Call for Applications: Spirit of Medicine Program

as i lay dying

A reading and discussion program to begin in August 2013, led by Richard Gunderman, MD, PhD, and Emily Beckman, DMH.  The program will include monthly evening meetings to discuss seminal readings and meet with thought leaders in spirituality and medicine.  Participants will attend two lectures held in collaboration with The Medical Humanities & Health Studies Program and The Fairbanks Center for Medical Ethics, presented by notable visiting scholars, with whom Spirit of Medicine participants will have the opportunity to engage in conversation. 

The Spirit of Medicine program will be accepting applications through June 1.  Applications should include contact information, details about educational background and current IUSM status (year in school and campus) in addition to a one page statement of interest explaining in detail why the applicant is interested in the program, and how participation might make a significant difference in the applicant’s future in medicine.

Please send completed applications, by June 1, to or mail to:Medical Humanities & Health Studies Program, IUPUI, 425 University Boulevard, Cavanaugh Hall Room 406, Indianapolis, IN 46202

IUPUI Office of Diversity, Equity and Inclusion to host ‘True Colors,’ a look at bigotry and tolerance after Obama’s re-election



Indiana University-Purdue University Indianapolis (IUPUI) will be the site of the premier of an entertaining and provocative new play that explores perspectives of discrimination, bigotry, and tolerance in the U.S.  “True Colors”offers six vignettes to gauge reactions to the re-election of the nation’s first black president.
The Indianapolis Chapter of Indiana Black Expo, Inc. will join the Indy Chapter Neal-Marshall Alumni Club and Word of Mouth Productions in hosting “True Colors,” written, produced and directed by Vernon A. Williams, on Tuesday, April 30 at Hine Hall Auditorium (formerly the University Place Conference Center) at 850 W. Michigan Street in Indianapolis.
Doors open at 5:30 p.m. and curtains rise promptly at 6 p.m. Admission is free and open to the public.  The IUPUI Office of Diversity, Equity and Inclusion will make an appeal for contributions from the audience to support campus diversity initiatives.  For more information, contact Erica Broadus at
“True Colors” stars Daniel Martin who has performed the role of Jesus Christ in the Indianapolis passion play “Upon This Rock,” with Kelly Skaggs who also appeared in “A Woman’s Place,” Isaac Beauchamp and Eryn Bowser.  Stacia Murphy is stage manager and assistant director and Charla Booth is artistic director.

Donna E. West- The Operation of Secondness in Attentional Schemas

Charles Sanders Peirce
The Peirce Seminar Series Presents
Donna E. West
Associate Professor of Linguistics and Spanish
State University of New York, Cortland
The Operation of Secondness in Attentional Schemas
This lecture will demonstrate the primacy of Peirce’s category of Secondness in the formation of early concepts. The premise is that without expression in Secondness (actualization as experience), pure feeling in Firstness is untenable. While at first glance these claims may appear to be inconsonant with Peirce’s assertions regarding the preeminence of Firstness, in point of fact they afford a unifying scaffold to integrate his phenomenological, epistemological and metaphysical systems. In particular, Secondness initially materializes as an inchoate resistance – a continuous being over non-being in the scheme of human experience; and later its resistance becomes an active, interactionistic force.
The case will be made that the semiosis of Index validates the Secondness before Firstness paradigm. Index’s emergence as the first sign relation is convincing proof of the Secondness before Firstness assertion. Empirical evidence that early location constitutes the initial attribute assigned to Objects, together with its distinctly attentional character, makes plain the foundational place of Secondness in constructing representational systems. This line of reasoning suggests that attentional signs (in Secondness), such as visual source, path and goal indicators, are more ontologically primary than are signs of qualities (in Firstness), such as color and shape.
Finally, Peirce’s core definition of index – primarily the requirement of existential compatibility between Index and Object – will be examined in light of other, less tangible uses of Index. Accordingly findings at more advanced developmental stages show how Index is extended to displaced referents or to referents which are abstract/non-existent. In fact, the universal requirement that tangible attentional Indexes in their early use be associated with hidden or absent Objects further instantiates the primacy of Secondness in the course of semeiosis.
Thursday, 18 April 2013
6:00 – 7:30 p.m.

IUPUI professor works toward reconciliation, cultural understanding overseas

Ian McIntosh

Apr. 16, 2013

by Lynn Schoch, Office of the Vice President for International Affairs

Ian McIntosh is IUPUI’s liaison to universities and organizations around the world that have formal affiliations with the Indianapolis campus. His international interests began 30 years ago with a purely national interest: He wanted to learn more about his country’s Aboriginal peoples. In 1981, he took a position as a liaison and welfare office in Mount Isa, a rich mining community in Northeast Australia.

Mineside, townside

Abundant mineral resources made Mount Isa a pocket of wealth in Queensland, but McIntosh found hundreds of people living in poverty along a dry river bed that divides the city between “mineside” and “townside.”

In one section, they lived in huts without electricity or water, all sharing a single water tap. All of the residents were indigenous Australians.

Some had been dispossessed of their land by the mining operations.

Some had run away from a harsh Christian Brethren mission, or were part of the “Stolen Generation” of Aboriginal children whom the government deemed better off taken away from their families.

Some had been starved off their land in the neighboring state by the barbed-wire enclosure of water sources by large American ranch owners who did not want them around.

All of these “Long Grass People” needed help from the state welfare system that McIntosh, as a welfare office, represented.

McIntosh quickly learned that from the state government’s point of view, his mission had no social justice dimension. It was apparently not to improve the conditions of those in his charge, but to provide a public image of concern. Little money was forthcoming for improved living conditions, education or jobs; about all that was funded was his own job.

He was frustrated on the one hand that he could offer only a listening post or a hand in friendship to those in need of practical help, and on the other by their reasonable assertion that the money he was making really belonged to them.

Wards of the state

The urge for reconciliation between the Aborigines and the non-Aboriginal peoples was not strong in the Australia of 1981. Only 14 years before had the Australian government acknowledged them as persons to be counted as Australians. Previously, they had been considered as “wards of the state.”

Although government and industry knew they wanted to develop the resources under the regions where Aborigines lived, the political and economic forces were not hampered in their efforts by pangs of conscience, or a need for reparations, apologies or participation.

Things have improved by fits and starts since then.

In 1989, conscious that the interests of some Aborigines and non-Aborigines were beginning to merge, the government established the National Agenda for a Multicultural Australia and a Council for Aboriginal Reconciliation. It included explicit commitment to the acknowledgement of cultural identity, to social justice, and to economic efficiency and amelioration. But legislators quickly backed off many of these provisions or supported specious implementation.

“In 1993, Native Title legislation mandated that private companies that wanted access to Aboriginal land for mining and the like had to negotiate with the Aborigines who lived there or had historical or cultural ties,” McIntosh explained. “Aboriginal power ended there, however. If the negotiations did not go well, companies could proceed. Only in one area of Australia, the Northern Territory, did the Aborigines have actual veto power over private development of resources.”

National Sorry Day

The first decade of the new millennium saw increasing participation in National Sorry Day, a day committed to recognizing what had been done to Australia’s original populations and what needed to be done in reparation. In 2008, a new government issued a formal apology for the disruption caused to the Stolen Generation forced from their families. In 2013, Australian citizens will vote on a referendum to recognize Aboriginal and Torres Strait Islander people in the Australian Constitution.

His early experiences in Queensland led McIntosh’s research in two different, but related, directions. He met individuals who were willing to share some of the beliefs and traditions of one of the oldest continuous cultures on Earth. One in particular was the late David Burrumarra, whose own education was steeped in the Dreaming, the sacred code underlying the Aborigines’ cultural, legal and social behavior. McIntosh has written about this code and the history of its unfolding to Westerners. His biography of Burrumarra, “The Whale and the Cross,” is read by schoolchildren across northern Australia.

The other direction of McIntosh’s research grew out of the bureaucratic frustration of working in a world that was not ready or willing to confront its history.

Reconciliation studies

“The problems in Australia are hardly unique; everywhere in the world you can find groups in various stages of conflict and reconciliation with one another,” McIntosh said. “Reconciliation Studies is just now beginning to take hold in universities around the world. It is based on the recognition that while details might be different, the problems to be resolved and methods of resolution have much in common. Those working in this field try to apply the lessons of successes in one part of the world to similar conflicts in other areas.”

For the past 20 years, McIntosh has been committed to the academic and practical applications and the teaching of Reconciliation Studies.

“We use the word in two ways: as a goal and as a process. I can’t point to any place in the world that has fully accomplished the goal of reconciliation, but there are many, many places where we can find successes in the process, case studies in atonement that can take your breath away.”

Although it is simplistic to think that the transfer of a successful strategy in one area in the world to a conflict in another will always provide positive results, there are common elements. “Groups who have been in conflict for a long time cannot begin to reconcile their differences until they have mutually acknowledged the truth,” McIntosh said.

As described in South Africa’s Truth and Reconciliation Commission report, truth comes in many shapes and sizes. It can be the history of the conflict between the two groups in a rendition that both sides would agree upon. With events like the Bridge Walk across Sydney Harbor Bridge in 2000, when 250,000 people marched to acknowledge the historical mistreatment of Aboriginal people, Australia has begun to acknowledge its common negotiated historical truth.

Another element essential to the reconciliation process is the recognition of mutual interest. This has been a sticking point in Australia for decades.

“The non-Aborigines see reconciliation in terms of economic parity; Aborigines should have the same responsibilities, rights, opportunities and benefits as other Australians. The Aborigines see the essence of reconciliation in the national recognition of their identity and culture, and also their land rights. From this perspective, formal apologies, explicit recognition in the constitution and a treaty or treaties are essential.”

“Reconciliation is hard. It’s messy. Peace is offensive,” said David Porter, director of Reconciliation for the Archbishop of Canterbury. “Becoming friends feels awful. Looks awful. But is the right thing to do. Reconciliation is a bastard — because it grabs you by the throat and says, ‘You need to live with this person who spent the last 40 years trying to kill your people.’ And that is the hardest thing on God’s earth to do.”

McIntosh is tracking the reconciliation process in more than 100 countries. His major projects have been in Mali, Kenya, Armenia and Australia and with the Rwandan diaspora. He has organized or participated in reconciliation events related to Zimbabwe, Guinea, South Africa, Native Americans in Canada and the U.S., Guatemala, Tibet and Israel/Palestine, to name a few.

Global Crossroads

He regularly teaches courses at IUPUI on truth and reconciliation. In spring 2012, he offered a class focusing on the Gaza Strip. The class enrolled students at IUPUI and at a private university in Gaza.

Students “met” in IUPUI’s Global Crossroads videoconferencing classroom.

“We advertised the course as a virtual study abroad program,” McIntosh said. Early on, students were asked to prepare six-minute videos introducing themselves, their families and their communities. Afterwards, students were paired. They learned about life in the Gaza Strip from being part of these virtual host families and from panels of Palestinian and Israeli speakers. Despite the 6,000 miles separating them, students were intimately in touch with the lives of their counterparts in the Gaza Strip, just as if they were taking part in an actual study abroad opportunity.

It is difficult to deny the value of reconciliation. When it works, there is less violence and fewer deaths. The study of reconciliation can have equally positive results, as reported by a student in the virtual study abroad class: “The interaction with our Gaza partners was most beneficial because I was able to gain an inside perspective of the situation, which is invaluable for learning how things really are on the ground. I was interested in the Palestinian-Israeli conflict prior to this class. However, now it has become a passion of mine, and I hope to pursue a career in peace, conflict and reconciliation studies, so that I may have an impact in the future.”

Confucius Institute in Indianapolis celebrates fifth anniversary

Joe Xu

The Confucius Institute in Indianapolis will celebrate its fifth anniversary by doing what it has done since 2007: offering programs for Hoosiers that provide a window into China.

Beginning April 22, the weeklong celebration includes three Chinese films, a reception, followed by student performances and a symposium, “China in Africa: A New Model of International Development?” co-sponsored by the institute and the Sagamore Institute.

The films will be shown at 5:45 p.m. in IUPUI’s Taylor Hall, 815 W. Michigan St. The films, which are free and open to the public, are “Painted Skin: The Resurrection,” April 22; “Red Sorghum,” April 23; and “The Treatment,” April 25.

A nonpolitical and nonprofit organization, the institute was established at IUPUI through an agreement between the Office of Chinese Language Council International and IUPUI, in partnership with Sun Yat-Sen University in China. The Confucius Institute at IUPUI is one of about 90 institutes in the U.S. and 400 around the world.

The Confucius Institute at IUPUI facilitates mutual understanding between the people of China and the people of central Indiana by promoting Chinese language and culture, and it creates educational, business and community relationships, said Dr. Joe Xu, a professor of anatomy and cell biology at the IU School of Medicine and the founding director of the Confucius Institute at IUPUI.

“It’s important for people in Indiana to see and understand China, if only through the window provided by the Confucius Institute,” Xu said. “Helping people know each other reduces misunderstanding.”

Since it opened its doors, the Confucius Institute has engaged Indianapolis and central Indiana residents through numerous activities, including promoting business exchanges; facilitating government exchanges; teaching Chinese using a variety of methods, including multimedia and the Internet; training teachers to teach Chinese in primary schools, high schools and colleges; teaching Chinese courses of various types in a variety of arenas; sponsoring academic activities, cultural exchange programs and Chinese language competitions; and showcasing Chinese movies and television programming.

“Whoever wants to understand Chinese culture and language, we are there for them,” Xu said.

The institute has established three Confucius classrooms for students in grades K-8 or K-12: two in Indianapolis and one in Brownsburg. It offers summer study abroad programs in China for high school students, college students and the general public as well as a K-8 Chinese language and culture summer camp at IUPUI. One-on-one Chinese language and cultural tutoring are  also available at the institute, as are translation and interpretation services.

The Confucius Institute has helped establish or participated in a range of cultural activities in Indianapolis, including a Chinese Language and Cultural Fair, the Indy 500 Parade, Indianapolis Chinese Festival and Chinese New Year celebration.

The partnership with Sun Yat-Sen University, a top-ten university in China with strong programs in the humanities, social sciences, business, law and life sciences, has produced a number of exchange programs at IUPUI, including programs at the Kelley School of Business and the Schools of Education, Informatics, Liberal Arts, Medicine and Public and Environmental Affairs.

David Craig- Beyond Public vs. Private: Health Care as a Social Good

David Craig

Workshop in Multidisciplinary Philanthropic Studies (WIMPS)

David Craig
Religious Studies Department
Beyond Public vs. Private:
Health Care as a Social Good


As an ethicist trespassing on the realms of health economics and health policy, I propose that health care in the United States is neither a private good nor a public good.  The economic distinction between private goods and public goods, as I understand it, fits closely with the theory that sees the provision of public goods through state programs as a response to market failures and the provision of additional public goods through nonprofit organizations as a further response to government failures.  This theory gets the historical story backward in the case of health care in the United States.  I look to core values in the mission statements of nonprofit health care providers and to public values in federal health policies to argue that U.S. health care is a social good, the product of extensive social investments of philanthropic service and public funding.  These investments establish, in turn, new social norms and cultural expectations that help determine how the good of health care is produced and distributed.  In other words, social commitments to moral values predetermine the empirical workings of U.S. health care.  These lessons may apply to other nonprofit sectors, too.


Tuesday, April 16, 2013
12:00 – 1:15 p.m.
ES (Education/Social Work Building) 2101, IUPUI

For more information, please see the attached flier, or email Marty Sulek at

Medical Humanities & Health Studies Program

Gilder Lehrman Institute of American History Fellowships

Gilder Lehrman Institute of American History Fellowships

The Gilder Lehrman Institute of American History awards short-term research fellowships to doctoral candidates, postdoctoral scholars, college and university faculty at every rank, and independent scholars working in American history. In 2013, up to ten fellowships of $3,000 each will be awarded to scholars to conduct research within the archival holdings of any institution in the five boroughs of New York City.

To apply, candidates should submit:
• A project proposal including information about the archives to be consulted, an anticipated budget, and applicant’s full contact information

• A curriculum vitae

• Two letters of recommendation from established scholars

Applications must be postmarked or submitted online by May 1, 2013. All applicants will be notified by June 7, 2013. Fellows are expected to complete their research within a year of notification of the award. For more information or to submit an application, please visit:


Fellowship Coordinator
The Gilder Lehrman Institute of American History
19 W. 44 Street
Suite 500
New York, NY 10036
Phone: 646-366-9666, x28
Fax: 646-366-9669
Visit the website at

April Faculty and Staff Course Grant and Scholarship Opportunities

center for service and learning logo


2013 – 2014 Service Learning Course Development Grants
The Center for Service and Learning is sponsoring a service-learning course development grant program for 2013-2014.
The program is open to interested faculty and academic staff to develop new or to significantly transform existing courses
using service-learning pedagogy.  Grant funds are available to support undergraduate, graduate, or professional course
In particular, the Center is keen to support course development guided by one or more of the following:
·         engages departments and/or levels of the curriculum traditionally underrepresented in service-learning at IUPUI;
·         promotes deep learning within a single or across multiple disciplinary frameworks;
·         fosters critical and integrative reasoning and associated skill building – particularly when geared to enhance a learner’s capacity to collaborate across cultural and social boundaries, to hone ethical/moral reasoning in real world settings, and/or supports enhanced public problem-solving and knowledge generation;
·         incorporates innovative uses of instructional technology that not only support collaborative student learning but also enhances the role of community voice within the course/program;
·         targets under-represented, first generation, transfer and/or at-risk student populations;
·         connects with and builds on preexisting courses within a program of study to improve scaffolding for high impact, community-engaged learning experiences at key thresholds (e.g. gateway courses, intro to the major, capstone courses, etc.);
·         enhances IUPUI’s relationship with the neighborhoods and organizations located in Indianapolis’NearWest.


The grant stipend is $3000 to support summer work on course development. Please note that these grant funds are
distinct from the RISE course development grants administered by Academic Affairs.
Application deadline:             Monday, April 29th
Dissemination Grants
The Center for Service and Learning has small dissemination grants ($500 – $750) available to support faculty and
instructional staff to disseminate work associated with civic and community engagement in higher education including:
·         Instructional models and assessment associated with service-learning or service-learning combined with other
high impact practices (ePortfolios, learning communities, study abroad, capstones, etc.),
  • Co-curricular community-engaged learning and assessment (e.g. scholarship programs, alternative spring break

programs, etc.),

  • Research on student learning outcomes, student motivations, and more associated with community-engaged

learning environments,

  • Theoretical papers or critiques devoted to issues in civic and community engagement in higher education,
  • Research, assessment, and practice innovations associated with community-campus partnerships (local and global),
  • Public scholarship and engaged learning models for faculty/staff,
  • Program or department-based institutionalization of community engagement.


Eligibility: To be considered, the proposals must have been accepted for external presentation for conferences
during the period of April 2013 – April 2014.  All full time faculty, including lecturers and clinical faculty, as well as
instructional staff, are eligible to apply.
Funds will be distributed on a rolling basis until the pool is exhausted.  In addition to the external presentation,
grantees will be expected to share their presentation at a later time with a campus audience. For more information,
contact Mary Price at
Service Learning Assistant Scholarship Program
Fall 2013 and 2013-2014 Academic Year Applications are now being accepted.
General application deadline: July 1, 2013

Learn more or apply.

IU Libraries digitization project creates rich repository of Hoosier authors

Wells IQ Wall

BLOOMINGTON, Ind. — An Indiana University Libraries project that will allow anyone to research Hoosier authors and their bibliographies online — as well as access hundreds of digitized books — is nearly complete.

Conceived years ago and funded in 2006 by a Library Services and Technology Act grant through the Indiana State Library, the “Indiana Authors and Their Books” project oversaw digitization of a three-volume reference set published by Wabash College that covers nearly 200 years of Indiana’s literary history.

The books include authors who were born, raised or educated in Indiana, or who lived in the state for a major portion of their lives.

The website hosted by IU Libraries includes more than 7,000 author entries and nearly 21,000 book citations. It links directly to about 400 digitized copies of selected titles and allows users to search for remaining titles via external services like Google Books, WorldCat, Hathi Trust Digital Library and the Libraries’ online catalog, IUCAT.

Entries range from well-known authors such as James Whitcomb Riley, Booth Tarkington and Gene Stratton Porter to the lesser known, such as an entry for Ethel Mathilda Green Adams, a public schoolteacher who wrote a book about musical understanding in the 1960s. In addition to works of literature, there are a number of nonfiction works including histories of local towns, counties and churches. These sources, and a handful of regimental histories dating to the Civil War, are a genealogical gold mine.

“Our hard work on this project has created a really rich resource that is already receiving more than 28,000 unique visits per month from users,” digital projects and usability librarian Michelle Dalmau said. “I see it as an important K-12 tool, while it can also assist scholars who are researching more obscure authors. Users are able to browse by author, book title or publication date, creating possibilities for deep textual analysis.”

Dalmau plans to share encoded texts and descriptive metadata with the state library to include in the Indiana Digital Library portal, Indiana Memory.

The original project had called for digitization of about 150 curated titles from 1880 to 1920, an era known as Indiana’s Golden Age of Literature. But the explosion of Google Books and other resources such as the HathiTrust Digital Library onto the digitization scene opened up new possibilities, allowing for access to hundreds more titles than originally expected, Dalmau said.

In addition to the original 150 books digitized for the grant, IU Libraries staff digitized an additional 250 books available through the project themselves, focusing on important books from Indiana’s literary and historical heritage. These books become available as staff complete them — on average, four new books every month.

That crucial behind-the-scenes effort is also benefitting Indiana University in another way: The Digital Library Program partnered with the Library Technical Services Department to generate new workflows for digitization for the project, opening new doors for future collaboration.

Once the texts are encoded and available online, Technical Services staff catalog those digital texts, a full-service treatment that makes metadata/cataloging librarian Jennifer Liss proud.

“In a time in when public libraries are pushing back against outdated publishing and distribution models for e-books, it’s gratifying to know that our work makes these digital texts — and their respective high-quality cataloging records — freely available to anyone with an Internet connection and a browser,” she said.

The partnership brought other changes, including the development of cataloger expertise in new tools. Digital library staff did a fine job lowering technical barriers for catalogers to participate in digital projects, Liss said, noting that 70 percent of all Technical Services catalogers now provide metadata for digital projects.

“Now that we’ve ‘productionized’ this process, so to speak, it opens the door to partner in other ways,” Dalmau said. “We’ve set up workflows where contributions from catalogers are facilitated with minimal intervention by digital library technologists.”

IUPUI Honors College hosting annual showcase April 19

The IUPUI Honors College will host its third annual open house next week, featuring the research, creative activities, scholarship and community service projects of IUPUI’s Honors Scholars.

The IUPUI Honors College Showcase takes place from 4 to 6 p.m. Friday, April 19, on the lower level of University Library, 755 W. Michigan St.

The showcase provides the opportunity for some of the campus’s most talented students to share their activities and accomplishments with the campus and the wider community, said Jane Luzar, founding dean of the Honors College.

“The IUPUI Honors College Showcase is a signature event for the college,” Luzar said. “The annual showcase is an opportunity for the campus and community to interact with some of the high-ability and highest-achieving students on the campus.”

Incoming IUPUI freshman who meet the required academic qualifications are offered scholarships and direct admission to the IUPUI Honors College. Honors Scholars have uniquely designed educational experiences that include independent research; prepartions for post-baccalaureate study; and the opportunity to gain a greater understanding of the world at large through service learning, civic engagement, culture studies and study abroad.

Zach Graham, an IUPUI junior pre-med biology major, is among the Honors Scholars presenting at this year’s showcase. Spending the fall 2012 semester at the University of Cape Town in South Africa had a major and lasting impact on both his personal and professional life, the honors student said.

“That experience could not have been possible without the unwavering support of the IUPUI Honors College,” Graham said. “I am thrilled to present at the upcoming Honors College Showcase to share my experience with the public and other students and hopefully encourage those students to consider where and how a study abroad experience could enhance their own college career.”

The semester abroad brought him face to face with problems present in developing countries such as social inequality, economic inequality, racial tensions, corruption and government restructuring, Graham said.

“Wanting to specialize in global health after medical school, this exposure gave me a better sense of the difficulties that developing countries are facing beyond health care and how those other challenges can both directly and indirectly influence an effective and equitable delivery of health care to those most in need,” he said.

Another student, Eric J. Keller, will present his research on “Ethical Considerations Surrounding Survival Benefit-Based Liver Allocation.”

“There is an ever-growing disparity between the demand for and supply of donor livers,” said Keller, a senior biology and chemistry major. His projects investigated ethical issues affecting liver allocation in order to critically evaluate the survival benefit-based liver allocation model.

“We believe this model possesses a number of positive attributes as well as shortcomings which would limit its effectiveness. Thus we suggested that a similar model be developed, with suggested amendments, to take the next steps toward better liver allocation,” Keller said.

Both Keller and Graham say the experiences, opportunities and responsibilities offered them as Honors Scholars have had a significant positive impact on their education.

“The Honors College has surrounded me with other talented students who have inspired me to stay motivated and keep reaching for higher goals,” Keller said. “I am continually fascinated by the immense amount of information one can gain by being open to the experiences and opinions of others. My colleagues at IUPUI and in the Honors College have taught me valuable lessons which will significantly benefit me in my future career.”

Additional information about the showcase is available online.

The event is free of charge and open to the public.