Faculty Fellows 2006-07
Charles A. Calahan, Assistant Clinical Professor of Child Development and Family Studies
Calahan's course, CDFS 515, Approaches to Research in Child and Family Programs is an introduction to applied research as used in community programs for children and families, including program needs assessments, and evaluating processes and outcomes of existing programs. The primary course requirement is the completion of a Problem-Based and Service-Learning project for an existing, not-for-profit community program or agency. For example, students provided a needs assessment for the Second Time Around Program at the Martin Luther King Center in Indianapolis which benefited not only the program director, but also the fifty to seventy five members that regularly attend this program. By completing this project, students developed a better understanding of applied research, worked with a diverse population, and strengthened their sense of service.
Jenna Rickus, Assistant Professor of Agricultural and Biological Engineering
Jenna Rickus's course covers the fundamentals of biological sensing with a broad array of applications including biomedical diagnostics, biological research, environmental monitoring, biosecurity, animal health and production, food safety, and bioprocessing. Students engage in a semester-long Service-Learning project in partnership with various local and state groups. Projects may include:
- A technology assessment to determine potential for existing and future sensing technologies to solve community problems,
- Evaluation and protocol development for the use of commercially available biological sensors to community problems, and
- Gap analysis to direct better direct emerging sensing technologies toward problems that may be currently ignored by the sensors research community.
Deborah L. Saks, Continuous Term Lecturer for Organizational Behavior and Human Resources
In Saks' class, students form teams of six and choose a service project to complete during the eight-weeks' session. Each student must complete a minimum of eight hours of work on the project. The projects can be virtually anything because the focus is on the teamwork dynamics exhibited during the project rather than the type of project completed.
Heather L. Servaty-Seib, Assistant Professor of Educational Studies
In Servaty-Seib's graduate-level course in Counseling Psychology and School Counseling, students serve as facilitators for the BRIDGe project (By Remembering I Develop and Grow), an eight-session, family-focused, psychoeducational support program offered to bereaved children/adolescents and their caregivers. Through the use of Service-Learning, students have the opportunity to apply what they learned in the course in a real-world setting.