In politics, the old adage “having a seat at the table” is often used to refer to those in positions of power, influence and policy making. This poster exhibit highlights a few of the women who have held political office and had “a seat at the table” in decision making for the Commonwealth.
This exhibit tells the stories of freshmen year from participants in a student success intiative, WKU Freshmen Guided Pathway (FGP). This cohort of first-time, full-time students who graduated from one of five high schools in Warren County represent the typical WKU freshman in terms of academic achievement prior to admission and their demographic makeup.
FGP assists students as they negotiate the often difficult affective and academic shifts between high school and college. Learn more about the program in this exhibit, presented by the Kelly M. Burch Institute for Transformative Practices in Higher Education, Office of Strategic Communications and Marketing, the College of Education and Behavioral Sciences, the WKU Center for Literacy, and the Kentucky Museum.
Gazing Deeply showcases how WKU’s backyard—the unique landscape of Mammoth Cave—is being studied, interpreted, and inspiring action on environmental change. Coinciding with the UNESCO Conservation of Fragile Karst Resources: A Workshop on Sustainability and Community and Earth Day’s 50th anniversary in 2020, this exhibition is a collaborative effort between arts and science faculty and students that highlights one of the most well-known and vital natural landscapes in the world.
This competitive juried exhibition showcases a selection of work created by students in the WKU Department of Art & Design in the areas of Painting, Drawing, Illustration, Animation, Graphic & UX Design, Printmaking, New Media, Sculpture, Ceramics and Weaving / Fibers.
Session Presenters: Monica Burke, Karl Laves, Jill Sauerheber, Aaron Hughey
CITL Session Description: As we converse and consult with faculty about student distress in higher education, we often hear confusion, frustration, uncertainty, as well as a commonality of occurrences. As student-centered higher education professionals and mental health practitioners and advocates, we believe that faculty should be provided content and tools to employ when a problem or question arises in working with a student in distress. This workshop will provide a framework and a roadmap, not a paint-by numbers, cookie-cutter approach for faculty to work with students in distress. Keeping in mind that every encounter with a distressed student or students is unique and includes its own set of inimitable circumstances, we will outline primary points as well as established principles and guidelines that have proven utility when addressing students who are exhibiting and experiencing distress. It is our hope that this workshop will provide direction and examples of best practices in addressing and working with students who are in distress. The presenters are the authors of the book, Faculty Helping Students in Distress: A Faculty Guide and Helping Skills for Working with College Students: Applying Counseling Theory to Student Affairs Practice.