- Twelve Mini-Grants were awarded to K-12 teachers who participated
in the project. These project teachers' stipends covered their
time and expenses to participate.
- A Summer Teachers
Institute was offered to the twelve Mini-Grant recipients
for training to apply the technology and project resources in
the classroom setting. These six teams of project teachers provided
valuable insights and strategies for incorporating the project's
digital resources into cross-disciplinary educational activities.
The teachers' input, combined with the goals and activities
of the Institute, resulted in a demonstrated synergy and heightened
- Five additional Professional
Development Workshops, modeled after the Summer
Teachers Institute, were offered to teachers and librarians
for training on the use of technology and digital resources
in educational programs and activities.
- Project teachers contributed over 25 cross-disciplinary instructional
units for adaptation in other lifelong learning settings.
- Local cultural heritage resources, The Works
Progress Administration (WPA) Murals and the Hoosier
Artists Project, were digitized for use in educational environments.
- The project served as an accessible gateway to digital images
and text resources for use in lifelong learning activities and
provided a framework for schools and libraries to continue using
these resources after the completion of the project.
- The IUPUI University Library along with commercial vendors
developed innovative licensing terms specifically for the K-12
and public library communities.
- The project enhanced collaborations with schools, libraries,
and cultural organizations.
- The IUPUI University Library successfully served as a neutral
partner and catalyst in bringing together museums and cultural
institutions with public librarians and educators.
- Anecdotal evidence from student work at all age levels and
reports from educators indicate that the integration of digital
art images and text into the cross-disciplinary instructional
- Enhanced the teaching and learning experience due to increased
motivation, enthusiasm, and participation of students.
- Promoted a higher level of learning and critical thinking
- Improved the students' self-esteem.
- Impacted "at risk" students in a highly positive
- Reached students in a personal way noting that emotions
are the gateway to learning.
- Project activities generated ongoing collaborative learning
communities and relationships among education professionals
in central Indiana.