iship final grant report final...iship 2017 apa diversity and inclusion grant report andrea...

ISHIP 2017 APA Diversity and Inclusion Grant Report Andrea Sullivan-Clarke APA Presidential Summary The Inclusive Summer High School Institute for Philosophy (ISHIP), took place on the campus of DePauw University from June 25, 2017-July 2, 2017. ISHIP accomplished its primary goal by introducing the discipline of philosophy and its utility to a select group of high school juniors, belonging to a group/s historically underrepresented in the discipline. In addition to its primary goal, ISHIP further demonstrated how philosophy could be an inclusive space for all students in terms of faculty representation and curriculum. Students not only learned about what philosophy has to offer, but they also enjoyed the college experience by participating in special activities, living in the dorms, and using the dining facilities. Faculty mentors guided students through the ISHIP experience, which included a curriculum that combined undergraduate philosophy with specially selected activities. ISHIP students not only attended courses on campus. They enjoyed discussion inspired by thoughtful movies, worked on a campus farm, and viewed the moon and planets via the observatory. Faculty mentors capably lead students through the college application process, demonstrating the value of philosophy for crafting an entrance essay. Students were introduced to ethical theories and the finer points of participating in a student ethics bowl. The overall success of the ISHIP 2017 indicates the possibility for similar programs in the future. ISHIP’s attention to diversity and inclusion appeared in its selection of students, faculty, and curriculum. DePauw and the city of Greencastle are well suited for learning, safety, and entertainment. Student surveys highlighted learning and cohesiveness. In our grant application, I stated “ISHIP has the potential to transform the discipline of philosophy by creating more space in the field for individuals whose voices have been previously underrepresented, while also inviting students to identify the ways in which philosophy could positively contribute to their academic goals and beyond.” I am confident to claim that ISHIP 2017 met expectations. All participants were enriched by the program’s offerings. I propose that future programs would approximate, if not exceed, the initial goals of ISHIP. ISHIP 2017 would not have been possible if not for the generosity and support of the American Philosophical Association. I thank you for the opportunity to develop this program and I look forward to developing it even further in the future.

ISHIP2017APADiversityandInclusionGrantReportAndreaSullivan‐Clarke

InclusiveSummerHighSchoolInstituteforPhilosophy(ISHIP),Summer2017

1. ProgramDescriptionTheInclusiveSummerHighSchoolInstituteforPhilosophy(ISHIP),tookplaceonthecampusofDePauwUniversityfromJune25,2017‐July2,2017.ISHIPaccomplisheditsprimarygoalbyintroducingthedisciplineofphilosophyanditsutilitytoaselectgroupofhighschooljuniors,belongingtoagroup/shistoricallyunderrepresentedinthediscipline.Inadditiontoitsprimarygoal,ISHIPfurtherdemonstratedhowphilosophycouldbeaninclusivespaceforallstudentsintermsoffacultyrepresentationandcurriculum.Studentsnotonlylearnedaboutwhatphilosophyhastooffer,buttheyalsoenjoyedthecollegeexperiencebyattendingspecialactivities,livinginthedorms,andusingthediningfacilities.

2. AdditionalFundingSourcesInadditiontotheinitialgrantof$10,000generouslyprovidedbytheAmericanPhilosophicalAssociation(APA),ISHIPalsosecuredadditionalfunding($15,777.27)fromtheJanetPrindleInstituteforEthics.ThefundsprovidedbythePrindleInstituteenabledISHIPtoincreasethenumbersofstudentsandfacultymentors,whichresultedinasignificantincreaseofoutreachandmentoring.

3. FacultyParticipantsandStaff

ISHIPrecruitedseveralsupportiveandhighlycapablefacultytojoinitsinauguralprogram.ISHIPfacultyperformedavarietyoftasks.

a. FacultyMentorsThreeISHIPfacultyservedasinstructorsandmentors.Eachfacultymentoroversawasmallgroupof5‐8studentsandwillserveasanacademicresourceduringtheupcomingschoolyear(2017‐2018).Facultymentorsconductedintroductorycoursesonphilosophywithparticularemphasisonargumentationandreasoning.Inaddition,theyalsoworkedcloselywithstudents,usingphilosophytodevelopanessaysuitablefortheircollegeapplication.Lastly,thefacultyprovidedone‐on‐onesessionswithstudentsinordertoensureeachhadaplanforsubmittingtheircollegeapplications.ISHIPfacultymentorsforSummer2017were(inorderofseniority):


Dr.RachelMcKinnon‐RachelisanAssistantProfessorintheDepartmentofPhilosophyattheCollegeofCharleston.Herprimaryresearchfocusesontherelationshipbetweenknowledgeandaction,specificallythenormsofassertion.Someofhercurrentworkdealswithproblemsregardingalliesandallyculture,andhowtheseconnecttogaslightingandepistemicinjustice.RachelpresentedthekeynotetalkforISHIPSummer2017,“AlliesBehavingBadly:GaslightingasEpistemicInjustice.”Dr.RobinDembroff–InitiallyrecruitedasagraduatestudentatPrinceton,RobinisnowanAssistantProfessoratYaleUniversity.Robin’sresearchisinmetaphysics,focusingespeciallyontopicswithinsocialontology(suchasthemetaphysicsofrace,gender,sexualorientationanddisability),theontologyofgroups,andthevarietiesofsocialconstruction.Theyarealsohavefurtherresearchinterestsinfeministphilosophyoflanguage,politicalphilosophy,socialepistemologyandphilosophyofmind.Inadditiontothedutiesoffacultymentor,Robinpresentedaresearchtalk,“WhatisSexualOrientation?”

TimBrown‐TimisagraduatestudentinthePhilosophyDepartmentattheUniversityofWashington.AsapartoftheCenterforSensorimotorNeuralEngineering(CSNE)andtheirNeuroethicsThrust—aNationalScienceFoundation‐fundedorganizationthatdirectsresearchonneuraldevicesthatrecordfromandapplystimulationtothebrain—Timis“embedded”intheUW’sBioroboticsLabwithadiversegroupofengineersandscientists.Tim’sresearchfocuseshowtheuseofneuraltechnologiesmaychangewhatitmeanstohaveanidentity,whatitmeanstobeautonomous,andwhatitmeanstobeanagent.Heisalsointerestedintheaestheticfeaturesofusingneuraltechnologies.TimiscurrentlyworkingonadissertationprojectunderDr.SaraGoeringinwhichheexploresdifferentperspectivesoninvasiveneuralsensingandstimulationtechnologies—inparticular,Deep‐BrainStimulators(DBS)usedtotreatEssentialTremor(ET).b. AssociatedFaculty

OtherfacultyassociatedwithISHIPcontributedtoparticularareasofthecurriculumbasedontheirexperience.

Dr.AndrewCullison‐Dr.Andrew“Andy”CullisonreceivedhisPh.D.fromtheUniversityofRochesterin2006.AndyisthedirectorofTheJanetPrindleInstituteforEthicsatDePauwUniversity.Hisresearchincludesadefenseoftheviewthatwecanhavemoralknowledge,aswell


astheviewthatwesometimesknowmoralfactsonthebasisofperception.ADePauwalumnus,Dr.Cullisongraduatedin2001withadoublemajorinPhilosophyandEnglish(CreativeWriting).HewasamemberofDePauw’sfirstethicsbowlteamandhassincecoachedethicsbowlteamsateveryinstitutionwithwhichhehasbeenaffiliated.AsanISHIPfaculty,AndyprovidedaninitialintroductionofphilosophytothestudentsanddrewfromhiswealthofexpertisetoteachandconductthefirstISHIPethicsbowl.HeconductedsessionsondifferentethicaltheoriesandbriefedISHIPstudentsontherulesandprotocolofhighschoolethicsbowls.Onthelastdayofourprogram,fourteamsofISHIPstudentscompetedforthetitleofISHIPSUM2017EthicsBowlChamps.

Dr.AndreaSullivan‐Clarke‐AConsortiumforFacultyDiversity(CFD)PostdoctoralFellowatDePauwUniversityfor2016‐2017,AndreataughtcoursesonNativeAmericanPhilosophy,IndigenousEthics,andFeminism.Andreaconductsresearchinsocialepistemology,particularlyhowtoimproveanalogicalreasoningusedbyknowledgegeneratingcommunities.ShehaspublishedontheuseofanalogyandmetaphorinDarwin’sOriginofSpecies.Andrea,alongwithDr.Cullison,soughtthefundingtodevelopISHIP.SheservedinthecapacityofDirector,creatingthecurriculumandplanningtheactivitiestoengagethestudents.Duringtheprogram,Andreapresentedapaper,“MisledbyMetaphor:IngrainedAnalogiesandScience.”Andreaattendedallactivitiesandenjoyedconversationswithallthestudents.

c.AssociatedStaff

ThestaffprovidedawiderangeofskillsinsupportofISHIP.Withouttheircontributions,theprogramwouldnothavebeenassuccessfulasitwas.

TonyaWelker‐TonyaistheAdministrativeAssistantattheJanetPrindleInstituteforEthics.ShebeganworkingatPrindleinFebruaryof2015.SheorganizesseveraleventsforPrindlesuchasHighSchoolEthicsBowl,SummerResearchEthicsBowl,SocialEntrepreneurshipprogram,andistheadministratorfortheIRBprocess.TonyawasanintegralpartoftheoriginalgrantplanningandlaterservedasthepointofcontactforISHIP.Shehandledalllogisticsfortheprogram,suchascoordinatingthetravel,lodging,andboardforallparticipants.Tonyadealtwithallformsofadministrationfromcontractstodisbursementofgrantfunds.Throughouttheweek,shealsohandledanyerrandsandneedsofparticipants.VanessaBalis‐In2016‐2017,VanessawasafreshmanatDePauwUniversitystudyingPhilosophyandPoliticalScience.SheisanHonorsScholarandaMediaFellow.Currently,Vanessaparticipatesinthe


universitytelevisionstation,D3TV,aswellastheschoolnewspaper,TheDePauw.VanessawasselectedasanISHIPinterngivenherstrongacademicperformanceinAndrea’sIntroductiontoPhilosophycourseofferedintheFall2016.Sheassistedwiththeselectionofstudentcandidatesandprovidedinputonthesocialactivitiesdevelopedfortheprogram.Duringtheprogram,shecontributedbyofferingtheperspectiveofacollegefreshmantakingtheirfirstphilosophycourse.Shealsocompletedmultipletasks,suchasprogramphotography,creatinggames,setup/breakdownofmeals,bustrips,shopping,andcopies.Herassistanceandinputwasinvaluable.TherewereseveralotherindividualsaffiliatedwithDePauwUniversitywhocontributedtotheISHIPprogram,suchastheDr.H.Brooks(Observatory),theindividualsastheCampusFarm(listedbelowintheactivities),andMarkThiemann(AshleySquareCinema).Otherindividuals,whodidnotreceivesupportfromthegrantmonies,shouldalsohavetheircontributionsacknowledged.Forexample,internsworkingatthePrindle,likeEleanorPriceandSharonMaes,assistedwithvarioustasks,suchastechnology,preparations,andgrantwriting.Inaddition,IwouldliketoacknowledgetwootherPrindleinterns:EvieBrosius,whocreatedourlogoandChristianeWisehart,whodevelopedourprogramwebsite.

4. StudentDemographics

DiversitywasincorporatedintotheISHIPprograminthreeways—faculty,students,andcurriculum.Studentswereselectedbasedontheirbelongingtodiversesocialgroupsthatcomprisetheiridentity(notablywhethertheidentitywasunderrepresentedinphilosophy),theiracademicinterests/goals,andrecommendationsfromteachers/counselors.Forexample,studentswhoidentifyasaparticularrace,gender,orbeingdifferentlyabled.Historically,individualsfromthesegroupshavebeenabsentinphilosophy.Giventhatsomeoftheapplicantswerelikelytobefirstgenerationstudents,academicperformancewasnotweightedmoreheavilythanotherattributes.Also,inordertoensureavarietyofperspectives,studentswereselectedfromacrosstheUnitedStates.Prospectiveparticipantsappliedtoourprogramviathewebsite:http://www.depauw.edu/academics/centers/prindle/programs/iship/Totalapplicants:56(Therewere54actualapplicationsreceivedviathewebsite,twostudents/guardianscontactedusbelievingtheyhadsubmittedanapplication.)


Outoftheoriginal54applicants,21wereacceptedtotheprogram.Ofthe21accepted,20expressedintenttoattendandtheirguardianssubmittedthepermissionpaperwork.Twostudentswithdrewfromtheprogramataverylatedate.Onewasselectedforapre‐medsummerprogram,contactingISHIPatthelastminute.Thesecondstudentcontactedthedirector(Dr.AndreaSullivan‐Clarke)onthedayofarrival;shewasunabletogetaridetotheairport.Afterconversingwithherguardianoverthephone,Andreahadtheimpressionthatthestudentdidnotcomefromastablehomelife(theguardian’sspeechwasslurredandalthoughshehadatleastamonthtotalktotheprogramstaff,sheaskedwhetherwewerechildabductors).Afterspeakingwiththestudent,itwasapparentthattheparent/guardianandthestudentdidnotsharethesameviewsinregardstothestudent’sacademicaspirations.Eventhoughtheparenthadsignedtheparentalforms,theydidnotunderstandthedetailsoftheprogram.Thestudentwasveryemotionalandapologeticfor“wastingourtime’.Futureprogramsshouldbearinmindthatfamiliesthatlacktheculturalcapitalassociatedwithattendingcollegemaynotsupporttheirstudent,andstudentswhoaretryingtobetterthemselvesmaycomefromhomesaffectedbyalcoholand/ordruguse.Inordertopreventthelossofmoniesassociatedwithtravel,flightreservationsshouldberefundable.TherewereeighteenstudentsintheinauguralcohortofISHIP2017.Thesestudentsbelongedtooneormoresocialgroupsthatarecurrentlyunderrepresentedinphilosophy.Studentsself‐identifiedusingtheapplicationonthewebsite,whichincludedcategoriessuchasrace,gender,andability.

5. AdvertisingThecomponentsofadvertisingforISHIPSummer2017includedcreatingawebsiteasthelocusfordescribingtheprogramandenablingprospectivestudentstoapply(seelinkinprevioussection).Inaddition,AndreaandAndycontactedmediaoutletsthattargetedparticulargroups.Givenherbackground,AndreafocusedonNativeAmericannewsoutlets,tribaleducationoffices,PhilosophyforChildrenfaculty,andresourcesfromtheHartmanHouse(http://www.depauw.edu/studentacademiclife/hartman/)ontheDePauwcampus.AndycoordinatedwithHighSchoolEthicsBowlcontactsandtheAmericanPhilosophicalAssociation.Bothstrategiescomplementedeachotherwell.ParticipantsincludedtwoNativeAmericans(NavajoandMuscogeeNation)andseveralweremembersofethicsbowlteams/thosewhowererecommendedbyaninstructorassociatedwiththeAPA.Therewasaverygoodmixofstudentswhohadpriorexperiencewithethicsbowlandthosewhodidnot.Studentsworkedwithandlearnedfromeachother.Courseworkincludedarticlesinareasbeyondethicstoensureawell‐roundedrepresentationofsubjectsinthediscipline.Althoughthenumberofapplicantsexceededinitialexpectations,futureprogramswouldbenefitfromadditionaladvertisinginordertomaximizethecandidatepool.


Inaddition,advertisingshouldappearearlierintheschoolyearinordertoprovidemoretimetointeractwithparentsofpotentialISHIPstudents.InordertocreateadvertisingforfutureISHIPprograms,wehiredlocalphotographer,AmberHecko,totakepicturesthroughouttheweek.ISHIPmaintainstherighttothesephotos,whichwillbeusedtocraftfutureformsofadvertisinginordertosecurefundingandtocontributetothewebsiteandsocialmediapresence.IncludedintheappendixaresampleISHIPphotos.Onedifficultyinstartingaprogramforhighschoolstudentswastoconvinceguardiansofthelegitimacyoftheprogram.Photosofpreviousprogramswillprovidebothapplicantsandtheirguardiansasenseoftheactivitiesandexperiencesavailable.Inordertominimizetheexpenseofphotography,facultyandstafftookpicturesthroughouttheweek.Inaddition,teamsofstudentswererequiredtotakeafewteamphotosaspartofascavengerhunt.

6. HousingandFoodStudentswerehousedintheRectorVillagesuite‐styleresidencehallsforupperclassmen(StrasmaandHolmberg).Thebuildingswerethreestoriesandoneachstorywasonefour‐bedroomsuite.The18studentsand3facultymentorswerehousedinbothbuildings.Theresidencehallswerewellsuitedtoaccommodatestudentssincethehousingservicesprovidedcheck‐in,linens,andacommonspaceforclasses/socializing.Onepointforfutureconsiderationiswhethertomovefacultytootherlodgingandhaveonestudentinternroomwithstudentsoneachfloor.Thiswouldprovidesomeprivacyforfaculty,thestudentinterncouldhandlecallstopublicsafetyintheeventoflockingkeysinrooms,andgiveeachflooramonitortoensurethelightsoutpolicyisfollowed.Inaddition,internscouldbeusefulforcreatingactivitiesduringdowntimesandwaitingperiodsaswellastalkingabouttheircollegeexperience.Mostmealsweretakeninthecampusdiningfacility,HooverHall.Thisenabledstudentstochoosetheirmeals.Severaldiningoptionswererequiredinordertomeetthedietaryrequirementsofthestudentsandfaculty.Inourcohort,severalstudentswerevegetarians,onewasvegan,andonestudenthadlifethreateningallergiestonuts.ThecampusdiningstaffworkedwithTonyaWelkertoensureallneedsweremet.Whenholdingclassesandactivitiesoffcampus,mealswerecateredbyeitherthedininghall,theFlutteringDuck(campusrestaurant),orcommunitybusinesses(suchasMonical’sorAlmostHome).Havingmealscateredwerenotonlyconvenientbyreducingtheneedtouseshuttlebuses,itgavethestudentstheopportunitytoexperiencesomevarietyaswellassamplethefoodfromthelocalarea.


Giventheageofthestudentparticipants,extrasnacksintheeveningandtreatsforsomeoftheactivities,suchaspopsiclesforthescavengerhuntandtheingredientstomakeS’moresduringthebonfirewerealsopurchased.WewereabletoreducesomeofthecostsbystoringtheleftoversfromthecateredmealsinthekitchensatthePrindle,andinthedorms.Bydoingso,therewaslittlewastedfood.

7. Travel

ThefundsprovidedbytheAPAandthePrindleInstituteenabledISHIPfacultyandstudentstoattendthesummerprogram.SeveralofthestudentscamefromoutofstateandsothefundswereusedtopurchaseairtravelorreimbursementforthosewhodrovetoGreencastle,Indiana.Inadditiontravelfundsprovidedtheabilitytotransportparticipantsto/fromcampustomultiplelocations,suchasIndianapolisInternationalAirport,theDePauwCampusFarm,thePrindleInstitute,andtheDePauwObservatory.

8. ContentandCurriculum(seeattachedschedule)

ThecontentandcurriculumofISHIPSummer2017wascraftedtoachievethreegoals:

Tolearnthebasicskillsofphilosophy(suchascriticalthinkingandclarity)

Toapplythoseskillspractically(suchasdraftinganessayforthecollege

application)

ToexperiencedoingphilosophyinacollegesettingLearningtheBasicSkills

Onthefirstday,theteachingofphilosophybeganwithAndy’sinformaltalkthattookon“Whatisphilosophy?”laterevolvingintopresentingthereasonsforstudyingphilosophy.Andy’sintroductionwasagoodfoundationforprimingthestudentssothattheywouldbeabletoindependentlyidentifyphilosophyastheyencountereditduringtheweek.Throughouttheweek,studentshadformalclasses,whichcoveredbasicskillslikeargumentation,reasoning,andhowtowriteaphilosophypaper.TheformalclassesfeaturedsmallgroupdiscussionwiththeirassignedfacultymentorandwereheldinclassroomsacrosstheDePauwcampus.Instructorswereprovidedwithanoverviewofwhattoteachbutwerewerepermittedcompletefreedomonhowto


teach.Instuctorsusedvariousformats‐inlcudingtheuseoftechnology,videos,skillsbasedassignments,andgroupdiscussion.

ApplicationofAcquiredPhilosophicalSkills

Inadditiontoanintroductiontothediscipline,thesecondgoal(toassiststudentswiththecollegeapplicationprocessusingtheskillsofphilosophy)wasachievedthroughtheteachingofreasoningandphilosophicalwriting.Meetinginsmallgroupsonthefirstnightoftheprogram,studentswereaskedtocreateashortlistoftheirpropsectivecollegesandtostatetheessayrequirementsofeach.RecognizingthatalargeportionofcollegesusetheCommonApplication,studentsmetinaclassroomsettingtocreateanoutlinetoseveralofthewritingpromptstakenfromthe2017‐2018CommonApplication.Facultymentorsencouragedthestudentstobrainstormandoutlinepotentialresponsesthattheycouldusetocreatedraftsoftheirapplicationessays.Mentorsalsoprovidedinstructiononclarityandhowtoorganizethepaper.Mentorsalsosharedpersonalstoriestodemonstratehowtheymightrespondtothepaperprompts.Bothstudentsandfacultyfoundthissetofassignmentsvaluableandworthwhile.Inclass,studentswereabletosharetheirinitialapprehensionsaboutwritingforanunfamiliaraudience;mosthadonlywrittenpapersfortheirhighschoolinstructors.Facultyalsosharedthatstudentswereabletoreceiveone‐on‐oneattentiongiventhesmallclasssize.Studentswereallotedtimetoworkontheiressaysthroughouttheweekinasupportiveenvironment.Towardstheendoftheweek,studentsutilizedwhattheylearnedviaclassescoveringpersonalidentityandfreewill.StudentswereassignedshortreadingsfromConee,EarlB,andTheodoreSider.RiddlesofExistence:AGuidedTourofMetaphysics.TheseclasseswereintendedtoprovidetheexperienceofattendinganIntroductiontoPhilosophycourse.Thefacultymentorsmotivatedclassdiscussionandsomediscussionscarriedoverintomealtimes.ThedininghallcreatedadedicatedspacefortheISHIPstudents,whichenabledlargegroupdiscussionwithfacultyandstaffpresenttocontributeaswell.

9.PhilosophyonLocation

Additionalenrichmentcameintheformofoffcampustripstolocationsthatencouragedtheapplicationofphilosophicalskills.StudentsenjoyedtripstotheUniversity’scinema,campusfarm,andobservatory. AshleySquareCinema‐FilmsThestudentswereintroducedtodifferentphilosophicaltopicsviathreefilms:12AngryMen(socialepistemology),Gattaca(BiomedialEthics),andExitThroughtheGiftShop(Aesthetics).Weshowed12AngryMenatthebeginningoftheweekwhile


thestudentswerelearningaboutargumentationandhowtolegitimatelyobjecttoanargument.Thestudentswereabletoseehowsomeresponsestoclaimsdidnotdirectlyengagewiththepremisesofargument,suchasanadhominemfallacy.Inaddition,thediversityofthejurorsdemonstratedhowsomeindividualshaveaccesstouniquebackgroundknowledgeasaresultoftheirexperiences.Inthisway,studentswereintroducedtostandpointepistemology.Thefilm,Gattaca,wasrecommendedbyafacultymentorgivenitsabilitytomotivatemultiplediscussionsconcerningtopicscoveredinabiomedicalethicscourse.Forexample,thesocietyinthemovieprivilegedindividualswhoseparentssoughttoimprovetheirgeneticmake‐up.Thisledtodiscussionsofperfection(whodeterminesit?),medicalnormalization,andthecreationofsocialclassesbasedongenetics.Therelationshipsbetweenthecharactersinthemoviealsoinspireddiscussionsthatwoulddirectlyaffectteenagers,suchascareerchoices,dating,andbeinghonestwithpeopleclosetoyou.Thefinalmoviewasrecommendedbyanotherfacultymentorasaneveningactivity(notontheformalschedule).Thedocumentary,ExitThroughtheGiftShop,wasnotonlyentertainingtoview,butitalsomotivateddiscussionsaboutartandwhocancreateit.Inotherwords,areworksofgraffitiandtaggingartandshouldtheybeconsideredart.Onephilosophicalproblempresentedinthedocumentarywaswhetheronecouldcreateartusingmultipleworksbyotherartists,specificallyhoworiginalshouldaworkofartbe.Anotherquestionthatpuzzledstudentsconcernedwhethermarketingshouldaffectthedeterminationofwhetheracreationwasapieceofartornot.Thefilmsusedthroughouttheweekwerediverseandallowedthestudentstosampleavarietyofphilosophicalproblems.Inkeepingwithourthemeofinclusivityanddiversity,ISHIPofferedstudentsthechancetofindsubjects/topicsthatappealedtothem.Anaddedbonusofhavingacinemaaffiliatedwiththeuniversitywasthatwewereabletoselectafilm,haveaprivateshowingatnocostandprovidestudentswithasmallsodaandpopcornperparticipant. CampusFarmOneofthemostsuccessfulactivitiesthatrequiredtravelwasthetriptoDePauw’sCampusFarm(http://www.depauw.edu/offices/sustainability/campus‐farm/).WorkingwiththeSustainabilityCoordinator&CampusFarmManagerMalorieImhoffandthefarminterns(MayraLeonandRafaelRobert),Andreawasabletocollaborateonacurriculum,whichfocusedonissuesofsustainability,foodethics,andsocialjustice.Thestudentsworkedonthefarmweedingandpickingraspberrieswhilelearningaboutnaturalpesticides,fooddeserts,andthesustainabilityoffoodsources.Studentsenjoyedapicniclunchfromarestaurantthatusedlocalsources.Afterwards,theyparticipatedinsmallgroupdiscussions


usingcasestudiesthatfeaturedaconflict,suchastheuseofpesticideandtheNIMBY(NotinMyBackyard)responsetopotentialsolutionstoenvironmentalchallenges.Thecampusfarmstaffwasengaging,youthful,andenergetic.Allofthestudentsenjoyedtheirexperienceatthefarmaswasevidencedbytherequeststoreturntoitlaterintheweek. McKimObservatoryAlthoughtheMcKimObservatoryisnotlocatedonthemaincampus,itisreadilyaccessibleviathelocalshuttleservice.Dr.HowardBrooksopenedtheobservatoryforISHIPprovidinguswiththeopportunitytoobservethecratersofthemoon,Jupiter,itsmoons,andSaturn.Wetiedthisactivitytophilosophyinvariouswayswithdiscussionsonphilosophyofscience(observationandtheory),Kant’saccountofthesublime,andexistentialism.Anaddedappealofthisactivitywasthatit,likethebonfire,providedentertainmentintheevening.Throughouttheweek,studentswereabletogetoutoftheresidencehalls,explorethecampus,andsampleafewoftheactivitiesaDePauwstudentwouldgenerallyexperience.

10.MiscellaneousExpensesAdditionalexpenses,suchaprovidingforgottenhygieneandtoiletryitems,werenotincludedinthebudgetandwereinsteadcostsharedbyPrindleInstitute.Asmallnumberofstudentsrequesteditemsthatwerepurchasedontheeconomy.Someitems—likehandsoap,dishsoap,additionalblankets,anddishes—werecoveredbythesuppliesstoredatthePrindleInstitute.ThePrindlesponsorsnumerousprogramsandindividualsthroughouttheyear.Theymaintainasupplyofitems,whichwereusedbyISHIP.Someitems,likefemininehygieneproducts,werepurchasedontheeconomy.

11.ProgramAssessment

Attheendoftheweek,studentsfilledoutanonymousquestionairesregardingvariouscomponentsoftheprogram.Studentsprovidedtheiropinionsonawiderangeoffeatures,suchasrooms,food,activities,mentors,andaswellastheprogramoverall.Theresponsestothestudentsurveyareprovidedintheappendix.Somefeaturesoftheprogram,suchasthecampusfarmandthemoviediscussionsearnedhighpoints.Otheractivities,suchasthecampuslifetalk,werefoundtobeeitherredundantorunengaging.TheleadershiphasalreadytakenthisintoconsiderationwhencreatingtheprogramforISHIP2018.


12.Mentor/FollowUp

Asofthisreport,theISHIPprogramwillprovidesupportforitsparticipantsinthefalltermoftheirsenioryear.Facultymentorswillbecontactingstudentstoassesstheirprogressonwiththecollegeapplicationprocess(October2017).Inaddition,thefacultymentorswillbecompletingsurveysregardingtheirISHIPexperienceaswellashavinganopportunitytoimprovetheprogram(October2017).Laterintheschoolyear,ISHIPwillfollowupwithstudentstoascertainstudentapplicationstatusandcollegeacceptance(February2018). ConclusionTheISHIPprogramwaswellreceivedbystudentandfacultyparticipants.Thefacultywasamazedatthecohesivenessofthegroup.ISHIPstudentshavecreatedtheirownISHIPinstagramandtheyhaveafacebookpage(https://www.facebook.com/ISHIPPROGRAM/?modal=composer&ref=notif&notif_t=aymt_make_page_post_tip&notif_id=1501109354037222).Additionalphotosanditemsofphilosophicalinterest(suchasCallsforPapers/Conteststargetedathighschoolers)willbepostedtoablogpagebytheendoftheyear.SomestudentshaveaskedtohaveayearlyreunionandothershaverequestedtobeconsideredasastudentmentorinfutureISHIPprograms.AsthedirectorofISHIP,Andreahadseveralparentsprovidecommentsaboutthequalityoftheprogram.Theyhadheardsuchpositivethingsfromtheirstudentsduringthecourseoftheweek.ParentsalsomentionedhowparticipationinourprogramwouldnothavebeenpossibleifnotforthesupportoftheAPAgrant.Onamorepersonalnote,AndreathankstheAPAfortheirsupportoftheISHIPprogram.HavingtheopportunitytodevelopISHIPandcompleteourinauguralprogramwasaprivilege.ThePrindleInstituteforEthicsiscurrentlyconsideringthefeasibilityofanISHIPprogramnextyear.ThiswouldnothavebeenpossiblewithouttheAPA’sgrantforInclusionandDiveristy.Themoniesprovidedbythegrantwillhaveaprofoundeffectwellintothefuture.


Appendix

A. ISHIPPhotos,Sample

ISHIP2017‐Students,Mentors,andStaff

TimBrownleadingaclassdiscussion.


RobinDembroffteachingargumentation.

RachelMcKinnonintroducingphilosophicalpapers.


BuildingCommunityattheBonfire.


B. ISHIPSchedule


C. StudentExitEvaluations

Total#ofStudents:18CompletedSurveys:18

1. HowdidlearnaboutISHIP?

a. Website:1b. TribalNewspaper:1c. CollegeProfessor:1d. Counselor:2e. Teacher:13

2. Wasthisthefirstprogramofthistype(summerprogramonphilosophy)that

youhaveattended?a. Yes:18

3. Whatwasyourprimarymotivationforapplying?(multipleanswerspossible)

a. Meetlikemindedpeople:3b. Learnaboutphilosophy:15c. Travel:2d. Applyingphilosophicalskills:1e. Mentorship:1f. Collegeexperience:2g. CollegeApplicationAssistance:2h. Opportunity:2i. Learnaboutethics:2j. Social:1k. CheckoutDePauwUniv.:1l. Useasexperienceoncollegeapplication:1

4. Ifgiventheopportunity,wouldyouapplyagain?

a. Yes:18(somewereveryenthusiasticex.“HellYeah!”,“Absolutely”)Samples‐“Yes,mostdefinitely!ISHIPhasbeenthebestcampI’veeverbeento,regardlessofacademicorrecreational.IfeltsoclosetoalltheISHIPstudentsandlovedspendingtimeinmyfacultymentorgroup.”“Yes,thiswaslife‐changing.”


5. Havingcosts—suchasairfare,room,andmeals—coveredbyISHIPmadea

differenceinwhetherIcouldattendornot.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree1 2 3 4(6)5(12)StronglyAgreeRemarks:

“Dependentoncost,freemadetheconsiderationeasy.”

“ItwasasellingpointbutIcouldhavepaid.”

“I100%wouldnothavebeenabletogootherwise.”

“Persuadedmeevenmore.”

“HavingthecostscoveredisthebiggestfactoronwhyIcouldcome.”

“Tryingtosaveforcollegeishard,yetthisgavemethechancetostill

experiencesomethingnew.”

“Icouldnothavegoneotherwise.”

“HavingeverythingpaidforhelpedalotandIreallyappreciatedalltheeffort

putintoplanningandbudgetingfortheprogram.”

“Myfamilydoesn’thavethemoneytopay,sothiswasahugecontribution.”

“Itwasagreathonortobeabletoattendwithallthecostscoveredandit

extremelyhelped.”

6. Theroomsprovidedwereacceptable.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree12 3(1)4(3)5(14)StronglyAgree

7. Thedininghalls,catering,andrestaurantswereacceptable.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree12 3(1)4(7)5(10)StronglyAgree


8. Mygroupleader/facultymentor___________________________________________was

veryhelpfulandknowledgeable.Name

StronglyDisagree1 2 3 4 5StronglyAgree

Rachel:AllstudentsinRachel’sgroupselected5stronglyagree.Remarks:

“RachelistheGOAT(GreatestofAllTime)!Ilovehowcandidand

thoughtfulRachelis.”

“OneofthesmartestandmostknowledgeablepeopleIhaveevermet.I

learnedalot.”

“Rachelmademefeelverycomfortablewithmythoughtsandhelped

introducephilosophyinawaythatIendeduplovingit.”

“SheisthereasonIhaveabettergrasponunderstandingofidentities,on

challengingideas,anddoingphilosophy.”

“Workingwithherwasoneofmyfavoriteparts.Sheissosmartand

makesyouwanttolisten.RachelistheGOAT!”

Robin:AllofthestudentsinRobin’sgroupselected5stronglyagree.Remarks:

“Knowledgeable,friendly,funny,dope”

“Funtalking.Neverprovidedopinionsmuchwhichmadeitallthemore

funtotalk.Requiredmorethinking.”

“Inspirationalandareallyhardworker.”

“Theywereawesome.”

“Ireallylikedhowtheybrokedowntheconceptsinphilosophywhenit

cametopersonalidentityandtheyareveryknowledgeableindissecting

andanalyzingwriting.”


Tim:AllofthestudentsinTim’sgroupselected5stronglyagree.(Onestudentcircled5overandoveragain.)Remarks:

“Timisincredibleineveryway.”

“Timwassoniceandhelpful.Hemademefeelinstantlyaccepted.”

“TimistheGOAT”

“Heisakeeper.Greatteacher,greatperson.”

“GoteamTim!”

9. Theactivitieswereworthwhile.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree12 3(1)4(9)5(8)StronglyAgree(Onestudentcircledboth3and4.)Remarks:

“Learnedalot.”

“Iwouldhavelikedsomemoregroupdiscussiononphilosophicaltopics.”

“Greatbondingexperience.”

“Iwishtherewereslightlylessweird20min.breaks.”

“Discussionsandpresentationsprovidedplentyofinformation.Takingwalks

duringfreetimewasawesometoo.”

“Forthemostpartyes,butIthoughtthatsomeofthecollegestuffthatwas

solelyfocusedonDePauwcouldhavebeencondensed,especiallytheschool

lifetalk.”

“TheactivitieswereveryenjoyableandIlearnedfromthem.”

“Theywereinsightfulandrelatable,butinoneortwoIhadtotrytostay

woke.”

“Somedaystherewasalotoffreetimeandsomedaystherewasn’tawhole

lot.”

“Theschedulewasabitdisorganized.”


“TheonlyonesthatseemedliketheycouldbereplacedaretheDePauw

focusedones.”

10. IwouldrecommendISHIPtootherstudents.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree123 4 5(18)StronglyAgreeRemarks:

“SuperFun”

“Itisanamazingexperiencewhereyoucouldbondwithotherpeople.”

“Idid!Wouldrecommendnextyear.”

“Unforgettable.”

“Greatexperience,livingsomewhereelseandlearningfromprofessionals.”

“Iwilldefinitelyrecommendittomyphilosophyteachertorecommendto

otherstudents.”

“Iplanonrecommendingthistootherpeople.”

11. IwouldliketolearnmoreaboutphilosophybecauseofISHIP.Studentresponsesareinparenthesesnexttothenumbercircled.

StronglyDisagree1234(3)5(14)StronglyAgree(Onestudentselected3and4.)Remarks:

“Alwaysinterested,butthisreinforced!”

“NotonlyISHIP,butmyownpersonalbeliefs.”

“Iintendtolearnmore;itisveryinteresting.”

“Didn’tknowhowmuchfunitistolearnabout.”

“Ihavealwayswantedtostudymore,butthishelpedmealot.”

“Taughtmeaboutdifferenttypeswhichhelpedmefindmypassions.”

12. WhatdidyouenjoymostaboutISHIP?


“Theotherstudents.Itwassoamazing,likeI’veneverexperiencedthis

typeofbondwithothers.”

“Gettingtotalkwithpeoplelikemeandlearnaboutsomanydifferent

viewpoints.”

“ThediversityofthepeopleIhavemet.”

“Ienjoyedthephilosophytalksbyallthementorsandthescavengerhunt.

Ialsoreallylikedthebonfire.”

“ThepeopleImet.”

“Thepeople.Ifelteveryoneenjoyedbeinghereandthementorswere

great.”

“Learningalongsideothersfromtotallydifferentenvironmentsbrings

aboutawesomefriendshipsandgreatexperiences.”

“ThebondsImade.”

“Thepeople.”

“Everything;thecontentwasworthwhile,peoplewereawesome,

knowledgewasawesome.”

“Meetingamazingstudentsandteachers—itwassocooltojustpicka

reallydeepconversationoverbreakfastforexample.”

“IlovedtalkingwithotherISHIPstudents.Here,I’vehaddiscussionsthat

wouldnoteverbeenabletobackhome.Iloveopen‐minded,intelligent,

andkindeverystudentis.”

“ThefactthatIgottomakenewfriendsandeveryonemademefeel

comfortableaswellasbeingabletolearnphilosophyatthesametime.”

“ThewayRacheltaughtusthatpresentedmewitha‘whaaat’momentto

and‘ahah’moment.”

“Meetingthepeopleandstayinguplate.”

“Meetingpeoplefromalloverthecountry.”

“Faculty,Professors”


“ThemovieswerebetterthanIexpected.”

13. Doyouplantocheckinwithyourfacultymentorduringyoursenioryear?

Yes:15Maybe:3

14. Mostworthwhileactivity,why?

“Thereadings,IreallylearnedabouttheoriesIdidnotknow”

“Mafiaandthelectures.”

“Group/Mentortime,betterconnections.”

“Mafiagame,madepeoplefeel.”

“Ethicsbowl,itwasanewexperienceforme”

“Readings,classes,andarguments,allreallyuseful”

“Thecollegeessayportionhelpedclarifythecommonapp”

“Smallgroups,eachonecontributed”

“Classes,thoughtprovokingquestions”

“Themovies,games,andthefarm”

“Allofit‐interactivetalks”

“Bonfire&Mafia,wegottoknoweachother”

“Philosophytalks,easttolearn”

“Thelecturesandtheenvironmentactivities,notsomethingIgetathome”

“PersonalIdentity,Ilearnedtermsandphilosophies”

“Collegeapplication‐tipsaboutwritingandgavememoreconfidenceforthe

essay”

“Discussions‐variousideas”

“Mentorgroups,forthebonding”

15. Leastworthwhile,why?


AnoverwhelmingmajorityofstudentslistedtheCampusLifetalkandothersbristledatthepushtoattendDePauw.

16. Didyouhavepriorethicsbowlexperience?Ifyes,wasISHIPinformative?Ifno,wasitapositivelearningexperience?

6studentsdidnothavepriorexperience.Theystatedthattheylearnedquiteabit,thatitwassomethingtheywouldpursue.Onestatedthattheywouldconsidercreatinganethicsbowlteamattheirschool.12studentshadpriorexperience.Evenso,moststatedtheylearnedquiteabitfromfacultyandotherstudents.Theykepttheirnotesandweregoingtosharethemwiththeirteamathome.FinalRemarks:

“Itwaslifechanging.”

“ItwasawonderfulexperienceandIambeyondgratefulforeveryonewho

hadahandinmakingithappen.”

“Greatprogram;enjoyedmyselfwhilelearningalot.”

“TimistheGOAT.ISHIPisthemove.Pleaseinvitemeback”

“learningaboutcollegeessaysandthelecturesbythementorsweresuper

informative.IamgladIwaschosentobeapartofthisamazingopportunity.

Thankyou.”

“Iwouldn’tchangeathing.Itwasallgreat,interesting,andfun.”

“OverallIhadanincredibletime.Myonepieceoffeedbackw/schedulingis

thatitbenicetohavethefreetimemorebloked(sp?)i.e.ratherthanweird

20min.blocksmakingthemintolikeanhoursection.”

“IabsolutelylovedISHIP!!!Idon’tthinkI’veeverhadsuchagreatexperience

atacampbefore.”

“Oneofthebestprogramsever.Thankssomuchfortheopportunity.Please

inviteusbacknextyear.”

“Thebestpartwasgettingtoknoweveryoneandspendingournight

together”


“Prof.Rachelandthediversbackgroundsofstudentswithhighandlow

gradesandperspectivestrulymadeISHIPaworthwhileexperience.”

“Anamazingexperience,honestlyamazing.”

“Gonnamissit!”

“ISHIPwasoneodthebestexperiencesI’vebeento.Veryinformativeand

(illegible)”

“ISHIPwasoneofthemostmemorableandbestlearningexperiencesthatI

willneverforgetandwillusetomybenefitinthefuture.”

“Launchayearreunion”

“Thankyou!”

Description

Proposal

Budget APA

Proposal

Budget

DePauw

Cost

Share

Proposal

Budget Total

Actual

Expenses

Paid from

APA Award

Actual

Expenses

Paid from

DePauw Cost

Share

(Prindle)

Actual

Expenses

Total

Budget

Expenses

Lodging $1,140.00 $345.00 $1,485.00 $2,288.05 $1,919.45 $4,207.50

ID Card Charges $65.00 $0.00 $65.00 $0.00 $0.00 $0.00

Food $1,545.00 $280.00 $1,825.00 $2,517.32 $1,251.84 $3,769.16

Transportation $4,000.00 $1,000.00 $5,000.00 $4,646.00 $6,005.14 $10,651.14

Activities $1,500.00 $0.00 $1,500.00 $42.50 $0.00 $42.50

Supplies $750.00 $0.00 $750.00 $506.13 $275.84 $781.97

Stipend $0.00 $3,771.00 $3,771.00 $0.00 $6,000.00 $6,000.00

DPU/Prindle Staff Salary $0.00 $3,771.00 $3,771.00 $0.00 $0.00 $0.00

Marketing $1,000.00 $0.00 $1,000.00 $0.00 $325.00 $325.00

Total Proposed Budget $10,000.00 $9,167.00 $19,167.00

Total Actual Expenses $10,000.00 $15,777.27 $25,777.27

Balance Remaining $0.00

APA ISHIP Program (DePauw Sullivan‐Clarke)

Project Budget Reconciliation

iship final grant report final...iship 2017 apa diversity and inclusion grant report andrea...

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