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Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/ff5e2ef3388dc1615fc80d06d801588f.jpg 2281f7a32be20466d5a1b07a3ddcc063 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/3214746a9b0029f6f4c97dce1d083ab5.jpg c765b04209df268474a37fadb34e60aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/e701af7fd35ac140c2beec0b0562bada.jpg b0877ec794c82f23aca162661726b869 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/ed81f652e6e5e178638d6bd4301a3db3.jpg 71062879d65c87a9821b158c67b29934 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/4d3c11db970f42e92362ca2d804e4ffc.jpg f2e4a7b7374b0d304bba86cb6b397ecf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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Title A name given to the resource Gwendolyn Jones https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/bc97dd616b4dc0d5572a3cf0038908c9.JPG 4a03615f01cc69cc9eb95bf5f96fd873 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/d1b6789ed614bbb911d1bfa94633e4d7.JPG 7ca9c501826cd2c4ed94cae149a31c57 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/a06f1672de2fb1775c0d8621d6971a97.JPG b4a8055e4ab68eddacd51b66e832c5dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Participant headshots https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/f8378ab1f39f35855531ca00b07100b3.JPG 89ecb353c7231871239dc9db3232b0bf https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/a5beb817c8619bd607bfb503920eaccc.JPG 4a03615f01cc69cc9eb95bf5f96fd873 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/6ad6a33876397fd30c7e2e5c340561bc.JPG 7ca9c501826cd2c4ed94cae149a31c57 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/dc566d69dc3b8d8a06ceb86c26b993ed.JPG b4a8055e4ab68eddacd51b66e832c5dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Visualizing the Ethnographic Voices of Community Revitalization https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/a65aaadf23c4a8f5d804933cb50e2524.jpg aab38faf4c77cb49eb2abfa21912d359 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/9ec86658e9c39bde58a4ff4fc1d8558f.jpg 31af1c589b7d6e17ea4c5e7509d1d9ec Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARTS! Muncie After School Description An account of the resource ARTS! Muncie After-School connects Ball State students with real-world experience through hands-on teaching in an after-school program within the Muncie Community Schools. This experience involves students from the Department of Theatre and Dance at BSU (THEA 434) in collaboration with two elementary schools within the Muncie community: Westview Elementary and Northview Elementary. BSU students prepare and learn about pedagogy through the first 8 weeks of the semester, then through a four-week period of after-school rehearsals with the elementary students, they prepare the students for a final performance where they present what they have been working on to their peers and guardians. ARTS! Muncie provides a much-needed after-school program and gives college students more opportunities to teach dance directly to students under faculty mentorship. Thus, creating knowledgeable and more empathetic teachers. Research, instruction, and reflection are the means by which this program will develop the teachers necessary to help enrich the after-school programs offered in the Muncie community. Contributor An entity responsible for making contributions to the resource BSU Participants THEA 434 - Spring 2022 Victoria Bulick, Lauren Burns, Lexie Carlson, Stephanie Bell, Lisa Meissner, Jillian Barnes, Carmen Gorsuch, Denver Hammons, Liza Heeler, Anna Kruger, Carmia Lowe, Rockie Sharon, Lauren Smith, Tucker Wheatley, Amelia Wilkinson Instructors Melanie Swihart, Andy Waldron Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Class Overview https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/ef875ce3093295492421eec0a448687d.jpg 7d4cce42a62bcd449b29cfb415d88f52 https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/61758204f8e9cd2fb0263e12c1e5c234.jpg 00efc6797080e3eec5ea94a513a73137 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARTS! Muncie After School Description An account of the resource ARTS! Muncie After-School connects Ball State students with real-world experience through hands-on teaching in an after-school program within the Muncie Community Schools. This experience involves students from the Department of Theatre and Dance at BSU (THEA 434) in collaboration with two elementary schools within the Muncie community: Westview Elementary and Northview Elementary. BSU students prepare and learn about pedagogy through the first 8 weeks of the semester, then through a four-week period of after-school rehearsals with the elementary students, they prepare the students for a final performance where they present what they have been working on to their peers and guardians. ARTS! Muncie provides a much-needed after-school program and gives college students more opportunities to teach dance directly to students under faculty mentorship. Thus, creating knowledgeable and more empathetic teachers. Research, instruction, and reflection are the means by which this program will develop the teachers necessary to help enrich the after-school programs offered in the Muncie community. Contributor An entity responsible for making contributions to the resource BSU Participants THEA 434 - Spring 2022 Victoria Bulick, Lauren Burns, Lexie Carlson, Stephanie Bell, Lisa Meissner, Jillian Barnes, Carmen Gorsuch, Denver Hammons, Liza Heeler, Anna Kruger, Carmia Lowe, Rockie Sharon, Lauren Smith, Tucker Wheatley, Amelia Wilkinson Instructors Melanie Swihart, Andy Waldron Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource West View https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/65cbd4f5ecfd9094f7aa0a405744a1b5.jpg e21c09fd0005a4ac698ba61de066ff0e https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/4df8bc01f0e7e6f4f45fca4d001f71ab.jpg 99cf12cbcbe32088c5f5440d26fda2ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ARTS! Muncie After School Description An account of the resource ARTS! Muncie After-School connects Ball State students with real-world experience through hands-on teaching in an after-school program within the Muncie Community Schools. This experience involves students from the Department of Theatre and Dance at BSU (THEA 434) in collaboration with two elementary schools within the Muncie community: Westview Elementary and Northview Elementary. BSU students prepare and learn about pedagogy through the first 8 weeks of the semester, then through a four-week period of after-school rehearsals with the elementary students, they prepare the students for a final performance where they present what they have been working on to their peers and guardians. ARTS! Muncie provides a much-needed after-school program and gives college students more opportunities to teach dance directly to students under faculty mentorship. Thus, creating knowledgeable and more empathetic teachers. Research, instruction, and reflection are the means by which this program will develop the teachers necessary to help enrich the after-school programs offered in the Muncie community. Contributor An entity responsible for making contributions to the resource BSU Participants THEA 434 - Spring 2022 Victoria Bulick, Lauren Burns, Lexie Carlson, Stephanie Bell, Lisa Meissner, Jillian Barnes, Carmen Gorsuch, Denver Hammons, Liza Heeler, Anna Kruger, Carmia Lowe, Rockie Sharon, Lauren Smith, Tucker Wheatley, Amelia Wilkinson Instructors Melanie Swihart, Andy Waldron Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Northview https://digitalresearch.bsu.edu/immersive-learning-showcase-spring-2022/files/original/a0d08921687b402a548d4c2f854b332e.pdf dc7fffdb030ce149766592bed26c76d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Village Promenade Shark Tank Proposal Exercise Subject The topic of the resource Proposal Writing and the Village Promenade Residence Creator An entity primarily responsible for making the resource HOSP 387 Event Management – Spring 2022 Date A point or period of time associated with an event in the lifecycle of the resource Spring 2022 Semester Contributor An entity responsible for making contributions to the resource Craig Webster, PhD Language A language of the resource English Type The nature or genre of the resource Proposal Identifier An unambiguous reference to the resource within a given context Proposal writing exercise involving the Village Promenade Residence Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Village Promenade Residence in the Village of Muncie Description An account of the resource The Proposal The immersive aspect of this semester’s class is to look at the Village Promenade Learning Lab and create an event that can use the space there for the benefit of those who are now living on the premises. This is a proposal to a real client and the winning event is intended to be run, if the COVID situation permits. Satisfy the client’s needs by supplying a roadmap to success, incorporating events into the mix. There is no set number of pages or words for this proposal, as it is a creative response. The proposal should be written in ways that are understandable to those responsible at IU Medical and the Village Promenade. You should use reason and logic to guide you in terms of finding the right number of words and pages in order to make your client satisfied, showing the client clear pathways with creative concepts that are likely to help the organization to be successful and have a successful and interesting event. This includes how you envision the event space will be utilized (such as the setup on the floor) and considerations with regards to catering. Here are the event details: • The event has to take place on the premises of the Village Promenade. • The event has to include those 17 IU Medical students in residence at the Village Promenade and be attractive to those people. • The event should include something to be entertaining and involve food. • The event should assume a 500$ budget for the event, although more may become available from the sponsors. • The new COVID rules of IU Medical does not allow for food at an event in which people congregate, so eating food in a communal way is not permitted. However, food can be given to participants with the intention of them taking the food home to eat. As such, it is best to create an event with the new COVID rules of IU Medical in mind, but also mention how the event could take place if the rules were relaxed, allowing for consumption of food in a communal way. Note: You should be able to visit the premises and this would likely assist you in better understanding the facilities and what they look like. There will also be a presentation of this done using PowerPoint or another similar technology and this will be uploaded to Canvas, as well. All students will be able to comment on these presentations and view the presentations. The Shark Tank: Apart from just writing the proposal, you will also present the proposal to a panel that will judge the concepts presented to them and that the winning event will be run. The Entire Process: To ensure that you get the maximum out of this, this is part of a process. 1. Visit the Village Promenade facility (site inspection, we have this set up for the class) 2. Identify your group. 3. Present with your group a pre-proposal to the class. 4. Craft an appropriate proposal and PowerPoint/PDF presentation. 5. Upload the proposals/presentations. 6. Present to the panel. 7. The panel chooses the best event and makes it happen, COVID regulations permitting. 8. Receive grades for the proposals and presentations. 9. Graduate with the experience of knowing how to make a cost-effective and appropriate event and communicate it to a client. Format The file format, physical medium, or dimensions of the resource HOSP 387 Event Management – Spring 2022 Immersive Proposal Writing Exercise and Shark Tank: Village Promenade Introduction One of the most important skills that many of you will have to learn in any business is the skill of proposal writing. This is an exercise that is designed to simulate a proposal process in which the client asks for a proposal and students follow with a creative and intelligent response to a request. In this case, though, it is not really a simulation but an actual proposal process. The proposal and presentation is to be uploaded electronically to Canvas. You will be working in small groups (3-4 people) in order to respond to this challenge. If collaboration between people is a problem, individuals may also do this as an individual project, after having gained the permission of the instructor. The Proposal The immersive aspect of this semester’s class is to look at the Village Promenade Learning Lab and create an event that can use the space there for the benefit of those who are now living on the premises. This is a proposal to a real client and the winning event is intended to be run, if the COVID situation permits. Satisfy the client’s needs by supplying a roadmap to success, incorporating events into the mix. There is no set number of pages or words for this proposal, as it is a creative response. The proposal should be written in ways that are understandable to those responsible at IU Medical and the Village Promenade. You should use reason and logic to guide you in terms of finding the right number of words and pages in order to make your client satisfied, showing the client clear pathways with creative concepts that are likely to help the organization to be successful and have a successful and interesting event. This includes how you envision the event space will be utilized (such as the setup on the floor) and considerations with regards to catering. Here are the event details: • The event has to take place on the premises of the Village Promenade. • The event has to include those 17 IU Medical students in residence at the Village Promenade and be attractive to those people. • The event should include something to be entertaining and involve food. • The event should assume a 500$ budget for the event, although more may become available from the sponsors. • The new COVID rules of IU Medical does not allow for food at an event in which people congregate, so eating food in a communal way is not permitted. However, food can be given to participants with the intention of them taking the food home to eat. As such, it is best to create an event with the new COVID rules of IU Medical in mind, but also mention how the event could take place if the rules were relaxed, allowing for consumption of food in a communal way. Note: You should be able to visit the premises and this would likely assist you in better understanding the facilities and what they look like. There will also be a presentation of this done using PowerPoint or another similar technology and this will be uploaded to Canvas, as well. All students will be able to comment on these presentations and view the presentations. The Shark Tank: Apart from just writing the proposal, you will also present the proposal to a panel that will judge the concepts presented to them and that the winning event will be run. The Entire Process: To ensure that you get the maximum out of this, this is part of a process. 1. Visit the Village Promenade facility (site inspection, we have this set up for the class) 2. Identify your group. 3. Present with your group a pre-proposal to the class. 4. Craft an appropriate proposal and PowerPoint/PDF presentation. 5. Upload the proposals/presentations. 6. Present to the panel. 7. The panel chooses the best event and makes it happen, COVID regulations permitting. 8. Receive grades for the proposals and presentations. 9. Graduate with the experience of knowing how to make a cost-effective and appropriate event and communicate it to a client. The Bonus: The bonus for those of you in the HFM program is that this assignment will grant you ten hours towards your required hours to be done at Village Promenade. So this class will assist you in getting your required hours done at the Village Promenade. Rubric/Grading Sheet: Proposal Name(s):¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_______________________________________________________________ Criteria Points Allocated (0 to 75) Presents concepts that are creative and interesting to the client(s) and are conveyed in ways that are understandable. The proposal was in line with the expectations and needs of the client(s). The proposal is practical, realistic, and pragmatic. The proposal illustrates a logical and understandable pathway to success for the organization, using events in strategic ways. The proposal looks professional: spelling and grammar were correct. Style of presentation is professional. Note, that style of presentation presumes that you have incorporated an executive summary into the document for the benefit of the recipient of the proposal. Discretionary points (went beyond minimum) You can earn 10 points for an outstanding group project Total points: ________ Further comments:   Rubric/Grading Sheet: Presentation Name(s):¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬______________________________________________________________________ Criteria Points allocated (0 to 25) Presents concepts that are creative and interesting to the client(s) and are conveyed in ways that are understandable. The proposal was in line with the expectations and needs of the client(s). The proposal is practical, realistic, and pragmatic. The proposal illustrates a logical and understandable pathway to success for the organization, using events in strategic ways. Presentation polished & professional. Each student clearly engaged in project. Teamwork was evident. Discretionary points (went beyond minimum) You can earn 5 points for an outstanding group presentation Total points: ________ Start Time: ¬¬¬¬________ End Time: ________ Further comments: Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Poster