Videos

The IU Ten

Description of the video:

It’s never too late to do the right thing.

No matter how long it takes.

Just one year removed from a Rose Bowl appearance, Indiana University football had lofty expectations heading into the 1969 season.

But in early November, 10 African-American players boycotted practice to protest their treatment by the staff.

Coach John Pont promised to kick the “IU 10” off the team if they didn’t return.

They refused, and Coach Pont followed through.

The dispute affected both the players’ careers and the IU program.

The team lost its final three games of the season and went 1-9 the following year.

Nearly 50 years later, the university retroactively reinstated the “IU 10” to the team and recognized the contributions they made to identifying and addressing racial issues on campus.

Don Silas was glad the university was finally willing to listen.

It was a long overdue reconciliation.

19th Century Student Life at IU Bloomington

Description of the video:

Today, Indiana University students might mock their professors with online posts.

19th and early 20th century students published satirical newsletters called "boguses."

None created more of a stir than the infamous “Turd” bogus of 1890.

Its authors attacked students and faculty questioning their intellect, morality, and sobriety.

The IU Board of Trustees wanted the authors punished and called in Chicago’s Pinkerton National Detective Agency.

But, the content and tone of the bogus had, from the beginning, cast suspicion on seven Beta Theta Pi fraternity members many the offspring of prominent families and one the son of an IU Trustee.

All seven were expelled but two years later the faculty relented

All they were reinstated.

And their spirit of youthful irreverence lives on in today’s social media posts and satirical online publications.

The Indiana University Auditorium Organ

Description of the video:

The IU Auditorium was dedicated in March 1941.

A year later, what would become one of the Auditorium's most beloved pieces would begin its journey to the new space.

Officials of the Chicago Auditorium figured that, since it hadn’t used its organ for 25-years,it no longer needed it!

Built in 1889 by Hilbourne Roosevelt, the greatest organ builder of his generation, the organ cost $65,000: over one million in today’s dollars.

It was the largest organ in America.

Years later it sold at auction for a thousand dollars.

And its parts stored in the basement of the First Baptist Church in Evanston.

Robert Sanders, dean of the IU Music School, asked about donating the organ for IU's splendid new auditorium.

In 1944 its parts were shipped to the Aeolian-Skinner Organ Company in Boston.

The company restored it over the next two years.

The organ is widely viewed as one of the greatest in the world .

A fitting complement to its rich history.

Vintage South Shore Travel Posters at Indiana University Northwest

Description of the video:

In 1973, IU Northwest history professors Ron Cohen and Jim Lane established the Calumet Regional Archives.

They began to collect materials from northwestern Indiana … specifically Lake and Porter counties.

Documenting the history of industry, labor, education, immigration, minorities, women, religion and politics.

One collection comprises over 2,000 glass-plate negatives from US Steel’s Gary Works …


It’s a visual record of the factory’s history and the growth of the City of Gary.

Once Cohen and Lane persuaded a local union to donate its records.

As the boxes were being carted out, union leaders became curious and started looking through them.

They decided to keep most of the records.

The professors had fueled a new appreciation for the union's history.

Today, the Calumet Regional Archives includes over 500 collections … over five thousand linear feet of manuscripts and materials.

Scholars, students, journalists and filmmakers have used its holdings to shine a light on the unique history of the Calumet Region.

Russian Maps

Description of the video:

In the 1970s, Indiana University map librarian Dan Seldin took part in a Library of Congress program.

In exchange for giving up his summers to catalogue maps, he got the first pick of any duplicates.

IU ended up with thousands of historically important Russian Military Topographic Maps from the early 1900s.

Many ended up in German, British or American hands during World War II.

Some were captured and stamped with swastikas, before being captured again by allied troops.

They then made their way through the CIA map library … the Army Map Service Library … the Library of Congress … and finally, to Indiana University.

At each stop, the maps were stamped with an identifier, leaving a trail of their travels across continents, war zones, and government agencies ... and finally, to Indiana University.

Ray Bradbury

Description of the video:

How do you gather the artifacts and memories of one of America’s best-known storytellers and bring his world of creativity to Indiana University?

That was the challenge facing the Center for Ray Bradbury Studies at IUPUI.

After the author’s death, his family asked the Center to preserve his legacy as an American cultural icon.

In 2013, Center director Jon Eller of the IU School of Liberal Arts worked in Bradbury’s Los Angeles home to pack his papers, awards and mementos.

The collection includes a Mars globe given by NASA and a replica of Captain Nemo’s Nautilus submarine created by one of Walt Disney’s “Imagineers.”

Also, Bradbury’s Pulitzer Prize crystal, his National Book Award and National Medal of Arts, an Academy Award nomination and an Emmy statuette.

Three artifacts have been to outer space.

State and federal grants will support public engagement and extend IU’s role in preserving the legacy of an American literary treasure and space-age visionary for future generations to enjoy.

Studying the Beatles

Description of the video:

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In December 1980, John Lennon was shot and killed.  

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Two years later, Glenn Gass, a young assistant instructor,

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created a course called “The Beatles” 

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as a kind of tribute to Lennon.

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By the time he received his Ph.D. the classes had grown  

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and the School of Music offered Gass a teaching position. 

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Some of the older faculty 

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 struggled to think of rock as “music” 

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let alone worth an entire course. 

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One esteemed musicologist asked, why anyone would

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 “spend even one minute on musical garbage.” 

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But "The Beatles" became a generation-defining class.

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Bo Diddley, Neil Young, 

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Todd Rundgren, Booker T. Jones and John Mellencamp 

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are just some who also visited music classrooms at IU.

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Rock and Roll Hall-of-Famer Lou Reed told Glenn Gass 

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speaking to his music class

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was the weirdest thing he’d ever done.  

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For Glenn Gass it was like having Mozart 

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 visit a music appreciation class.
Mutsa Mutembwa

Description of the video:

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Indiana University has produced 18 Rhodes Scholars, 

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who are chosen not only for academic excellence 

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but for character, leadership and commitment to others. 

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Mutsa Mutembwa, a native of Zimbabwe, 

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arrived at IU wanting to make an impact

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on the Hoosier Field Hockey team.

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Her athletic success paled 

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in comparison to her academic achievements. 

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In 2010, she became the 14th Indiana University student 

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and fourth IU student-athlete

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to be chosen as a Rhodes Scholar. 

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Previous IU student-athlete Rhodes Scholars were 

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Frank Aydelotte in 1905,

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Ernest Baltzell in 1919,

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Harlan Logan in 1928

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and Bill Wolfe in 1970.

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An economics and mathematics major at IU, 

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Mutembwa did her postgraduate studies

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in Water Science, Policy and Management at Oxford. 

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Today, she works in London as an investment banking analyst.
Keshaunn Thompkins

Description of the video:

Keshaunn Thompkins-Barnes

Title: How are you #MakingIUHistory?

Keshaunn: I am a freshman here at Indiana University and my major is Computer Science.

Title: Keshaunn Thompkins-Barnes will start his freshman year this fall but has already begun to serve IU and Bloomington through his service work with the Groups program and IU Corps.

Keshaunn: Eventually, I want to be able to do community service as much as I can, anywhere, whether that’s Bloomington whether that’s in Detroit, Michigan whether that’s in Houston, Texas. I want to be able to, you know, expand my horizon and help as much as I can with people in general. So, I’m very blessed at the opportunity for IU Corps and for Groups to just allow me to expand my horizons and allow me to be a better person.

Title: 1820-2020. Indiana University Bicentennial.

Caroline Oates

Description of the video:

Caroline Oats

Title: How are you #MakingIUHistory?

Caroline: I am a senior in American Studies and Spanish with a certificate in the Liberal Arts and Management program and a minor in Linguistics.

Title: Caroline Oats works as a Peer Educator for the Office for Sexual Violence Prevention and Victim Advocacy.

Caroline: This year we started a new program that is mandatory for all freshmen to learn about alcohol, consent, and bystander intervention. And I’ve helped teach something like 70% of our freshman population and develop and train some of my co-workers so that we’re being intentional thinking about identity and social justice through the presentation. After every presentation, myself and my co-workers stay at the end of it to answer any questions if anybody has any. And I think the best moments are—and this has happened maybe six or eight times this semester out of twenty presentations I’ve given where a student has come up to me at the end and been like “This presentation is really important” or “You’ve helped me realize that I’ve experience something that falls into these categories of sexual misconduct” or “You’ve given me the tools to support a friend.” And I think when you hear from someone specific that this program helped them understand their own experiences and helped them to learn how to support other students better that’s really when I feel like I’m making a difference and when I see the kind of change that I’m doing.

Title: 1820-2020. Indiana University Bicentennial.

Indiana University Squirrel Club

Description of the video:

Squirrel Club

Title: How are you #MakingIUHistory?

Left: I’m a junior and I’m studying Theater with a focus in Acting and Directing.

Right: I’m a senior and my major is Finance.

Title: Stephanie Sanchez and Nathan Carey are part of the Squirrels of IU Club, spreading awareness of IUB’s tiniest residents.

Left: When you finally get really up close with a squirrel, it’s just like, “Whoa, I’m connecting with nature.”

Right: You have a friend.

Left: It feels good yeah. I finally have a friend.

Right: [laughs] For me, it’s, I have a lot of difficult classes and sometimes I’m very stressed but if I want to do some stress relief, I just go outside and take some food and try to feed a squirrel. It just brings a smile to my face.

Left: Yeah.

Right: So it’s very relaxing and very rewarding to make friends with a squirrel.

Title: 1820-2020. Indiana University Bicentennial.

Ruby Flores Camacho

Description of the video:

Ruby Flores Camacho

Title: How are you #MakingIUHistory?

Ruby: I am a sophomore studying Social Studies Education with a minor in Counseling.

Title: Ruby Flores Camacho works at the Latino Cultural Center, La Casa, a home away from home for Latino students.

Ruby: Anything that’s happening doesn’t matter when you’re here because this is your home where you feel comfortable to come to when you’re stressed, when you’re depressed, and when you just need to take a nap. A lot of people do that. It’s whatever you want to make out of it. If you want people to advocate for you here, you’ll get that. If you want people to educate you here, you’ll get that too. But if you just want a home, that’s mainly it’s point.

Title: 1820-2020. Indiana University Bicentennial.

Digging Up History at Indiana University’s Wylie House

Description of the video:

[Words appear: In summer 2018, Indiana University's Glenn A. Black Laboratory, IU Libraries' Wylie House Museum, and Office of the Bicentennial hosted a historic site archeology project.]

[Polaroid photos of teams working on the dig appear.]

[Words appear: Uncovering the Past at IU's Wylie House]

Carey Beam speaks: So, the Wylie House Museum is the 1835 home of the first president of IU, Andrew Wylie. He and his wife Margaret and ten of their twelve children moved into this house after they had it built and when they moved in this was about 20 acres of farm land.

Elizabeth Watts Malouchos speaks: Theophilus Wylie, who was Andrew Wylie’s cousin – younger cousin – and his wife Rebecca moved in, uh, after, uh, Andrew and Margaret Wylie passed away; so they moved in in about 1859, and sometime after that they built the greenhouses to overwinter flowers. And so you can see the transition from Andrew Wylie and his family, uh, running this twenty-plus acre farm, uh, you know, to feed their family and make food, to Theophilus Wylie, the farm shrinks, and there’s a really big focus on floriculture and gardening. So we’ve always been interested in that time period and working with Wylie House to do some systematic excavations here.

Carey Beam speaks: We have archival materials related to the family, thousands of letters. And a lot of those letters refer to flower gardening and the “pits” or the greenhouses where they stored their flowers.

Elizabeth Watts Malouchos speaks: And so that’s why we specifically picked the subterranean greenhouse feature that we did.

Carey Beam speaks: Since I first came here as the director I have known and worked with the director of the Glenn Black Laboratory for Archaeology here at IU, and she and I have sort of dreamed and brainstormed about what would be possible and what would be really exciting here, and one of those projects would be to look for some of those outbuildings or structures. So it was a project that we had hoped at some point we could do. And then the Bicentennial came along, and there was an opportunity.

Elizabeth Watts Malouchos speaks: So, we are specifically looking for the sunken cold frame hothouses, as they called it. Or the family really called them “the pits.” These are actually drawn on the 1954 Memory Map that Theophilus Wylie III, the grandson of Theophilus and Rebecca Wylie, drew. And he actually drew two greenhouses and then another granddaughter wrote a letter and she indicated that there were two greenhouses – two pits. We have found one of them. But essentially it’s just a rectangular-shaped piece of the ground that is differently colored than the surrounding subsoil. So it doesn’t look fairly remarkable in any way at this point, but we will excavate that down and see how it was filled in, and what it was filled in with. We’re hoping that some of the original materials that were in the greenhouse, like planters, pots, things like that, might still be in place and were left in place when the pit was filled in. Based on the results of the ground-penetrating radar, we placed two meter by two meter excavation units. Once we start digging those we basically dig them in ten centimeter arbitrary levels, or controlled levels, so we dig out ten centimeters at a time. We found a lot of things that are ubiquitous at historic sites for this time period. Like transferware pottery, pieces of brick, mortar, nails, things that you would sort of expect to find. Uh, but we’ve definitely found some interesting artifacts that we didn’t anticipate. We found a piece of a metal toy horse. We found a piece of a radio insulator – a ceramic radio insulator. And really one of the – I don’t want to say cutest – but one of the most exciting finds that we’ve been finding repeatedly are buttons. Again that’s not unexpected at a historic site, but there was one of our excavation units where we’ve had almost ten buttons come out, and it’s actually right under a tree root that’s still sort of disturbing where we’re digging and so the students have made a narrative that it’s the button tree, and we’re writing a children’s book now, based on the button tree.

[Words appear: 11 students enrolled in the four-week Bicentennial Archeaology Field School to receive hands-on experience and course credit.]

Elizabeth Watts Malouchos speaks: So every year a new batch of field school students, they learn these methods and techniques in lecture halls and in laboratory sections but they’ve never gotten to implement them outside and get their hands dirty. But really it’s my favorite part about teaching students, is even though we’re looking at 1860s layers, looking for an 1860s feature at this historic site in the middle of Bloomington, Indiana they can take all of the skills that they’ve learned here and the different methods and they can go anywhere in the world, or work in any time period, and apply those.

Scout Landin speaks: It’s different from any college classes I’ve ever taken. Um, I think one of the biggest things I’ve taken out of it is just like all the processes and, um, just like all the terms you have to learn and, um, making sure you measure something right, all those, like, little tactical things.

Lauren Schumacher speaks: My favorite part has been finding stuff. Um, it was kind of basic but just hearing, um, other people with their field experiences saying oh you know we set out looking for this feature and then we never found it, um it’s pretty exciting to see that we actually found what we were looking for and, it’s always fun to find like the cool ceramics stuff that we’re pulling out. I found a really neat metal toy horse. That was really fun to find. So it’s just cool digging stuff up.

Carey Beam speaks: The students not only get to learn everything that goes into a field school, right, and all the basics of that and the logistics of that, but they’re also learning how to communicate about the project because we’re such a public facing unit of campus. They are getting a lot of visitors.

[Words appear: In addition to students, volunteer days have enlisted the help of community members.]

Elizabeth Watts Malouchos speaks: One of the most important things you can do in archaeology is involve the public or disseminate your results in your projects to the public, because the public is interested in what we do. But it’s also one of our duties as archaeologists, is to educate and inform the community. Uh, and what that does is that creates archaeological advocates in the community that are aware of cultural resources and the heritage that we need to manage collectively. Not only is this just uh sort of campus cultural heritage, I mean this is Bloomington cultural heritage and part of our deeper Hoosier heritage.  

Voice over: Indiana University Bicentennial

Oral History Videos

IUPUI

Description of the video:

Your story is the story of Indiana University

Here are some stories about IUPUI

The city really saw IUPUI as one of the things they wanted to emphasize. They felt the need to have a comprehensive university, not just the med school. The 70’s and 80’s were also the time there was a lot of interest in urban education, so there were a lot of other urban universities that were really taking off in that period, and I think that also created a kind of identity that IUPUI could plug into, so it was going to be the major urban university.

I came to IUPUI, I was picked up at the airport by Roger Weir(?), who turned out to be a colleague for many years. His wife was driving and he was talking to me and he kinds of explained to me that we were going to the 38th street campus, so at the time I didn’t realize this, but IUPUI had about eight locations in the city. So we were going and he kind of explained to me that were going to the 38th street campus, and there were two buildings there. He points to the Burger Chef and says, “that’s where our department is.” So I sort of laughed and they dropped me off at the hotel. So I just walked over in the morning, it’s about a  block away. I was looking around, and I look—there’s like this extension in the back of the Burger Chef. It was like a little building, and there was a side door going in that building, and a little walk, and there was like a wooden sign that had “Psychology” on it, and it was like something that I would have engraved with my wood engraving set when I was a little boy. And I kind of, you know, he’s not joking, and I walked in, and there were like, I don’t know, twelve offices and that was the psych department. And I went home thinking, “there’s no way I’m taking this job.” We came here for two years, and stayed much longer than two years.

If you are going to be successful, you have to be accountable to one master. That’s your own administration, your own faculty, and so forth. And this is the biggest city in Indiana, it’s the economic driver. I would say it’s the intellectual center of Indiana. It needs a university that has the autonomy to do what it knows how to do best.

The younger people, who were just like one or two years ahead of me, I could tell were energetic, good scientists, and who were—like me—they were going to make something of this department, whatever it was. And then the chairman was really supportive of everybody doing research, and he told me, “this place has not gone anywhere until now, and this is going to become a research department. That’s what we’re building here, a research department.”

From what they just kind of thought as a little local school to a very first-class university. It’s amazing how well—and the faculty that they’ve recruited, and the campus itself is beautiful. You can see why students want to go there.

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

Have you shared your story? 200.iu.edu

Indiana University Bicentennial

IU Northwest

Description of the video:

Your story is the story of Indiana University

Here are some stories about IU Northwest

When I thought about coming back to university, I thought about IU and just being an opportunity. I was raised most of my life in Gary, Indiana. I graduated from school here, and I felt comfortable here, so when the opportunity presented itself for me to aspire and graduate from IU Northwest, I couldn’t say no. I had an externship, I did some work at Methodist Hospital. I took a position on the ??? floor and transitioned over to ICU.

Going back for my MBA, I really, obviously, got a taste of working full-time and figuring out how to get your school work in, and basically that’s all you would do: is work, go to classes, weekends for studying, do work.

I did spend a lot of my time on campus, just because the…student involvement and classes, so it was like, during the week I would cut my work hours back and then just work more on the weekends when I wasn’t here, and then just did homework at night.

It means an education that I would have never gotten, because if this campus wasn’t here, I would have never gone to school, and then earning a good living and raising a family. It meant—proud to be the first one in my family to obtain a college degree.

I balanced family life, school, extracurriculars the best way that I could. To be honest, there’s no way I went about doing things that I would say worked or was the right way to go about doing them. I knew that I had certain responsibilities, and I had to fulfill them, and that if I wanted to succeed and move forward in my career and in my education, I had to keep doing my best and I had to keep moving forward.

When you were studying it felt like you were taking away time from the kids, so I’d wait ‘til they go to sleep. What I would do was, when I put the kids to bed, I would lay down right after and get up at about one o’clock in the morning and study from like one to five.

It was a great place because you got to stay home, you had a nice, small town feel, at the same time, like, I would work after school, so I’d go to UPS in Hammond. I’ve always liked working. I actually owned my own landscaping business—it wasn’t very big—so I did that, and then I was at UPS ‘til like ten at night or so, and then rinse and repeat pretty much.

You know, having a family that was able to provide a roof over my head or food on the table, and the emotional support that I needed.

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

Have you shared your story? 200.iu.edu

Indiana University Bicentennial

 

IU Kokomo

Description of the video:

Your story is the story of Indiana University

Here are some stories about IU Kokomo

IUK gets better every year. This campus is a beacon in Kokomo, because it has a place where people go to think and learn and offer new perspectives and ideas.

It’s just exciting to see how it’s a regional campus but it feels like a big university. And it just offers so much more, and they’ve done renovations now and it looks so clean and modern. It’s really exciting to be back.

We had an accreditation team come in from AACSB and they thought that our building was superior in the technology we offer students, that we have cutting-edge technology and they really raved about the renovations that had been done.

IUK has been somewhat of a home away from home for me. I have built a lot of friendships here. I feel like it’s been a place where I’ve grown as a person, where I’ve been able to experience things that I would not have been able to experience had I not worked here.

We had a really good guest here just a few weeks ago, and it was Ava Cor(?), who is a Holocaust survivor. That was a very moving moment, to have guest speakers like Ava Cor come to the campus.

We have the Culture Bash every year, and that is interesting as well. You get an opportunity to really understand other cultures and understand the diversity that’s involved in how that all just kind of meshes together and how it works.

I have everything accessible to me. If I need help with my math or anything like that, I have that accessibility. The classes are small, so I really get to know my instructors on a more equal level and, you know, so I can’t really say I would change too much. I enjoy that it’s a smaller campus versus a bigger university. Sometimes you tend to get lost as a number versus as a person.

Being at the Welcome Center I have an opportunity to interact with students. I get to know them. I get to know their, you know, their personal—where they came from. I get to also interact with the faculty, because they’ll frequently come through, so I have developed close relationships there.

I think now that the school is starting to draw people outside of Kokomo, I think that’s starting very slowly to add to the diversity. I think IU’s mission is part of what it means to me, that we are going to bring education to Indiana, and as much of Indiana as we can.

So, IU is also, I think, a cause as much as the other things. It’s just a cause, and that cause being that we’re going to have more college graduates in Indiana. We’re going to have more educated people. That’s a real advantage. When you can get the class to where students aren’t afraid to talk—I like being able to create that atmosphere. I feel like if I was at a big school, um, like an R1 school, I would have these huge classes and it just wouldn’t be the same.

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

Have you shared your story? 200.iu.edu

Indiana University Bicentennial

IU East

Description of the video:

Your story is the story of Indiana University

Here are some stories about IU East

My mom was number fourteen of eighteen kids. My dad was raised by his grandparents. He graduated high school, but my mom didn’t. Back then, you turned sixteen, got a job to help support the family. They wanted us to get an education, so we had more choices than they did.

Once I started, you know, my family was like “Oh my gosh, we have a college kid in our family.” And they were just, like, besides themselves, of like, being so proud. And when I came here, it was like so many cultures, so many, like, you know, ideas, and it’s just like, “Wow,” you know, “I don’t have to follow whatever everybody else does.”

I was 31 years old, widowed twice, with three small children under the age of ten. And I thought, “I have got to do something with my life,” and so I started taking some art classes just for fun, and the next thing I knew I was taking classes for credit.

I was teaching piano. I was not working, I was a stay-at-home mom. I had one student who kept asking me questions that I couldn’t answer. He was so advanced, so Rick said, “Mom, there’s a course at IU East that can help you brush up,” and he went ahead and signed me up to take this course. It’s my home, even yet, I still feel like I belong here. I read all my emails from IU East, and I still have lunch with friends and some of the faculty.

IU East provided everything that I needed for my career goals and since it was close to home, I was able to stay and work at the family business while going to college full-time, so it was a real attraction for me.

I wouldn’t be who I am today without IU East, without the people, the instruction, the friendships. I don’t know what I would be doing, because I would have had to find a way to raise my kids without an education. To me it was very important to have a career. My career defined me. I just wouldn’t be me.

IU East for me has meant for me a life change. It has given me opportunities that I sometimes never dreamt I would have. To get to the point where I’m Doctor Hoenniker(?). When I was a little girl I never thought about that, so for me it has been dreams come true.

I was very lucky to be able to have such a quality educational institution in my hometown that I was able to go to, able to work and remain in the family business, but also one that was credible, and the community allowed me to get my first professional job. And because of that, that’s what helped me through my career, and then to be able to remain connected with IU East throughout my entire career, and now working for IU East, it’s really, really neat.

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

Have you shared your story? 200.iu.edu

Indiana University Bicentennial

IU Southeast

Description of the video:

Your story is the story of Indiana University

Here are some stories about IU Southeast

IUS is an institution which provides an education so that the members of our community can grow and succeed in life. That we provide a benefit to the community, a tangible benefit to the community.

I wouldn’t trade it for the world. It was a long journey to get here but it was definitely worth it at the end. You know, I love every single moment I’m here. I mean, everyday I get up, and be able to get paid to do what I do is wonderful, because you feel like you’re part of something bigger than a job, you know, we don’t have jobs, we just go and work for a cause, and that cause is pretty motivating and stuff. And again, I love our students, they let you know, whether it’s a nice email, or a thank you card in the mail, or long after they’re graduated we’ll see them out and about and they’ll tell you, “thank you for what you did, you’re the guy that helped me figure out what I wanted to do.” That’s wonderful.

It is an awesome school. It was a place where so much of who I am today was formed. Family has such deep connections. My wife is an IU graduate, her mother and father were IU graduates, so from that perspective, there’s that sense of legacy, and very proud to be a part of that, when I look at the recognition that the schools here at IU Southeast have. You know, so I see IU Southeast really making a difference in our community. I love IU.

It is the place where these parts of my character joined together, when I was still young and somewhat impressionable, which I think is a good thing. So, to me, my life has been my education. My education came here.

It’s ingrained in me because I, like a lot of students, would not have had an opportunity to get a college degree, education without IUS. Given my personal situation, married and with a child, there was no opportunity for me to go to Bloomington, go to West Lafayette, or anywhere else but IUS, so I went to IUS, and it couldn’t have worked out better for me.

We have a very great support system. IU means to me that I’ll be carrying a lot of memories into my more adult life, because I’m already an adult but the professors that have helped me, the roles that I served on campus, the country I went to study abroad in, the internship that I’m doing, the stuff that I accomplished, I will look back and say, “wow. I did all these things because I was an IU student.”

I think this is a very quality institution that offers a lot to the students and its employees. It’s just a beautiful place to work. I’m just honored that I am part of it.

And I tell my students now that I was afraid to sit on a bench, because it said gift of such and such class, “does that mean I can’t sit on it?” And then I realized that, yes, I can sit on the bench, and I do belong here, and I matter here, and there were people here who cared about me and cared about how I learned. It’s just been such an integral part of who I am, is the experiences that I’ve had here.

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

Have you shared your story? 200.iu.edu

Indiana University Bicentennial

IU Bloomington

Description of the video:

The IU Bicentennial Oral History Project has interviewed more than 1,000 IU faculty, staff, and alumni.

One person we heard about over and over again: Herman B Wells.

 IU Bloomington Alumni ’04, Jo Lucas: Dr. Wells was born in a little town not far from here an lived almost all of his adult life connected in some way to this campus.

IU Bloomington Staff ’91, Terri Crouch: A lot of students would get that word that Dr. Wells was somebody that could help if  you had a problem; you couldn’t get a class, you needed to graduate, or if it was a money problem. He would figure out a way to help get whatever the problem was, solved. He took a genuine interest in every person and he asked questions of them genuinely.

IU Bloomington Alumni ’60, David Eastman: I remember meeting Herman B Wells once. It was at some kind of social gathering, I can’t remember what it was But, ever after that when I met him on campus, he remembered me but you couldn’t forget him. I mean [laughs]. When I was in the quad, men’s quad, it was right around finals time. I was there for one semester and it was all kinds of construction going on. They were jackhammers and all kinds of noises and stuff and people were just out of their minds from the noise, trying to study for finals and stuff. I got on the phone and I called Herman B Wells’ office and I got his secretary and I told her who I was and I told her what I wanted. I said, you know, these people are out of their minds over here, we’ve got to do something. Within in fifteen minutes, everything stopped, everything had stopped, everything. Not just one or two: everything. I mean, that was Herman B Wells.

What leaps to mind is Herman Wells and the incredible sense of this being his family, of the university being his family, and the university being, literally the campus, being an extension of his home and how that graced the lives of all of us who were schooling here.

Indiana University Bicentennial