FHU’s Engaged Learning Initiative (ELI) is a program dedicated to enhancing the academic experience of the FHU undergraduate student. The ELI connects the classroom with the real world – from theory to applied practice. Our ELI develops practical knowledge and skills, so that students are better prepared for future educational and career goals.
Through the ELI students will:
Institutional grants are available to fund student and faculty ELI projects in five categories. A detailed description of each category and examples of projects are found in the Best Practices for Student Engagement Faculty Guide.
Download the Best Practices for Student Engagement Faculty Guide
Download the ELI Special Project Proposal Form
Download the ELI Special Project Rubric
Submit ELI Special Project Proposals to email@example.com. The proposal deadline for projects to be funded during the summer term is February 1. The proposal deadline for projects to be funded after the summer term but during the following academic year is April 1.
The investigator will work to make a novel, meaningful contribution to a discipline-specific question or idea.
A systematic pursuit of knowledge is essential to academic life. Academic research provides a means by which we can engage the world and seek understanding. Often through research, ideas are challenged, beliefs are revised, and meaningful growth occurs. By conducting research, investigators have an opportunity to independently investigate topics while also increasing overall knowledge in a particular field. The goals of specific research projects will vary, but it is expected that by conducting research students will:
A proposal for a special project must involve sharing research results through publication or presentation to an interested audience (class, campus or conference) and include a reflective component about opportunities and/or challenges of the project. Two examples include conducting research off campus through internships and participating in collaborative projects between faculty and students outside of normal research group activities.
The student will explore the creative impulse through the design, execution and display of a work of art. Working individually or with a larger group, the student will create a work of visual, musical, theatrical or literary art for public viewing.
The visual, performing and literary arts provide an outlet for students to explore the process of creativity. As children of a Creator God, all people possess some capacity for either the appreciation or creation of artistic work. Students will explore the arts’ conceptual framework and expressive process in the execution of an original work or in the interpretation of an artist’s original work. Interpretative work takes place when the student explores the work of playwrights, composers, choreographers or authors embodying these works with a larger company or alone.
All Creative Expression endeavors must:
The project must contain a significant experiential activity and reflective writing component. Special projects may include, but are not limited to the following: a summer performance with a professional theatre, performance with a regional symphony orchestra, touring with a band, showing original art in a regional gallery, publishing a work of fiction, and travel to gain inspiration and broaden perspective needed for the creative process.
Participants will actively engage with people from cultures other than their own through travel, service opportunities, missions or other study opportunities with the goal of increased cultural empathy and expansion of their perspectives of ethical responsibility, humane values and social justice.
Global citizenship education inspires dialogue, action, partnerships and cooperation through formal and informal education processes. It is a multifaceted approach employing various methods to promote human rights, peace, justice and sustainable national and international relationships and resources. Its ethos is shared responsibility.
We are members of many communities: our churches, our campus, our local community, our state, our nation and our world. As such, we have an opportunity to understand and appreciate the differences between people from cultures other than our own and the interconnection between cultures. This understanding and appreciation, in turn, should lead us to an awareness of our social responsibility to those in all the communities we are members of. As Christians, we have a special calling to be engaged as global citizens; a part of our Christian mission is to care for others, meeting temporal needs, as well as spiritual needs.
The goal is to move toward an understanding that being a global citizen involves an ongoing process of development (learning and growth). The most important elements in the development of global citizenship is the constructive engagements with those who are different; opportunities to pursue social avenues that advance human rights; and discussions with peers, faculty and diverse community or international groups.
The project should stimulate cultural empathy gained through interaction with community, national or internationally diverse groups. The project must contain a significant experiential activity and reflective writing component. Examples include, but are not limited to the following: a mission trip experience, an activity that requires interactions with and service to members of a different community, and internship experience in a foreign or diverse culture.
The student will explore and experience leadership from a servant–first perspective.
Individuals that chose to participate in this category will be exposed to experiences and activities designed to expand the traditional role and practice of leadership. A leader that develops through this program should strive to be a servant first, as modeled by our Lord Jesus Christ. Participants in this program area will be exposed to leaders and leadership concepts that exhibit the servant leadership model and identify how the areas of service and leadership can coexist in them and their vocation. The project must substantially explore or develop two or more of the following characteristics of servant leadership:
Special projects shall have a substantial leadership component and address two or more of the servant leadership elements above. The developers of the project will need to demonstrate in the proposal how the project will be considered for servant leadership credit by linking the project to the traits and characteristics of servant leaders. A student project requires a minimum of 120 hours of involvement and must have an academic sponsor. In addition to the reflective writing component, the student must keep a journal and a log of activities throughout the duration of the project. Examples include the following: mission trip organizer and leader, service project coordinator and undergraduate research team leader.
Participants will actively engage in a professional development experience.
Participants will use this opportunity to further enhance their scholarly pursuits through internships, practicums and other opportunities to work alongside professionals or in professional settings.
The Bridge Experience provides students and faculty opportunities to cultivate and enhance talents related to their specific professional fields of interest. The opportunities provided through the Bridge Experience will also serve to build, or bridge, relationships among the distinct colleges of the university with the professional communities at large.
To be considered as a Bridge Experience special project, the experience must be completed in association with a content-related course. Examples include, but are not limited to the following: student teaching experience outside of major requirements, nursing clinical experience outside of major requirements, internships and specialized training for new course development.
In January 2017, nine FHU nursing students and two nursing faculty members traveled to Thomazeau, Haiti, for seven days to serve on a medical mission team with LiveBeyond.
The goal of this project was to expose students to biological topics such as diffusion, fermentation, metabolism, pH, plant biology, food source sustainability, muscle structure, blood viscosity, lipid transport, biomolecules, water, the scientific method and G protein coupled receptors in a novel way. To do this, students in BIO 110 explored these topics by performing experiments using the kitchen as a classroom and laboratory in the Fall 2016 semester. Student perception of learning gains in this course was assessed, and the results will be presented to the SENCER Summer Institute in 2017.
Help-Portrait was founded by celebrity photographer Jeremy Cowart and Kyle Chowning in 2008. Each December, photographers, hairstylists and makeup artists around the world find people in need and take, print and deliver portraits — free of charge.
In August 2016 FHU photography majors traveled to New York City where they learned from professionals at MILK STUDIOS located in the city’s artist-centered Chelsea neighborhood. The Engaged Learning Initiative (ELI) provided students enrolled in ART 299/399 Fashion Photography the opportunity to step outside of the classroom and experience the life of a professional photographer.
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