What does the University Graduate School do

to facilitate student academic success?

We help promising graduate students reach their goals.

Fourth Annual Graduate Awards Reception

The University Graduate School’s Fourth Annual Graduate Awards Reception, held on Friday, April 9, 2010, took place at the Wells House and had nearly 80 attendees. Awards and fellowships such as these not only recruit students, but also fill in funding gaps that can detain otherwise stellar graduate students from completion. Many others honor outstanding work.

Ronald E. McNair Graduate Fellowship Assists outstanding McNair Scholars entering Ph.D. or M.F.A. programs at Indiana University, Bloomington.

McNair Scholars Alumni Award Recognizes IUB McNair Scholar alumni who have completed their Ph.D.

McNair Scholars Award Recognizes IUB McNair Scholars who have completed their bacclaureate degrees.

McNair Scholars awardees Rebeca Hernandez (left) and Christina Stigger (right) are part of the McNair Scholars Class of 2010.

Graduate Scholars Fellowship Supports graduate students entering Ph.D. and M.F.A. programs at Indiana University, Bloomington who are U.S. citizens or permanent residents and members of underrepresented groups.

Educational Opportunity Fellowship Supports promising students who are first generation college graduates and are in acute financial need.

Future Faculty Teaching Fellowship Advances IU Bloomington doctoral and M.F.A. students to enhance their career preparation by experiencing faculty life in another academic environment, either within or outside Indiana.

Grant-in-Aid Doctoral Research Assists advanced Bloomington graduate students with unusual research expenses incurred in connection with doctoral dissertation research.

Grant-in-Aid MFA Project Assists advanced Bloomington M.F.A. students with unusual expenses incurred in connection with M.F.A. projects.

Pari Prerana Award Recipient Recognizes outstanding accomplishments made by a student with a physical or cognitive disability.

Adam W. Herbert Graduate Fellowship Created through an endowment from the President’s Fund for the purpose of supporting STEM graduate studies at Indiana University for graduates of Historically Black Colleges and Universities (HBCUs).

Wells Graduate Fellowship Provided by Herman B Wells for students who demonstrate leadership abilities, academic excellence, character, social consciousness, and generosity of spirit.

Esther Kinsley Master’s Thesis Award

Esther Kinsley PhD Dissertation Award Established by Esther L. Kinsley, a Phi Beta Kappa graduate of IU. She taught civics, history, and economics at Shelbyville High School for 40 years. For one “truly outstanding” master’s thesis and one “truly outstanding” doctoral dissertation.

John H. Edwards Fellowship One of Indiana University’s most prestigious academic awards.

GPSO Faculty Mentor Award Recognizes outstanding faculty mentorship to graduate and professional students.

GPSO Trevino Service Award Recognizes individuals who made outstanding contributions to the GPSO.

Department of English Professor Stephen Watt discusses academic publishing at the 15th Annual Preparing Future Faculty Graduate Student Conference held at the IMU on Friday, Feb. 19, 2010.

This one day conference, open to all IUB graduate students, regardless of discipline, addresses the professional steps necessary for future faculty. The PFF is funded by the University Graduate School, and is organized by Sociology graduate students and their advisors.


2009-10 Award Highlight: The Lieber Award

The University Graduate School would like to congratulate Ryan Hallows and Renato de Souza Alvim, two IU Bloomington doctoral students from the College of Arts and Sciences, who received the 2009 Lieber Memorial Teaching Associate Awards.

Both students are from the Department of Spanish and Portuguese. Initiated in 1961, the Lieber awards have been presented each year to outstanding teachers among the university’s graduate students who combine their programs of advanced study with instructional employment in their schools and departments.

Ryan David Hallows

Ryan David Hallows

Doctoral Student, Department of Spanish and Portuguese
College of Arts and Sciences, IU Bloomington


The student evaluations of Ryan David Hallows’ first year Spanish class often share a common element: students who previously struggled with the language actually enjoy it when Hallows is their instructor.

“My teaching philosophy couples cultural themes with language learning in an application-based environment where students can use their blossoming language skills without feeling embarrassed or uncomfortable doing so,” Hallows says.

“I will strive to better myself as an instructor by reaching out beyond the walls of the university to incorporate my community and the world into my classroom instruction,” he says. “As a second language learner myself, I feel privileged to be able to share my passion for Spanish with others and inspire them to look beyond their zone of familiarity, to learn and experience new cultures and places, and above all, communicate and listen to the dreams and heartaches of a large percentage of the human race.”

Renato de Souza Alvim

Renato de Souza Alvim

Doctoral Student, Department of Spanish and Portuguese
College of Arts and Sciences, IU Bloomington


When Renato de Souza Alvim was growing up in Brazil, he and his friends frequently played “school.” He always wanted to be the teacher.

“As time went by, I realized that education was my passion,” says Alvim. His understanding of the learning experience is influenced by the Brazilian philosopher Paulo Freire, who once described learning as “reading the world beyond the reading of the word ‘world.’”

“From his perspective,” Alvim says, “critical thinking widens life experience of those who seek education by opening the possibility to read beyond the immediate decoding of messages.

“Helping students to think critically as they engage in the study of language, literature, and culture increases my own sense of responsibility and expands my perception of their strengths and limitations; at the same time, it helps students to become aware of their own responsibilities.”

The 2009-10 Pari Prerana Award winner

Parkhat Yussupjanov,

School of Public and Environmental Affairs

Dr. James C. Wimbush congratulates Mr. Parkhat Yussupjanov, recipient of the Pari Prerana Award, April 9, 2010.

On April 9, 2010, at the UGS Awards Ceremony, SPEA graduate student Parkhat Yussupjanov was recognized by UGS and GPSO as the 2009-10 Pari Prerana Awardee.

The award honors students who have overcome severe physical, cognitive, or other health-related challenges and demonstrate academic excellence.

The objective of Pari Prerana is to provide university- and communitywide recognition to such students and their narratives through various local media outlets.

Parkhat, who is of Uyghur descent, was born without sight in Kazakhstan. He attended special schools for the blind as a child, and later applied to the prestigious Kazakh University of International Relations and World Languages. He initially was not accepted, in part because university administration did not think a blind student was capable of success.

Parkhat persuaded administrators to give him a chance, and surprised all by graduating with top honors. He then headed to Japan with a generous grant, where he studied in Tokyo and Asaka.

Parkhat wants to go back to Kazakhstan someday, and hopes to improve the lives of marginalized peoples. It is for this reason that Parkhat is attending IU to obtain a master’s degree in public affairs. He is particularly interested in working with disabled populations and striving for better policies to help them.

He has worked hard to excel in statistics, an area in which he was not well trained before coming to IU, and one that is taught largely with visual aids, charts, and graphs. Parkhat had to learn a new system of Braille upon entering the U.S., as it was different from the Braille he used in Kazakhstan.

One of his recommenders writes: “Parkhat’s pleasant and patient demeanor helps all those who interface with him to be more motivated to make the seemingly impossible…possible. Parkhat has become a student that has taught me more about my professional and personal skills in having the privilege to work with him. He has become a lesson for me in empathy, fearlessness, trust, [and] conviction, to name only a few attributes on a long list. Parkhat [actualizes] the school’s collaborative spirit and serves as a role model for what it means to learn and live fully.

“Parkhat teaches me that to have use of your eyes does not really mean that you ‘see’ all that you and/or others claim to be or all that you and/or others could potentially become. Parkhat ‘sees’ far better than most sighted individuals in his actions and deeds which, indeed, capture the essence of inspiration for all who have the privilege to know him.”

We help train the next generation of grant writers

The IU GradGrants Center

For twenty years, the GradGrants Center (GGC) has provided individualized grant writing training for graduate students. In 2009-10, the staff met with 129 students a total of 237 times. These staff, who are experienced, successful grant writers, consult one-on-one with graduate students—primarily (71%) doctoral students—to write grant proposals. They also tailor database searches for grants and offer funding workshops in person or electronically for IU graduate departments and organizations on any campus.

“The GradGrants Center provides critique and suggestions at every stage from project formulation to writing to casting an eye over a final draft of a well-crafted proposal,” said Kevin Meskill, GGC consultant and anthropology doctoral student. “We give students the skills and confidence to write their own grants.It looks daunting, but it just takes practice.”

In 2009-2010, the University of Florida contacted the IU GradGrants Center asking permission to replicate parts of the program.

“What an amazing service delivery model!”

— Bess de Farber, University of Florida Grants Manager

Meskill suggests that graduate students make grant writing and searching a part of their graduate career. Grant histories, he said, are built by writing small grants, which then help to get bigger grants. And writing grants allows many students to view their research more broadly.

“When students consider the relevance of their work,” Meskill said, “I tell them to mention the intellectual merit and the broader impact of the research. Dissertation committees don’t usually look at that, but it’s what brings in funding... Granting agencies are the people at the forefront of their fields, so writing grants helps students articulate projects with funding interests in mind. Grants are a great way to look at cutting edge research in a field.”

The GGC also provides several databases that only they have access to at IU for finding the best grant for a project. GGC consultants can run database searches for graduate students, or the student can make an appointment or visit the GGC website and run searches on their own.

“We give students the skills and confidence to write their own grants. It looks daunting, but it just takes practice.”

— Kevin Meskill, GGC Consultant

When the GGC was started in 1989, IU was one of the first universities in the nation to establish a grant writing center for graduate students, but the resources—especially the database access—was not available as easily as it is now. “All we had was a computer chained to a table in a student lounge on which we ran database searches, and one graduate assistant who ran the GGC corner of the student lounge. Over the years, we have added a private office, consulting, newsletter, workshops, a website, and one-on-one peer consultation and critiquing. A lot has changed,” Director Jody Smith said.

She attributes some of the GGC success and popularity to the low-risk environment created by a private office and peer-to-peer advice.“Surveys show that the GGC is a non-threatening situation,” she said. “Some students come to us even before they go to student peers and faculty to have their proposals read for just that reason.”

The IU GradGrants Center
Wells Library, Room E651
IU Bloomington

Those interested in holding a grant writing information session for their department or organization should contact the GGC.

“For the brown bag lunches and information sessions, we usually run a general search for that particular discipline to give the students some idea of what is out there for them to apply for,” Smith said.

Sponsored by the University Graduate School, the GGC is a free service available to all IU graduate students and is centrally located on the Bloomington campus in the Wells Library, Room E651. Graduate students on other campuses can contact the consultants by phone; the consultants will run the funding searches for them, and send the results electronically.

GradGrants Center One-on-one Consultation Results, 2004-2009


We promote teaching & faculty preparation

at IU

The Future Faculty Teaching Fellowship


The Future Faculty Teaching Fellowship (FFTF) program provides doctoral and M.F.A. candidates an immersive experience of faculty life at institutions outside of the Bloomington campus, and is intended to prepare students for careers in academia.

After a competitive application, interview, and selection process, fellows from a range of disciplines are placed at regional IU campuses or the Indianapolis campus for an entire year. In preparation for the fellowship year, participants are required to complete a course in pedagogy and participate in a summer workshop designed and facilitated by members of the Faculty Colloquium on Excellence in Teaching (FACET).

Because of the specialty of his degree, Suri was unable to teach in his field at an IU regional campus. The FFTF collaboration with Howard University gave Suri the teaching opportunity he was looking for.

Fellows have full responsibility for teaching two classes each semester; while these are typically assigned by the host campus, it is not unusual for fellows to be asked to teach a course of their own design. Host departments assign a faculty mentor to each fellow, who helps familiarize the fellow with colleagues, facilitates opportunities to participate in faculty meetings and service activities, and observes and provides feedback on the fellow’s teaching. Host departments pay a monthly teaching salary; the University Graduate School also pays a stipend and provides health insurance.

The Future Faculty Teaching Fellowship program was highlighted as a best practice in the September 2005 edition of the Woodrow Wilson National Fellowship Foundation’s The Responsive Ph.D.: Innovations in U.S. Doctoral Education.

Visit graduate.indiana.edu/future-faculty-teaching-fellowships.php.

and in collaboration with other universities

The Future Faculty Teaching Fellowship

at Howard University

In Fall 2008, the University Graduate School established an alliance with the Graduate School of Howard University to develop a Future Faculty Teaching Fellowship-Preparing Future Faculty (FFTF-PFF) Exchange Program.

In this program, doctoral students from each university will spend one year on the other university’s campus working as a visiting faculty member. The primary goals of this program are: (1) establishing links in undergraduate and graduate education between the two institutions in ways designed to enhance diversity in higher education and; (2) fostering networking and collaboration opportunities for senior graduate students and faculty in order to enrich the quality of education at the two institutions. In providing participants from each institution the opportunity to experience teaching in a different cultural environment, the program also aims to enhance the professional and pedagogical development of the fellows.

Similar to the internal FFTF program, the application and interview process for this exchange program is highly competitive. Participants receive a stipend from their home institution, as well as some supplemental funding for relocation expenses. Fellows are assigned a faculty mentor and teach one class per semester at their host institution.

FFTF Participants, 2009-10


Howard FFTF Fellow:

Telecommunications Doctoral Student Ratan Suri

Howard University’s D.C. location helped graduate student Ratan Suri’s research. “D.C. is also a great choice,” he said, “because D.C. is where the holocaust museum is located and my dissertation is in part on the geographies of the holocaust.” After traveling to visit other holocaust sites, museums and researchers, Suri will return to Bloomington on a dissertation year fellowship to complete his work.

Through a special extension of the IU FFTF program, telecommunications doctoral student Ratan Suri spent the 2009-10 academic year at Howard University in Washington D.C. The IU FFTF Program is traditionally within the IU campus system.

“I’ve actually applied to the FFTF Program twice before,” said Suri. “But telecommunications at IU is only offered on our main campus, so even though I was qualified to teach, I couldn’t do so at a regional. It wasn’t the right fit.”

But at D.C.-based Howard University, an historically black college and university (HBCU) with a campus of more than 10,000 students and a large telecommunications program, Suri was able to teach courses as specific as what he might teach at IU Bloomington.

Suri designed and taught one course each semester at Howard. The first course was based on the role of mass media in social development comparing first- and third-world countries. Students selected a country to study and after an introduction to media theory, were asked to complete a case study. His second course was about how new media and convergence culture is changing established media practices. Both courses were graduate-level.

“It was a challenge teaching graduate students while being a graduate student myself,” Suri said, but added that he hopes it will give him an edge in the job market.

We support undergraduate reseachers

— our future graduate students

The IU Undergraduate Research Conference

Host campus: Bloomington

Friday, November 20th, 2009, 8:30am-5:00pm

IUURC Keynote Speaker Dr. Roosevelt Y. Johnson, Fellow, Center for Advancing Science and Engineering Capacity (AAAS), stands between Provost Karen Hanson, left, and Dean of the University Graduate School James C. Wimbush.

The Fifteenth Annual IU Undergraduate Research Conference (IUURC), for undergraduate students from all eight IU campuses around the state, is coordinated by the University Graduate School. Its goal is to promote undergraduate research, scholarship, and creative activity, and also to recognize faculty involvement and mentorship as vital components of a research education. Through the IUURC, participants become acquainted with undergraduate research that is taking place on all eight IU campuses.

Future IUURC hosting rotation: Nov. 19, 2010: IUPUI; Nov. 18, 2011: IUK; Nov. 16, 2012: IUB; Nov. 22, 2013: IUPUI; Nov. 21, 2014: IUK; Nov. 20, 2015: IUB

The conference is open to undergraduates from all disciplines including visual and performing arts, humanities, natural and physical sciences, mathematics, engineering, business and economics, education, and nursing.

The theme for the 2009 conference, hosted at Indiana University, Bloomington, was “Preparing for the New Normal.” It focused on the advancement of knowledge through new and original research. Participants gave an oral or poster presentation.

“Presenting was a fantastic opportunity, and I was very impressed to see the research that some of the other presenters were doing.”

“I was thrilled to see students excited and serious about research and ready to share their presentations.”

In 2009, 94 undergraduates participated from seven IU campuses. Additionally, 91 judges, faculty and others also participated. Indiana University students participate in undergraduate research experiences at the same rate as college students throughout the U.S. (19 percent).

The IUURC allows undergraduates with a research project to share their research with peers, faculty, mentors and others. The confidence and morale of student participants is boosted through this opportunity to present their work. As the only university-wide undergraduate research conference opportunity, the IUURC is often the first experience of this kind undergraduate students have before making a decision to continue their graduate education.

We asked you for feedback.

In 2009-2010, the University Graduate School (UGS) asked faculty and students for their input by survey 49 times. We asked about everything from feedback on events to information on graduate student mental health, to who should serve on the Graduate Faculty Council. The UGS uses SurveyMonkey for these requests — a service offered at half-price for all IU faculty, graduate students and staff.