Lilly Endowment Annual Report 2015

During 2015, the Endowment paid grants totaling $435.5 million. Community development grants accounted for$200.4 million (46 percent), religion grants accounted for $124.1 million (29 percent) and education grants accounted for$111.0 million (25 percent). Most grants were paid to organizations in Indiana - a total of $257.8 million (59 percent). Of the payment total of$435.5 million, $107.9 million (25 percent) was paid to nonMarion County grantees in Indiana and$149.9 million (34 percent) to Marion County (Indianapolis) grantees. Organizations outside of Indiana received $177.7 million (41 percent). Most of these grants paid outside of Indiana were religion grants.The annual report includes a complete list of 2015 grants

How Many Penguins Can Hide Under an Umbrella? An Examination of How Lay Conceptions Conceal the Contexts of Free/Open Source Software

This paper examines the attention put by IS researchers to the various contexts of the Free/Open Source Software (FOSS) phenomenon. Following a selective review of the IS literature on FOSS, we highlight some of the pitfalls that FOSS research encounter in its quest for theoretical progress. We raise awareness of these pitfalls\u27 consequences for how we propose, test, and falsify theories about the FOSS phenomenon. We conclude by proposing an agenda for future research

ENVISIONING QUEER THROUGH DIGITAL MEDIA: DEVELOPING A COMMUNITY-BASED WORKSHOP IN MEDIA ANALYSIS FOR LGBTQIA+ YOUTH

This project consists of a proposed curriculum for a semester-long, community-based workshop for LGBTQIA+ (lesbian, gay, bisexual, trans*, queer or questioning, intersex, asexual or ally, + indicating other identifications that deviate from heterosexual) youth ages 16-18. The workshop focuses on an exploration of LGBTQIA+ identity and community through discussion and collaborative rhetorical analysis of visual and social media. Informed by queer theory and history, studies on youth work, and visual media studies and incorporating rhetorical criticism as well as liberatory pedagogy and community literacy practices, the participation-based design of the workshop seeks to involve participants in selection of media texts, active analytical viewership, and multimodal response. The workshop is designed to engage participants in reflection on questions of individual and collective responsibility and agency as members and allies of various communities. The goal of the workshop is to strengthen participants\u27 abilities to analyze the complex ways in which television, film, and social media influence their own and others’ perceptions of issues surrounding queer identities. As part of the reflective process, participants are challenged to consider how they can in turn actively and collaboratively respond to and potentially help to shape these perceptions. My project report details the theoretical framework, pedagogical rationale, methods of text selection and critical analysis, and guidelines for conduct that inform and structure the workshop

How Content Teachers Transition to Teaching a STEAM Curriculum

An increasing number of educators are supporting the STEAM approach to education, so that students will have the necessary skills and abilities needed for the 21st century workforce. Entire schools as well as school districts have transitioned to STEAM. The purpose of this multiple case study was to explore how content teachers make the transition from their traditional educational approach to implementing a STEAM curriculum. The researcher used purposeful sampling to select one participant from the arts discipline and one teacher from the STEM discipline at two research sites used in the multiple case study. Data collection methods included one-on-one interviews, a focus group, and observations of corroborating artifacts and documents. Findings led to four themes which depicted the process that teachers went through to transition to STEAM. Teachers developed a mindset to teach from STEAM perspective, started small and built up, used collaboration as a resource, and participated in ongoing professional development. The transition process appeared to support Mezirow’s (1991) steps involved in transformational learning theory and the STEAM movement. Future research could include a deeper look at how teachers transition to STEAM, how non-STEM classes are involved in STEAM, and how educational leaders make decisions to transition a school’s curricular approach

EDOC2011 PhD Student Symposium Proceedings

Post-proceedings of the EDOC2011 PhD Student Symposium held in Helsinki 26.8.2011.Peer reviewe