Jan. 7, 1997
Is diversity an issue on your campus?
If so, you might be interested in information about
-ISM (N.) a national education and video documentary
project that helps schools strengthen teaching and learning
about issues of diversity.
The -ISM (N.) Curricular and Faculty Development Project
is looking for up to eight campus partners to implement a
year-long college course that uses video as a means
to address diversity during the 1997-98 academic year.
-ISM (N.) offers each selected school a $10,000 cash
grant to support teaching teams and an additional
$12,000 worth of course development and
implementation support. Faculty teams of
2-3 instructors are encouraged to apply.
Additional support from your school is necessary.
** Letters of intent are due February 3, 1997 and
** applications are due on February 14, 1997.
-ISM (N.) is a national project of the
Institute for Public Media Arts (IPMA).
With support from both the Surdna and Ford Foundations,
-ISM (N.) created and institutionalized new classroom
courses at 12 colleges and universities, worked with 35
faculty members and 217 students to incorporate video as
a tool in the classroom, and has reached over
1.8 million people through a public information
campaign about diversity.
More importantly, -ISM (N.) gets students to engage and
practice diversity in the classroom. In the -ISM (N.)
course, students make personal video diaries where
they have complete control to represent their
own individual ideas and identity. In the second
part of the class, they form diverse student teams
to produce a group video about campus diversity.
In contrast to their video diaries, the group video requires
students to negotiate, share power, compromise,
articulate their interests, and understand other people's
points of view in order to achieve an agreed upon outcome.
This group process, combined with theoretical text,
media analysis and discussion, helps students combine
knowledge with practice. As a result, they learn the
civic skills necessary to work together across lines of
An independent evaluation firm, Simmons, Boyle & Assoc.,
found that "The course dynamic left students feeling
personally empowered to deal with diversity issues with
a heightened sense of comfort and confidence. The -ISM (N.)
project clearly affected students' thinking about themselves
and their world in a way that few courses are ever able to
Also, in its first year, the -ISM (N.) educational model has
been featured in The Washington Post, The Chronicle on
Philanthrophy, local and campus papers at 12 schools,
Change magazine, on local NPR affiliates, and at
several higher education conferences.
The 12 -ISM (N.) schools that participated during the
spring 1996 semester were: California State, Community
College of Denver, Dartmouth, Loyola, Maryland College Park,
North Carolina Central, University of North Carolina at
Chapel Hill, Oregon State, Pitzer, Southwest Texas State,
Tulane, and Utah.
Please pass this on to other listserves and colleagues
who might be interested. For more information or to request
an application please email: "[log in to unmask]"
or contact Malkia Lydia, -ISM (N.) Project Manager, at
Institute for Public Media Arts, Inc.
115 Market Street
Durham, NC 27701
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