poetry\\u00a0\\u2013<\\/em>\\u00a0Dot Jackson, John F. Blair Publisher\\u00a0\\u2013 Refuge<\\/em><\\/li>\\r\\n \\t
2007<\\/strong>\\u00a0\\u2013 Non-Fiction \\u2013 James J. Lorence \\u2013\\u00a0A Hard Journey: The Life of Don West<\\/em><\\/li>\\r\\n \\t
2007<\\/strong>\\u00a0\\u2013 Fiction and Poetry\\u00a0\\u2013<\\/em>\\u00a0Ann Pancake\\u00a0\\u2013 Strange as this Weather Has Been<\\/em><\\/li>\\r\\n \\t
2008<\\/strong>\\u00a0\\u2013 Fiction and Poetry \\u2013 Ron Rash,\\u00a0Serena<\\/em><\\/li>\\r\\n \\t
2008<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Ronald D Eller,\\u00a0Uneven Ground: Appalachia since 1945.<\\/em><\\/li>\\r\\n \\t
2009<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Chris Green,\\u00a0The Social Life of Poetry<\\/em>\\u00a0(Palgrave Macmillan<\\/em>)<\\/li>\\r\\n \\t
2009<\\/strong>\\u00a0\\u2013\\u00a0<\\/strong>Fiction and Poetry \\u2013 C.E. Morgan,\\u00a0All the Living<\\/em>\\u00a0(Farrar, Straus, and Giroux<\\/em>)<\\/li>\\r\\n \\t
2010<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Alessandro Portelli,\\u00a0They Say in Harlan County<\\/em><\\/li>\\r\\n \\t
2010\\u00a0<\\/strong>\\u2013 Fiction \\u2013 Amy Greene,\\u00a0Bloodroot<\\/em><\\/li>\\r\\n \\t
2010<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Lisa J. Parker,\\u00a0this gone place<\\/em><\\/li>\\r\\n \\t
2011<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013\\u00a0Emily Satterwhite,\\u00a0Dear Appalachia: Readers, Identity, and Popular Fiction since 1978<\\/em><\\/li>\\r\\n \\t
2011<\\/strong>\\u00a0\\u2013 Fiction \\u2013\\u00a0Charles Frazier,\\u00a0Night Woods<\\/em><\\/li>\\r\\n \\t
2011<\\/strong>\\u00a0\\u2013 Poetry \\u2013\\u00a0Jesse Graves,\\u00a0Tennessee Landscape with Blighted Pine<\\/em><\\/li>\\r\\n \\t
2012<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Kathryn Newfont,\\u00a0Blue Ridge Commons<\\/em><\\/li>\\r\\n \\t
2012<\\/strong>\\u00a0\\u2013 Fiction \\u2013 Barbara Kingsolver,\\u00a0Flight Behavior<\\/em><\\/li>\\r\\n \\t
2012<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Richard Hague,\\u00a0During the Recent Extinctions<\\/em><\\/li>\\r\\n \\t
2013<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 T.R.C Hutton,\\u00a0Bloody Breathitt: Politics and Violence in the Appalachian South<\\/em><\\/li>\\r\\n \\t
2013<\\/strong>\\u00a0\\u2013 Fiction \\u2013 Karen Spears Zacharias,\\u00a0Mother of Rain<\\/em><\\/li>\\r\\n \\t
2013<\\/strong>\\u00a0\\u2013 Poetry\\u00a0\\u2013 Ron Houchin,\\u00a0The Man Who Saws Us in Half<\\/em><\\/li>\\r\\n \\t
2014<\\/strong>\\u00a0\\u2013 Nonfiction\\u00a0\\u2013 \\u00a0Susan Eike Spalding,\\u00a0Appalachian Dance: Creativity and Continuity in Six Communities<\\/em><\\/li>\\r\\n \\t
2014<\\/strong>\\u00a0\\u2013 Fiction\\u00a0\\u2013\\u00a0Marie Manilla,\\u00a0The Patron Saint of Ugly<\\/em><\\/li>\\r\\n \\t
2014<\\/strong>\\u00a0\\u2013 Poetry\\u00a0\\u2013\\u00a0Jesse Graves,\\u00a0Basin Ghosts<\\/em><\\/li>\\r\\n \\t
2015<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Chad Berry, Phillip J. Obermiller, and Shaunna L. Scott, Editors,\\u00a0Studying Appalachian Studies: Making the Path by Walking<\\/em><\\/li>\\r\\n \\t
2015<\\/strong>\\u00a0\\u2013 Fiction \\u2013 Robert Gipe,\\u00a0Trampoline<\\/em><\\/li>\\r\\n \\t
2015<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Nickole Brown,\\u00a0Fanny Says<\\/em><\\/li>\\r\\n \\t
2016<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Steven E. Nash,\\u00a0Reconstruction\\u2019s Ragged Edge: The Politics of Postwar Life in the Southern Mountains<\\/em><\\/li>\\r\\n \\t
2016<\\/strong>\\u00a0\\u2013 Fiction \\u2013 Crystal Wilkinson,\\u00a0The Birds of Opulence<\\/em><\\/li>\\r\\n \\t
2016<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Marc Harshman,\\u00a0Believe What You Can<\\/em><\\/li>\\r\\n \\t
2017\\u00a0<\\/strong>\\u00a0\\u2013 Nonfiction \\u2013 Carol Boggess,\\u00a0James Still: A Life\\u00a0<\\/em><\\/li>\\r\\n \\t
2017\\u00a0<\\/strong>\\u2013 Fiction \\u2013 Wiley Cash,\\u00a0The Last Ballad<\\/em><\\/li>\\r\\n \\t
2017\\u00a0<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Pauletta Hansel,\\u00a0Palindrome<\\/em><\\/li>\\r\\n \\t
2018 \\u2013\\u00a0<\\/strong>Nonfiction \\u2013 Michael Clay Carey,\\u00a0The News Untold<\\/em><\\/li>\\r\\n \\t
2018\\u00a0<\\/strong>\\u2013 Fiction \\u2013 Silas House,\\u00a0Southernmost<\\/em><\\/li>\\r\\n \\t
2018<\\/strong>\\u00a0\\u2013 Poetry \\u2013 Sarah McCartt-Jackson,\\u00a0Stonelight<\\/em><\\/li>\\r\\n \\t
2019 \\u2013\\u00a0<\\/strong>Nonfiction \\u2013 Meredith McCarroll and Anthony Harkins,\\u00a0Appalachian Reckoning<\\/em><\\/li>\\r\\n \\t
2019 \\u2013\\u00a0<\\/strong>Fiction \\u2013 Michael Croley,\\u00a0Any Other Place<\\/em><\\/li>\\r\\n \\t
2019 \\u2013\\u00a0<\\/strong>Poetry \\u2013 Rose McLarney \\u2013\\u00a0Forage<\\/em><\\/li>\\r\\n \\t
2020 \\u2013\\u00a0<\\/strong>Nonfiction \\u2013 Eric Luke Lassiter, Brian A. Hoey, and Elizabeth Campbell,\\u00a0I\\u2019m Afraid of That Water: A Collaborative Ethnography of a West Virginia Water Crisis<\\/em><\\/li>\\r\\n \\t
2020 \\u2013\\u00a0<\\/strong>Fiction \\u2013 Carter Sickels,\\u00a0The Prettiest Star<\\/em><\\/li>\\r\\n \\t
2020 \\u2013\\u00a0<\\/strong>Poetry \\u2013 Matthew Wimberley ,\\u00a0All the Great Territories<\\/em><\\/li>\\r\\n \\t
2021<\\/strong> - Fiction:\\u00a0<\\/em>Jocelyn Johnson, My Monticello<\\/em><\\/li>\\r\\n \\t
2021<\\/strong> - Poetry:\\u00a0<\\/em>Marianne Worthington, The Girl Singer<\\/em><\\/li>\\r\\n \\t
2021<\\/strong> - Non-Fiction: William H. Turner, The\\u00a0Harlan Renaissance: Stories of Black Lives in Appalachian Coal Towns<\\/em><\\/li>\\r\\n \\t
2022\\u00a0<\\/strong>- Fiction: Barbara Kingsolver, Demon Copperhead<\\/em><\\/li>\\r\\n \\t
2022\\u00a0<\\/strong>- Poetry: Annie Woodford,\\u00a0Where You Come From is Gone\\u00a0<\\/em><\\/li>\\r\\n \\t
2022\\u00a0<\\/strong>- Nonfiction: Luke Manget, Ginseng Diggers<\\/em><\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Special Weatherford Award Winners\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"The Weatherford Committee may create a special Weatherford Award to honor another work or body of work that makes an outstanding contribution to the understanding of Appalachian people.\\r\\n
\\r\\n \\t
1972<\\/strong>\\u00a0\\u2013 Robert Coles, M.D.<\\/li>\\r\\n \\t
1973<\\/strong>\\u00a0\\u2013 Wilma Dykeman<\\/li>\\r\\n \\t
1975<\\/strong>\\u00a0\\u2013 Jesse Stuart<\\/li>\\r\\n \\t
1976<\\/strong>\\u00a0\\u2013 Harry Caudill<\\/li>\\r\\n \\t
1977<\\/strong>\\u00a0\\u2013 James Still<\\/li>\\r\\n \\t
1978<\\/strong>\\u00a0\\u2013 Harriette Simpson Arnow<\\/li>\\r\\n \\t
1979<\\/strong>\\u00a0\\u2013 Cratis Williams<\\/li>\\r\\n \\t
1985<\\/strong>\\u00a0\\u2013 Albert Stewart \\u2013 Certificate of Achievement<\\/li>\\r\\n \\t
1988<\\/strong>\\u00a0\\u2013 Alfred Perrin<\\/li>\\r\\n \\t
1996<\\/strong>\\u00a0\\u2013 Loyal Jones<\\/li>\\r\\n \\t
1999<\\/strong>\\u00a0\\u2013 Sidney Saylor Farr<\\/li>\\r\\n \\t
1999<\\/strong>\\u00a0\\u2013 Jerry W. Williamson<\\/li>\\r\\n \\t
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\n
1970 – Ben A. Franklin of the New York Times for his series of articles on Appalachia
\n
1971 – David H. Looff – Appalachia’s Children
\n
1972 – Eliot Wigginton and students of Rabun Gap – Nacoochee School – The Foxfire Book
\n
1973 – Barry Bingham, Jr., of the Louisville Courier – Journal for thorough, persistent and influential reporting on Appalachia.
\n
1974 – No award given
\n
1975 – Brian Woolley and Ford Reid – We Be Here When the Morning Comes
\n
1976 – Kai T. Erikson – Everything in Its Path
\n
1977 – Gurney Norman – Kinfolks
\n
1977 – Laurel Shackelford and Bill Weinberg – Our Appalachia
\n
1978 – John W. Hevener – Which Side Are You On?
\n
1978 – Henry D. Shapiro – Appalachia On Our Mind
\n
1979 – Thomas J. Schoenbaum – The New River Controversy
\n
1980 – John Gaventa – Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley
\n
1981 – David Corbin – Life, Work, and Rebellion in the Coal Fields
\n
1982 – Ronald Eller – Miners, Millhands, and Mountaineers
\n
1983 – John Egerton – Generations
\n
1984 – John Ehle – Last One Home
\n
1985 – Eliot Wigginton – Sometimes a Shining Moment
\n
1986 – Martin Cherniack – The Hawk’s Nest Incident
\n
1987 – Denise Giardina – Storming Heaven
\n
1987 – Rodger Cunningham – Apples on the Flood: The Southern Mountain Experience
\n
1988 – Lee Smith – Fair and Tender Ladies
\n
1989 – John Inscoe – Mountain Masters, Slavery, and the Sectional Crisis in Western North Carolina
\n
1990 – Helen Lewis and Susanna O’Donnell – Remembering Our Past, Building Our Future
\n
1991 – Crandall A. Shifflett – Coal Towns: Life, Work, and Culture in Company Towns of Southern Appalachia, 1880-1960
\n
1992 – Denise Giardina – The Unquiet Earth
\n
1993 – No award given
\n
1994 – Henry Louis Gates, Jr. – Colored People: A Memoir
\n
1995 – Deborah Vansau McCauley – Appalachian Mountain Religion: A History
\n
1996 – Wilma A. Dunaway – The First American Frontier: Transition to Capitalism in Southern Appalachia, 1700-1860
\n
1997 – Charles Frazier – Cold Mountain
\n
1998 – Homer Hickam, Jr. – Rocket Boys: A Memoir
\n
1999 – Loyal Jones – Faith and Meaning in the Southern Uplands
\n
2000 – Dwight B. Billings and Kathleen M. Blee – The Road to Poverty: the Making of Wealth and Hardship in Appalachia
\n
2001 – John O’Brien – At Home in the Heart of Appalachia
\n
2002 – John A. Williams – Appalachia
\n
2003 – Non-Fiction – Wilma A. Dunaway – Slavery in the American Mountain South
\n
2003 – Fiction and Poetry – Gretchen Moran Laskas – The Midwife’s Tale
\n
2004 – Non-Fiction – Michael Montgomery – Dictionary of Smoky Mountain English
\n
2004 – Fiction and Poetry – Ron Rash – Saints at the River
\n
2005 – Non-Fiction – Sharon Hatfield – Never Seen the Moon: The Trials of Edith Maxwell
\n
2005 – Fiction and Poetry – Darnell Arnoult – What Travels With Us: Poems
\n
2006 – Non-Fiction – Rudy Abramson and Jean Haskell, Editors – The Encyclopedia of Appalachia
\n
2006 – Fiction and Poetry – Dot Jackson, John F. Blair Publisher – Refuge
\n
2007 – Non-Fiction – James J. Lorence – A Hard Journey: The Life of Don West
\n
2007 – Fiction and Poetry – Ann Pancake – Strange as this Weather Has Been
\n
2008 – Fiction and Poetry – Ron Rash, Serena
\n
2008 – Nonfiction – Ronald D Eller, Uneven Ground: Appalachia since 1945.
\n
2009 – Nonfiction – Chris Green, The Social Life of Poetry (Palgrave Macmillan)
\n
2009 – Fiction and Poetry – C.E. Morgan, All the Living (Farrar, Straus, and Giroux)
\n
2010 – Nonfiction – Alessandro Portelli, They Say in Harlan County
\n
2010 – Fiction – Amy Greene, Bloodroot
\n
2010 – Poetry – Lisa J. Parker, this gone place
\n
2011 – Nonfiction – Emily Satterwhite, Dear Appalachia: Readers, Identity, and Popular Fiction since 1978
\n
2011 – Fiction – Charles Frazier, Night Woods
\n
2011 – Poetry – Jesse Graves, Tennessee Landscape with Blighted Pine
\n
2012 – Nonfiction – Kathryn Newfont, Blue Ridge Commons
\n
2012 – Fiction – Barbara Kingsolver, Flight Behavior
\n
2012 – Poetry – Richard Hague, During the Recent Extinctions
\n
2013 – Nonfiction – T.R.C Hutton, Bloody Breathitt: Politics and Violence in the Appalachian South
\n
2013 – Fiction – Karen Spears Zacharias, Mother of Rain
\n
2013 – Poetry – Ron Houchin, The Man Who Saws Us in Half
\n
2014 – Nonfiction – Susan Eike Spalding, Appalachian Dance: Creativity and Continuity in Six Communities
\n
2014 – Fiction – Marie Manilla, The Patron Saint of Ugly
\n
2014 – Poetry – Jesse Graves, Basin Ghosts
\n
2015 – Nonfiction – Chad Berry, Phillip J. Obermiller, and Shaunna L. Scott, Editors, Studying Appalachian Studies: Making the Path by Walking
\n
2015 – Fiction – Robert Gipe, Trampoline
\n
2015 – Poetry – Nickole Brown, Fanny Says
\n
2016 – Nonfiction – Steven E. Nash, Reconstruction’s Ragged Edge: The Politics of Postwar Life in the Southern Mountains
\n
2016 – Fiction – Crystal Wilkinson, The Birds of Opulence
\n
2016 – Poetry – Marc Harshman, Believe What You Can
\n
2017  – Nonfiction – Carol Boggess, James Still: A Life
\n
2017 – Fiction – Wiley Cash, The Last Ballad
\n
2017  – Poetry – Pauletta Hansel, Palindrome
\n
2018 – Nonfiction – Michael Clay Carey, The News Untold
\n
2018 – Fiction – Silas House, Southernmost
\n
2018 – Poetry – Sarah McCartt-Jackson, Stonelight
\n
2019 – Nonfiction – Meredith McCarroll and Anthony Harkins, Appalachian Reckoning
\n
2019 – Fiction – Michael Croley, Any Other Place
\n
2019 – Poetry – Rose McLarney – Forage
\n
2020 – Nonfiction – Eric Luke Lassiter, Brian A. Hoey, and Elizabeth Campbell, I’m Afraid of That Water: A Collaborative Ethnography of a West Virginia Water Crisis
\n
2020 – Fiction – Carter Sickels, The Prettiest Star
\n
2020 – Poetry – Matthew Wimberley , All the Great Territories
\n
2021 – Fiction: Jocelyn Johnson, My Monticello
\n
2021 – Poetry: Marianne Worthington, The Girl Singer
\n
2021 – Non-Fiction: William H. Turner, The Harlan Renaissance: Stories of Black Lives in Appalachian Coal Towns
\n
2022 – Fiction: Barbara Kingsolver, Demon Copperhead
\n
2022 – Poetry: Annie Woodford, Where You Come From is Gone
\n
2022 – Nonfiction: Luke Manget, Ginseng Diggers
\n
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\n
\n
1972 – Robert Coles, M.D.
\n
1973 – Wilma Dykeman
\n
1975 – Jesse Stuart
\n
1976 – Harry Caudill
\n
1977 – James Still
\n
1978 – Harriette Simpson Arnow
\n
1979 – Cratis Williams
\n
1985 – Albert Stewart – Certificate of Achievement
\n
1988 – Alfred Perrin
\n
1996 – Loyal Jones
\n
1999 – Sidney Saylor Farr
\n
1999 – Jerry W. Williamson
\n
2015 – Jim Wayne Miller in recognition of Every Leaf a Mirror: A Jim Wayne Miller Reader,  edited by Morris Allen Grubbs and Mary Ellen Miller
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Sign up today by emailing Heather Dent at denth@xfmlsp.com<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Stay up to date on what's happening in the Appalachian Center by signing up to receive our monthly newsletter! Sign up today by emailing Heather Dent at denth@xfmlsp.com"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Here at the Appalachian Center we understand the power of sharing stories. Here are a few examples of stories featured in previous issues:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Here at the Appalachian Center we understand the power of sharing stories. 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December 2022<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
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An early report by Loyal Jones for the period 8/70-9/71 talks about “developing a series of concerts that will give us an opportunity to make videotapes of traditional singers for our collections.”"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/20210416_Folk-Jam-Session_Crystal-Wylie-50-1024x683.jpg\",\"alt\":\"Close up of hands playing a guitar\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":88226,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":88226,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20210416_Folk-Jam-Session_Crystal-Wylie-50-1024x683.jpg","alt":"Close up of hands playing a guitar"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The festival is an outgrowth of that effort, for in 1974, the committee\\u2019s duties were expanded to include advising Loyal Jones and the Appalachian Center on policies and performers for the first Celebration. The Celebration of Traditional Music (CTM) was first held in the fall of 1974 and has continued every fall since then, except for two years (1999 and 2000), when a May weekend was tried out to see if that would increase the audience. The Celebration continues part of the Appalachian Center\\u2019s overall mission of encouraging and coordinating many of the Berea College\\u2019s special Appalachian programs, involving students and faculty, serving the region, and documenting the region\\u2019s culture.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The festival is an outgrowth of that effort, for in 1974, the committee’s duties were expanded to include advising Loyal Jones and the Appalachian Center on policies and performers for the first Celebration. The Celebration of Traditional Music (CTM) was first held in the fall of 1974 and has continued every fall since then, except for two years (1999 and 2000), when a May weekend was tried out to see if that would increase the audience. The Celebration continues part of the Appalachian Center’s overall mission of encouraging and coordinating many of the Berea College’s special Appalachian programs, involving students and faculty, serving the region, and documenting the region’s culture."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"According to the Appalachian Center\\u2019s Newsletter (Vol. 3 No. 3, p. 1),\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"According to the Appalachian Center’s Newsletter (Vol. 3 No. 3, p. 1),"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The purpose of the festival, which will be both a recreational and a scholarly occasion, is to encourage the music and instrumental musicianship traditional to Appalachian people. This is actually not a new aim at Berea, since a spring dance festival and the Christmas Country Dance School have been fixtures in the calendar for many years and the college has a long-time interest in the collection and preservation of songs and ballads\\u2026<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The purpose of the festival, which will be both a recreational and a scholarly occasion, is to encourage the music and instrumental musicianship traditional to Appalachian people. This is actually not a new aim at Berea, since a spring dance festival and the Christmas Country Dance School have been fixtures in the calendar for many years and the college has a long-time interest in the collection and preservation of songs and ballads…"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/20210605_Dulcimer-Event_Jalen-Prater-67-1024x682.jpg\",\"alt\":\"Close up of a dulcimer with hummingbirds engraved in it\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":88228,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":88228,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20210605_Dulcimer-Event_Jalen-Prater-67-1024x682.jpg","alt":"Close up of a dulcimer with hummingbirds engraved in it"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"It was put on \\u201cunder the direction of the Appalachian Center, with the assistance of the music department and the Berea Country Dancers.\\u201d   \\u201cThe celebration is being held both for the sheer fun of it and for the advancement of music scholarship\\u201d (Newsletter 3:4: p.1). The combination of education and entertainment has continued into the present, including interpretation and context for the music by the hosts in their introductions. The musicians have always been encouraged to provide their own contexts and communicate that to the audience as well.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"It was put on “under the direction of the Appalachian Center, with the assistance of the music department and the Berea Country Dancers.”   “The celebration is being held both for the sheer fun of it and for the advancement of music scholarship” (Newsletter 3:4: p.1). The combination of education and entertainment has continued into the present, including interpretation and context for the music by the hosts in their introductions. The musicians have always been encouraged to provide their own contexts and communicate that to the audience as well."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Celebration always includes an afternoon symposium, in which some aspect of traditional music is presented by an authority in the field. Subjects for the symposium have ranged from music of the Civil War, to shape note music, Kentucky fiddlers, women banjo players, and biographical presentations on influential musicians.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Celebration always includes an afternoon symposium, in which some aspect of traditional music is presented by an authority in the field. Subjects for the symposium have ranged from music of the Civil War, to shape note music, Kentucky fiddlers, women banjo players, and biographical presentations on influential musicians."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The CTM has been supported and advised by a Traditional Music Committee, made up of musicians, music producers, scholars, and appropriate Berea College personnel to provide suggestions for performers, symposium topics, and contexts for the traditional musicians invited to the festival. Past members have included country music greats Bradley Kincaid and Asa Martin; music and festival producers John Lair and John Rice Irwin; music scholars and collectors John Harrod and Gerald Milnes; musician\\/scholars Jean Ritchie and Betty Smith; archivists Gerald Roberts and Harry Rice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The CTM has been supported and advised by a Traditional Music Committee, made up of musicians, music producers, scholars, and appropriate Berea College personnel to provide suggestions for performers, symposium topics, and contexts for the traditional musicians invited to the festival. Past members have included country music greats Bradley Kincaid and Asa Martin; music and festival producers John Lair and John Rice Irwin; music scholars and collectors John Harrod and Gerald Milnes; musician/scholars Jean Ritchie and Betty Smith; archivists Gerald Roberts and Harry Rice."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This year\\u2019s Traditional Music Committee is comprised of Liza DiSavino, Chris Green, Bobby Starnes, Harry Rice, and Joe Wilkie.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This year’s Traditional Music Committee is comprised of Liza DiSavino, Chris Green, Bobby Starnes, Harry Rice, and Joe 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He graduated from Hayesville North Carolina High School in 1945, earned an undergraduate degree in English at Berea College in 1954, and received his masters in English (and became certified to teach) from the University of North Carolina in 1957.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Born in 1928, Loyal Jones grew up on a mountain farm in western North Carolina. He graduated from Hayesville North Carolina High School in 1945, earned an undergraduate degree in English at Berea College in 1954, and received his masters in English (and became certified to teach) from the University of North Carolina in 1957."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/20100415_LoyalJones_OA050-681x1024.jpg\",\"alt\":\"Portrait of Loyal Jones\",\"caption\":\"Portrait of Loyal Jones, '54. Jones is an accomplished author, Appalachian scholar, and the former Director of the Appalachian Center at Berea College which was renamed the Loyal Jones Appalachian Center in his honor. Taken 20100415.\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":88255,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":88255,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20100415_LoyalJones_OA050-681x1024.jpg","alt":"Portrait of Loyal Jones"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Having served as Director of the Appalachian Center at Berea College from 1970-1993, Jones currently lives with his wife, the former Nancy Swan of Milwaukee, Wisconsin, in Berea. The two met while in college and they are the parents of three children: Susan, Carol, and Scott.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Having served as Director of the Appalachian Center at Berea College from 1970-1993, Jones currently lives with his wife, the former Nancy Swan of Milwaukee, Wisconsin, in Berea. The two met while in college and they are the parents of three children: Susan, Carol, and Scott."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jones was born in Marble, Cherokee County, and lived there until he was 12, when his family moved to Brasstown in Clay County. \\u201cWe were farmers, living on rented land,\\u201d he said. One of eight children, Jones served a brief stint in the Navy after high school, and then worked as a farmer and horse trainer before enrolling as an undergraduate at Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jones was born in Marble, Cherokee County, and lived there until he was 12, when his family moved to Brasstown in Clay County. “We were farmers, living on rented land,” he said. One of eight children, Jones served a brief stint in the Navy after high school, and then worked as a farmer and horse trainer before enrolling as an undergraduate at Berea College."}},{"__typename":"CoreEmbedBlock","attributesJSON":"{\"caption\":\"Loyal Jones tells his story in his own words<\\/strong>
\",\"allowResponsive\":true,\"responsive\":true,\"previewable\":true,\"url\":\"http:\\/\\/youtu.be\\/5GAGxm_-t98\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"}","name":"core/embed","attributes":{"__typename":"CoreEmbedBlockAttributes","url":"http://youtu.be/5GAGxm_-t98","providerNameSlug":"youtube"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jones began writing in college, but did not publish until several years later. He has been a prolific writer with literally dozens of published articles concerning Appalachian culture and its people to his credit.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jones began writing in college, but did not publish until several years later. He has been a prolific writer with literally dozens of published articles concerning Appalachian culture and its people to his credit."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"One characteristic of Jones\\u2019 writing is optimism about the resiliency of mountain people and their culture, says Ron Eller, former director of the Appalachian Center at the University of Kentucky.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"One characteristic of Jones’ writing is optimism about the resiliency of mountain people and their culture, says Ron Eller, former director of the Appalachian Center at the University of Kentucky."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Jones\\u2019 message has been that Appalachia should be judged by its own values\\u2014family, land, traditionalism\\u2014rather than mainstream values of accumulation, wealth and power, Eller said.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Jones’ message has been that Appalachia should be judged by its own values—family, land, traditionalism—rather than mainstream values of accumulation, wealth and power, Eller said."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cIn many ways, he represents the best of Appalachia, the part of Appalachian society that values people for what they really are.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“In many ways, he represents the best of Appalachia, the part of Appalachian society that values people for what they really are.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In his years of writing and speaking about the region, Jones has become one of its best-known and best-loved figures. In addition to the numerous articles he has written about Appalachia, he has also authored nine books, including multiple volumes on regional humor.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In his years of writing and speaking about the region, Jones has become one of its best-known and best-loved figures. In addition to the numerous articles he has written about Appalachia, he has also authored nine books, including multiple volumes on regional humor."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"His books include text for:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"His books include text for:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\nAppalachia: A Self-Portrait <\\/em>(1979)<\\/li>
Radio\\u2019s \\u2018Kentucky Mountain Boy\\u2019 Bradley Kincaid<\\/em> (1980, revised 1988)<\\/li>
\\nMinstrel of the Appalachians: The Story of Bascom Lamar Lundsford<\\/em> (1984, revised in 1988, reprinted in 2002)<\\/li>
\\nReshaping the Image of Appalachia <\\/em>(1986)<\\/li>
\\nAppalachian Values with Warren Brunner<\\/em> (1995)<\\/li>
\\nFaith and Meaning in The Southern Uplands<\\/em> (1999)<\\/li>
\\nCountry Music Humorists and Comedians<\\/em> (2008)<\\/li>
\\nMy Curious and Jocular Heroes: Tales and Tale-Spinners from Appalachia <\\/em>(2017).<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"With Billy Edd Wheeler, Jones coauthored:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"With Billy Edd Wheeler, Jones coauthored:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Laughter in Appalachia: A Festival of Southern Mountain Humor<\\/em> (1987)<\\/li>
\\nCuring the Cross-Eyed Mule: Appalachian Mountain Humor<\\/em> (1989)<\\/li>
\\nThe Preacher Joke Book<\\/em> (1989)<\\/li>
\\nHometown Humor <\\/em>(1991)<\\/li>
\\nMore Laughter in Appalachia: A Festival of Southern Mountain Humor<\\/em> (1995).<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"He also edited the Humor section and numerous entries in Encyclopedia of Appalachia, edited by Ruby Abramson and Jean Haskell, and published in 2006.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"He also edited the Humor section and numerous entries in Encyclopedia of Appalachia, edited by Ruby Abramson and Jean Haskell, and published in 2006."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Records include notes to:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Records include notes to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
\\nMusic from South Turkey Creek<\\/em> (1976)<\\/li>
Co-producer and writer of notes for Celebration! Old-Time Music at Berea<\\/em> (1976)<\\/li>
Co-producer and writer of notes for Buell Kazee<\\/em> (1978)<\\/li>
\\nThe Ballad Tradition <\\/em>(1986)<\\/li>
\\nSheila Adams Barnhill: Loving Forward, Loving Backward<\\/em> (1988).<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Before coming to Berea College as director of the Appalachian Center, Jones served two years in the United States Army as teacher and educational specialist; was a teacher in Jefferson County, Kentucky, public schools; and was Associate Executive Director and later Executive Director of the Council of the Southern Mountains in Berea.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Before coming to Berea College as director of the Appalachian Center, Jones served two years in the United States Army as teacher and educational specialist; was a teacher in Jefferson County, Kentucky, public schools; and was Associate Executive Director and later Executive Director of the Council of the Southern Mountains in Berea."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Most of Jones\\u2019 life has been spent in the Southern mountains, and nearly all of his writing is connected to the region.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Most of Jones’ life has been spent in the Southern mountains, and nearly all of his writing is connected to the region."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Over the years, he has been active in many organizations, including:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Over the years, he has been active in many organizations, including:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Member and chairman, Berea Area Human Relations Committee, 1965-1970<\\/li>
Board member, chairman, and treasurer, Kentucky Foothills Development Council, 1970-78<\\/li>
Member, Governor\\u2019s Task Force on Education, 1975<\\/li>
Member, Governor\\u2019s Task Force on Welfare Reform, 1979-80<\\/li>
Member, advisory committee, An Appalachian Experience, program in Oak Ridge, Tennessee, 1978-80<\\/li>
Member, agenda or program committees, Appalachian Studies Conference, 1980-84, 1986-89, chairman, 1989<\\/li>
Member and chairman, Hindman Settlement School Board of Directors, 1978-present<\\/li>
Director, annual Celebration of Traditional Music, 1973-1993<\\/li>
Co-director, Festival of Appalachian Humor, 1983, 1987, 1990.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"He has also served:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"He has also served:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
As a Board Member for White House Clinics, Health Help, Inc. in McKee, Kentucky<\\/li>
On the advisory committee for the Kentucky Music Hall of Fame and Museum<\\/li>
As a Trustee for the Berea College Appalachian Fund<\\/li>
Additionally, he is a long-time member of Union Church in Berea.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Among the numerous honors accorded Jones over the years are:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Among the numerous honors accorded Jones over the years are:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Thomas Wolfe Award (WNC Historical Society)<\\/li>
Mountain Spirit Award (Christian Appalachian Project),<\\/li>
Laurel Leaves Award (Appalachian Consortium)<\\/li>
President\\u2019s Medallion (Berea College)<\\/li>
Appalachian Educator Award (Carson-Newman College)<\\/li>
Appalachian Treasure Award (Morehead State University)<\\/li>
Cratis D. Williams Appalachian Service Award (Appalachian Studies Association)<\\/li>
Award of Special Merit (Berea College Alumni Association)<\\/li>
Service to Appalachia and Berea College Award (Berea College Appalachian Fund)<\\/li>
Outstanding Contributor to Appalachian Literature and Culture Award (Appalachian Writers Association)<\\/li>
Denny Plattner Award for poetry (Appalachian Heritage)<\\/li>
Special W.D. Weatherford Award (Berea College)<\\/li>
Service Award (Berea College)<\\/li>
Jim Wayne Miller Award (Hazard Community College)<\\/li>
Culture and Arts Award (East Kentucky Leadership Foundation)<\\/li>
W.D. Weatherford Award for Faith & Meaning in the Southern Uplands<\\/em> (Berea College)<\\/li>
Willie Parker Peace History Book Award (North Carolina Society of Historians)<\\/li>
an honorary doctorate in humane letters (Union College).<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Most recently, in 2008, the Berea College Board of Trustees passed a resolution to rename the Appalachian Center at Berea College the Loyal Jones Appalachian Center in recognition of his distinguished career and notable accomplishments as the Center\\u2019s founding director.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Most recently, in 2008, the Berea College Board of Trustees passed a resolution to rename the Appalachian Center at Berea College the Loyal Jones Appalachian Center in recognition of his distinguished career and notable accomplishments as the Center’s founding director."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Works Cited\",\"level\":3,\"anchor\":\"h-works-cited\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-works-cited","content":"Works Cited"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Gregory, Ron. \\u201cJones, Writer, Teacher, Folklorist.\\u201d\\u00a0The Appalachian Log<\\/em>\\u00a01.3 (1992).
Haukebo, Kirsten. \\u201cMr. Appalachia.\\u201d\\u00a0The Courier-Journal<\\/em>\\u00a0(1993).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Gregory, Ron. “Jones, Writer, Teacher, Folklorist.” The Appalachian Log 1.3 (1992).
Haukebo, Kirsten. “Mr. Appalachia.” The Courier-Journal (1993)."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo4ODE1Nw==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo4ODE3MA==","title_b28e9_bf21a":"Information for Prospective Artifact Donors","uri":"/centers/loyal-jones-appalachian-center/appalachian-artifacts-teaching-collection/information-for-prospective-artifact-donors/","parentId":"cG9zdDo4ODE1Nw==","modified":"2024-06-18T14:49:38","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":88170,"slug":"information-for-prospective-artifact-donors","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Information for Prospective Artifact Donors - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Information for Prospective Artifact Donors","opengraphDescription":"Are you interested in donating an object to the artifact collections held in the Berea College Appalachian Center? 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If so, here are some things we want you to know.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Are you interested in donating an object to the artifact collections held in the Berea College Appalachian Center? If so, here are some things we want you to know."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"1) Berea College and the Loyal Jones Appalachian Center are not museums. While we apply museum-standards to the care and management of our collections, there are many things we do differently than a typical museum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"1) Berea College and the Loyal Jones Appalachian Center are not museums. While we apply museum-standards to the care and management of our collections, there are many things we do differently than a typical museum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"2) The Loyal Jones Appalachian Center manages two active artifact collections: The Appalachian Studies Teaching Collection<\\/em> and the Berea College History Collection<\\/em>. Artifact donations must fit into one of these collections. There area other collections on campus. Gifts of art are typically handled by the Art Program<\\/a>. Gifts of documents, photographs, sound recordings, video recordings, books, and manuscripts are typically handled by Hutchins Library Special Collections & Archives Department.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"2) The Loyal Jones Appalachian Center manages two active artifact collections: The Appalachian Studies Teaching Collection and the Berea College History Collection. Artifact donations must fit into one of these collections. There area other collections on campus. Gifts of art are typically handled by the Art Program. Gifts of documents, photographs, sound recordings, video recordings, books, and manuscripts are typically handled by Hutchins Library Special Collections & Archives Department."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"3) We gratefully accept donations of artifacts that we believe will enhance our collections. However, we are very selective. \\u00a0Each of our collections has specific goals and there are limits on space and funds.\\u00a0\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"3) We gratefully accept donations of artifacts that we believe will enhance our collections. However, we are very selective. Each of our collections has specific goals and there are limits on space and funds. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"4) Our Appalachian artifact collection is for education. Students will<\\/em> handle the artifacts, but they are always instructed how to properly handle the objects for preservation. Artifacts are handled much more often than in traditional museum collections.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"4) Our Appalachian artifact collection is for education. Students will handle the artifacts, but they are always instructed how to properly handle the objects for preservation. Artifacts are handled much more often than in traditional museum collections."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"5) The Loyal Jones Appalachian Center can only accept artifacts as unrestricted gifts. We cannot accept indefinite or long-term loans.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"5) The Loyal Jones Appalachian Center can only accept artifacts as unrestricted gifts. We cannot accept indefinite or long-term loans."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"6) The Loyal Jones Appalachian Center does not have permanent displays. We cannot promise to always keep any item on display. Artifacts are displayed as teaching and learning requires and are stored when not on display. When artifacts are placed on display, we usually include the donor\\u2019s name and the object\\u2019s history in the label. We cannot promise to display any specific message or words with an object.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"6) The Loyal Jones Appalachian Center does not have permanent displays. We cannot promise to always keep any item on display. Artifacts are displayed as teaching and learning requires and are stored when not on display. When artifacts are placed on display, we usually include the donor’s name and the object’s history in the label. We cannot promise to display any specific message or words with an object."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"7) Berea College is a non-profit organization. Any donation we accept is tax-deductible. Berea College will provide a written receipt acknowledging the gift, but IRS guidelines forbid us from providing the donor with a valuation of the gift. The donor must self-valuate an artifact gift or obtain an appraisal.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"7) Berea College is a non-profit organization. Any donation we accept is tax-deductible. Berea College will provide a written receipt acknowledging the gift, but IRS guidelines forbid us from providing the donor with a valuation of the gift. The donor must self-valuate an artifact gift or obtain an appraisal."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"8) We follow the guidelines of professional museums in handling, display, research, and storage.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"8) We follow the guidelines of professional museums in handling, display, research, and storage."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"9) While we have Wallace Nutting Furniture Collection, provided by Nutting and his estate, we are not actively collecting Wallace Nutting furniture or prints and we no longer operate a Wallace Nutting Museum.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"9) While we have Wallace Nutting Furniture Collection, provided by Nutting and his estate, we are not actively collecting Wallace Nutting furniture or prints and we no longer operate a Wallace Nutting Museum."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"10) Contact College Curator,\\u00a0Christopher Miller\\u00a0at\\u00a0christopher_miller@xfmlsp.com<\\/a>\\u00a0or 859-985-3373 for additional information or to offer your donation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"10) Contact College Curator, Christopher Miller at christopher_miller@xfmlsp.com or 859-985-3373 for additional information or to offer your donation."}}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"hide","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}}]},"title_b28e9_bf21a":"Appalachian Artifacts Teaching Collection","uri":"/centers/loyal-jones-appalachian-center/appalachian-artifacts-teaching-collection/","parentId":"cG9zdDo0NzE=","modified":"2024-06-18T09:44:01","databaseId":88157,"slug":"appalachian-artifacts-teaching-collection","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Appalachian Artifacts Teaching Collection - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Appalachian Artifacts Teaching Collection","opengraphDescription":"A Teaching Collection The Appalachian Artifacts Teaching Collection is a resource for Berea College faculty and students to allow a more hands on approach to learning. 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It is available for classroom use, exhibits, and individual research projects.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Appalachian Artifacts Teaching Collection is a resource for Berea College faculty and students to allow a more hands on approach to learning. It is available for classroom use, exhibits, and individual research projects."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":""}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Using Our Artifact Collections
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"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As a teaching collection, we give priority to:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a teaching collection, we give priority to:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"supporting Berea College courses,\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"faculty and student research and\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"other academic projects.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College faculty, courses, and individual students can work with the collections in a variety of modes. The curator has many well-designed course sessions for encounters with objects. These courses can be led by the curator, the faculty member, or both. Such encounters can be applicable in a wide variety of disciplines and have been used in courses under departments like general studies; Appalachian studies; English; communications; math; engineering, technology and applied design; sociology, history, child and family studies; and others.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College faculty, courses, and individual students can work with the collections in a variety of modes. The curator has many well-designed course sessions for encounters with objects. These courses can be led by the curator, the faculty member, or both. Such encounters can be applicable in a wide variety of disciplines and have been used in courses under departments like general studies; Appalachian studies; English; communications; math; engineering, technology and applied design; sociology, history, child and family studies; and others."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Learning from material culture encounters is central. Appalachian Studies content in not required. Faculty and students can also borrow artifacts. We even deliver to your office or classroom.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Learning from material culture encounters is central. Appalachian Studies content in not required. Faculty and students can also borrow artifacts. We even deliver to your office or classroom."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We do loan to other institutions, but only for short terms.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We do loan to other institutions, but only for short terms."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Requests for course-use, study, or loans should be made through the curator, Christopher Miller<\\/a>. He can be reached at christopher_miller@xfmlsp.com<\\/a> or 859-985-3373\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Requests for course-use, study, or loans should be made through the curator, Christopher Miller. He can be reached at christopher_miller@xfmlsp.com or 859-985-3373"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/08\\/20220726-0801_Appalachian-Tour_Crystal-Wylie-129-1024x682.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"align\":\"center\",\"id\":98732,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":98732,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/08/20220726-0801_Appalachian-Tour_Crystal-Wylie-129-1024x682.jpg","alt":""}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"
Our Current Collecting
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Our Current Collecting
"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We are actively developing our collections. We seek both contemporary and historical objects. Specifically, these objects should allow for better support teaching and research in Appalachian Studies and Appalachian connections to curriculum. Current topics of focused interest include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We are actively developing our collections. We seek both contemporary and historical objects. Specifically, these objects should allow for better support teaching and research in Appalachian Studies and Appalachian connections to curriculum. Current topics of focused interest include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Stereotypes of mountain people, especially the hillbilly stereotype\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The urban Appalachian experience\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Migration of Appalachian people\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Workers\\u2019 lives in all industries\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Workers lives at Oak Ridge\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Products manufactured in Appalachia\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Religion in Appalachia\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Infrastructure development, such as roads, bridges, and electrification\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The Dixie Highway in Appalachia\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Coal camp life\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Appalachia in World War II\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The Cherokee experience in Appalachia\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Personal equipment from coal miners\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We are always interested in strengthening our already strong collections in:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We are always interested in strengthening our already strong collections in:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Appalachian musical instruments, especially dulcimers,\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Appalachian textiles, especially quilts and coverlets,\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Appalachian ceramics and\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Appalachian basket traditions.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Donations of Artifacts to the Collection
\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Donations of Artifacts to the Collection
"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We gratefully accept donations of artifacts that support our collections purposes and goals.\\u00a0However, we are very selective. If you are interesting in donating artifacts, please see our page with\\u00a0Information for Prospective Artifact Donors<\\/a>.\\u00a0Then, contact the curator,\\u00a0 Christopher Miller<\\/a>\\u00a0at\\u00a0 christopher_miller@xfmlsp.com<\\/a>\\u00a0or 859-985-3373.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We gratefully accept donations of artifacts that support our collections purposes and goals. However, we are very selective. If you are interesting in donating artifacts, please see our page with Information for Prospective Artifact Donors. Then, contact the curator, Christopher Miller at christopher_miller@xfmlsp.com or 859-985-3373."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"History and Development of Our Artifact Collections
\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"History and Development of Our Artifact Collections
"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The artifact collections of the LJAC represent over 100 years of collecting at Berea College. Some early Bereans collected objects from the region around them while they did their work, some as early as the mid-1890s. These Bereans include Professor Silas Mason, Professor James Watt Raine, and College President William G. Frost. Berea\\u2019s early craft programs, such as Fireside Weaving, gathered samples of regional craft traditions to serve as patterns and inspiration. In 1914 the College Library began a special collection of published Appalachian materials. Photographs, archival, and curio collections related to the region soon followed. Various college celebrations, such as the 1955 Centennial, resulted in collections of artifacts being assembled for reflection.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The artifact collections of the LJAC represent over 100 years of collecting at Berea College. Some early Bereans collected objects from the region around them while they did their work, some as early as the mid-1890s. These Bereans include Professor Silas Mason, Professor James Watt Raine, and College President William G. Frost. Berea’s early craft programs, such as Fireside Weaving, gathered samples of regional craft traditions to serve as patterns and inspiration. In 1914 the College Library began a special collection of published Appalachian materials. Photographs, archival, and curio collections related to the region soon followed. Various college celebrations, such as the 1955 Centennial, resulted in collections of artifacts being assembled for reflection."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/08\\/20220726-0801_Appalachian-Tour_Crystal-Wylie-134-1024x682.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"align\":\"center\",\"id\":98733,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":98733,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/08/20220726-0801_Appalachian-Tour_Crystal-Wylie-134-1024x682.jpg","alt":""}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The mid-1960s were the watershed time for systematically maintaining artifact collections at Berea. In 1962, the Edna Lynn Simms Mountaineer Museum Collection was given to Berea College by Ms. Simms\\u2019 estate. Simms had collected nearly 2,000 artifacts from around the Great Smoky Mountains for her Mountaineer Museum in Gatlinburg (ca. 1925-55). Receipt of this collection prompted the College to create its own Appalachian Museum<\\/a>, which opened to the public in 1971. Formation of the museum became the catalyst for gathering of all the College\\u2019s Appalachian artifact collections together into one place. In the early 1990s the collecting mission of the museum was extended to also include Berea College historical artifacts.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The mid-1960s were the watershed time for systematically maintaining artifact collections at Berea. In 1962, the Edna Lynn Simms Mountaineer Museum Collection was given to Berea College by Ms. Simms’ estate. Simms had collected nearly 2,000 artifacts from around the Great Smoky Mountains for her Mountaineer Museum in Gatlinburg (ca. 1925-55). Receipt of this collection prompted the College to create its own Appalachian Museum, which opened to the public in 1971. Formation of the museum became the catalyst for gathering of all the College’s Appalachian artifact collections together into one place. In the early 1990s the collecting mission of the museum was extended to also include Berea College historical artifacts."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In the late-1990s, Berea\\u2019s strategic planning process recommended closure of the Appalachian Museum in May 1998 and began the transition to a teaching collection model. The collection came under the stewardship of the LJAC and supports our mission of teaching about Appalachia at Berea and beyond. In a typical year twenty course sessions, several hundred students, will have encounters of artifacts. Public exhibits including the collections, typically in the LJAC Gallery<\\/a>, have become a major part of the LJAC\\u2019s educational program.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In the late-1990s, Berea’s strategic planning process recommended closure of the Appalachian Museum in May 1998 and began the transition to a teaching collection model. The collection came under the stewardship of the LJAC and supports our mission of teaching about Appalachia at Berea and beyond. In a typical year twenty course sessions, several hundred students, will have encounters of artifacts. 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We curate programs, collaborations and events that affirm these students\\u2019 sense of self and belonging\\u2014on campus and in the world. Our work is motivated by bell hooks\\u2019 famous insights that \\u201cpatriarchy has no gender\\u201d <\\/strong>and that, therefore, \\u201cfeminism is for everybody.\\u201d<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The bell hooks center is an inclusive space where historically underrepresented students can come to be as they are, 在限制他们生活的社会规则之外. We curate programs, 在校园和世界上，肯定这些学生自我和归属感的合作和活动. Our work is motivated by bell hooks’ famous insights that “patriarchy has no gender” and that, therefore, “feminism is for everybody.”"}},{"__typename":"CoreEmbedBlock","attributesJSON":"{\"caption\":\"\",\"allowResponsive\":true,\"responsive\":true,\"previewable\":true,\"url\":\"http:\\/\\/www.youtube.com\\/watch?v=xeRj3Fntgso&t=17s\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"}","name":"core/embed","attributes":{"__typename":"CoreEmbedBlockAttributes","url":"http://www.youtube.com/watch?v=xeRj3Fntgso&t=17s","providerNameSlug":"youtube"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The bell hooks center honors hooks\\u2019 legacy by supporting students as social justice leaders who are active in the creation of a radical undercommons where their many and varied expressions of difference can thrive. Our flagship speaker series hosts leading feminist scholars, activists and artists who can teach our campus and community how to navigate and agitate against the intersecting structures of power that hooks generatively describes as \\u201cimperialist-white-supremacist-capitalist-patriarchy.\\u201d <\\/strong>We believe that an understanding of how sex and gender oppression are products of not just patriarchy, but also and especially of white supremacy, has the potential to chart a new chapter in Berea College\\u2019s great, historical commitments\\u2014one that cultivates radical coalition between women, LGBTQPIA+ students, and students of color. Our center is thus committed to equipping students with language and tools to imagine and enact new relationships <\\/strong>that need not reproduce the gender hierarchy<\\/strong>, which we believe, following bell hooks\\u2019 teachings, is also a racial hierarchy<\\/strong>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The bell hooks center honors hooks’ legacy by supporting students as social justice leaders who are active in the creation of a radical undercommons where their many and varied expressions of difference can thrive. Our flagship speaker series hosts leading feminist scholars, activists and artists who can teach our campus and community how to navigate and agitate against the intersecting structures of power that hooks generatively describes as “imperialist-white-supremacist-capitalist-patriarchy.” We believe that an understanding of how sex and gender oppression are products of not just patriarchy, but also and especially of white supremacy, has the potential to chart a new chapter in Berea College’s great, historical commitments—one that cultivates radical coalition between women, LGBTQPIA+ students, and students of color. Our center is thus committed to equipping students with language and tools to imagine and enact new relationships that need not reproduce the gender hierarchy, which we believe, following bell hooks’ teachings, is also a racial hierarchy."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_636974d0f7b4d\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Land Acknowledgment Statement \",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"As faculty, staff, students, and stakeholders affiliated with the bell hooks center at Berea College, we acknowledge that the College and our center are located on the ancestral homelands of the \\u13e3\\u13b3\\u13ab\\u13ea\\u13d8\\u13f1\\/Tsalaguwetiyi\\/Eastern Band of Cherokee Indians, the \\u13e3\\u13b3\\u13a9\\u13a0\\u13cd\\u13d5\\u13b5\\u13cd\\u13a9\\/Cherokee Nation, the Shawandasse Tula\\/Shawanwaki\\/Shawnee Tribe, and the S\\u2019atsoyaha\\/Yuchi. We recognize that their material and spiritual relationships with these lands and waterways precede ours, and that their survivance has persisted amidst continued removal. The violent erasure of their languages and stories rewrites the narratives that we tell ourselves to keep these lands and waterways conveniently open to settler use and enjoyment, and this only serves to perpetuate the oppression of Indigenous peoples and communities.\\r\\n\\r\\nFollowing bell hooks\\u2019s demand for a \\u201cfeminist movement\\u201d that is \\u201cfundamentally anti-racist,\\u201d our programming aims to disrupt settler fantasies about Indigenous removal by supporting Indigenous artists, activists, and scholars, offering them a platform for their radical interventions, and compensating them equitably for their time and expertise.\\r\\n\\r\\nWe invite you to trouble settler systems of domination with us and to hold us accountable. The work of decolonization is a communal one.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion\":1,\"_accordion\":\"field_628331cdf79f6\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/accordion","accordion":{"__typename":"AcfAccordionBlock_Accordion","accordion":[{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Land Acknowledgment Statement ","content":"
As faculty, staff, students, and stakeholders affiliated with the bell hooks center at Berea College, we acknowledge that the College and our center are located on the ancestral homelands of the ᏣᎳᎫᏪᏘᏱ/Tsalaguwetiyi/Eastern Band of Cherokee Indians, the ᏣᎳᎩᎠᏍᏕᎵᏍᎩ/Cherokee Nation, the Shawandasse Tula/Shawanwaki/Shawnee Tribe, and the S’atsoyaha/Yuchi. We recognize that their material and spiritual relationships with these lands and waterways precede ours, and that their survivance has persisted amidst continued removal. The violent erasure of their languages and stories rewrites the narratives that we tell ourselves to keep these lands and waterways conveniently open to settler use and enjoyment, and this only serves to perpetuate the oppression of Indigenous peoples and communities.
\n
Following bell hooks’s demand for a “feminist movement” that is “fundamentally anti-racist,” our programming aims to disrupt settler fantasies about Indigenous removal by supporting Indigenous artists, activists, and scholars, offering them a platform for their radical interventions, and compensating them equitably for their time and expertise.
\n
We invite you to trouble settler systems of domination with us and to hold us accountable. The work of decolonization is a communal one.
\n"}]}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"74px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"74px"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/04\\/20220921_bell-hooks-Day-Student-Activities_Tyler-Rocquemore-13-1024x681.jpg\",\"alt\":\"bell hooks day Student Activities Photo: Tyler Rocquemore '22\",\"caption\":\"bell hooks day Student Activities \\nPhoto: Tyler Rocquemore '22\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":95267,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":95267,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/04/20220921_bell-hooks-Day-Student-Activities_Tyler-Rocquemore-13-1024x681.jpg","alt":"bell hooks day Student Activities Photo: Tyler Rocquemore '22"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"74px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"74px"}},{"__typename":"AcfCustomQuoteBlock","attributesJSON":"{\"id\":\"block_63696db5f78d7\",\"name\":\"acf\\/custom-quote\",\"data\":{\"quote_0_quote\":\"There will be no wavering on matters of gender equity by the leadership of the College, both on campus, and at the level of the Board of Trustees. This is in our DNA. We want to be welcoming and supportive. This is a part of the Sixth Great Commitment. We want our infrastructure and programming to support people outside the binary.\",\"_quote_0_quote\":\"field_62740bd0e7e36\",\"quote_0_quotee\":\"Dr. Lyle Roelofs\",\"_quote_0_quotee\":\"field_62740bdee7e37\",\"quote_0_title\":\"Ninth President of Berea College\",\"_quote_0_title\":\"field_62740bf0e7e38\",\"quote_0_year\":\"\",\"_quote_0_year\":\"field_62740bf9e7e39\",\"quote_0_image\":\"\",\"_quote_0_image\":\"field_62740c09e7e3a\",\"quote_0_link\":\"\",\"_quote_0_link\":\"field_627c1cdbbb5fd\",\"quote\":1,\"_quote\":\"field_62740bc2e7e35\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/custom-quote","customQuote":{"__typename":"AcfCustomQuoteBlock_Customquote","quote":[{"__typename":"AcfCustomQuoteBlock_Customquote_quote","image":null,"link":null,"linkLabel":null,"quote":"
There will be no wavering on matters of gender equity by the leadership of the College, both on campus, and at the level of the Board of Trustees. This is in our DNA. We want to be welcoming and supportive. This is a part of the Sixth Great Commitment. We want our infrastructure and programming to support people outside the binary.
\n","quotee":"Dr. Lyle Roelofs","title":"Ninth President of Berea College","year":null}]}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"29px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"29px"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Totally Committed\",\"level\":3,\"anchor\":\"h-totally-committed\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-totally-committed","content":"Totally Committed"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Abolitionist at its core, Berea College remains committed to grappling with gender equity and its consequences. Its efforts today are largely informed by women of color feminisms, especially by Black feminist thinkers like Berea\\u2019s own bell hooks. hooks\\u2019 feminist message\\u2014that love is the way and that justice is the destination\\u2014exemplifies the College\\u2019s motto that \\u201cGod has made of one blood all peoples of the earth.\\u201d <\\/strong>Her insight that there is no feminism without anti-racism implores us to think holistically about the histories that gave birth to The Great Commitments<\\/a> and to agitate for a more inclusive future. As the meanings that we assign to sex, gender and sexuality continue to change, we remember, as hooks taught us, that the oppression of one is the oppression of all. bell hooks\\u2019 feminism is for everybody, and so is Berea College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Abolitionist at its core, Berea College remains committed to grappling with gender equity and its consequences. Its efforts today are largely informed by women of color feminisms, especially by Black feminist thinkers like Berea’s own bell hooks. hooks’ feminist message—that love is the way and that justice is the destination—exemplifies the College’s motto that “God has made of one blood all peoples of the earth.” Her insight that there is no feminism without anti-racism implores us to think holistically about the histories that gave birth to The Great Commitments and to agitate for a more inclusive future. As the meanings that we assign to sex, gender and sexuality continue to change, we remember, as hooks taught us, that the oppression of one is the oppression of all. bell hooks’ feminism is for everybody, and so is Berea College."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | Draper 106 | CPO 2104 | Berea, KY 40404 | 859-985-3217\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | Draper 106 | CPO 2104 | Berea, KY 40404 | 859-985-3217"}},{"__typename":"AcfGoogleMapBlock","attributesJSON":"{\"id\":\"block_64121aa83b509\",\"name\":\"acf\\/google-map-block\",\"data\":{\"coordinates\":\"37.57310625170874, -84.29229222453783\",\"_coordinates\":\"field_639e422725b06\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/google-map-block","googleMap":{"__typename":"AcfGoogleMapBlock_Googlemap","coordinates":"37.57310625170874, -84.29229222453783"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Social Media\",\"level\":2,\"anchor\":\"h-social-media\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-social-media","content":"Social Media"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Connect with us on Facebook<\\/a> and Instagram<\\/a>!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Connect with us on Facebook and Instagram!"}},{"__typename":"AcfCuratorBlock","attributesJSON":"{\"id\":\"block_64d536ff42721\",\"name\":\"acf\\/curator-block\",\"data\":{\"feed_id\":\"e154b367-c334-43f0-89e6-cc7266919b20\",\"_feed_id\":\"field_648e029785f02\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/curator-block","curator":{"__typename":"AcfCuratorBlock_Curator","feedId":"e154b367-c334-43f0-89e6-cc7266919b20"}}],"hero":{"__typename":"Page_Hero","heading":"The bell hooks center","pageTitle":"hide","body":"Feminism is for everybody","backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo4NzY2OA==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/bell-mural-16x9-1.jpg","altText":"","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":1600,"height":900}},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NTg2OA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"bell hooks center Newsletter","uri":"/centers/the-bell-hooks-center/bell-hooks-center-newsletter/","parentId":"cG9zdDo4NzU0Ng==","modified":"2023-11-03T14:29:30"},{"__typename":"Page","id":"cG9zdDo5NTE5MA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NjQ4Ng==","title_b28e9_bf21a":"Student Activist Series","uri":"/centers/the-bell-hooks-center/programming/student-activist-series-2/","parentId":"cG9zdDo5NTE5MA==","modified":"2024-03-08T12:06:41","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}},{"__typename":"Page","id":"cG9zdDo5NTgzOQ==","title_b28e9_bf21a":"Artist Residency","uri":"/centers/the-bell-hooks-center/programming/artist-residency/","parentId":"cG9zdDo5NTE5MA==","modified":"2024-03-13T07:47:54","databaseId":95839,"slug":"artist-residency","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Artist Residency - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Artist Residency","opengraphDescription":"The bell hooks center hosts a notable feminist artist each spring semester for a week-long residency. 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The function of art is to do more than tell it like it is—it's to imagine what is possible.
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Moderated by Assistant Professor of Latinx Studies Dr. Gwendolyn Ferreti
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She calls this dissident feminism a \\u201ctalking back,\\u201d a \\u201cmoving from silence into speech,\\u201d a \\u201cstand[ing] and struggl[ing] side by side [as] a gesture of defiance that heals, that makes new life and new growth possible\\u201d (Talking Back 9). Her writings envision feminist theory and praxis as transformational politic and movement\\u2013one that demands the provocation and audacity that hooks also represented in her person. Beverly Guy-Sheftall describes the oppositional voice of bell hooks as \\u201cloud and unrelenting\\u201d in her keynote address for the bell hooks center launch in September 2021. Indeed, hooks\\u2019 radical thought and action reimagine feminism as a sociopolitical movement that is \\u201cfundamentally anti-racist,\\u201d which \\u201chas no gender,\\u201d and which \\u201cis for everybody.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"bell hooks’ life and works engage in feminist thought and action that disrupts hegemonic systems of domination, including the cultural norms that hold these systems in place. She calls this dissident feminism a “talking back,” a “moving from silence into speech,” a “stand[ing] and struggl[ing] side by side [as] a gesture of defiance that heals, that makes new life and new growth possible” (Talking Back 9). Her writings envision feminist theory and praxis as transformational politic and movement–one that demands the provocation and audacity that hooks also represented in her person. Beverly Guy-Sheftall describes the oppositional voice of bell hooks as “loud and unrelenting” in her keynote address for the bell hooks center launch in September 2021. Indeed, hooks’ radical thought and action reimagine feminism as a sociopolitical movement that is “fundamentally anti-racist,” which “has no gender,” and which “is for everybody.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"hooks\\u2019 naming of \\u201cimperialist white supremacist, capitalist, patriarchy,\\u201d which she later, in conversation with Laverne Cox, revised as \\u201cimperialist white supremacist capitalist cis-hetero patriarchy,\\u201d pointedly critiques the politics of domination that govern this world. hooks\\u2019s ordinary upbringing as a young Black girl in Appalachia, specifically, in the \\u201cKentucky backwoods,\\u201d grounds her critique in space and place. It animates her radical interventions and deep commitment to liberatory world-making. While maintaining the connection between a love ethic and critical consciousness, hooks calls on us to cultivate visionary spaces, beloved communities, outlaw cultures, and radical undercommons in which oppositional worldviews are rooted in the experiential.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"hooks’ naming of “imperialist white supremacist, capitalist, patriarchy,” which she later, in conversation with Laverne Cox, revised as “imperialist white supremacist capitalist cis-hetero patriarchy,” pointedly critiques the politics of domination that govern this world. hooks’s ordinary upbringing as a young Black girl in Appalachia, specifically, in the “Kentucky backwoods,” grounds her critique in space and place. It animates her radical interventions and deep commitment to liberatory world-making. While maintaining the connection between a love ethic and critical consciousness, hooks calls on us to cultivate visionary spaces, beloved communities, outlaw cultures, and radical undercommons in which oppositional worldviews are rooted in the experiential."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In honor and celebration of her life, works, and legacy, the Inaugural bell hooks Symposium at the bell hooks center at Berea College holds collective space for continued engagement with dissident feminisms. 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Explore the program for the Inaugural bell hooks Symposium, which includes workshops, performances, art exhibitions, talented speakers and more.
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Please consider attending our 2024 Symposium. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Registration for the Inaugural bell hooks Symposium is now closed. Please consider attending our 2024 Symposium. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Symposium Organizers\",\"level\":2,\"anchor\":\"h-symposium-organizers\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-symposium-organizers","content":"Symposium Organizers"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"M.<\\/strong> Shadee Malaklou<\\/strong>, Founder and Inaugural Director of the bell hooks center at Berea College; Chair of Women\\u2019s, Gender, and Sexuality Studies; Associate Professor of the Women\\u2019s, Gender, and Sexuality Studies Department<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Megan Feifer<\\/strong>, Teacher-Scholar in Residence at the bell hooks center at Berea College<\\/em>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"E. Gale Greenlee<\\/strong>, Teacher-Scholar in Residence at the bell hooks center at Berea College<\\/em>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\" bhcsymposium@gmail.com<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":" bhcsymposium@gmail.com"}},{"__typename":"CoreSpacerBlock","attributesJSON":"{\"height\":\"100px\",\"anchor\":\"\"}","name":"core/spacer","attributes":{"__typename":"CoreSpacerBlockAttributes","height":"100px"}}],"hero":{"__typename":"Page_Hero","heading":"2023 bell hooks Symposium","pageTitle":"hide","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo5NTI4MQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/04/Rosy-Petri-art-scaled.jpg","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":2560,"height":1318},"altText":""},"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}}},{"__typename":"Page","id":"cG9zdDo4NzY0Ng==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Get to know feminism","uri":"/centers/the-bell-hooks-center/get-to-know-feminism/","parentId":"cG9zdDo4NzU0Ng==","modified":"2023-04-25T11:01:26","databaseId":87646,"slug":"get-to-know-feminism","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Get to know feminism - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Get to know feminism","opengraphDescription":"Feminism is for everybody At 19, while a Stanford University undergraduate, bell hooks wrote her first book, Ain’t I a Woman: Black Women and Feminism. 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Whether breaking down patriarchy (which has no gender), masculinity, mental health or representations of African Americans in popular culture, she always returns to what she maintains is an inextricable connection between justice and love. Believing that true liberation requires a mass feminist movement, hooks published Feminism is for Everybody: Passionate Politics<\\/em> in 2000. The book is a primer for those who are new to or who misunderstand feminism, which she describes simply as \\u201ca movement to end sexist oppression.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"hooks wields her pen widely, and little escapes her gaze. Whether breaking down patriarchy (which has no gender), masculinity, mental health or representations of African Americans in popular culture, she always returns to what she maintains is an inextricable connection between justice and love. Believing that true liberation requires a mass feminist movement, hooks published Feminism is for Everybody: Passionate Politics in 2000. The book is a primer for those who are new to or who misunderstand feminism, which she describes simply as “a movement to end sexist oppression.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The consummate public intellectual, hooks shares her message of equity, freedom and self-actualization with all, despite age. Opposed to patriarchy even as a child, she remains committed to inspiring feminism in young children and has published five children\\u2019s books, demonstrating that her feminism really is for everybody.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The consummate public intellectual, hooks shares her message of equity, freedom and self-actualization with all, despite age. 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Our commitment<\\/a> means students, faculty and staff enjoy the same opportunities and privileges regardless of whether they are men, women, gay, straight, queer, cisgender, transgender, or otherwise nonconforming.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The meaning of “gender equality” has changed over time, but Berea College is committed to grappling with gender equity and its consequences. Our commitment means students, faculty and staff enjoy the same opportunities and privileges regardless of whether they are men, women, gay, straight, queer, cisgender, transgender, or otherwise nonconforming."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"An Intersectional Approach\",\"level\":3,\"anchor\":\"h-an-intersectional-approach\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-an-intersectional-approach","content":"An Intersectional Approach"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Our intersectional approach to Berea College\\u2019s Great Commitments<\\/a> is informed by bell hooks\\u2019 insistence that we must co-think patriarchy with white supremacy, anti-imperialism, and anti-capitalism. 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A globally renowned cultural critic, feminist, and intellectual dissident, her work imagined radical ways of being in the world. It encouraged love of self and community while calling us into liberatory practices that daringly reshape feminism as an embodied challenge to intersecting structures of oppression.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Our center’s namesake, bell hooks, transitioned early on Wednesday, December 15, 2021, at her Berea, KY home. bell, born Gloria Jean Watkins in Hopkinsville, grew up with love for books and writing. A globally renowned cultural critic, feminist, and intellectual dissident, her work imagined radical ways of being in the world. It encouraged love of self and community while calling us into liberatory practices that daringly reshape feminism as an embodied challenge to intersecting structures of oppression."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As a distinguished professor in residence at Berea College, bell often spent time with and mentored students. She founded the bell hooks Institute to foster additional feminist programming in Berea and worked closely with Dr. M. Shadee Malaklou to establish the bell hooks center as a testament to her legacy.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a distinguished professor in residence at Berea College, bell often spent time with and mentored students. She founded the bell hooks Institute to foster additional feminist programming in Berea and worked closely with Dr. M. Shadee Malaklou to establish the bell hooks center as a testament to her legacy."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We mourn in beloved community and further commit to her work by daring to create lives of political and spiritual liberation through healing, radical joy, and redemptive love, which bell believed was our \\u201ctrue destiny.\\u201d<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We mourn in beloved community and further commit to her work by daring to create lives of political and spiritual liberation through healing, radical joy, and redemptive love, which bell believed was our “true destiny.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In redemptive love,
Your friendly feminists at the bell hooks center<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In redemptive love,
Your friendly feminists at the bell hooks center"}},{"__typename":"CoreEmbedBlock","attributesJSON":"{\"caption\":\"\",\"allowResponsive\":true,\"responsive\":true,\"previewable\":true,\"url\":\"http:\\/\\/www.youtube.com\\/watch?v=m6ZL-YxSrDQ\",\"type\":\"video\",\"providerNameSlug\":\"youtube\",\"className\":\"wp-embed-aspect-16-9 wp-has-aspect-ratio\"}","name":"core/embed","attributes":{"__typename":"CoreEmbedBlockAttributes","url":"http://www.youtube.com/watch?v=m6ZL-YxSrDQ","providerNameSlug":"youtube"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"bell and the world\",\"level\":3,\"anchor\":\"h-bell-and-the-world\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-bell-and-the-world","content":"bell and the world"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"bell hooks\\u2019 impact stretches beyond her Kentucky roots. The little girl whose grandmother nicknamed 'Glory' is now heralded as one of the preeminent feminist voices of our time. In 1995, Utne Reader recognized her among its \\u201c100 Visionaries Who Can Change Your Life.\\u201d TIME honored her in 2020 with its \\u201c100 Women of the Year,\\u201d dubbing hooks a \\u201crare rock star of a public intellectual.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"bell hooks’ impact stretches beyond her Kentucky roots. The little girl whose grandmother nicknamed 'Glory' is now heralded as one of the preeminent feminist voices of our time. In 1995, Utne Reader recognized her among its “100 Visionaries Who Can Change Your Life.” TIME honored her in 2020 with its “100 Women of the Year,” dubbing hooks a “rare rock star of a public intellectual.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"With more than 30 books to her name and articles in magazines like Ms.<\\/em>, Essence<\\/em> and Tricycle: The Buddhist Review<\\/em>, hooks commands attention. Her writing blends social commentary and autobiography with feminist critique, and no matter the topic, she delivers scholarly rigor in everyday prose.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"With more than 30 books to her name and articles in magazines like Ms., Essence and Tricycle: The Buddhist Review, hooks commands attention. Her writing blends social commentary and autobiography with feminist critique, and no matter the topic, she delivers scholarly rigor in everyday prose."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Before relocating to Berea, hooks taught at institutions such as Stanford, Yale and The City College of New York. She has held residencies in the United States and overseas, and in 2014, St. Norbert College hosted \\u201cA Year of bell hooks\\u201d in her honor.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Before relocating to Berea, hooks taught at institutions such as Stanford, Yale and The City College of New York. She has held residencies in the United States and overseas, and in 2014, St. Norbert College hosted “A Year of bell hooks” in her honor."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Following the police murders of George Floyd and Breonna Taylor in 2020 and nationwide racial justice protests, hooks\\u2019 All About Love: New Visions<\\/em> became sought-after reading. Readers continue to turn to hooks for a clear perspective on how we can move towards justice and love.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Following the police murders of George Floyd and Breonna Taylor in 2020 and nationwide racial justice protests, hooks’ All About Love: New Visions became sought-after reading. Readers continue to turn to hooks for a clear perspective on how we can move towards justice and love."}},{"__typename":"AcfImageStackBlock","attributesJSON":"{\"id\":\"block_636a61d20b0ca\",\"name\":\"acf\\/image-stack\",\"data\":{\"images_0_image\":87637,\"_images_0_image\":\"field_image_stack_images_image\",\"images_0_aspectRatio\":\"portrait\",\"_images_0_aspectRatio\":\"field_image_stack_images_aspectratio\",\"images_1_image\":87636,\"_images_1_image\":\"field_image_stack_images_image\",\"images_1_aspectRatio\":\"portrait\",\"_images_1_aspectRatio\":\"field_image_stack_images_aspectratio\",\"images_2_image\":87638,\"_images_2_image\":\"field_image_stack_images_image\",\"images_2_aspectRatio\":\"portrait\",\"_images_2_aspectRatio\":\"field_image_stack_images_aspectratio\",\"images\":3,\"_images\":\"field_image_stack_images\",\"stack_direction\":\"horizontal\",\"_stack_direction\":\"field_image_stack_stack_direction\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/image-stack","imageStack":{"__typename":"AcfImageStackBlock_Imagestack","stackDirection":"horizontal","images":[{"__typename":"AcfImageStackBlock_Imagestack_images","aspectratio":"portrait","image":{"__typename":"MediaItem","id":"cG9zdDo4NzYzNw==","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/bellchronicle.jpg"}},{"__typename":"AcfImageStackBlock_Imagestack_images","aspectratio":"portrait","image":{"__typename":"MediaItem","id":"cG9zdDo4NzYzNg==","altText":"bell hooks TIME","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/bell-hooks-TIME-Magazine-cover-PERMISSIONS-GRANTED.jpg"}},{"__typename":"AcfImageStackBlock_Imagestack_images","aspectratio":"portrait","image":{"__typename":"MediaItem","id":"cG9zdDo4NzYzOA==","altText":"","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/Ms-Magazine-cover-1993-September-PERMISSIONS-GRANTED.webp"}}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"bell and Appalachia\",\"level\":3,\"anchor\":\"h-bell-and-appalachia\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-bell-and-appalachia","content":"bell and Appalachia"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"bell hooks (n\\u00e9e Gloria Jean Watkins) was born in Hopkinsville, Kentucky in 1952\\u2014shortly before Brown v. Board of Education<\\/em> reached the U.S. Supreme Court. hooks grew up between the hills and a segregated town. Her early schooling presented Kentucky as race-neutral, neither pro- nor anti-slavery. But school children routinely visited Jefferson Davis\\u2019s birthsite, a Confederate monument miles from her hometown.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"bell hooks (née Gloria Jean Watkins) was born in Hopkinsville, Kentucky in 1952—shortly before Brown v. Board of Education reached the U.S. Supreme Court. hooks grew up between the hills and a segregated town. Her early schooling presented Kentucky as race-neutral, neither pro- nor anti-slavery. But school children routinely visited Jefferson Davis’s birthsite, a Confederate monument miles from her hometown."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"This history led hooks to call Kentucky a \\u201cracial apartheid.\\u201d Still, the self-professed country girl credits her commitment to self-determination and dissident speech to \\u201cthe cultural ethos of the Kentucky backwoods, of the hillbilly country folk who were my ancestors and kin.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"This history led hooks to call Kentucky a “racial apartheid.” Still, the self-professed country girl credits her commitment to self-determination and dissident speech to “the cultural ethos of the Kentucky backwoods, of the hillbilly country folk who were my ancestors and kin.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"hooks writes about Kentucky in belonging: a culture of place<\\/em> and challenges notions of its inherent whiteness in Appalachian Elegy: Poetry and Place<\\/em>. As the keynote for Berea\\u2019s Appalachian Writers Symposium in 2015, hooks asserted, \\u201cI always take the motto, like the queer motto, \\u2018We\\u2019re here.\\u2019 I feel that about myself as a Black person in the hills of Kentucky. I am here, and there\\u2019s nothing but love within me for the world around me.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"hooks writes about Kentucky in belonging: a culture of place and challenges notions of its inherent whiteness in Appalachian Elegy: Poetry and Place. As the keynote for Berea’s Appalachian Writers Symposium in 2015, hooks asserted, “I always take the motto, like the queer motto, ‘We’re here.’ I feel that about myself as a Black person in the hills of Kentucky. I am here, and there’s nothing but love within me for the world around me.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In 2018, the Carnegie Center inducted hooks into the Kentucky Writers Hall of Fame, recognizing her lifelong contributions to literature and justice.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 2018, the Carnegie Center inducted hooks into the Kentucky Writers Hall of Fame, recognizing her lifelong contributions to literature and justice."}},{"__typename":"AcfCardBlock","attributesJSON":"{\"id\":\"block_64134f917fe22\",\"name\":\"acf\\/card\",\"data\":{\"title\":\"\",\"_title\":\"field_card_title\",\"image\":87731,\"_image\":\"field_card_image\",\"aspectRatio\":\"square\",\"_aspectRatio\":\"field_card_aspectratio\",\"body\":\"bell hooks signs books following her induction into the Kentucky Writers Hall of Fame in 2018. Photo by Tom Eblen\\/Lexington Herald-Leader.\",\"_body\":\"field_card_body\",\"buttons\":\"\",\"_buttons\":\"field_card_buttons\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/card","card":{"__typename":"AcfCardBlock_Card","aspectratio":"square","title":null,"image":{"__typename":"MediaItem","id":"cG9zdDo4NzczMQ==","altText":"bell hooks signs books following her induction into the Kentucky Writers Hall of Fame in 2018. Photo by Tom Eblen/Lexington Herald-Leader","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/bell-signing-books-1.jpg"},"body":"
bell hooks signs books following her induction into the Kentucky Writers Hall of Fame in 2018. Photo by Tom Eblen/Lexington Herald-Leader.
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Drawn to Berea\\u2019s anti-racist beginnings and wishing to return to her Kentucky homeplace, hooks joined the faculty in 2004. \\u201cI felt very much that I wanted to give back to the world I came from,\\u201d she says. \\u201cI grew up in the hills of Kentucky, and I wanted these students to see you can be a cosmopolitan person of the world but still be connected positively to your home roots.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 1999, the Women’s Studies program sponsored bell hooks’ “Love and Spirituality” convocation address. Drawn to Berea’s anti-racist beginnings and wishing to return to her Kentucky homeplace, hooks joined the faculty in 2004. “I felt very much that I wanted to give back to the world I came from,” she says. “I grew up in the hills of Kentucky, and I wanted these students to see you can be a cosmopolitan person of the world but still be connected positively to your home roots.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"She also chose Berea as the site for the bell hooks Institute, which preserves hooks\\u2019 legacy through art and artifacts from her life. The Institute\\u2019s inaugural event, held September 7, 2015, featured trans actress activist Laverne Cox, credited with adding \\u201ccis\\u201d and \\u201cheteronormative\\u201d to hooks\\u2019 call to dismantle \\u201cimperialist-white-supremacist-capitalist-patriarchy.\\u201d Since then, the Institute has hosted prominent visitors, including Cornel West, Gloria Steinem and Imani Perry. These intimate talks, open to campus and community members, reflect hooks\\u2019 belief that truth telling can transform consciousness and communities.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"She also chose Berea as the site for the bell hooks Institute, which preserves hooks’ legacy through art and artifacts from her life. The Institute’s inaugural event, held September 7, 2015, featured trans actress activist Laverne Cox, credited with adding “cis” and “heteronormative” to hooks’ call to dismantle “imperialist-white-supremacist-capitalist-patriarchy.” Since then, the Institute has hosted prominent visitors, including Cornel West, Gloria Steinem and Imani Perry. These intimate talks, open to campus and community members, reflect hooks’ belief that truth telling can transform consciousness and communities."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In 2015, hooks donated her papers to the College. This monumental gift of letters, manuscripts and memorabilia gives students and researchers insight into one of America\\u2019s sharpest feminist minds.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 2015, hooks donated her papers to the College. 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with us on Facebook<\\/a> and Instagram<\\/a>!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Connect with us on Facebook and Instagram!"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"h-contact-us\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-contact-us","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College |\\u00a02047 Big Hill Rd. | Berea, KY 40404 | 859-756-3315 |\\u00a0wendy_warren@xfmlsp.com<\\/a> | Tues-Sat 10-4 pm; Sun 12-4 pm\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | 2047 Big Hill Rd. | Berea, KY 40404 | 859-756-3315 | wendy_warren@xfmlsp.com | Tues-Sat 10-4 pm; Sun 12-4 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$\"CRU$ CRU is an interdenominational campus ministry with two primary goals in mind:
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Check us out on Facebook!
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$\"InterVarsity$
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InterVarsity is people, students and staff members, united together in their commitment to Jesus Christ, God’s people and Christ’s work in the world. InterVarsity seeks to bring together students from all denominations and backgrounds to serve God and share with each other. These priorities focus and guide our lives.
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InterVarsity Christian Fellowship is an interdenominational non-sports related organization with chapters at over 900 campuses in the United States. The name “InterVarsity” originated in England when several Christian groups at different universities (called “varsities”) formed a confederation.
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The Berea College IV chapter meets one evening a week to worship, pray, study Scripture and topics dealing with Christian living and fellowship with one another. Smaller groups also meet weekly, depending on the special interests of those in InterVarsity. These small groups share in more individualized discussion and study. We also have a prayer meeting once a week in which we share praises and concerns, seek God’s will, and lift each other up in prayer.
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We welcome you and encourage you to visit us and become a part of our fellowship. We look forward to an exciting year as the Lord leads us in new directions.
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Meetings: Thursdays @ 8 p.m., Danforth Chapel in Draper Bldg.
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The Newman Club is sponsored by St. Clare Catholic Church (622 Chestnut Street, Berea). Our purpose is to provide a community of friendship, prayer, service, growth, and fun within the larger college community. We try to accomplish this by:
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Bringing together interested persons on campus to help create this kind of community
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Providing opportunities to come together for liturgy and prayer
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Providing volunteer opportunities in service-oriented projects in the surrounding area
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Providing opportunities for growth and knowledge in areas of the faith and current religious issues
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Providing social activities occasionally — camping trips, socials, meals together, etc.
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Working together with other religious groups on campus.
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We invite you to join in Newman Club membership and activities. It is open to any interested persons on campus, of any creed. Meeting dates and times TBA.
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Also, masses at St. Clare are Sunday at 9:00 a.m.
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$\"Orthodox$
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\n
Sponsored faithfully on an informal basis by St. Athanasius Orthodox Church (100 Lime Lane in Nicholasville, KY) for many years, our Berea OCF was finally fully registered as a formal student organization in 2019-2020.
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In addition to being a community that fosters Orthodox worship, witness, service, fellowship, and education, our local OCF – because of the diversity of Berea College – serves as a matrix for bringing together many Orthodox Christians from all over the world: Eastern Europe, Greece, the Balkans, Africa, the Middle East, and even from America (with no “ethnic” heritage of Orthodoxy). Our students enjoy the unique opportunity of exploring the ancient Orthodox faith in the context of a healthy academic community and with Orthodox believers from around the world!
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\\n Phi Alpha Theta<\\/a>, the national History honor society, recognizes academic
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(Adviser: Katherine Christensen<\\/a>)<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"modified":"2023-03-20T19:49:39"},{"__typename":"Page","id":"cG9zdDo5MTY5MA==","title_b28e9_bf21a":"Learning Opportunities","uri":"/centers/campus-christian-center/history/his-department-pages/learning-opportunities/","parentId":"cG9zdDo5MTY4MQ==","modified":"2023-03-20T19:49:31","databaseId":91690,"slug":"learning-opportunities","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Learning Opportunities - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Learning Opportunities","opengraphDescription":"The History department offers a few labor positions for teaching and research assistants, and office staff. 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The History department offers a few labor positions for teaching and research assistants, and office staff.<\\/li>
The Special Collections and Archives<\\/a> division of Hutchins Library<\\/a> offers practical
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materials documenting Berea College and Southern Appalachia.<\\/li>
The Artifacts and Exhibits Studio at the Appalachian Center offers experience in working with historical artifacts and images, and presenting history through exhibits. In addition to labor positions during the academic year, the studio offers paid summer internships (which can be done for academic credit in History). Interested students should contact the curator, Christopher Miller, christopher_miller@xfmlsp.com<\\/a> .<\\/li>
History students are encouraged to pursue study abroad in areas of interest to them, through KIIS programs and other specialized programs. Students interested in such programs should consult with the department about how such course offerings might contribute to the major.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]}],"hero":{"__typename":"Page_Hero","heading":null,"pageTitle":"show","body":null,"backgroundImage":null,"backgroundVideo":null,"callToActionLabel":null,"callToActionUrl":null},"contentType":{"__typename":"ContentNodeToContentTypeConnectionEdge","node":{"__typename":"ContentType","id":"cG9zdF90eXBlOnBhZ2U=","label":"Pages"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]}}]},"modified":"2023-10-16T15:54:35"}]},"title_b28e9_bf21a":"History","uri":"/centers/campus-christian-center/history/","databaseId":89528,"slug":"history","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"History - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"History","opengraphDescription":"Berea College has always nurtured the spiritual life of its community in a variety of ways. 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Through much of the College\\u2019s history, many of the ministerial members of the College\\u2019s faculty and administration led the community in worship and study of scriptures. For many decades, the president of the College even appointed a \\u201cCollege Preacher.\\u201d This person helped the school to fulfill its Christian commitment. Despite the important role of Christian faith in the founding, history and present mission of the College, the College does not regard itself as a church. It considers participation in any religious community or tradition completely\\u00a0voluntary for its students, staff and faculty.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College has always nurtured the spiritual life of its community in a variety of ways. While categorized non-denominational, the school creates an inclusive Christian spirituality that has always promoted social justice in its many forms. During its earliest history, the College provided many opportunities for Christian education and spiritual development, requiring the participation of all students and faculty. Beginning with the founders of the College, several members of the faculty and administration, including five of the school’s nine presidents to date, also have been ordained ministers from several different Christian traditions and denominations. Through much of the College’s history, many of the ministerial members of the College’s faculty and administration led the community in worship and study of scriptures. For many decades, the president of the College even appointed a “College Preacher.” This person helped the school to fulfill its Christian commitment. Despite the important role of Christian faith in the founding, history and present mission of the College, the College does not regard itself as a church. It considers participation in any religious community or tradition completely voluntary for its students, staff and faculty."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/12\\/ccc-pic-1-300x225-1-300x225-1.jpg\",\"alt\":\"Black and White image of Berea College's first chapel\",\"caption\":\"Berea College's first chapel\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":89530,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":89530,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/ccc-pic-1-300x225-1-300x225-1.jpg","alt":"Black and White image of Berea College's first chapel"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The College constructed its first chapel under the leadership of Edward Henry Fairchild (1869-89). Fairchild was also the first president of Berea College. The first chapel\\u00a0stood near where\\u00a0 Phelps Stokes Chapel<\\/a>\\u00a0now stands. The College shared this chapel with the Church of Christ, Union. Fire destroyed the first chapel in 1878. The College constructed its second chapel also during the administration of President Fairchild. The second chapel stood where the\\u00a0 Frost Building<\\/a>\\u00a0now stands. This chapel was a wooden structure built in a neo-Gothic style.\\u00a0These chapels functioned as the tangible\\u00a0symbols of and focal points for exercising the College\\u2019s Christian commitment.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The College constructed its first chapel under the leadership of Edward Henry Fairchild (1869-89). Fairchild was also the first president of Berea College. The first chapel stood near where Phelps Stokes Chapel now stands. The College shared this chapel with the Church of Christ, Union. Fire destroyed the first chapel in 1878. The College constructed its second chapel also during the administration of President Fairchild. The second chapel stood where the Frost Building now stands. This chapel was a wooden structure built in a neo-Gothic style. These chapels functioned as the tangible symbols of and focal points for exercising the College’s Christian commitment."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/12\\/ccc-pic-2-300x186-1.jpg\",\"alt\":\"Black and White image of the Danforth Chapel Exterior\",\"caption\":\"Danforth Chapel Exterior\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":89531,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":89531,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/ccc-pic-2-300x186-1.jpg","alt":"Black and White image of the Danforth Chapel Exterior"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In 1937, during the presidency of William J. Hutchins, the College constructed Danforth Chapel. William H. Danforth was\\u00a0founder of the Ralston Purina Mills company and a trustee of Berea College.\\u00a0He donated the funds to construct Danforth Chapel. The College constructed this neo-Gothic chapel as an integral part of the\\u00a0Draper Building<\\/a>.\\u00a0This was the central academic structure on campus at the time.\\u00a0By placing it there, the College\\u00a0aimed to display\\u00a0its vision of the essential relationship between spirituality or religious experience and education. In its earliest years, the Danforth Chapel offices housed visiting ministers and religious scholars. Later, the Chapel housed ministers or chaplains to the College.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 1937, during the presidency of William J. Hutchins, the College constructed Danforth Chapel. William H. Danforth was founder of the Ralston Purina Mills company and a trustee of Berea College. He donated the funds to construct Danforth Chapel. The College constructed this neo-Gothic chapel as an integral part of the Draper Building. This was the central academic structure on campus at the time. By placing it there, the College aimed to display its vision of the essential relationship between spirituality or religious experience and education. In its earliest years, the Danforth Chapel offices housed visiting ministers and religious scholars. Later, the Chapel housed ministers or chaplains to the College."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/12\\/IMG_5705-768x1024-1.jpg\",\"alt\":\"Inside of Danforth Chapel from back door\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":89516,\"width\":248,\"height\":331,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockDeprecatedV7Attributes"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In 1971, the College established the Campus Christian Center (CCC). This was during during the presidency of Willis D. Weatherford, Jr. President Weatherford secured a grant in 1970 from Mr. and Mrs. Eli Lilly. The grant became the endowment to support the work of this new department in the College. Weatherford gave this title to his proposal: \\u201cThe Campus Christian Center \\u2013 At the Heart of Great Commitments.\\u201d His proposal articulated the original vision that has guided the staff and work of the Center since its start. In Weatherford\\u2019s letter to Mr. and Mrs. Lilly, he requested a grant to establish the Campus Christian Center as a way to support the \\u201cnew elements in spiritual emphasis.\\u201d The College had identified and affirmed these in its then recently-formulated Great Commitments. Weatherford\\u2019s proposal requested funding that would support:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 1971, the College established the Campus Christian Center (CCC). This was during during the presidency of Willis D. Weatherford, Jr. President Weatherford secured a grant in 1970 from Mr. and Mrs. Eli Lilly. The grant became the endowment to support the work of this new department in the College. Weatherford gave this title to his proposal: “The Campus Christian Center – At the Heart of Great Commitments.” His proposal articulated the original vision that has guided the staff and work of the Center since its start. In Weatherford’s letter to Mr. and Mrs. Lilly, he requested a grant to establish the Campus Christian Center as a way to support the “new elements in spiritual emphasis.” The College had identified and affirmed these in its then recently-formulated Great Commitments. Weatherford’s proposal requested funding that would support:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
two ministers to the College,<\\/li>
one secretary and<\\/li>
annual visiting distinguished professors of religion.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As an overview of this proposal, Weatherford described the Campus Christian Center as \\u201can idea,\\u201d \\u201cnot a place.\\u201d He elaborated on this in the following statement:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As an overview of this proposal, Weatherford described the Campus Christian Center as “an idea,” “not a place.” He elaborated on this in the following statement:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The thought of the Campus Christian Center is to put several distinguished persons of inspiring and challenging Christian ideals at the heart of the intellectual life of the College. These leaders would excite the best thought and concern among both faculty and students in a way to combine Christian conviction with intellectual rigor. The influence of these ministers and professors would help set the tone of the whole community by having the most stimulating thought on campus center about a religious perspective.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The thought of the Campus Christian Center is to put several distinguished persons of inspiring and challenging Christian ideals at the heart of the intellectual life of the College. These leaders would excite the best thought and concern among both faculty and students in a way to combine Christian conviction with intellectual rigor. The influence of these ministers and professors would help set the tone of the whole community by having the most stimulating thought on campus center about a religious perspective."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As President Weatherford concluded, he emphasized the fundamental character of the vision that had inspired his proposal: \\u201c\\u2026 as we envision the strengthening of the spiritual life of the College through the Campus Christian Center, we are not thinking in terms of brick and mortar, but in terms of human thought and activity which will penetrate the classroom, the labor assignment, the daily residence, the recreation and all other aspects of life in the Berea College Community.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As President Weatherford concluded, he emphasized the fundamental character of the vision that had inspired his proposal: “… as we envision the strengthening of the spiritual life of the College through the Campus Christian Center, we are not thinking in terms of brick and mortar, but in terms of human thought and activity which will penetrate the classroom, the labor assignment, the daily residence, the recreation and all other aspects of life in the Berea College Community.”"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/12\\/Entering-Danforth-Chapel-232x300-232x300-1.jpg\",\"alt\":\"Entrance to Danforth Chapel\",\"caption\":\"Entrance to Danforth Chapel\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":89532,\"sizeSlug\":\"full\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":89532,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/Entering-Danforth-Chapel-232x300-232x300-1.jpg","alt":"Entrance to Danforth Chapel"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"With the establishment of the Campus Christian Center, President Weatherford appointed\\u00a0Rev. J. Randolph Osborne\\u00a0as\\u00a0director. At the time, Rev. Osborne was\\u00a0Coordinator of Religious Life.\\u00a0The College then hired a second minister, Fr. Henry Parker, the first African-American minister to Berea College. He also hired\\u00a0a secretary, Ms. Glennis Walker, thus bringing the vision for the CCC to life. Weatherford placed the Campus Christian Center in the Danforth Chapel complex of the\\u00a0Draper Building<\\/a>.\\u00a0These offices remain there today.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"With the establishment of the Campus Christian Center, President Weatherford appointed Rev. J. Randolph Osborne as director. At the time, Rev. Osborne was Coordinator of Religious Life. The College then hired a second minister, Fr. Henry Parker, the first African-American minister to Berea College. He also hired a secretary, Ms. Glennis Walker, thus bringing the vision for the CCC to life. Weatherford placed the Campus Christian Center in the Danforth Chapel complex of the Draper Building. These offices remain there today."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Over the years several individuals filled the role of the Campus Christian Center Director. In 2017 the Director position was elevated to Dean of the Chapel.   Rev. Dr. Loretta Reynolds served as the Dean of the Chapel March 2018 \\u2013 June 2022.  Rev. Dr. LeSette Wright<\\/a> was appointed Dean of the Chapel beginning July 2022.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Over the years several individuals filled the role of the Campus Christian Center Director. In 2017 the Director position was elevated to Dean of the Chapel.   Rev. Dr. Loretta Reynolds served as the Dean of the Chapel March 2018 – June 2022.  Rev. Dr. LeSette Wright was appointed Dean of the Chapel beginning July 2022."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Note<\\/strong>: Much more historical information on the Danforth Chapel can be found in the book The Distinctive Danforth Chapel at Berea College<\\/em> by Rev. Lee Morris (CCC Director & Assistant Professor of Religion, 1979-2000). Additionally, Rev. Morris recently visited the Chapel and gave a short talk about the surroundings. Watch Rev. Morris\\u2019 chat on Danforth Chapel<\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Note: Much more historical information on the Danforth Chapel can be found in the book The Distinctive Danforth Chapel at Berea College by Rev. Lee Morris (CCC Director & Assistant Professor of Religion, 1979-2000). Additionally, Rev. Morris recently visited the Chapel and gave a short talk about the surroundings. Watch Rev. 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Student Chaplain
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Team Leader for First Year/Chapel
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Student Chaplain
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Student Chaplain
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We are pleased to announce our 2023 speaker: Rev. Dana Gonsal. Rev. Dana Gonsal is an ordained minister in the American Baptist Churches, USA. He is an accomplished entrepreneur and community advocate. Receiving his M.B.A. in Small Business from Boston University, he founded The Classic Shoe Shine Corporation at age 23. Rev. Gonsal is the President and CEO of this Corporation that serves the New England region of the United States, including Boston Logan International Airport; as well as the Boston Convention and Exhibition Center.
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Berea College offers a dual-degree program in engineering in cooperation with the College of Engineering at the University of Kentucky. This dual-degree program of study leads to a B.A. degree from Berea College (usually in the Applied Science and Mathematics major) and a B.S. degree in engineering from the University of Kentucky. The program provides students with a strong background in the liberal arts and the field of engineering. Engineering programs available in cooperation with the University of Kentucky are biosystems engineering; chemical engineering; civil engineering; computer engineering; electrical engineering; materials engineering; mechanical engineering; and mining engineering. For more information on the Applied Science and Mathematics major, which is intended to help prepare 3-2 Engineering students for the second part of this dual degree, please refer to that program in the Academic Departments and Courses section of this Catalog & Student Handbook.
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The entire dual-degree program normally is completed in five or six years, the initial three or four of which are at Berea College and the subsequent two at the University of Kentucky. Although Berea College does not have a special agreement with any other engineering schools at this time, Berea students have successfully entered 3-2 engineering programs with other universities upon completion of the dual-degree requirements.
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Who can host a student?

How do I get Involved?

What does a Host do?

What does a Student do?

Host Families are not responsible for:

ADDITIONAL TRAVEL GRANT (Separate application required)

TA Moodle

Berea GoBoard

TA Guidebook

Peer Learning Library

TA Supplies

Research & Writing*

Citations and Style Formatting

Common Writing Genres

Grammar

Career Development Forms

Other Resources

Teaching

Departmental or divisional leadership / mentoring and supervision

Classroom Observations and Feedback

Instructors may request a confidential classroom observation if they are interested in formative feedback and about their practice from an experienced and supportive observer. Contact Leslie Ortquist-Ahrens (ortquistahrensl@xfmlsp.com).

The Process

Faculty Feedback about the Midterm Assessment of Teaching Process

Faculty Learning Communities

Triads

New Faculty Programs

New Faculty Orientation

New Faculty Seminar

Midcareer Faculty Development

Critical Pedagogy Workshops

Transparent Assignment Design Workshop

Teaching Writing Institute

Course (Re)Design for Online Teaching and Learning (April-June 2020)

Teaching Online for Student Learning and Engagement

Program Description

Student Application

Faculty Expression of Interest