IU Columbus Division of Liberal Arts Works

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Entertaining free expression on public sidewalks: Are city ordinances kicking musical muses to the curb?
(Taylor & Francis, 2018) Morris, Pamela L.; Sarapin, Susan H.; Communication Studies, School of Liberal Arts
Freedom of expression, provided by the First Amendment, is a core part of the foundation of our democracy. Yet those who use public places for artistic expression, such as music, are still fighting to benefit from this right, a right vital to their ability to earn a living from musical performances. Historically, both in the United States and elsewhere, buskers, those who perform on the streets for tips, have been subjected to unreasonable restrictions on the time, place, and manner of their speech, and, at times, outright banishment from constitutionally protected public fora. This article demonstrates why current restrictions on street performers constitute clear violations of free speech through an examination of historical restrictions, case law, and the current rules and regulations of four US cities. Obtaining an ostensibly permanent decision from the Supreme Court is not the solution for ensuring the free-speech rights of street performers. Rather, we present an example of model regulations that, if embraced by individual localities, can ensure proper protection for the First Amendment rights of musicians in public spaces.
Mentoring for Faculty from Working-Class Backgrounds
(Working-Class Studies Association, 2020) Towers, George W.; Poulsen, Joan R.; Carr, Darrin L.; Zoeller, Aimee N.; IUPUC Division of Liberal Arts
Faculty mentoring across gender, race, and culture is facilitated by formal mentoring programs. Mentoring across the cultural differences associated with social class, however, represents a largely unaddressed gap in the provision of formal faculty mentoring. Based on a pre-program needs survey, we designed and delivered a pilot program that served working-class faculty with mentoring on career self-efficacy. Assessment showed that working-class faculty mentees made gains in this important construct. Our concluding discussion reflects upon the role of mentoring in the experience of working-class faculty.
Mobile phones in the classroom: Policies and potential pedagogy
(University of Rhode Island, 2020) Morris, Pamela L.; Sarapin, Susan; IUPUC Division of Liberal Arts
Many university instructors (76% of our survey) have a mobile phone policy in their classrooms, due to the distractions of unregulated use. Yet only about half of those who ask students to put down their phones report that these policies are effective. Given that students want to and will use their phones, are instructors taking the opportunity to integrate these mobile devices as a part of media literacy or other pedagogy? We conducted a nationwide survey of more than 150 college instructors to explicate what policies are used, and where they come from; how they are enforced (e.g. rewards and punishments); and for those instructors who use mobile phones in instruction, whether and how the technology is used for academic purposes. Respondents (74%) permit mobile phones for basic classroom activities, but lack true integration with teaching and learning.
Secrets and Lies: Adolescent Religiosity and Concealing Information from Parents
(MDPI, 2019) Desmond, Scott A.; IUPUC Division of Liberal Arts
There is very little research on the relationship between adolescent religiosity and concealing information from parents, although research on religiosity and family life is plentiful. Therefore, I used the second wave of the National Study of Youth and Religion to examine the relationship between adolescent religiosity and lying to parents and keeping secrets from parents. The results suggest that adolescents who attend religious services more often are less likely to keep secrets from parents, whereas adolescents who believe that religion is important are both less likely to lie to parents and keep secrets from parents. Being spiritual, but not religious, is not related to lying to parents or keeping secrets from parents. Results also suggest that primarily alcohol use, substance using peers, and morality mediate the effect of adolescent religiosity on lying to parents and keeping secrets from parents. Adolescents who attend religious services often and believe that religion is important are less likely to use alcohol, less likely to have friends that use substances, and are more likely to believe that moral rules should not be broken, which helps to explain why they are less likely to lie to parents and keep secrets from parents.
Columbus Conversations and Exhibit Columbus
(IUPUI, 2020-04-16) Towers, George; McCoy, Richard; IUPUC School of Liberal Arts
Columbus, Indiana is known for its modern architecture and for fostering a vibrant spirit of community. This summer, Columbus Conversations, a new series of local public forums, provided an opportunity for residents to help articulate the architecture of their community’s distinctive identity. Columbus Conversations grew out of the partnership between Indiana University - Purdue University Columbus (IUPUC) and Columbus’ nationally-renowned facility for older adults, the Mill Race Center (MRC).
Farming Practices as Funds of Knowledge
(Science Education & Civic Engagement International Journal, 2022) Liu, Laura B.; Russell, Taylor; Economics, IUPUC
This study examines farming practices across regions as funds of knowledge that may be integrated into K–12 curricula and instruction. Funds of knowledge, as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as resources to enhance curricular relevancy, concept and skill development, learner and family engagement, and a positive learning environment. Funds of knowledge include home language use, family values and traditions, caregiving practices, family roles and responsibilities, and professional knowledge, among other factors identified by González, Moll, and Amanti (2005). This qualitative study interviews four participants with U.S. and international farming experience to invite reflection on practices across cultures and regions. Constant comparative analyses of interviews (Merriam & Tisdell, 2015) highlight ways culture and farming are connected and present farming practices as important funds of knowledge. This inquiry offers valuable implications for elementary curricula and instruction.
“Every Sinner Has a Future”: Religiosity, Future Orientation, Self-Control, and Marijuana Use
(MDPI, 2022-02) Desmond, Scott A.; IUPUC School of Liberal Arts
Based on previous research, I hypothesize that religious adolescents living in the United States are more likely to have a future orientation (i.e., they are more likely to think about the future), which in turn contributes to their greater self-control. I also hypothesize that a future orientation and self-control mediate the effect of religious service attendance and importance of religion on adolescent marijuana use. Based on the second wave of the National Study of Youth and Religion (NSYR), I find partial support for these hypotheses. Adolescents who believe that religion is important are more likely to think about the future, and adolescents who attend religious services frequently are less likely to use marijuana. Contrary to expectations, however, adolescents who think more about the future have lower self-control and thinking about the future and self-control do not explain the relationship between religious service attendance and marijuana use. The results also suggest that adolescents who identify as spiritual but not religious have lower self-control, and use marijuana more frequently compared to adolescents who do not identify as spiritual but not religious.
Teaching Algorithmic Literacy within a Media Literacy Program
(International Council for Media Literacy, 2022) Morris, Pamela; IUPUC School of Liberal Arts
The prevalence of algorithms in daily life and the growing role of algorithms in societal decision making and governance has led to a call for teaching algorithmic literacy as a specific part of media and digital literacy. Several researchers have recently attempted to define algorithmic literacy and proposed scales to measure algorithmic knowledge; initial results indicate a widespread lack of awareness of and knowledge about algorithms, even in high-technology countries. Thus, teachers and instructors need to develop lesson plans that inform about algorithms and engage critical thinking and discussion about their role in our lives. However, this is a challenging topic. This article reviews literature on the need for and definition of algorithmic literacy and suggests steps instructors and teachers can take learn and teach about algorithms, including a list of recommended resources.
Mis-Framing of Sex Trafficking in News Reports: Crimes, Offenders, and Victims
(IGI Global, 2022) Morris, Pamela L.; Desmond, Scott A.; IUPUC Liberal Arts
Media shapes public perceptions about sex trafficking; how and under what circumstances sex trafficking occurs and by who and to whom are framed by news reports. This study examines a four-year span of U.S. news reports of law enforcement and judicial actions against sex traffickers (2017-2021). Articles were coded to determine the frames presented to readers. The results confirm that journalists continue to reduce trafficking to a crime problem, over-represent certain kinds of victims and perpetrators, and fail to educate readers about the definition of, causes of, and remedies for sex trafficking. Such reporting needs to improve the way it educates audiences about causes, solutions, perpetrators, and survivors. This is vital to better prepare the public—and law enforcement—to participate in combatting sex trafficking through reporting, funding services, and shaping effective public policy.
Taking the Great Leap Forwards: Teaching Woody Guthrie in the College Classroom
(Working-Class Studies Association, 2022-12-24) Fazio, Michele; Zoeller, Aimee; Fernandez, Mark F.; Carney, Court; Stadler, Gustavus; IUPUC Liberal Arts
This essay explores the work of Woody Guthrie and other folk artists who have followed in his tradition of documenting working-class people’s experiences in song. In addition to outlining the creation of the Teaching Woody Guthrie Faculty Learning Collective–a group of teacher-scholars, activists, and musicians who are dedicated to collaborating across disciplines to illustrate Woody Guthrie’s relevance in today’s precarious world–the essay includes suggested curriculum to teach folk music and political activism in the college classroom.

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