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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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.

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我们使用的教学方法显然更有效地帮助人们感到自己被赋予了权力，而不是坐下来听讲座. 学生们在团队中共同构建、理解和掌握知识. It’s really effective.

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Graduates receive a Bachelor of Arts in Mathematics. A minor in Mathematics is also available. While the major is rigorous enough to stand alone, the requirements are flexible enough to allow a double major in a variety of disciplines, including Education Studies with a focus in Teaching Curriculum for a Mathematics (8-12) teaching certification.

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Dr. Jan Pearce founded both Berea's Department of Computer Science and Berea's major in Computer and Information Science. She has been dedicated to helping students learn to develop tools for improving our world for more than three decades. She is the recipient of numerous honors and awards including: Fulbright 2022; Clare Boothe Luce, 2016; Brushy Fork Bob Menefee Service Award, 2011; and the Mathematical Association of America Allendoerfer Prize, 2001. She has published four interactive computer science textbooks on Runestone Academy, and she has conference and journal publications in several areas including swarm robotics, environmental modeling, broadening participation in computer science, and computer science education. When not working, she enjoys hiking with her husband and teaching and performing social dances with a performance dance troupe for which she also serves as president.

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African<\\/li>

African American<\\/li>

Afro-Caribbean<\\/li>

Afro-Latin<\\/li>

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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.\\u00a0<\\/em>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs\":4,\"_tabs\":\"field_tabs_tabs\"},\"align\":\"full\",\"mode\":\"edit\"}","name":"acf/tabs","tabs":{"__typename":"AcfTabsBlock_Tabs","tabs":[{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
$\"\"$ 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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This informal gathering welcomes and introduces new students of color to faculty, staff, students, community members and the Black Cultural Center staff.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"During the Registration and Orientation Weekend in the summer and throughout the school year, the BCC provides information and updates about programs and services offered through the Center. The BCC also provides leadership in Orientation Activities designed to enhance Berea College’s commitment to interracial education and other ideals of our global society. During this weekend the entire campus community is invited to Experience the Diversity during the week of orientation. The Community Mixer is held during Orientation Week. 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Every incoming African and African-American student may enter the program by filling out an application, available at anytime throughout the school year. The Student Development Coordinator uses these applications to connect incoming students with a peer mentor. Students who chose to participate are identified as S.U.C.C.E.S.S. Scholars. Benefits of participating in the program as a S.U.C.C.E.S.S. Scholar include:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The S.U.C.C.E.S.S. program, implemented through the Black Cultural Center, supports incoming students. The program is a joint effort by the Black Cultural Center Director and the Student Development Coordinator. Every incoming African and African-American student may enter the program by filling out an application, available at anytime throughout the school year. The Student Development Coordinator uses these applications to connect incoming students with a peer mentor. Students who chose to participate are identified as S.U.C.C.E.S.S. Scholars. Benefits of participating in the program as a S.U.C.C.E.S.S. Scholar include:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"

Beginning of year off-campus weekend retreat<\\/li>

Access to Skill Building Sessions<\\/li>

Catered Study Sessions<\\/li>

Free admission to BCC social activities<\\/li>

Academic and Social Portfolio Development (resume, networking, academic excellence reports)<\\/li>

\\nPeer Mentors<\\/strong> are available to assist new students of color in making a successful transition to college. The Peer Mentors collaborate with other campus departments and community services to provide programs that promote growth and development of students of color in the academic, personal, social, career, moral and cultural growth and development of students of color. <\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"AcfButtonBlock","attributesJSON":"{\"id\":\"block_637bbdcb0d308\",\"name\":\"acf\\/button\",\"data\":{\"label\":\"Apply to be a S.U.C.C.E.S.S. 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The dress is casual."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Unity Banquet\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Unity Banquet"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Banquet takes place on the third Saturday in February. It is a part of the Carter G. Woodson Weekend and introduces prospective students to the campus community and celebrates current student accomplishments. The following activities are a part of the banquet festivities:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Banquet takes place on the third Saturday in February. It is a part of the Carter G. Woodson Weekend and introduces prospective students to the campus community and celebrates current student accomplishments. 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The Student Talent Showcase<\\/li>

Motivational Speaker<\\/li>

Dinner<\\/li>

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To assert the kinship of all people and provide interracial education with a particular emphasis on understanding and equality among blacks and whites as a foundation for building community among all peoples of the earth.
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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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Silent Technical Privileges<\\/a><\\/li>

Mapping the Spread of the Military\\u2019s Surplus Gear<\\/a><\\/li>

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\\nSAN<\\/strong> (return)<\\/li>

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It is given to two students, one African American and one white or non-white.\\u00a0These students must\\u00a0exhibit\\u00a0leadership qualities in the promotion of interracial understanding in all aspects of campus and student life.\",\"_accordion_4_content\":\"field_62833274f79f8\",\"accordion_5_title\":\"Ernest and Emily G. Graham Volunteer Service Award\",\"_accordion_5_title\":\"field_6283326ff79f7\",\"accordion_5_content\":\"This award recognizes two students who have demonstrated exceptional volunteer service during the\\u00a0year. First, second and third year students qualify.\\u00a0Nominations must originate from formal service groups, such as People Who Care and Habitat for Humanity.\",\"_accordion_5_content\":\"field_62833274f79f8\",\"accordion_6_title\":\"Dr. Lee E. 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. Recipients must not have reached third-year academic status before the end of the spring term.\",\"_accordion_7_content\":\"field_62833274f79f8\",\"accordion_8_title\":\"Louise Veltin Memorial Award\",\"_accordion_8_title\":\"field_6283326ff79f7\",\"accordion_8_content\":\"This award is given to a graduating student with a distinguished good citizen record at Berea College.\\u00a0 Third- and fourth-year students and general faculty are invited to nominate a student for this award.\",\"_accordion_8_content\":\"field_62833274f79f8\",\"accordion_9_title\":\"Eva Nell Whitaker Alley Award\",\"_accordion_9_title\":\"field_6283326ff79f7\",\"accordion_9_content\":\"Eva Nell Whitaker Alley, \\u201944 was a vital contributor to Berea\\u2019s campus life, who passed away four years after her graduation.\\u00a0 The Eva Nell Whitaker Alley Award Fund was established by her husband George in 1949 to honor her memory.\\r\\n\\r\\nCriteria:\\r\\n
\\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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Our center serves as both an operational base and service site for a host of programs. Our programs exemplify the success we have with nurturing student leaders and living the practice of learning through service. What makes our programs unique is the fact that students serve not only as volunteers but also as Program Managers and staff for each of the service-based programs we host.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In CELTS, we engage students in service, but also provide opportunities for leadership and learning. Our center serves as both an operational base and service site for a host of programs. Our programs exemplify the success we have with nurturing student leaders and living the practice of learning through service. What makes our programs unique is the fact that students serve not only as volunteers but also as Program Managers and staff for each of the service-based programs we host."}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2022\\/11\\/20170329_EmptyBowls_S-AS-6-1024x683.jpg\",\"alt\":\"A person looks at ceramic bowls\",\"caption\":\"270 ceramic bowls were created by student ceramic apprentices and local artists for the Empty Bowls Project.\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":87754,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":87754,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20170329_EmptyBowls_S-AS-6-1024x683.jpg","alt":"A person looks at ceramic bowls"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Programs\",\"level\":2,\"anchor\":\"h-programs\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-programs","content":"Programs"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Adopt-A-Grandparent\",\"level\":3,\"anchor\":\"h-adopt-a-grandparent\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-adopt-a-grandparent","content":"Adopt-A-Grandparent"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Adopt-a-Grandparent (<\\/a>AGP<\\/a>)<\\/a> 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.\",\"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. 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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@braendebriketter.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@braendebriketter.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==","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 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.\",\"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.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Bonner Scholars Program is a unique opportunity for students who want to combine a strong commitment to service with personal growth, teamwork, leadership development, and scholarship. 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It first took part in the fall of 1990. The Corella and Bertram Bonner Foundation of Princeton, New Jersey established the program. After working with John Stephenson, then President of Berea, the foundation determined that Berea\\u2019s history, reputation, and commitment to the ethic of service made it the ideal institution to launch the program.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College was the first institution chosen to participate in the Bonner Scholars Program. It first took part in the fall of 1990. The Corella and Bertram Bonner Foundation of Princeton, New Jersey established the program. After working with John Stephenson, then President of Berea, the foundation determined that Berea’s history, reputation, and commitment to the ethic of service made it the ideal institution to launch the program."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"From 1993 to 1998, Berea College was not involved in the Program. It rejoined as of the 1998-99 academic year. That year, 40 students distributed throughout the four classes became designated Bonner Scholars. The program now engages around 60 students. These students represent a diverse collection of interests, majors, and backgrounds in service. They serve on campus and in the Berea community. They also serve in extended opportunities for national and international service.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"From 1993 to 1998, Berea College was not involved in the Program. It rejoined as of the 1998-99 academic year. That year, 40 students distributed throughout the four classes became designated Bonner Scholars. The program now engages around 60 students. These students represent a diverse collection of interests, majors, and backgrounds in service. They serve on campus and in the Berea community. They also serve in extended opportunities for national and international service."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea Bonners<\\/strong> are part of a nationally recognized network of student leaders. These students share a reputation for outstanding leadership on their respective campuses. They display a commitment to make a difference in the communities and organizations they serve.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea Bonners are part of a nationally recognized network of student leaders. These students share a reputation for outstanding leadership on their respective campuses. They display a commitment to make a difference in the communities and organizations they serve."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"The Program Today\",\"level\":2,\"anchor\":\"h-the-program-today\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-the-program-today","content":"The Program Today"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Today, the Bonner network reaches more than 60 campuses nationwide. It is based on the premise that young people care about others and want to make a difference in the world. It is also based on the belief that college students have a significant contribution to make to society. They can become active leaders and change agents in the local community and beyond.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Today, the Bonner network reaches more than 60 campuses nationwide. It is based on the premise that young people care about others and want to make a difference in the world. It is also based on the belief that college students have a significant contribution to make to society. They can become active leaders and change agents in the local community and beyond."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Each year, 15 new Bonner Scholars are selected from the incoming class of First Year students. Students remain in the program through graduation.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Each year, 15 new Bonner Scholars are selected from the incoming class of First Year students. Students remain in the program through graduation."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Bonner Scholars are selected based upon:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Bonner Scholars are selected based upon:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"their scholarship\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"service activities\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"demonstrated leadership potential\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"interest in working in a team setting\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Once selected, participants have an intense cohort experience based on training, professional and personal development, and small team-based service programming.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Once selected, participants have an intense cohort experience based on training, professional and personal development, and small team-based service programming."}},{"__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":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Opportunities\",\"level\":2,\"anchor\":\"h-opportunities\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-opportunities","content":"Opportunities"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Bonner Scholars Program offers the following opportunities to students:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Bonner Scholars Program offers the following opportunities to students:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Labor positions (student\\u2019s required job while enrolled) will be service-based beginning with the freshman year\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\" Leadership training, regional conferences, and service events\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"A developmental model that includes mentoring from upper-level service leaders\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Ongoing enrichment programs, including guest speakers\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"National Bonner Foundation resources\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Financial assistance for summer service projects\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Networking opportunities with the additional 60+ schools affiliated with the Bonner Foundation.\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Bonner Service\",\"level\":3,\"anchor\":\"h-bonner-service\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-bonner-service","content":"Bonner Service"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Service is a key component of participation in the Bonner Scholars Program. Each Bonner Scholar must have a labor position in service either at the College or in the community. Additionally, Bonners must complete two Summers of Service. Here, they spend seven weeks engaged in regional, national, or international communities beyond Berea. For most Bonners, the commitment to service goes well beyond requirements. At Berea, Bonners lead and volunteer in service activities throughout the year.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Service is a key component of participation in the Bonner Scholars Program. Each Bonner Scholar must have a labor position in service either at the College or in the community. Additionally, Bonners must complete two Summers of Service. Here, they spend seven weeks engaged in regional, national, or international communities beyond Berea. For most Bonners, the commitment to service goes well beyond requirements. At Berea, Bonners lead and volunteer in service activities throughout the year."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"First Year Service<\\/strong>\",\"level\":4,\"anchor\":\"h-first-year-service\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":4,"anchor":"h-first-year-service","content":"First Year Service"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"As a First Year Bonner, the emphasis is on individual development and team support.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"As a First Year Bonner, the emphasis is on individual development and team support."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"First Years work on a team of five guided by an upper-level student serving as Program Coordinator. By working in these particular teams, the First Year Bonner Scholars focus primarily on student development, direct service, and advocacy through the programs they plan and execute.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"First Years work on a team of five guided by an upper-level student serving as Program Coordinator. 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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. 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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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Shannon White ’22, Abby ’23 and Cora Allison ’22 each had their own study-abroad experiences that changed their lives.
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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.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"What if I'm DACA can I go abroad?","content":"
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. These opportunities must occur during the summer of 2024 (that is, between May 7th and August 22nd, 2024).\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","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. 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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If a student selected for a grant is placed on probation of any kind prior to leaving campus, the student will forfeit the grant.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Seniors who are graduating in May or August are ineligible; a student must return to campus for a full fall term after receiving a Sloane Shelton.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"F-1 international students<\\/strong> may apply.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"DACA students<\\/strong> may propose experiences and should consult with the College\\u2019s DACA Point Person, Gwendolyn Ferreti, prior to submitting a proposal.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Non-U.S. citizens<\\/strong>, who neither hold an F-1 visa nor a DACA card, should consult with the Director of International Education, Richard Cahill, about their options before applying.\"}","innerBlocks":[]}]},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Selection is based on an application process that asks students to demonstrate imagination, creativity, maturity, and thoughtful reflection about how this grant will contribute to their learning, both now and in the future.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Selection is based on an application process that asks students to demonstrate imagination, creativity, maturity, and thoughtful reflection about how this grant will contribute to their learning, both now and in the future."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Process\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Process"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Attend a Sloane Shelton<\\/strong> Zoom<\\/strong> Information Session<\\/strong> (optional) \\u2013 watch your email for announcements.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Complete the\\u00a0Sloane Shelton Summer 2024 Application<\\/a>\\u00a0and submit it, along with a Proposal Essay<\\/em> of 300-600 words, to\\u00a0Sloane_shelton@braendebriketter.com<\\/a>.\"}","innerBlocks":[{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The Proposal Essay<\\/em> should briefly describe the experience and explain why it would be transformative for the applicant.\"}"}]}]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Applications are due Dec 1, 2023 by 11:59 pm.<\\/strong>\"}","innerBlocks":[{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students should meet with their academic advisor or another faculty member to discuss their proposed project before mid-November 2023.\"}"},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The faculty member should then complete the Sloane Shelton Summer 2024 Endorsement Form<\\/a>,<\\/a> and email it to Sloane_shelton@braendebriketter.com<\\/a> by the application deadline.<\\/strong>\"}"}]}]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"All students who receive a Sloane Shelton Grant will be required to write a letter to the donor indicating the positive impact of the opportunity.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students will also be asked to write an evaluative letter about the experience as we seek to develop positive relationships with organizations that may be able to provide excellent opportunities for future Sloane Shelton recipients.\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Students may also be asked to make a presentation on their experience in the fall of each year after their Sloane Shelton funded experience. 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Preparing for the Visa Interview
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Please visit the Incoming Exchange Students Page.
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Please see the Admissions International Student page.
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\\r\\n \\t
Curricular Practical Training<\\/a><\\/li>\\r\\n \\t
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Social Security Number<\\/a><\\/li>\\r\\n<\\/ul>\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Immigration Resources\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n \\t
I-94 Retrieval<\\/a><\\/li>\\r\\n \\t
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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I-94 Retrieval
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Driver Clearance/State ID
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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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\\r\\n \\t
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Advising students on immigration or academic matters,<\\/li>\\r\\n \\t
Addressing health or serious adjustment problems.<\\/li>\\r\\n<\\/ol>\\r\\nQuestions? Email: communityfriendshipprogram@braendebriketter.com<\\/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":"More Information","content":"
Who can host a student?
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Anyone! 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.
\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:
\n
\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,
\n
Addressing health or serious adjustment problems.
\n
\n
Questions? Email: communityfriendshipprogram@braendebriketter.com
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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@braendebriketter.com or Dr. Richard Cahill, cahillr@braendebriketter.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@braendebriketter.com or Dr. Richard Cahill, cahillr@braendebriketter.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\":\"
\\r\\n \\t
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\":\"
\\r\\n \\t
Marshall Scholarship<\\/a><\\/li>\\r\\n \\t
The Rhodes Scholarship<\\/a><\\/li>\\r\\n \\t
Davies-Jackson Scholarship<\\/a><\\/li>\\r\\n<\\/ul>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Ireland\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
\\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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Fulbright for International Students<\\/a> (Graduate studies in the United States)<\\/li>\\r\\n<\\/ul>\",\"_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":"
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Thomas J. Watson Fellowship
\n
Fulbright US Student Program
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Boren Fellowship
\n
Humanity in Action Summer Fellowship Program
\n
Critical Language Scholarship (Summer opportunity; graduating seniors can apply in the fall of their senior year!)
\n
\n","title":"Global Fellowships"},{"__typename":"AcfTabsBlock_Tabs_tabs","body":"
\n
Marshall Scholarship
\n
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\":\"
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\\r\\n \\t
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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":"
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Peace Corps
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CIEE Teach Abroad
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TEFL.com
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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=="},{"__typename":"Page","id":"cG9zdDo5MDIwNg==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5MDIwOQ==","title_b28e9_bf21a":"Proposing to Teach a BIST","uri":"/centers/center-for-international-education/faculty-and-curriculum-development/proposing-to-teach-a-bist/","parentId":"cG9zdDo5MDIwNg==","databaseId":90209,"slug":"proposing-to-teach-a-bist","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Proposing to Teach a BIST - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Proposing to Teach a BIST","opengraphDescription":"Proposing a Berea International Summer Term (BIST) course The timeline for proposing summer international courses follows. 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The timeline should help facilitate such work as:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The timeline for proposing summer international courses follows. The timeline should help facilitate such work as:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
getting passports and visas,<\\/li>
scheduling appropriate inoculations and<\\/li>
processing student loan and grant applications.<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Timeline:\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Timeline:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Before December 13, 2019:<\\/strong> Prior to creating a proposal, faculty interested in proposing an international summer course should discuss the possibility with his\\/her Department Chair and his\\/her Division Chair and submit the attached \\u201cIntent to Propose a BIST Course Form.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Before December 13, 2019: Prior to creating a proposal, faculty interested in proposing an international summer course should discuss the possibility with his/her Department Chair and his/her Division Chair and submit the attached “Intent to Propose a BIST Course Form.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"January 31, 2020:<\\/strong> Faculty who want to propose an international summer course submit to the Office of Academic Affairs via Susan Vaughn:
(1) a completed Summer International Course Proposal Form (see attached)
(2) a tentative budget (airfare, food, lodging, fees, books, other), and
(3) a draft itinerary.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"January 31, 2020: Faculty who want to propose an international summer course submit to the Office of Academic Affairs via Susan Vaughn:
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(2) a tentative budget (airfare, food, lodging, fees, books, other), and
(3) a draft itinerary."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"March 2, 2020:<\\/strong> The Office of Academic Affairs, in consultation with the Center for International Education, reviews proposals. Faculty, along with Department and Division Chairs, are notified of provisional approval.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"March 2, 2020: The Office of Academic Affairs, in consultation with the Center for International Education, reviews proposals. Faculty, along with Department and Division Chairs, are notified of provisional approval."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"March 16, 2020:<\\/strong> Approved courses submit full budget to the Center for International Education, for review and final approval by the Office of Academic Affairs.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"March 16, 2020: Approved courses submit full budget to the Center for International Education, for review and final approval by the Office of Academic Affairs."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"April 10, 2020:<\\/strong> Have General Education requirements and academic program \\/ cross-listings designations completed.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"April 10, 2020: Have General Education requirements and academic program / cross-listings designations completed."}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
BIST Instructors Handbook<\\/a><\\/li>
BIST Course Proposal Form for Summer 2021<\\/a><\\/li>
Faculty Guidelines for Summer BIST 2021<\\/a><\\/li>
Intent to Propose a BIST Course 2021 Form<\\/a><\\/strong><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"For more information, Please contact:\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"For more information, Please contact:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Dr. Richard Cahill, Director of International Education; Associate Professor of History.<\\/em>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Dr. Richard Cahill, Director of International Education; Associate Professor of History."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Email: richard_cahill@braendebriketter.com
<\\/a>Phone: 859-985-3453\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Email: richard_cahill@braendebriketter.com
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One way we do this is by encouraging and facilitating faculty to develop their scholarship and teaching in international ways.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Francis and Louise Hutchins Center for International Education seeks to foster greater understanding of, and respect for, all peoples of the earth. One way we do this is by encouraging and facilitating faculty to develop their scholarship and teaching in international ways."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"On Campus\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"On Campus"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Collaborate with faculty to bring\\u00a0special guests with an international perspective\\u00a0to campus and into the classroom<\\/li>
Encourage faculty to include an international perspective in their courses<\\/li>
Teach a KIIS Course<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Abroad Opportunities\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Abroad Opportunities"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
Organize and publicize faculty development study-tours abroad<\\/li>
Encourage faculty to teach abroad in one of these summer opportunities:
\\n
Berea International Summer Term (BIST)<\\/a><\\/li>\\n
Kentucky Institute for International Studies (KIIS)<\\/a><\\/li>\\n
Knowledge Exchange Institute (KEI)<\\/a><\\/li>\\n<\\/ul>\\n<\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_640b8e60cb7d3\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Proposing a Berea International Summer Term (BIST) course\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"The timeline for proposing summer international courses follows. The timeline should help facilitate such work as:\\r\\n
\\r\\n \\t
getting passports and visas,<\\/li>\\r\\n \\t
scheduling appropriate inoculations\\u00a0and<\\/li>\\r\\n \\t
processing student loan and grant applications.<\\/li>\\r\\n<\\/ul>\\r\\nTimeline<\\/strong>\\r\\n
\\r\\n \\t
Prior to creating a proposal, faculty interested in proposing an international summer course should discuss the possibility with his\\/her Department Chair and his\\/her Division Chair and submit the attached \\u201cIntent to Propose a BIST Course Form.\\u201d<\\/li>\\r\\n \\t
Faculty who want to propose an international summer course submit to the Office of Academic Affairs via Susan Vaughn:\\r\\n(1) a completed Summer International Course Proposal Form (see attached)\\r\\n(2) a tentative budget (airfare, food, lodging, fees, books, other), and\\r\\n(3) a draft itinerary.<\\/li>\\r\\n \\t
The Office of Academic Affairs, in consultation with the Center for International Education, reviews proposals. Faculty, along with Department and Division Chairs, are notified of provisional approval.<\\/li>\\r\\n \\t
Approved courses submit full budget to the Center for International Education, for review and final approval by the Office of Academic Affairs.<\\/li>\\r\\n \\t
Have General Education requirements and academic program \\/ cross-listings designations completed.<\\/li>\\r\\n<\\/ol>\\r\\n BIST Instructors Handbook<\\/a>\\r\\n\\r\\nFor more\\u00a0information please contact:<\\/strong>\\r\\n\\r\\nDr. Richard Cahill, Director of International Education; Associate Professor of History.<\\/em>\\r\\n\\r\\nEmail:\\u00a0richard_cahill@braendebriketter.com\\r\\n<\\/a>Phone: 859-985-3453\",\"_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":"Proposing a Berea International Summer Term (BIST) course","content":"
The timeline for proposing summer international courses follows. The timeline should help facilitate such work as:
\n
\n
getting passports and visas,
\n
scheduling appropriate inoculations and
\n
processing student loan and grant applications.
\n
\n
Timeline
\n
\n
Prior to creating a proposal, faculty interested in proposing an international summer course should discuss the possibility with his/her Department Chair and his/her Division Chair and submit the attached “Intent to Propose a BIST Course Form.”
\n
Faculty who want to propose an international summer course submit to the Office of Academic Affairs via Susan Vaughn:
\n(1) a completed Summer International Course Proposal Form (see attached)
\n(2) a tentative budget (airfare, food, lodging, fees, books, other), and
\n(3) a draft itinerary.
\n
The Office of Academic Affairs, in consultation with the Center for International Education, reviews proposals. Faculty, along with Department and Division Chairs, are notified of provisional approval.
\n
Approved courses submit full budget to the Center for International Education, for review and final approval by the Office of Academic Affairs.
\n
Have General Education requirements and academic program / cross-listings designations completed.
\n
\n
BIST Instructors Handbook
\n
For more information please contact:
\n
Dr. Richard Cahill, Director of International Education; Associate Professor of History.
\n
Email: richard_cahill@braendebriketter.com
\nPhone: 859-985-3453
\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Sabbatical Abroad Fulbright Awards\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Sabbatical Abroad Fulbright Awards"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"
About Fulbright Scholar Program<\\/a><\\/li>
Apply Online<\\/a><\\/li>\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"For More Information\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"For More Information"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please contact Dr. Richard Cahill,\\u00a0Director of International Education; Associate Professor of History,<\\/em>\\u00a0at\\u00a0richard_cahill@braendebriketter.com<\\/a>\\u00a0or 859-985-3453 for more general information.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please contact Dr. Richard Cahill, Director of International Education; Associate Professor of History, at richard_cahill@braendebriketter.com or 859-985-3453 for more general information."}},{"__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":"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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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":[]}},{"__typename":"Page","id":"cG9zdDo5NTIwNg==","title_b28e9_bf21a":"Earn an ALE credit abroad","uri":"/centers/center-for-international-education/abroad/ale/","parentId":"cG9zdDo5MDE4NA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"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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fulfill<\\/strong><\\/em> the Active Learning Experience (ALE) 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 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course."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For all other education abroad programs, students 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\\u00a0previously studied abroad\\u00a0and who wish to encourage other students to do the same. Peer advisors offer engaging\\u00a0student perspectives\\u00a0on 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. 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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@braendebriketter.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@braendebriketter.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@braendebriketter.com.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information, contact abroad@braendebriketter.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@braendebriketter.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@braendebriketter.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 Planning Ahead<\\/a>\\r\\nMental health is recognized as a priority for students and international educators.\\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. 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Connect with Berea’s Disability and Accessibility Services Office
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Planning Ahead
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Travelers with Disabilities
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Americans Abroad
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Students with Disabilities Studying Abroad
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7 Tips for Studying Abroad with Disabilities and Chronic Conditions
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Mobility International on Mental Health
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ES LGBTQ+ & Ally Resources
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Go Overseas – 9 Major Life Lessons I Learned
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Returnee conferences:
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Apply to be a peer advisor
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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
\\r\\n \\t
\\r\\n
\\r\\n \\t
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
Feb 20, 2025 is NOT more than six months after December 1, 2024.<\\/li>\\r\\n<\\/ul>\\r\\n<\\/li>\\r\\n<\\/ul>\\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\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Example 2\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"\\r\\n
\\r\\n \\t
\\r\\n
\\r\\n \\t
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
\r\n \t
\r\n
\r\n \t
My passport will expire on Feb 20, 2025.
\r\n \t
My study abroad program is for Fall 2024. The program lasts from August 1, 2024 to December 1, 2024.
\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
\r\n \t
\r\n
\r\n \t
My passport will expire on December 1, 2025.
\r\n
\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"}},"parentId":"cG9zdDo5NDU2Nw=="}]}},{"__typename":"Page","id":"cG9zdDo5Mjg2OA==","title_b28e9_bf21a":"Funding your study abroad experience","uri":"/centers/center-for-international-education/abroad/funding/","parentId":"cG9zdDo5MDE4NA==","databaseId":92868,"slug":"funding","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Funding your study abroad experience - 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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 will receive funding from the Center for International Education to assist with the costs of their study abroad program. 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 cost 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 which is the office responsible for determining federal aid eligibility and applying scholarships.\\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
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n
\\r\\n\\r\\nTHE 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, capped at $8,000.\\r\\n\\r\\nAll students studying abroad for a semester are expected to contribute a minimum of $1,000<\\/strong> towards the total cost of their program. (Institutional loans, with interest, are available for students who are unable to meet this contribution).\\r\\n\\r\\nAfter the $1,000 individual contribution, and after a student meets their EFC for the semester (Expected Family Contribution - this is determined by your FAFSA), any Pell funding that is available is applied towards the program budget. After Pell funding, external scholarships are applied (Gilman, for example).\\r\\n\\r\\nOnly after all these funds are applied does the CIE grant (GEO),<\\/strong> factor into a student's budget.\\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) and the individual contribution of $1,000 (College loans with interest are available).\\r\\n\\r\\nThese loans never accrue interest. Payments begin post-graduation. For detailed loan terms and conditions, see Financial Aid.\\r\\n\\r\\nEXAMPLE CASES<\\/em>\\r\\n\\r\\nExample 1: Program's total cost is $12,000; Student has an EFC of $0\\r\\n
\\r\\n \\t
Student Contribution = $1,000<\\/em><\\/li>\\r\\n \\t
Pell funding = $2,000 (example only!)<\\/em><\\/li>\\r\\n \\t
No other scholarships<\\/em><\\/li>\\r\\n \\t
CIE grant of $8,000<\\/em><\\/li>\\r\\n \\t
Student has a balance of $1,000. They can take a loan for this amount at 0% interest from the College.<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nExample 2: Program's total cost is $19,000. Student has a semester EFC of $500.<\\/em>\\r\\n
\\r\\n \\t
EFC = $500<\\/em><\\/li>\\r\\n \\t
Student Contribution = $1,000<\\/em><\\/li>\\r\\n \\t
Pell funding = $1,500 (example only!)<\\/em><\\/li>\\r\\n \\t
Student has $2,000 in KEES money (scholarship for KY high school graduates)<\\/em><\\/li>\\r\\n \\t
Student wins a Gilman award for $4,000<\\/em><\\/li>\\r\\n \\t
CIE grant of $8,000<\\/em><\\/li>\\r\\n \\t
Student has a balance of $2,000. They can take a loan for this amount at 0% interest from the College.<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nSELECTIVE COLLEGE SCHOLARSHIPS (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 (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. 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 administrators of 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 (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.\\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\":\"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 25% of a program's budget. For BIST programs, this cap is raised to 33% 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 towards the program budget. 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\\nFor 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). 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. 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 (must complete paperwork if needed)<\\/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\\nBerea College 0% loans are NOT an option for other short-term programs.\\r\\n
\\r\\n \\t
FEDERAL LOANS (with interest) (must complete paperwork if needed)<\\/strong><\\/li>\\r\\n<\\/ul>\\r\\nStudents on other short-term programs may be eligible for federal loans. For loan terms and conditions, see Financial Aid.\\r\\n\\r\\nSELECTIVE COLLEGE SCHOLARSHIPS (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.<\\/strong>\\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
Take advantage of all the financial aid opportunities:<\\/h3>\\r\\n
\\r\\n \\t
Apply for grants that will allow you to engage in travel that is not included in your program:\\r\\n
\\r\\n \\t
Wade Francis Travel Grant<\\/a> (summer only; BIST students not eligible)<\\/li>\\r\\n<\\/ul>\\r\\n<\\/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":"Budgeting for your program","content":"\r\n\r\nRemember that a program’s total cost is more than the published price or cost 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 which is the office responsible for determining federal aid eligibility and applying scholarships.\r\n\r\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Funding for a semester","content":"
\n
\n
\n
\n
\n
\n
\n
\n
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, capped at $8,000.
\n
All students studying abroad for a semester are expected to contribute a minimum of $1,000 towards the total cost of their program. (Institutional loans, with interest, are available for students who are unable to meet this contribution).
\n
After the $1,000 individual contribution, and after a student meets their EFC for the semester (Expected Family Contribution – this is determined by your FAFSA), any Pell funding that is available is applied towards the program budget. After Pell funding, external scholarships are applied (Gilman, for example).
\n
Only after all these funds are applied does the CIE grant (GEO), factor into a student’s budget.
\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) and the individual contribution of $1,000 (College loans with interest are available).
\n
These loans never accrue interest. Payments begin post-graduation. For detailed loan terms and conditions, see Financial Aid.
\n
EXAMPLE CASES
\n
Example 1: Program’s total cost is $12,000; Student has an EFC of $0
\n
\n
Student Contribution = $1,000
\n
Pell funding = $2,000 (example only!)
\n
No other scholarships
\n
CIE grant of $8,000
\n
Student has a balance of $1,000. They can take a loan for this amount at 0% interest from the College.
\n
\n
Example 2: Program’s total cost is $19,000. Student has a semester EFC of $500.
\n
\n
EFC = $500
\n
Student Contribution = $1,000
\n
Pell funding = $1,500 (example only!)
\n
Student has $2,000 in KEES money (scholarship for KY high school graduates)
\n
Student wins a Gilman award for $4,000
\n
CIE grant of $8,000
\n
Student has a balance of $2,000. They can take a loan for this amount at 0% interest from the College.
\n
\n
SELECTIVE COLLEGE SCHOLARSHIPS (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 (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. 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 administrators of Berea College.
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
Charles E. and Patricia Timberlake International Scholarship (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.
\n
\n
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Funding for summer or winter","content":"
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 25% of a program’s budget. For BIST programs, this cap is raised to 33% 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 towards the program budget. 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
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). 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. 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 (must complete paperwork if needed)
\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
Berea College 0% loans are NOT an option for other short-term programs.
\n
\n
FEDERAL LOANS (with interest) (must complete paperwork if needed)
\n
\n
Students on other short-term programs may be eligible for federal loans. For loan terms and conditions, see Financial Aid.
\n
SELECTIVE COLLEGE SCHOLARSHIPS (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
Take advantage of all the financial aid opportunities:
\n
\n
Apply for grants that will allow you to engage in travel that is not included in your program:\n
\n
Wade Francis Travel Grant (summer only; BIST students not eligible)
\n
\n
\n
\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 $3,000 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.<\\/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 $3,000 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.
\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_0_title\":\"Disbursement of Funds\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"Financial aid for program fees\\u2014including both education abroad funding and Stafford Loans\\u2014will be disbursed directly to your program administrator, provided that a consortium agreement is in place (see Consortium Agreements<\\/em> in sidebar). 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Financial aid for program fees—including both education abroad funding and Stafford Loans—will be disbursed directly to your program administrator, provided that a consortium agreement is in place (see Consortium Agreements in sidebar). Any remaining aid (e.g., for airfare not billed by the program, books, or personal expenses) will be disbursed to students during finals week.
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Application fees cannot be covered by financial aid, so plan ahead and save. Application fees can be hefty and generally are non-refundable.
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College loans, based on need, will be available for the $1000 self-help contribution and for any additional need. College loans will be interest-free, except for those applied to the $1000 self-help requirement. Stafford Loans will be available to replace EFC.
\n","title":"Loans"}]}},{"__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@braendebriketter.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@braendebriketter.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 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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 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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. 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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@braendebriketter.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@braendebriketter.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"}},"children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5Mjg1Mg==","databaseId":92852,"uri":"/centers/center-for-international-education/abroad/programs/exchange/","slug":"exchange","contentTypeName":"page","title_b28e9_bf21a":"Discover our direct exchange partners","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Discover our direct exchange partners - Berea College","metaDesc":"We have six active direct exchange partners with no tuition charged! 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Our students pay $0<\\/strong> tuition to their host universities abroad. In exchange, Berea College hosts students from these institutions at our campus in Kentucky.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Choosing to spend a semester at one of our direct exchange parnters is one of the most affordable study abroad options for Berea College students. Our students pay $0 tuition to their host universities abroad. In exchange, Berea College hosts students from these institutions at our campus in Kentucky."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Review a quick list of our exchange partners below.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Review a quick list of our exchange partners below."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Housing and other fees vary by institution. Please consult the information found in Via<\\/a> for an estimated total cost.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Housing and other fees vary by institution. Please consult the information found in Via for an estimated total cost."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"You can find more detailed overviews in Via<\\/a> - once you get to the list of programs, simply scroll down on the filters until you reach the \\\"Interal\\/Authorized\\\" filter. Select \\\"internal\\\" only to view our exchange partner programs.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"You can find more detailed overviews in Via - once you get to the list of programs, simply scroll down on the filters until you reach the \"Interal/Authorized\" filter. Select \"internal\" only to view our exchange partner programs."}},{"__typename":"AcfTabsBlock","attributesJSON":"{\"id\":\"block_640ba14ea4361\",\"name\":\"acf\\/tabs\",\"data\":{\"tabs_0_title\":\"Greece\",\"_tabs_0_title\":\"field_tabs_tabs_title\",\"tabs_0_body\":\"
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Perrotis College<\\/a> <\\/strong>(Thessaloniki, Greece; Spring or Fall Term)<\\/em> [Course Offerings<\\/a>]<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nThessaloniki is a cultural crossroads situated on the sea in Northern Greece. Perrotis College focuses on agriculture and business courses and features a beautiful and modern campus.\\r\\n
\\r\\n \\t
Perrotis College<\\/a> page in Via<\\/li>\\r\\n<\\/ul>\",\"_tabs_0_body\":\"field_tabs_tabs_body\",\"tabs_1_title\":\"Ireland\",\"_tabs_1_title\":\"field_tabs_tabs_title\",\"tabs_1_body\":\"
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University of Galway<\\/a> <\\/strong>(Galway, Ireland; Spring or Fall Term)<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nExplore the western coast of Ireland, and benefit from a wide range of academic subjects offered, in the picturesque town of Galway.\\r\\n
\\r\\n \\t
University of Galway<\\/a> page in Via<\\/li>\\r\\n<\\/ul>\",\"_tabs_1_body\":\"field_tabs_tabs_body\",\"tabs_2_title\":\"Japan\",\"_tabs_2_title\":\"field_tabs_tabs_title\",\"tabs_2_body\":\"
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Kansai Gaidai University\\u00a0<\\/a> <\\/strong>(Hirakata, Japan; Spring or Fall Term) [<\\/a>Course Offerings<\\/a>]<\\/em><\\/li>\\r\\n \\t
Kyushu University<\\/strong><\\/a> (Fukuoka, Japan; Spring Term or Academic Year) [<\\/a>Course Offerings]<\\/a><\\/em><\\/li>\\r\\n<\\/ul>\\r\\nBoth our partners in Japan offer rich cultural and historical immersion and intensive study of the Japanese language.\\r\\n
\\r\\n \\t
Kansai Gaidai page<\\/a> in Via<\\/li>\\r\\n \\t
Kyushu page<\\/a> in Via<\\/li>\\r\\n<\\/ul>\",\"_tabs_2_body\":\"field_tabs_tabs_body\",\"tabs_3_title\":\"Korea\",\"_tabs_3_title\":\"field_tabs_tabs_title\",\"tabs_3_body\":\"
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Keimyung University <\\/strong><\\/a>(Daegu, South Korea; Spring or Fall Term) [Course Offerings]<\\/a><\\/em><\\/li>\\r\\n<\\/ul>\\r\\nDaegu is a bustling city that is often described as more manageable than the sprawling metropolis of Seoul. Study at Keimyung and position yourself to explore all that Korea has to offer.\\r\\n
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Keimyung page<\\/a> in Via<\\/li>\\r\\n<\\/ul>\",\"_tabs_3_body\":\"field_tabs_tabs_body\",\"tabs_4_title\":\"Malaysia\",\"_tabs_4_title\":\"field_tabs_tabs_title\",\"tabs_4_body\":\"
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Payap University <\\/strong><\\/a>(Chiang Mai, Thailand; Spring or Fall Term) [Course Offerings<\\/a>]<\\/em><\\/li>\\r\\n<\\/ul>\\r\\nChiang Mai is a vibrant city in Northern Thailand; students who study here rave about the food, climate and the friendships they have developed with Thai and other international students.\\r\\n
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Payap page<\\/a> in Via<\\/li>\\r\\n<\\/ul>\",\"_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":"
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Perrotis College (Thessaloniki, Greece; Spring or Fall Term) [Course Offerings]
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Thessaloniki is a cultural crossroads situated on the sea in Northern Greece. Perrotis College focuses on agriculture and business courses and features a beautiful and modern campus.
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\n
Perrotis College page in Via
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University of Galway (Galway, Ireland; Spring or Fall Term)
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Explore the western coast of Ireland, and benefit from a wide range of academic subjects offered, in the picturesque town of Galway.
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\n
University of Galway page in Via
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Kansai Gaidai University (Hirakata, Japan; Spring or Fall Term) [Course Offerings]
\n
Kyushu University (Fukuoka, Japan; Spring Term or Academic Year) [Course Offerings]
\n
\n
Both our partners in Japan offer rich cultural and historical immersion and intensive study of the Japanese language.
\n
\n
Kansai Gaidai page in Via
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Kyushu page in Via
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Keimyung University (Daegu, South Korea; Spring or Fall Term) [Course Offerings]
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\n
Daegu is a bustling city that is often described as more manageable than the sprawling metropolis of Seoul. Study at Keimyung and position yourself to explore all that Korea has to offer.
\n
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Keimyung page in Via
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Universiti Sains Malaysia (Penang, Malaysia; not currently operational)
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Payap University (Chiang Mai, Thailand; Spring or Fall Term) [Course Offerings]
\n
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Chiang Mai is a vibrant city in Northern Thailand; students who study here rave about the food, climate and the friendships they have developed with Thai and other international students.
\n
\n
Payap page in Via
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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. 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Latin America is a region in the Western Hemisphere, south of the United States. The term Latin America is used to describe the countries in South America, Middle America, and the Caribbean that speak Latin languages, also known as the \\u201cRomance languages.\\u201d These languages include Spanish, Portuguese, and French. Latin America extends from Mexico in North America and down through Central America, parts of the Caribbean and all of South America down to the bottom of the continent. While it is a very diverse region, the people of these countries share similar historical experiences, languages and cultures.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
Latin America is a region in the Western Hemisphere, south of the United States. The term Latin America is used to describe the countries in South America, Middle America, and the Caribbean that speak Latin languages, also known as the “Romance languages.” These languages include Spanish, Portuguese, and French. Latin America extends from Mexico in North America and down through Central America, parts of the Caribbean and all of South America down to the bottom of the continent. 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Millions of Africans were brought over from Africa, which resulted in the African diaspora being so prominent in Latin America. During the late 18^th and early 19^th century the people of Latin America began fighting for independence. By 1898, all Latin American countries had become independent nations."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Culture\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Culture"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Latin America is a huge melting pot of different cultures. Indigenous, African and European people make up the bulk of this culture. As a result of intermixing, religions such as Santeria<\\/em> in Cuba, and Candomble<\\/em> in Brazil have been created. These religions have African roots but also contain elements of European Catholicism. 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Kerstin Wright, '16, Ismaila Ceesay, '12, Tuvshinzaya Amarzaya, '15, learning to play drums at TGIF.\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":90181,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":90181,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/01/thumbnail_IMG_6070-copy-229x300-2-1024x681.jpg","alt":"Think Globally It's Friday meeting with students and staff playing African drums"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Who:<\\/strong> You! If you are a Berea College student, you are invited to these programs.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Who: You! If you are a Berea College student, you are invited to these programs."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"What: <\\/strong>The CIE\\u2019s popular Friday series invites students who are from other parts of the world or who have studied abroad to be the presenters for these educational talks and offer their insights and perspectives from abroad.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"What: The CIE’s popular Friday series invites students who are from other parts of the world or who have studied abroad to be the presenters for these educational talks and offer their insights and perspectives from abroad."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"When:<\\/strong> Nearly every Friday from 12:15-12:40 pm.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"When: Nearly every Friday from 12:15-12:40 pm."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Where:<\\/strong> Most TGIFs are presented in Woods-Penn Commons.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Where: Most TGIFs are presented in Woods-Penn Commons."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Why:<\\/strong> Because it\\u2019s fun, interesting and delicious!\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Why: Because it’s fun, interesting and delicious!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Please contact Jocelyn Lee<\\/a> if you\\u2019re interested in presenting.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Please contact Jocelyn Lee if you’re interested in presenting."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Mundo Monthly<\\/strong>\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Mundo Monthly"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The international monthly series that brings you food for thought and good food!<\\/strong> Always free and open to the public with dinner provided.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The international monthly series that brings you food for thought and good food! Always free and open to the public with dinner provided."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Questions?\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Questions?"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"For more information about the international focus, please contact:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"For more information about the international focus, please contact:"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Richard Cahill, Ph.D., Director of International Education, Professor of History, at richard_cahill@braendebriketter.com<\\/a> or 859-985-3451.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Richard Cahill, Ph.D., Director of International Education, Professor of History, at richard_cahill@braendebriketter.com or 859-985-3451."}},{"__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":"cG9zdDo4OTExNA==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Staff","uri":"/centers/center-for-international-education/staff/","databaseId":89114,"slug":"staff","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Staff - 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Together these programs enhance participants\\u2019 knowledge and skills and contribute to humanizing and historicizing traditional classroom practices, norms, and assumptions for the purpose of creating greater equity in higher education.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"The Center for Teaching and Learning exists to equip and empower members of the Berea College student, faculty, and staff community to become effective, well-informed, and confident thinkers, writers, learners, and teachers through individual consultations, mentoring, workshops, and communities of practice. 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Our consultants and our director also offer a variety of in and out-of-class workshops to improve student understanding of the academic writing process.\r\n\r\n \r\n\r\nWriting Resources, TLAP Programs are located on the Ground Floor (Offices 110, 111, 112 and 130).\r\n\r\n"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Contact Us\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Contact Us"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Berea College | Hutchins Library | Berea, KY 40404 | 859-985-4964\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Berea College | Hutchins Library | Berea, KY 40404 | 859-985-4964"}}],"hero":{"__typename":"Page_Hero","heading":"Center for Teaching and Learning","pageTitle":"hide","body":null,"backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo4OTU3OA==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/12/20210412_CTL-Amy-Nichols_Crystal-Wylie-39.jpg","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":2400,"height":1600},"altText":"Center for Teaching and Learning"},"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":"cG9zdDo5NzQ2Mg==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Grammarly Premium","uri":"/centers/center-for-teaching-and-learning/grammarly-premium/","databaseId":97462,"slug":"grammarly-premium","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Grammarly Premium - 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In 2019, the office of Disability and Accessibility services received a three-year grant for a Grammarly Premium campus license. That grant is continuing through 2025 and is now overseen by Writing Resources.\\u00a0Grammarly is a digital writing support tool for grammar and spelling based on natural language processing and machine-learning technology.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Did you know that Berea College students, faculty, and staff can register for a Premium version of Grammarly using their braendebriketter.com email address? In 2019, the office of Disability and Accessibility services received a three-year grant for a Grammarly Premium campus license. That grant is continuing through 2025 and is now overseen by Writing Resources. 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We also recommend keeping Grammarly turned off while you write an initial draft because it may interfere with the flow of your ideas; instead, turn it back on when you are ready to revise.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"While Grammarly’s automated features are helpful in the writing and editing process, it is a tool and not a complete writing solution. Grammarly may edit your unique voice to sound more standardized or robotic. We also recommend keeping Grammarly turned off while you write an initial draft because it may interfere with the flow of your ideas; instead, turn it back on when you are ready to revise."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Not sure about Grammarly's feedback? Don't hesitate to bring Grammarly suggestions in to Writing Resources; one of our peer consultants would be happy to sit down with you and talk about ways to implement the machine-produced feedback into your paper. Make an appointment at http:\\/\\/berea.mywconline.com <\\/a>.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Not sure about Grammarly's feedback? Don't hesitate to bring Grammarly suggestions in to Writing Resources; one of our peer consultants would be happy to sit down with you and talk about ways to implement the machine-produced feedback into your paper. 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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\\u202fthe 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,\\u202fsupporting 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 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\":\"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\\u202fwith\\u202f<\\/em>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\\u202fown<\\/em>\\u202fcommunication skills, which we hope will serve them in their time at Berea and beyond. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"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. 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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. <\\/li>
\\nThe work of a TA-PL\\u202f(typically, 12-hour\\u202fprimaries\\u202fonly for a year-long positio<\\/strong>n<\\/strong>)\\u202ftakes many forms<\\/strong>: 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 (required labor meetings). It also involves considerable independent work, as TA-PLs may be asked to develop resources and workshops to support faculty and students. <\\/li>
\\nReturning TA-<\\/strong>PLs will be asked to mentor new TA-PLs in formal and informal ways.<\\/strong> This might mean conducting labor meeting workshops or presentations, where returning TA-PLs share their experiences and insights; holding one-on-one check-in meetings with new TA-PLs; or allowing new TA-PLs to sit in on TA hours meetings. This mentoring experience is related to the philosophy of the TA-PL program, which deeply values collaboration and peer learning. <\\/li>
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).\\u202fSo, in\\u202faddition to committing\\u202fto the school year contract, you are asked to commit to a summer contract for the orientation period.\\u202f<\\/strong> <\\/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"}}},{"__typename":"Page","id":"cG9zdDo4OTgzOQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"title_b28e9_bf21a":"Application for Writing Resources Consultants and GSTR 110/210 TA-Peer Leaders","uri":"/centers/center-for-teaching-and-learning/application-for-writing-resources-consultants/","parentId":"cG9zdDo4OTU3Nw==","databaseId":89839,"slug":"application-for-writing-resources-consultants","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Application for Writing Resources Consultants and GSTR 110/210 TA-Peer Leaders - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Application for Writing Resources Consultants and GSTR 110/210 TA-Peer Leaders","opengraphDescription":"Two programs in the Center for Teaching and Learning are hiring student workers for Fall 2022-Spring 2023! 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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.
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The Writing Resources workplace is comprised of skilled student workers (10-hour primaries, 5-hour secondaries) 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:
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\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.
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New consultants are expected to enroll in GST 286: Tutoring/Writing Pedagogy: Theory and Praxis, 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 who successfully complete this course and their year-long Writing Resources 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.
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\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.
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If you have any questions or need any additional information, feel free to contact the Director of Writing Resources, Dr. Amy Nichols, at 859-985-3404 or Writing_Resources@braendebriketter.com.
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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.
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For these reasons,
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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.
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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.
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New TA-PLs are expected to enroll in GST 286: Tutoring/Writing Pedagogy: Theory and Praxis, 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. 30 hours) for the orientation period.
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If you have any questions, please contact Lauren Hall, Coordinator of Teaching and Learning Assistant Programs, at Lauren_Hall@braendebriketter.com.
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Little Seagull Digital Tip Sheet<\\/a><\\/li>
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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":"2023-03-20T19:37:43+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":3,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/\",\"url\":\"http://4t3j.braendebriketter.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\":\"2023-03-20T19:37:43+00:00\",\"breadcrumb\":{\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http://4t3j.braendebriketter.com/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Centers\",\"item\":\"http://4t3j.braendebriketter.com/centers/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Center for Teaching and Learning\",\"item\":\"http://4t3j.braendebriketter.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://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/teaching-and-learning-assistant-programs/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/centers/","text":"Centers"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/","text":"Center for Teaching and Learning"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.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\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","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 yearly <\\/a>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\\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 and<\\/em> learners. 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@braendebriketter.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@braendebriketter.com or 859-985-3209 for more information."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Services and Events\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","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\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","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\":\"
training (10+ hours)<\\/li>
tracking\\/logging (25+ hours of TA work)<\\/li>
being observed by the TLAP Director<\\/li>
reflecting (culminating in a philosophy statement)<\\/li>\",\"anchor\":\"\"}","name":"core/list","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\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","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.
\n
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.
\n
Berea GoBoard
\n
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:
\n
\n
TAs can host unlimited meetings (<5 participants at a time)
\n
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
\n
\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!
\n
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.
\n
Among the topics typically explored in each year’s guidebook:
\n
\n
What is a TA?
\n
FERPA
\n
Title IX
\n
Academic Honesty
\n
Labor Integrity
\n
Managing & Tracking Time
\n
Working with a Labor Supervisor
\n
TA Hours
\n
Tutoring Strategies
\n
\n
\n
\n
Peer Learning Library
\n
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.
\n
There is also a large collection of reference books available in the Writing Resources space that specifically focus on strategies for supporting student writers.
\n
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.
\n
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.
\n
\n
\n
\n
\n
\n
TA Supplies
\n
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.
\n
\n
\n
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This means that we see it all; GSTR assignments, biology lab reports, personal statement drafts, poetry, political science papers, English papers, and so much more. Our consultants are trained to listen, ask questions, and intervene in both higher order (thesis, organization, flow, brainstorming, etc.) and lower order (grammatical constructions, sentence structure, etc.) concerns. That said, we are always seeing something new, so don\\u2019t be surprised if your consultant needs to ask questions or look something up to make sure you get the right information. Our approach to learning is centered on helping you grow as a writer long-term. While we may ask questions and make suggestions to help you build on and express your own ideas, we won\\u2019t tell you what to write in your paper or say during your presentation. 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We will point out patterns in your writing that may need revision based on the context of your assignment, and we will ask for assignment sheets to help you make sure you are responding to that context."}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"How to Prepare for a Consultation<\\/strong>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"How to Prepare for a Consultation"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We offer three types of appointment: 1) In-Person; 2) Video Chat; and 3) Paper Upload (for written feedback), and you will select your type when you fill out the original appointment form at http:\\/\\/berea.mywconline.com<\\/a> . Our peer consultants have training and mentoring to help you with your writing, but you can also help them do a good job by preparing for your consultation. To get the most out of your consultation, please prepare by reviewing the following instructions.<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"We offer three types of appointment: 1) In-Person; 2) Video Chat; and 3) Paper Upload (for written feedback), and you will select your type when you fill out the original appointment form at http://berea.mywconline.com . Our peer consultants have training and mentoring to help you with your writing, but you can also help them do a good job by preparing for your consultation. To get the most out of your consultation, please prepare by reviewing the following instructions."}},{"__typename":"AcfAccordionBlock","attributesJSON":"{\"id\":\"block_639255e99db6e\",\"name\":\"acf\\/accordion\",\"data\":{\"accordion_0_title\":\"Preparing for In-Person and Video Chat Consultations\",\"_accordion_0_title\":\"field_6283326ff79f7\",\"accordion_0_content\":\"To get the most out of an in-person or video chat consultation:\\r\\n
\\r\\n \\t
Bring either your laptop or a printed copy of your text<\\/li>\\r\\n \\t
Bring a digital or physical copy of your assignment sheet.<\\/li>\\r\\n \\t
Bring any information from your professor (written feedback they gave on a previous assignment, etc.)<\\/li>\\r\\n \\t
Think about your top three goals. What do you want to get done in the 50 minutes you and the consultant have together? Make sure you discuss those goals with your consultant.<\\/li>\\r\\n<\\/ul>\\r\\nConsultants may sometimes ask students to read\\u00a0(or offer to read themselves) part or all of the work aloud to get a feel for the student\\u2019s writing style and help make sentence-level revisions easier to identify. Consultants also often emphasize \\u201chigher order concerns\\u201d in your writing, meaning that even if you ask for sentence-by-sentence revision, they may point out a missing thesis statement or organizational shifts that may be needed to fulfill the assignment\\u2019s requirements. The consultant may sometimes encourage you to return for a follow up appointment if there is not enough time to address your concerns in a single session.\",\"_accordion_0_content\":\"field_62833274f79f8\",\"accordion_1_title\":\"Preparing for Paper Upload Consultations\",\"_accordion_1_title\":\"field_6283326ff79f7\",\"accordion_1_content\":\"
\\r\\n
\\r\\n\\r\\nWe have found that our most effective consultations take place face to face where consultant and client can ask questions, respond to feedback immediately, give clarification, etc. However, we understand the need to offer multiple options for you to get feedback. Please know that, if you need guidance on outlining or brainstorming, a paper upload consultation will not be as effective as an in-person or video consult. Paper upload consultations can be effective for finished drafts that need line-by-line revision or a formatting\\/citation check.\\r\\n\\r\\nEven though you won\\u2019t be physically present during the paper upload consultation, you can help the consultant give you the best feedback possible by:\\r\\n
\\r\\n \\t
Uploading a draft text that they can review and comment on<\\/li>\\r\\n \\t
Remembering to upload the assignment sheet (if relevant)<\\/li>\\r\\n \\t
Providing detailed notes in the appointment form so they know exactly what kind of feedback you are hoping to receive and your main concerns.<\\/li>\\r\\n<\\/ul>\\r\\nAt the end of each consultation, the consultant will write a session log to document the issues addressed and the progress made by the student. If you requested it, a copy of the session log can be sent directly to your professor to document your visit; please give the professor\\u2019s email to the consultant.\\r\\n\\r\\n<\\/div>\\r\\n<\\/div>\",\"_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":"Preparing for In-Person and Video Chat Consultations","content":"
To get the most out of an in-person or video chat consultation:
\n
\n
Bring either your laptop or a printed copy of your text
\n
Bring a digital or physical copy of your assignment sheet.
\n
Bring any information from your professor (written feedback they gave on a previous assignment, etc.)
\n
Think about your top three goals. What do you want to get done in the 50 minutes you and the consultant have together? Make sure you discuss those goals with your consultant.
\n
\n
Consultants may sometimes ask students to read (or offer to read themselves) part or all of the work aloud to get a feel for the student’s writing style and help make sentence-level revisions easier to identify. Consultants also often emphasize “higher order concerns” in your writing, meaning that even if you ask for sentence-by-sentence revision, they may point out a missing thesis statement or organizational shifts that may be needed to fulfill the assignment’s requirements. The consultant may sometimes encourage you to return for a follow up appointment if there is not enough time to address your concerns in a single session.
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Preparing for Paper Upload Consultations","content":"
\n
\n
We have found that our most effective consultations take place face to face where consultant and client can ask questions, respond to feedback immediately, give clarification, etc. However, we understand the need to offer multiple options for you to get feedback. Please know that, if you need guidance on outlining or brainstorming, a paper upload consultation will not be as effective as an in-person or video consult. Paper upload consultations can be effective for finished drafts that need line-by-line revision or a formatting/citation check.
\n
Even though you won’t be physically present during the paper upload consultation, you can help the consultant give you the best feedback possible by:
\n
\n
Uploading a draft text that they can review and comment on
\n
Remembering to upload the assignment sheet (if relevant)
\n
Providing detailed notes in the appointment form so they know exactly what kind of feedback you are hoping to receive and your main concerns.
\n
\n
At the end of each consultation, the consultant will write a session log to document the issues addressed and the progress made by the student. If you requested it, a copy of the session log can be sent directly to your professor to document your visit; please give the professor’s email to the consultant.
\n
\n
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\\nOur peer consultants are still students<\\/strong>. They are trained and mentored and can definitely help you, but they cannot predict the grade you will receive on any given assignment because they are not the instructor of the course.<\\/li>
\\nProfessional and student staff are both teachers and learners.<\\/strong> We help every student in every discipline at every level across campus, and that work is complex. Our consultants may model good resource use by looking up the details of a citation question you ask or checking in with a supervisor or team member to make sure they give you accurate information. They may also ask questions about how the professor approaches the class or writing in general.<\\/li>
\\nFeel free to make appointments with different consultants. <\\/strong>Our consultants are encouraged to develop their own unique consulting style along a continuum of options available to peer tutors. If you find that you don\\u2019t mesh with one consultant\\u2019s style, please feel free to \\u201cshop around\\u201d and find a consultant you feel comfortable with; no one will be offended. We all work together and support our teammates and your writing.<\\/li>
\\nWhen you show up for a writing consultation sometimes determines how much help our consultants can give.<\\/strong> If you come the night before a paper is due and need to begin, the consultant will gladly help you triage and get started, but they cannot make a whole paper appear from thin air, nor can they guarantee that you will get good results from this method. If you regularly procrastinate (we get it!) on writing assignments, consider our next bullet point.<\\/li>
\\nHave a tough assignment you are dreading<\\/strong>? Did you know you can schedule three appointments per week with Writing Resources? Try out the three-appointment method:
Bring that dreaded assignment sheet in for an appointment the day after you get it and start asking questions and brainstorming.<\\/li><\\/ul>\\n
\\n
Schedule a second appointment to go over your completed draft and refine your thesis and flow of information.<\\/li>\\n
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It assists students, faculty, and staff with all types of writing at any stage of the writing process. Consultants can assist in understanding assignments, brainstorming, organization, flow, language mechanics, formatting, and formal citation. From personal writing to lab reports, trained student writing consultants can help you grow in your personal writing process. Our peer consultants work at the Center for Teaching and Learning as part of the student labor program and undergo ongoing training throughout their time with Writing Resources. Writing Resources and TLAP Programs<\\/a> 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":"Writing Resources serves as Berea College’s writing center. It assists students, faculty, and staff with all types of writing at any stage of the writing process. Consultants can assist in understanding assignments, brainstorming, organization, flow, language mechanics, formatting, and formal citation. From personal writing to lab reports, trained student writing consultants can help you grow in your personal writing process. Our peer consultants work at the Center for Teaching and Learning as part of the student labor program and undergo ongoing training throughout their time with Writing Resources. Writing Resources and TLAP Programs are located on the Ground Floor of Hutchins Library (Offices 110, 111, 112 and 130)."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Connect with us on Instagram<\\/a> and Facebook<\\/a>! <\\/em><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Connect with us on Instagram and Facebook! "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Fall 2023 Hours<\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Fall 2023 Hours"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Monday - Thursday: 9 a.m. - 8 p.m. (closed 4-5pm Tuesday and 3-5pm Thursday)\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Friday: 9 a.m. - 5 p.m.\"}","innerBlocks":[]}]},{"__typename":"AcfButtonStackBlock","attributesJSON":"{\"id\":\"block_63924e0316f45\",\"name\":\"acf\\/button-stack\",\"data\":{\"stack_direction\":\"horizontal\",\"_stack_direction\":\"field_button_stack_stack_direction\",\"buttons_0_label\":\"Schedule An Appointment\",\"_buttons_0_label\":\"field_button_stack_buttons_label\",\"buttons_0_style\":\"primary\",\"_buttons_0_style\":\"field_button_stack_buttons_style\",\"buttons_0_layout\":\"auto\",\"_buttons_0_layout\":\"field_button_stack_buttons_layout\",\"buttons_0_url\":\"http:\\/\\/berea.mywconline.com\\/\",\"_buttons_0_url\":\"field_button_stack_buttons_url\",\"buttons_1_label\":\"Register for a New Account \",\"_buttons_1_label\":\"field_button_stack_buttons_label\",\"buttons_1_style\":\"primary\",\"_buttons_1_style\":\"field_button_stack_buttons_style\",\"buttons_1_layout\":\"auto\",\"_buttons_1_layout\":\"field_button_stack_buttons_layout\",\"buttons_1_url\":\"http:\\/\\/berea.mywconline.com\\/register.php\",\"_buttons_1_url\":\"field_button_stack_buttons_url\",\"buttons_2_label\":\"Quick Guide\",\"_buttons_2_label\":\"field_button_stack_buttons_label\",\"buttons_2_style\":\"primary\",\"_buttons_2_style\":\"field_button_stack_buttons_style\",\"buttons_2_layout\":\"auto\",\"_buttons_2_layout\":\"field_button_stack_buttons_layout\",\"buttons_2_url\":\"http:\\/\\/legacy.braendebriketter.com\\/ctl\\/wp-content\\/uploads\\/sites\\/6\\/2023\\/08\\/23F-WCO-Making-An-Appointment.pdf\",\"_buttons_2_url\":\"field_button_stack_buttons_url\",\"buttons\":3,\"_buttons\":\"field_button_stack_buttons\"},\"align\":\"\",\"mode\":\"edit\"}","name":"acf/button-stack","buttonStack":{"__typename":"AcfButtonStackBlock_Buttonstack","stackDirection":"horizontal","buttons":[{"__typename":"AcfButtonStackBlock_Buttonstack_buttons","label":"Schedule An Appointment","layout":"auto","url":"http://berea.mywconline.com/","style":"primary"},{"__typename":"AcfButtonStackBlock_Buttonstack_buttons","label":"Register for a New Account ","layout":"auto","url":"http://berea.mywconline.com/register.php","style":"primary"},{"__typename":"AcfButtonStackBlock_Buttonstack_buttons","label":"Quick Guide","layout":"auto","url":"http://legacy.braendebriketter.com/ctl/wp-content/uploads/sites/6/2023/08/23F-WCO-Making-An-Appointment.pdf","style":"primary"}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"What to Expect, How to Prepare\",\"level\":3,\"anchor\":\"h-what-to-expect-how-to-prepare\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"h-what-to-expect-how-to-prepare","content":"What to Expect, How to Prepare"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"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 \\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 实习和职业发展办公室 (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 实习和职业发展办公室 (ICD) in order to further polish your resume.
\n"}]}},{"__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":"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==","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. 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 … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-03-20T19:37:28+00:00","opengraphPublishedTime":"","opengraphImage":null,"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/\",\"url\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/\",\"name\":\"Student-Faculty Partnerships Program - Berea College\",\"isPartOf\":{\"@id\":\"http://bereafaust.wpengine.com/#website\"},\"datePublished\":\"2022-12-08T16:30:21+00:00\",\"dateModified\":\"2023-03-20T19:37:28+00:00\",\"breadcrumb\":{\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"http://4t3j.braendebriketter.com/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Centers\",\"item\":\"http://4t3j.braendebriketter.com/centers/\"},{\"@type\":\"ListItem\",\"position\":3,\"name\":\"Center for Teaching and Learning\",\"item\":\"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/\"},{\"@type\":\"ListItem\",\"position\":4,\"name\":\"Student-Faculty Partnerships Program\"}]},{\"@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://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/","breadcrumbs":[{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/","text":"Home"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/centers/","text":"Centers"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/","text":"Center for Teaching and Learning"},{"__typename":"SEOPostTypeBreadcrumbs","url":"http://4t3j.braendebriketter.com/centers/center-for-teaching-and-learning/student-faculty-partnerships-program/","text":"Student-Faculty Partnerships Program"}]},"blocks":[{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Piloted in spring 2017 and supported by a generous grant from the Mellon Foundation, Berea\\u2019s Student-Faculty Partnerships Program brings students and faculty together to explore teaching and learning in new ways.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"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."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"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\\u2019 course-based goals. 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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.com) or Leslie Ortquist-Ahrens (ortquistahrensl@braendebriketter.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@braendebriketter.com<\\/span><\\/a>) or Leslie Ortquist-Ahrens (<\\/span>ortquistahrensl@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.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@braendebriketter.com).
\n"},{"__typename":"AcfAccordionBlock_Accordion_accordion","title":"Mellon Student-Faculty Partnerships Program","content":"
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@braendebriketter.com) or Leslie Ortquist-Ahrens (ortquistahrensl@braendebriketter.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@braendebriketter.com) or Leslie Ortquist-Ahrens (ortquistahrensl@braendebriketter.com).   
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Designed as a quickly transformable multi-functional space, it serves as a visitors center, classroom, … Continued","opengraphSiteName":"Berea College","opengraphPublisher":"","opengraphAuthor":"","opengraphModifiedTime":"2023-10-09T18:57:19+00:00","opengraphPublishedTime":"","opengraphImage":{"__typename":"MediaItem","id":"cG9zdDo4NzY1OQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20210616_BCM-Summer-2021-Owsley-BTS_Crystal-Wylie-65.jpg","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":2400,"height":1600},"altText":"A group of people looking off into the sunset at Owsley Fork Resevoir"},"twitterTitle":"","twitterDescription":"","twitterImage":null,"readingTime":1,"schema":{"__typename":"SEOPostTypeSchema","raw":"{\"@context\":\"http://schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"http://4t3j.braendebriketter.com/centers/loyal-jones-appalachian-center/\",\"url\":\"http://4t3j.braendebriketter.com/centers/loyal-jones-appalachian-center/\",\"name\":\"Loyal Jones Appalachian Center - 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To engage Appalachian communities, families, and students in partnership for mutual learning, growth, and service.
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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@braendebriketter.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@braendebriketter.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. Stephenson Hall, First Floor | 205 North Main Street | Berea, KY 40404 | 859-985-3140"}}],"hero":{"__typename":"Page_Hero","heading":"Loyal Jones Appalachian Center","pageTitle":"hide","body":"Building upon a rich and diverse cultural heritage","backgroundImage":{"__typename":"MediaItem","id":"cG9zdDo4NzY1OQ==","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2022/11/20210616_BCM-Summer-2021-Owsley-BTS_Crystal-Wylie-65.jpg","mimeType":"image/jpeg","mediaDetails":{"__typename":"MediaDetails","width":2400,"height":1600},"altText":"A group of people looking off into the sunset at Owsley Fork Resevoir"},"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":"cG9zdDo5NzcxOQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[{"__typename":"Page","id":"cG9zdDo5NzkwOQ==","title_b28e9_bf21a":"Weatherford-Hammond Prize","uri":"/centers/loyal-jones-appalachian-center/awards/weatherford-hammond-prize/","parentId":"cG9zdDo5NzcxOQ==","children_20577_785f2":{"__typename":"HierarchicalContentNodeToContentNodeChildrenConnection","nodes":[]},"databaseId":97909,"slug":"weatherford-hammond-prize","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Weatherford-Hammond Prize - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Weatherford-Hammond Prize","opengraphDescription":"The Weatherford-Hammond Prize in Appalachian Literature was established in 1968 to encourage students to read about Appalachia and to promote the understanding and appreciation of the cultural heritage of the Appalachian Mountains. 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Recipients receive a cash award of $1500 to help them in a professional music career."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"To nominate a student fill out this form<\\/strong><\\/a>. Please include as much pertinent information about a nominee as you can particularly regarding the question about how the student\\u2019s music has contributed to the social life of the campus community. We will announce the winner of the Red Foley Award before the end of Spring Term in May.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"To nominate a student fill out this form. Please include as much pertinent information about a nominee as you can particularly regarding the question about how the student’s music has contributed to the social life of the campus community. 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He was born into a musical family, and by the time he was nine, he was giving impromptu concerts at his father\\u2019s general store, playing French harp, piano, banjo, trombone, harmonica and guitar.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Red Foley (June 17, 1910 – September 19, 1968) was born on a 24-acre farm in Blue Lick, Kentucky, and grew up in nearby Berea, where he attended the Berea Academy School. He was born into a musical family, and by the time he was nine, he was giving impromptu concerts at his father’s general store, playing French harp, piano, banjo, trombone, harmonica and guitar."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"In 1930, as a freshman at Georgetown College, he was spotted by a talent scout from Chicago\\u2019s WLS-AM and was chosen to sing with producer John Lair\\u2019s Cumberland Ridge Runners, then the house band on the National Barn Dance. In 1937 he worked with Lair and Whitey Ford to help establish the Renfro Valley Barn Dance, performing everything from sentimental ballads to boogie-woogie and blues.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"In 1930, as a freshman at Georgetown College, he was spotted by a talent scout from Chicago’s WLS-AM and was chosen to sing with producer John Lair’s Cumberland Ridge Runners, then the house band on the National Barn Dance. In 1937 he worked with Lair and Whitey Ford to help establish the Renfro Valley Barn Dance, performing everything from sentimental ballads to boogie-woogie and blues."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"From 1944-59, Foley charted 41 solo country entries, of which 38 were Top 10 hits. \\u00a0Six went to the top, including his 1950, million-selling \\u201cChattanoogie Shoe Shine Boy,\\u201d which also topped the pop charts.\\u00a0 For more than two decades, Foley was one of the biggest stars of the country music genre. \\u00a0His 1951 hit, \\u201cPeace in the Valley,\\u201d was also the first million-selling gospel record, and was entered into the Library of Congress\\u2019 National Recording Registry in 2006.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"From 1944-59, Foley charted 41 solo country entries, of which 38 were Top 10 hits. Six went to the top, including his 1950, million-selling “Chattanoogie Shoe Shine Boy,” which also topped the pop charts. For more than two decades, Foley was one of the biggest stars of the country music genre. His 1951 hit, “Peace in the Valley,” was also the first million-selling gospel record, and was entered into the Library of Congress’ National Recording Registry in 2006."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Foley was elected to the Country Music Hall of Fame in 1967 (the first Kentuckian and one of only six then-living inductees), which honored him as \\u201cone of the most versatile and moving performers of all time\\u201d and \\u201ca giant influence during the formative years of contemporary Country music and today a timeless legend.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Foley was elected to the Country Music Hall of Fame in 1967 (the first Kentuckian and one of only six then-living inductees), which honored him as “one of the most versatile and moving performers of all time” and “a giant influence during the formative years of contemporary Country music and today a timeless legend.”"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Foley Middle School, named for the singer, opened in Berea in 1978. In 2002, he was inducted into the Kentucky Music Hall of Fame. And on June 10, 2003, a Kentucky State Historical Marker (#2114) was placed at Foley\\u2019s boyhood home in Berea.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Foley Middle School, named for the singer, opened in Berea in 1978. In 2002, he was inducted into the Kentucky Music Hall of Fame. 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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\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"Current Winners"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"We are pleased to announce this year\\u2019s winners of the 2022 Weatherford Awards! 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\n","buttons":[{"__typename":"AcfCardStackBlock_Cardstack_cards_buttons","label":"Read More","layout":"auto","url":"http://www.mupress.org/mobile/Where-You-Come-from-Is-Gone-Poems-P1196.aspx","style":"primary"}]}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Nonfiction Award\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Nonfiction Award"}},{"__typename":"AcfCardStackBlock","attributesJSON":"{\"id\":\"block_642203000105f\",\"name\":\"acf\\/card-stack\",\"data\":{\"cards_0_title\":\"Ginseng Diggers\",\"_cards_0_title\":\"field_card_stack_cards_title\",\"cards_0_image\":94756,\"_cards_0_image\":\"field_card_stack_cards_image\",\"cards_0_aspectRatio\":\"portrait\",\"_cards_0_aspectRatio\":\"field_card_stack_cards_aspectratio\",\"cards_0_body\":\"By Luke Manget<\\/span><\\/p>\",\"_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:\\/\\/www.kentuckypress.com\\/9780813183817\\/ginseng-diggers\\/\",\"_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 \\tMaking Our Future: Visionary Folklore & Everyday Culture in Appalachia<\\/em> by Emily Hilliard<\\/span><\\/li>\\r\\n \\t
Another Appalachia: Coming Up Queer and Indian in a Mountain Place<\\/em> by Neema Avashia<\\/span><\\/li>\\r\\n \\t
Something in These Hills: The Culture of Family Land in Southern Appalachia<\\/em> by John M. Coggeshall<\\/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":"Ginseng Diggers","image":{"__typename":"MediaItem","id":"cG9zdDo5NDc1Ng==","altText":"Ginseng Diggers By Luke Manget","sourceUrl_772ce_bf21a":"http://bereafaust.wpengine.com/wp-content/uploads/2023/03/Book-Feature-1_-Ginseng-Diggers-none-needed.jpg"},"body":"By Luke Manget
\n","buttons":[{"__typename":"AcfCardStackBlock_Cardstack_cards_buttons","label":"Read More","layout":"auto","url":"http://www.kentuckypress.com/9780813183817/ginseng-diggers/","style":"primary"}]},{"__typename":"AcfCardStackBlock_Cardstack_cards","aspectratio":"square","title":"Finalists","image":null,"body":"\nMaking Our Future: Visionary Folklore & Everyday Culture in Appalachia by Emily Hilliard
\nAnother Appalachia: Coming Up Queer and Indian in a Mountain Place by Neema Avashia
\nSomething in These Hills: The Culture of Family Land in Southern Appalachia by John M. Coggeshall
\n
\n","buttons":null}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Past Winners\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","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 \\t1970\\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>\\u00a0(Henry Holt)<\\/li>\\r\\n \\t
2021<\\/strong> - Poetry:\\u00a0<\\/em>Marianne Worthington, The Girl Singer<\\/em>\\u00a0(University Press of Kentucky)<\\/li>\\r\\n \\t
2021<\\/strong> - Non-Fiction: William H. Turner, The\\u00a0Harlan Renaissance: Stories of Black Lives in Appalachian Coal Towns<\\/em>\\u00a0(West Virginia University Press)<\\/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 \\t1972<\\/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
2015\\u00a0<\\/strong>\\u2013 Jim Wayne Miller in recognition of\\u00a0Every Leaf a Mirror: A Jim Wayne Miller Reader<\\/em>,\\u00a0\\u00a0<\\/em>edited by Morris Allen Grubbs and Mary Ellen Miller<\\/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":"Past Winners","content":"\n1970 – Ben A. Franklin of the New York Times for his series of articles on Appalachia
\n1971 – David H. Looff – Appalachia’s Children
\n1972 – Eliot Wigginton and students of Rabun Gap – Nacoochee School – The Foxfire Book
\n1973 – Barry Bingham, Jr., of the Louisville Courier – Journal for thorough, persistent and influential reporting on Appalachia.
\n1974 – No award given
\n1975 – Brian Woolley and Ford Reid – We Be Here When the Morning Comes
\n1976 – Kai T. Erikson – Everything in Its Path
\n1977 – Gurney Norman – Kinfolks
\n1977 – Laurel Shackelford and Bill Weinberg – Our Appalachia
\n1978 – John W. Hevener – Which Side Are You On?
\n1978 – Henry D. Shapiro – Appalachia On Our Mind
\n1979 – Thomas J. Schoenbaum – The New River Controversy
\n1980 – John Gaventa – Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley
\n1981 – David Corbin – Life, Work, and Rebellion in the Coal Fields
\n1982 – Ronald Eller – Miners, Millhands, and Mountaineers
\n1983 – John Egerton – Generations
\n1984 – John Ehle – Last One Home
\n1985 – Eliot Wigginton – Sometimes a Shining Moment
\n1986 – Martin Cherniack – The Hawk’s Nest Incident
\n1987 – Denise Giardina – Storming Heaven
\n1987 – Rodger Cunningham – Apples on the Flood: The Southern Mountain Experience
\n1988 – Lee Smith – Fair and Tender Ladies
\n1989 – John Inscoe – Mountain Masters, Slavery, and the Sectional Crisis in Western North Carolina
\n1990 – Helen Lewis and Susanna O’Donnell – Remembering Our Past, Building Our Future
\n1991 – Crandall A. Shifflett – Coal Towns: Life, Work, and Culture in Company Towns of Southern Appalachia, 1880-1960
\n1992 – Denise Giardina – The Unquiet Earth
\n1993 – No award given
\n1994 – Henry Louis Gates, Jr. – Colored People: A Memoir
\n1995 – Deborah Vansau McCauley – Appalachian Mountain Religion: A History
\n1996 – Wilma A. Dunaway – The First American Frontier: Transition to Capitalism in Southern Appalachia, 1700-1860
\n1997 – Charles Frazier – Cold Mountain
\n1998 – Homer Hickam, Jr. – Rocket Boys: A Memoir
\n1999 – Loyal Jones – Faith and Meaning in the Southern Uplands
\n2000 – Dwight B. Billings and Kathleen M. Blee – The Road to Poverty: the Making of Wealth and Hardship in Appalachia
\n2001 – John O’Brien – At Home in the Heart of Appalachia
\n2002 – John A. Williams – Appalachia
\n2003 – Non-Fiction – Wilma A. Dunaway – Slavery in the American Mountain South
\n2003 – Fiction and Poetry – Gretchen Moran Laskas – The Midwife’s Tale
\n2004 – Non-Fiction – Michael Montgomery – Dictionary of Smoky Mountain English
\n2004 – Fiction and Poetry – Ron Rash – Saints at the River
\n2005 – Non-Fiction – Sharon Hatfield – Never Seen the Moon: The Trials of Edith Maxwell
\n2005 – Fiction and Poetry – Darnell Arnoult – What Travels With Us: Poems
\n2006 – Non-Fiction – Rudy Abramson and Jean Haskell, Editors – The Encyclopedia of Appalachia
\n2006 – Fiction and Poetry – Dot Jackson, John F. Blair Publisher – Refuge
\n2007 – Non-Fiction – James J. Lorence – A Hard Journey: The Life of Don West
\n2007 – Fiction and Poetry – Ann Pancake – Strange as this Weather Has Been
\n2008 – Fiction and Poetry – Ron Rash, Serena
\n2008 – Nonfiction – Ronald D Eller, Uneven Ground: Appalachia since 1945.
\n2009 – Nonfiction – Chris Green, The Social Life of Poetry (Palgrave Macmillan)
\n2009 – Fiction and Poetry – C.E. Morgan, All the Living (Farrar, Straus, and Giroux)
\n2010 – Nonfiction – Alessandro Portelli, They Say in Harlan County
\n2010 – Fiction – Amy Greene, Bloodroot
\n2010 – Poetry – Lisa J. Parker, this gone place
\n2011 – Nonfiction – Emily Satterwhite, Dear Appalachia: Readers, Identity, and Popular Fiction since 1978
\n2011 – Fiction – Charles Frazier, Night Woods
\n2011 – Poetry – Jesse Graves, Tennessee Landscape with Blighted Pine
\n2012 – Nonfiction – Kathryn Newfont, Blue Ridge Commons
\n2012 – Fiction – Barbara Kingsolver, Flight Behavior
\n2012 – Poetry – Richard Hague, During the Recent Extinctions
\n2013 – Nonfiction – T.R.C Hutton, Bloody Breathitt: Politics and Violence in the Appalachian South
\n2013 – Fiction – Karen Spears Zacharias, Mother of Rain
\n2013 – Poetry – Ron Houchin, The Man Who Saws Us in Half
\n2014 – Nonfiction – Susan Eike Spalding, Appalachian Dance: Creativity and Continuity in Six Communities
\n2014 – Fiction – Marie Manilla, The Patron Saint of Ugly
\n2014 – Poetry – Jesse Graves, Basin Ghosts
\n2015 – Nonfiction – Chad Berry, Phillip J. Obermiller, and Shaunna L. Scott, Editors, Studying Appalachian Studies: Making the Path by Walking
\n2015 – Fiction – Robert Gipe, Trampoline
\n2015 – Poetry – Nickole Brown, Fanny Says
\n2016 – Nonfiction – Steven E. Nash, Reconstruction’s Ragged Edge: The Politics of Postwar Life in the Southern Mountains
\n2016 – Fiction – Crystal Wilkinson, The Birds of Opulence
\n2016 – Poetry – Marc Harshman, Believe What You Can
\n2017  – Nonfiction – Carol Boggess, James Still: A Life
\n2017 – Fiction – Wiley Cash, The Last Ballad
\n2017  – Poetry – Pauletta Hansel, Palindrome
\n2018 – Nonfiction – Michael Clay Carey, The News Untold
\n2018 – Fiction – Silas House, Southernmost
\n2018 – Poetry – Sarah McCartt-Jackson, Stonelight
\n2019 – Nonfiction – Meredith McCarroll and Anthony Harkins, Appalachian Reckoning
\n2019 – Fiction – Michael Croley, Any Other Place
\n2019 – Poetry – Rose McLarney – Forage
\n2020 – 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
\n2020 – Fiction – Carter Sickels, The Prettiest Star
\n2020 – Poetry – Matthew Wimberley , All the Great Territories
\n2021 – Fiction: Jocelyn Johnson, My Monticello (Henry Holt)
\n2021 – Poetry: Marianne Worthington, The Girl Singer (University Press of Kentucky)
\n2021 – Non-Fiction: William H. Turner, The Harlan Renaissance: Stories of Black Lives in Appalachian Coal Towns (West Virginia University Press)
\n
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\n\n1972 – Robert Coles, M.D.
\n1973 – Wilma Dykeman
\n1975 – Jesse Stuart
\n1976 – Harry Caudill
\n1977 – James Still
\n1978 – Harriette Simpson Arnow
\n1979 – Cratis Williams
\n1985 – Albert Stewart – Certificate of Achievement
\n1988 – Alfred Perrin
\n1996 – Loyal Jones
\n1999 – Sidney Saylor Farr
\n1999 – Jerry W. Williamson
\n2015 – 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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The Appalachian Center can connect you with resources to support your teaching.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
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The Loyal Jones Appalachian Center has in-house expertise available for guest lectures, class discussions or consultation. Topics are endless, but here are some possibilities:\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
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\n","buttons":null}]}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Deeper Learning<\\/strong>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Deeper Learning"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"RISE, Eastern Kentucky<\\/a>: an excellent<\\/em> six-part podcast<\\/strong> on the Flood by Eastern Standard, the weekly WEKU current affairs magazine program. It explores what contributed to the disaster, how communities are responding and what leadership, programs and resources will be needed to address the challenges and embrace the opportunities ahead. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"RISE, Eastern Kentucky: an excellent six-part podcast on the Flood by Eastern Standard, the weekly WEKU current affairs magazine program. It explores what contributed to the disaster, how communities are responding and what leadership, programs and resources will be needed to address the challenges and embrace the opportunities ahead. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cThe Road to Flood Disaster Recovery<\\/a>\\u201d and \\u201cHousing Damage from the 2022 Kentucky Flood<\\/a>,\\u201d by Rebecca Shelton (Appalachian Citizen\\u2019s Law Center) and Eric Dixon (The Ohio Valley River Institute), 21 Feb 2023. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“The Road to Flood Disaster Recovery” and “Housing Damage from the 2022 Kentucky Flood,” by Rebecca Shelton (Appalachian Citizen’s Law Center) and Eric Dixon (The Ohio Valley River Institute), 21 Feb 2023. "}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Continuing Recovery Work<\\/strong>\",\"level\":3,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":3,"anchor":"","content":"Continuing Recovery Work"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"\\u201cKentucky Floodwaters Receded Six Months Ago. For Many, the Crisis Goes On,\\u201d<\\/a> by Brady Dennis, Washington Post<\\/em> 22 March 2023.\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"“Kentucky Floodwaters Receded Six Months Ago. For Many, the Crisis Goes On,” by Brady Dennis, Washington Post 22 March 2023."}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"Long-Term Recovery Groups in effected Kentucky Counties<\\/a>. A long-term recovery group (LTRG) is a cooperative body that is made up of representatives from faith-based, non-profit, government, business and other organizations working within a community to assist individuals and families as they recover from disaster. \",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"Long-Term Recovery Groups in effected Kentucky Counties. A long-term recovery group (LTRG) is a cooperative body that is made up of representatives from faith-based, non-profit, government, business and other organizations working within a community to assist individuals and families as they recover from disaster. "}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"The Foundation for Appalachian Kentucky\\u2019s Appalachian Crisis Aid Fund<\\/a>: This fund supports all kinds of people in many kinds of ways in almost every nook and holler in the region. 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monthly sharing of resources, stories, and upcoming events!\",\"level\":1,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":1,"anchor":"","content":"A monthly sharing of resources, stories, and upcoming events!"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"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@braendebriketter.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@braendebriketter.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. Here are a few examples of stories featured in previous issues:"}},{"__typename":"CoreListBlock","attributesJSON":"{\"ordered\":false,\"values\":\"\",\"anchor\":\"\"}","name":"core/list","innerBlocks":[{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Black Journalists in Appalachia<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Accounts of the floods in Eastern Kentucky<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"Service rooted in Appalachia<\\/a>\"}","innerBlocks":[]},{"__typename":"CoreListItemBlock","attributesJSON":"{\"content\":\"The Freedom Stories Project<\\/a>\"}","innerBlocks":[]}]},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"Peruse our Gravy Infusion Archive Below\",\"level\":1,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":1,"anchor":"","content":"Peruse our Gravy Infusion Archive Below"}},{"__typename":"CoreImageBlock","attributesJSON":"{\"url\":\"http:\\/\\/bereafaust.wpengine.com\\/wp-content\\/uploads\\/2023\\/06\\/281600567_5207783859300444_1813306411311450033_n-e1688141997520-1024x504.jpg\",\"alt\":\"\",\"caption\":\"\",\"title\":\"\",\"href\":\"\",\"rel\":\"\",\"linkClass\":\"\",\"linkTarget\":\"\",\"anchor\":\"\",\"id\":97501,\"sizeSlug\":\"large\",\"linkDestination\":\"none\"}","name":"core/image","attributes":{"__typename":"CoreImageBlockAttributes","id":97501,"url":"http://bereafaust.wpengine.com/wp-content/uploads/2023/06/281600567_5207783859300444_1813306411311450033_n-e1688141997520-1024x504.jpg","alt":""}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"2022 Issues\",\"level\":2,\"anchor\":\"h-2022-issues\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"h-2022-issues","content":"2022 Issues"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"
December 2022<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"
December 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"November 2022<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"November 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"September 2022<\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"September 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"July 2022<\\/strong><\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"July 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"May 2022<\\/strong><\\/a>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"May 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"April 2022<\\/a><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"April 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"March 2022<\\/a><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"March 2022"}},{"__typename":"CoreParagraphBlock","attributesJSON":"{\"content\":\"January 2022<\\/a><\\/strong>\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"January 2022"}},{"__typename":"CoreHeadingBlock","attributesJSON":"{\"content\":\"2021 Issues\",\"level\":2,\"anchor\":\"\"}","name":"core/heading","attributes":{"__typename":"CoreHeadingBlockAttributes","level":2,"anchor":"","content":"2021 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An early report by Loyal Jones for the period 8\\/70-9\\/71 talks about \\u201cdeveloping a series of concerts that will give us an opportunity to make videotapes of traditional singers for our collections.\\u201d\",\"dropCap\":false,\"anchor\":\"\"}","name":"core/paragraph","attributes":{"__typename":"CoreParagraphBlockAttributes","content":"A Traditional Music Committee was organized in 1972 to advise the College on music collections, records, video tapes and sound tapes for the library and musical instruments and other materials for the museum. The first committee’s members were Jean Ritchie, John Lair, Bradley Kincaid, Asa Martin, Buell Kazee, Dean William Jones, Ethel Capps, Raymond McLain, Dr. Rolf Hovey, and Loyal Jones. 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, Chris Miller, Bobby Starnes, Kathy Bullock, Harry Rice, Kristina Gamble 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, Chris Miller, Bobby Starnes, Kathy Bullock, Harry Rice, Kristina Gamble and Joe Wilkie."}}],"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":[]}}]},"databaseId":88218,"slug":"annual-celebration-of-traditional-music","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":null},"seo":{"__typename":"PostTypeSEO","title":"Annual Celebration of Traditional Music (CTM) - Berea College","metaDesc":"","metaRobotsNoindex":"index","metaRobotsNofollow":"follow","opengraphTitle":"Annual Celebration of Traditional Music (CTM)","opengraphDescription":"Annual Celebration of Traditional Music Coming October 12-15, 2023! Join us for our 50th Annual Celebration of Traditional Music October 12-15, a festival of roots music and dancing on Berea College campus! This series of workshops, performances, and activities featuring various musicians, dance instructors, and scholars is open to the public and family-friendly. 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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"}}}]},"pagePostCard":{"__typename":"Page_Pagepostcard","description":"阿巴拉契亚中心致力于激发学生和学者对阿巴拉契亚研究的兴趣. 它作为国家的信息来源之一，教育其他人了解该地区."}}},{"__typename":"AcfCardGridBlock_Cardgrid_card","link":{"__typename":"Page","id":"cG9zdDo4NzU0Ng==","uri":"/centers/the-bell-hooks-center/","title_b28e9_bf21a":"The bell hooks center","pagePostCard":{"__typename":"Page_Pagepostcard","description":null},"databaseId":87546,"slug":"the-bell-hooks-center","contentTypeName":"page","externalLinks":{"__typename":"Page_Externallinks","links":[{"__typename":"Page_Externallinks_links","url":"http://calendar.braendebriketter.com/organizer/bhc/","label":"Calendar"}]},"seo":{"__typename":"PostTypeSEO","title":"The bell hooks center - 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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, outside of the social scripts that circumscribe their living. We curate programs, collaborations and events that affirm these students’ sense of self and belonging—on campus and in the world. 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.
\nFollowing 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.
\nWe 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.
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