All Things Ignatian

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https://cdr.creighton.edu/handle/10504/136913
This is a collection of posters presented at Creighton University's annual "All Things Ignatian" poster show. First held in 2011, the posters allow the members of the Creighton community to learn of each other's initiatives in implementing Creighton's Jesuit mission.

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    Youth Leadership Omaha
    (Creighton University, 2014-02-03) Fisher, Jeremy M.
    Youth Leadership Omaha (YLO) is an interactive leadership development program which informs, motivates and increases the awareness of selected high school sophomores from the greater Omaha metro area through issue-oriented seminars and interaction with community decision-makers. The program outcome is an investment in the Omaha community's future leadership. Since its inception, the annual program has brought together a diverse group of 40 student participants to examine their schools, neighborhoods, ethnicities, faiths, leadership skills and life experiences in a forum that allows for the free exchange of ideas, information and advice. Creighton University staff members, Maryanne Rouse and Jeremy Fisher, oversee the program and provide direction and management of college student leadership mentors, a team of business majors who participate in Creighton..s four-year leadership development program – the Anna Tyler Waite Leadership Scholars Program.
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    Women’s & Gender Studies: A Minor that makes a Major difference
    (Creighton University, 2014-02-03) Calef, Susan
    What is WGS? A program in the College of Arts & Sciences that combines two interdisciplinary fields – Women’s Studies and Gender Studies – to offer an 18-credit hour minor to undergraduate students. Embracing its foundations in Women’s Studies (WS), WGS highlights the experiences and contributions of women, both historically and in contemporary societies around the globe. As Gender Studies (GS), the program explores social constructions and experiences of gender (masculinity and femininity) and diverse sexual orientations. By virtue of their combination (WS + GS) in Creighton’s program (= WGS), students discover new, more inclusive ways of thinking and relating in contemporary society.
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    The Werner Institute for Negotiation and Dispute Resolution
    (Creighton University, 2014-02-03) Brock, Mary Lee
    ADR -Alternative Dispute Resolution -is an emerging field. Areas of focus for the Werner Institute include helping people focus on: • Transforming adversity into dialogue • Developing collaborative negotiation skills • Managing conflicts constructively with the understanding that conflict provides an opportunity for growth • Sharing needs, concerns, hopes, interests instead of avoiding the problem or resorting to violence • Caring for the whole soul…yours & others’ • Arriving at magis resolutions
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    Low Income Taxpayer Clinics: Volunteer Income Tax Preparation
    (Creighton University, 2014-02-03) Purcell, Thomas J.
    • The IRS VITA (Volunteer Income Tax Assistance) program coordinates free tax return preparation for low income taxpayers by volunteer preparers • Volunteers pass several examinations and undergo training before they assist clients • Creighton’s Accounting Department has partnered with VITA for over 40 years • Creighton accounting and law students, and alumni from accounting and law, have sponsored tax preparation clinics in Winnebago, NE the last 4 years • Accounting students are required to participate in VITA as a course service learning component • Partnerships were created with the IRS, local community organizations, the Heider College of Business, the Department of Accounting, Beta Alpha Psi, the Law School, and the Business Law Society
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    The Institute for Embodied Learning
    (Creighton University, 2014-02-03) Dimond, Annie
    The Institute for Embodied Learning uses the merits of the Enneagram system to encourage students to know themselves a bit more complexly. It facilitates investigation into how who they are, in all their depth, mystery and subjectivity, is present in the world of the classroom. In recognizing how who they are is present and manifest in the classroom, new relationships can be forged between each student and the information, both student and content can be made into “subjects,” and thus relationships between subjects are enabled. The alternative is objectivism, which begets distancing and the relegation of everything to information that may or may not be integrated in to the lives of the learners.