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Item Item Item Testing a Thesis(2025-05-01) Calvert, Lisa; Odell, JereThe abstract of a thesis that is being test deposited into IU Indianapolis Scholarworks. I'm going to add a whole lot of text to see what that looks like. Anatomy Academy (AA) is a service-learning program in which pre- and current health professional students (Mentors) work in pairs to teach anatomy, physiology, and nutrition to children in the community. The purpose of this study was to investigate the short- and long-term Mentor outcomes in personal, social, civic, academic, and professional domains. Former Mentors were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their AA experience on: teaching skills, personal and interpersonal development, civic engagement, and academic and professional development. Follow-up interviews with a subset of survey respondents were performed. The survey was completed by 219 Mentors and 17 survey respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of AA participation on elements of personal and interpersonal development (e.g., selfesteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Mentors who worked with low-income or Special needs populations reported unique impacts in personal, interpersonal, and civic domains. A majority of former Mentors agreed that AA participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to the their careers, with several current health professionals reported that they regularly employ teaching and interpersonal skills learned while Mentors in their roles as physicians, nurses, or physician’s assistants. A majority of former Mentors reported that AA validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). These results indicate that a health education-based service-learning program offers undergraduate, graduate, and professional students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of service-learning to the literature, with a particular focus on how the pedagogy can supplement the education and professional development of pre- and current health professional students. Anatomy Academy (AA) is a service-learning program in which pre- and current health professional students (Mentors) work in pairs to teach anatomy, physiology, and nutrition to children in the community. The purpose of this study was to investigate the short- and long-term Mentor outcomes in personal, social, civic, academic, and professional domains. Former Mentors were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their AA experience on: teaching skills, personal and interpersonal development, civic engagement, and academic and professional development. Follow-up interviews with a subset of survey respondents were performed. The survey was completed by 219 Mentors and 17 survey respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of AA participation on elements of personal and interpersonal development (e.g., selfesteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Mentors who worked with low-income or Special needs populations reported unique impacts in personal, interpersonal, and civic domains. A majority of former Mentors agreed that AA participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to the their careers, with several current health professionals reported that they regularly employ teaching and interpersonal skills learned while Mentors in their roles as physicians, nurses, or physician’s assistants. A majority of former Mentors reported that AA validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). These results indicate that a health education-based service-learning program offers undergraduate, graduate, and professional students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of service-learning to the literature, with a particular focus on how the pedagogy can supplement the education and professional development of pre- and current health professional students.Item New Other Item for Test Harvest(IEEE, 2018) Davis, SamuelSometimes people deposit things other than the regular things.Item Test Conference Work(2025-06-03) Odell, Jeretest abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstract test abstractItem Testing this again(2025-05-01) Odell, Jere; Calvert, LisaItem Test Media Contribution(Publisher Not Mapped?, 2019-06-01) Odell, JereTest Media ContributionTest Media ContributionTest Media ContributionTest Media ContributionTest Media Contribution Test Media ContributionTest Media ContributionTest Media Contribution Test Media ContributionTest Media ContributionItem Testing an "Other" Deposit(Unknown Publisher, 2025-06-01)abstract for something other than the regular thingsItem Not a Real Book(IU Press, 2025) Odell, JereLastly, though obscurities of diction and of argument may have been cleared away, Bacon's historical and mythological allusions cause perplexity. Of such allusions the number contained in the whole series of Essays exceeds three hundred. In the 19th Essay there are forty; in the 27th there are close upon thirty. An Index of Proper Names furnishes the necessary details respecting every person and place mentioned in Bacon's text and a reference to the Essay in which the allusion occurs. As a means of making the Essays intelligible to the ordinary student, I believe that this Index will be found of far greater service than disquisitions upon Bacon's politics, morals, or philosophy.Item