Category: Life in Honors

How To Create A Good Thesis Presentation

As we wrap up our 2025 Spring Semester, our senior Honors students are anxiously and excitedly preparing for graduation! All Honors students are expected to complete a thesis project related to their major or minor. This past Friday April 11th, our seniors presented their projects at the Honors Senior Thesis Defense event. Our cohort of students, ranging from different majors, educational interests, and plans, all provided interesting and thought-provoking presentations. As many of us wonder about the thesis project process, we were interested in exploring what exactly makes a good thesis presentation. Sarah Maria, the Director of the Honors Program, is also an instructor for HON 399, a workshop-based course where seniors draft and revise their thesis projects.  Read below to learn more about the insights and tips she provided!  

The purpose of the Thesis Defense presentation is to showcase research and articulate why it matters. Students also highlight how they arrived at their specific research question and how they executed the work. While the thesis paper is a long form of exploration, with a summary of ongoing research, points, counterarguments, and deep dives of analysis, the presentation showcases a small slice of the process, giving more insight into why their question and analysis matters in a larger scope. Students present to an audience that is invested in this work and the success of students, like peers, professors, and staff.  

A good thesis presentation needs to be flexible, while still centering on the significance of the thesis question and research. Presenters should help the audience understand the context of the topic and draw connections to the outcomes of this analysis. Curiosity and commitment should shine throughout the presentation as students highlight the importance of their passion.  

Sarah Maria provided wonderful insights and tips on what students should think about throughout this academic project! 

  • Rehearse in a variety of ways (prepare for different kinds of audiences!)  
  • Give verbal cues to the audience (help them move through the presentation with you without becoming reliant on the slides – don’t read off your slides!)  
  • Do more with less – narrow in your topic to make a larger and more complex statement  
  • Keep your overall purpose in mind – what’s the outcome and what do you want your audience to takeaway  

For future students, Sarah Maria reminds them that it is okay to have anxiety about this academic project, but to also remember that Honors faculty and staff are there to guide them through this process. Let go of some troublesome habits as college students (like time management!) and imagine the thesis project as a process that requires devoted and commitment to write consistently. Work in a mindset that imagines ongoing education and discovery!  

Although preparing for your senior thesis might seem daunting, students are supported throughout their journey. Your professors and Honors community is here to support you! Bidding farewell to this wonderful group of students is never easy, but we are extremely proud of all their accomplishments. We are sincerely grateful to these students who truly embodied the Honors Program and showcased the value of an Honors Program education! 

MIG at Springfield

As you may know, the Honors Program offers a Model Illinois Government (MIG) Program. From September to February, students met twice a month to focus on skills like analyzing and debating bills, public speaking, and collaboration. I had the wonderful chance to speak to Angel Nuñez, a sophomore majoring in Marketing. This was Angel’s second year participating in MIG. This year, he was a Senate Democrat, meaning that he would analyze bills and take a stance that reflected Democratic ideas and values. His committee centered on the topics of education and human services, as well as the environment. All this work builds up to the main event where students debate with other schools at the capital in Springfield, IL! 

Angel woke up at “the crack of dawn” to get ready for the Amtrak train at 6:30am to head to Springfield with his peers. Although it was early and he was tired, Angel said that the commute there was “peaceful and motivating to do the best I could” as he shared his nervousness and excitement with his peers. Once they arrived, our MIG superstars went to the hotel to settle in and had the chance to visit the Official Lincoln Library and Museum. Angel described it as an interesting display explaining history with artifacts. On day one, Angel also shared how they practiced committee debate, including topics like if schools should be teaching certain subjects. Day two included the senate chambers, which were even bigger and more daunting. Angel shared, “It was a big space with a lot of students, and it took a lot of courage to put ourselves out there and speak and represent Roosevelt.” However, their hard work and dedication paid off!  

Participating in only the second year of the program, our RU Honors MIG group took home two awards! They won an award for ‘Outstanding Small Delegation’, and Avery Vandermeer received the ‘Outstanding Journalist!’ It was the first time winning these awards, and were impressive wins for Roosevelt as the MIG program is a bit younger than other schools. When asked what set Roosevelt apart from other schools, Angel said that they “had a strong sense of community and stood with each other, and empowered each other.” Angel shared that MIG has had a tremendous impact on him as a student. MIG provides a space “to develop critical thinking skills, build a routine and seek importance in being prepared, have courage to put myself out there, and strive to do the best I could.”  

Congratulations to all our MIG Students! We are so proud of you and can’t wait to see what impact you have next year! 

Chicago Organizations

As we wrap up the month of March and we reflect on Women’s History Month, Chicago is a perfect place to celebrate and show support! From small grassroots organizations to larger movements, there are plenty of ways to get involved.  

&Rise: Domestic Violence Support and Mental Health care 

Interested majors: Psychology, Social Justice, English, HR management, Sociology, Women’s and Gender Studies 

This organization centers on providing support to women who have faced abuse through educational resources, counseling, support groups, and coaching. There are many ways to show support, like through donations, and they also have a wide array of ways to volunteer. From interns who could help with grant writing and fundraising, to support group facilitators and newsletter creation, to even bookkeeping, &Rise presents many opportunities to get deeply involved in important work.  

The Chicago Foundation for Women: Economic support, workforce development, and community building 

Interested majors: Finance, HR management, Journalism and Media Studies, Marketing, Social Justice, Sociology 

This organization is particularly unique because it actually works with investors who hope to connect with women’s empowerment organizations and movements to ensure that every dollar spent is used to the maximum. Guided by the values of empowerment, equality, diversity, collaboration, and integrity, the Chicago Foundation for Women hopes to expand economic security, ensure freedom from violence, and enhance access to healthcare. If you are interested in non-profit work or organizing, consider volunteering for boot camps and trainings!  

Chicago Women’s Health Center: Healthcare support  

Interested majors: Digital Marketing, Advertising, and Public Relations, Exercise, Nutrition, and Health Science, Finance, Health Science Administration, HR Management, Management, Marketing, Psychology, Social Justice Studies, Sociology, Women’s and Gender Studies 

This health center provides services to women and trans people, including gynecology, therapy and counseling, acupuncture, and massages. Through a self-pay sliding scale approach, patients can pay what they can and won’t be turned away. Although this organization centers on healthcare access, students from all kinds of disciplines can get involved. Volunteer opportunities range from administrative, health, and special skills (finance, law, marketing, etc.) Furthermore, consider applying for an internship! The Communication Internship would be perfect for students studying marketing or design, and the Development Internship would complement students interested in non-profit work and organizing!  

The Honors Program centers itself on building community and collaboration within our school community. One of our central learning outcomes is using a multi-disciplinary lens to explore any given topic to understand the complexities presented within an issue, and volunteering or completing an internship with any organization can help provide first-hand experience. Through volunteering and similar experiences, you will be able to apply your Honors coursework to a civic issue and understand real-world applications. Learning from real world experience is equally important and vital. Your Honors coursework and experiences have also prepared you to be present in collaborative settings through discussion-based and project-based learning, as well as the ability to dissect and unpack difficult and complex issues. Through the ability to foster curiosity, you can be deeply involved and engaged with the work you do while also building social awareness.  

 

Welcome Back

Hello Honors students!  

Welcome back to another great semester at Roosevelt! The Spring semester is the time to build up that confidence again through your commitment to your academic success or continue that educational streak even stronger than before. This is the perfect time of year to schedule an advising appointment to get guidance on your plan for the new semester! Not only can your advisors help you prepare for the next semester, but they can also be an amazing outlet for stress or asking for help managing your time and coming up with a plan that might be more suitable for your current schedule. Your regular advisors and Honors advisors are here to support you!  If you’re feeling great about your current state here at RU, advisors love to hear about your achievements as well! 

With the holidays being over and classes starting up again, we all know that this time can be very overwhelming. We encourage you to give yourself grace and take breaks as needed. Many students feel like they fall behind during the first five weeks of a new semester. That is the perfect time to review the syllabus for each class and plan out major assignments, and to reach out to your professors with any questions!  Regardless of how you might be feeling we all know you can do this and that you will continue to reach for success! Enjoy this semester and make sure you are maintaining a healthy balance between your class work and time for yourself! Go Lakers! 

Finals Tips

As our semester comes to an end, a wave of relief rushes over as we reflect on our hard work and perseverance. However, it is important to push through and finish strong as finals week approaches us. Whether you have final papers or in class exams, it can feel stressful to manage and prepare. We have gathered a list of finals tips that we have adopted for our personal study habits for a successful semester!  

Make A Schedule: Studying for multiple classes can feel overwhelming and stressful, especially when finding a place to start. The first step is always to create a study schedule. This ensures that you are dedicating enough time to each class. Plan out your free time in between classes and after classes to go to your ideal study space to focus. Creating a study schedule can also prevent burnout, as you make sure to plan time to relax and decompress!  

Definitely, Probably, Maybe Method: When you are planning your study sessions, it can be challenging to decide what topics and content to focus on. Over the course of 16 weeks, you have learned so much! To combat this frustration, follow the Definitely, Probably, Maybe Method. First, focus on the content that will definitely be on the exam. Next, focus on the topics that will probably show on the exam. Lastly, study the topics that will maybe be on the test. Ideally, you will be able to go through all content covered, but if not, it is important to prioritize your study topics in this order! 

Avoid Distractions: Studying for exams or writing final essays can be extra challenging when distractions are bugging you. Put your phone settings on do not disturb or silence your notifications. If you’re tempted to pick it up, put it across the room. It might also be helpful to communicate your study schedule with your friends and family. Go to your favorite study space with limited distractions where you can solely focus on your work!  

Pomodoro Study Method: Studying can be difficult without a clear structure. The Pomodoro Study Method breaks up study times into increments to prevent burnout and maximize productivity. First, choose a task that you plan to focus on. Next, set a timer for 25 minutes and study/write without interruptions. After 25 minutes, take a 5-minute break. Continue this method 3 times, before beginning to take longer breaks of 15-30 minutes. After repeating 3 times, increase the breaks by 5-minute increments.  

Use Honors Study Rooms: As Honors students, you are always welcome to use our study rooms! Bring a group or come solo and reserve a space with our Program Assistants. Our quiet and private study spaces are a perfect place to focus. Visit us at AUD711 Monday-Thursday 9am-5pm! 

As we wrap up the semester, finals week can be the most stressful time with exams and final papers piling up. Consider following these study tips to ensure successful study sessions. The Honors Office is so proud and grateful for all your hard work this semester! Keep it up!  

Honors Exchange 10/25/2024: Accessibility

On October 25th, the Honors Program Exchange had their second meeting. Students were asked to come prepared by watching “Examined Life,” a video documenting the challenges of navigating public spaces narrated by the discussion of Judith Butler and Sunaura Taylor, academics in gender studies and disability studies, respectively. Together, they highlighted how physical environments impose many challenges for people with disabilities, and how social acceptability begins when physical spaces become more inclusive. One of the most memorable pieces of their discussion was how society expects us to be radically self-sufficient. This made me think about the isolation many of us experience in larger cities, where we are expected to act in a fast-paced environment.  

 This video was essential in setting up the question of what it means to take a walk, which we were tasked with doing by reflecting on a space on Roosevelt’s campus. I chose to focus on the Auditorium 5th floor women’s bathroom. This bathroom has a lounge area with couches, presenting a very unique experience of the space. This bathroom also has different elevations with a built-in ramp in the floor. I reflected on the video, specifically on the concept of social acceptability relating to disability. Although I usually move through this space quickly, it was an interesting thought exercise to be more intentional with my interactions and consider space and accessibility differently.  

During our session, we shared our insights about the places we chose. From the Wabash laundry room to the awkward corners in the Auditorium building, each space revealed something worth discussing. We also spoke on how physical design changes over time. Roosevelt provides two distinct environments between both buildings, showing interesting design choices. Because the Auditorium Building is a National Historical Landmark, there are restrictions on changes that can be made. However, throughout time, the function of the building has changed, so the design has adapted. I reflected on how space dictates movement, and how some spaces can invite us to stay, while others prompt us to keep moving. Throughout all our contributions, we used the video previously mentioned to reflect on the accessibility of spaces.  

Students sharing the spaces they chose.

After our thought-provoking discussion, we learned about the seven rules of universal design. It addresses the need of building independence while also instilling a sense of community and care. I found it interesting how small changes, like adding texture and bolder colors, can be aesthetically pleasing while equally functional for all people. It made me wonder how Roosevelt could implement these features as well. One key aspect of universal design that also resonated with me is that there is not always true universality, and how some key changes can disrupt the needs of others. I feel like it highlights the complexity of accessibility through its differing and conflicting needs. Instead of turning away from this, designers lean into the discomfort to continue to adapt.  

Throughout this meeting, I enjoyed listening to the insightful comments from my peers. Our discussion was helpful in tackling the complexity of accessibility and physical spaces. There is no true and entirely effective approach. This highlights the need for diverse disciplines to collaborate and work together. Furthermore, our discussions underscored how accessibility and design is a social justice issue. It makes me wonder how Roosevelt can be more inclusive and intentional, as a social justice institution.  

The Importance of Honors Advising

Around halfway through the semester, Honors students attend an Honors Advising session. Honors advising is a requirement to maintain Honors membership and to make adequate progress in the program. This is perfectly timed to coordinate your sessions with academic advisors who you will meet with to set up your schedule for next semester. The purpose of this meeting is to set you up for success the following semester. Every student’s Honors advising process is unique depending on specific needs, excitements, and schedule limitations. Hear from our Program Assistants about their Honors Advising session and how they resonate with this experience! 

Mary: 

My favorite part about Honors Advising is getting to share my personal updates with Kenley or Sarah Maria! Not only do they react positively to my news, but they ask me first to make sure I know that they genuinely want to know how I am doing and are happy to see their students thriving. When I come into the office for a meeting, before discussing    grades/attendance/normal class related things, the Honors Advisors always start the session off by asking how you, personally, are doing, in school or otherwise. It truly is a safe space in the Honors office. You’re open to ranting about tough classes, homework struggles, and anything else you may need to relieve some of the weight you are carrying, and Kenley and Sarah Maria are more than happy to listen and/or give advice. Within the walls of their offices, you don’t need to be the perfect student who has everything together. You can be honest about struggling grades, late homework, and even openly admitting that you procrastinate every single assignment. All they want to do is help ease our struggles any way they can and are eagerly awaiting their appointments with students in order to put that help into action.  

Camila:  

My Honors Advising sessions with Kenley are always very rewarding and meaningful. When I was a freshman, her guidance was helpful as I navigated the responsibilities of being an Honors student. I gained familiarity with the program and began to feel more comfortable. Honors advising appointments are beneficial to me because they feel personal and give me a space to connect with the Honors Program. Kenley is always very aware of my experiences as a student, and it is rewarding to feel understood. Kenley knew that this semester, I have had a more challenging schedule. It has been difficult to manage classes, work, and family responsibilities. As we began discussing the possible classes I could take next semester, I knew that I wanted more flexibility and time available for me outside of classes. I am also considering double majoring, which would shift the courses I take. When I shared my hopes for the next semester and following, Kenley helped me map out actionable steps and strategies I could take. Although semester planning can feel like an impossible task, honors advising provides me a space to think about the choices available to me.  

Roan: 

Honors advising is great because it gives me a space to talk about my experiences as a student and make choices that develop my learning. Honors advising is not just about picking classes for next semester, but also a space to think about your future. In my advising sessions, I am able to talk about every aspect of my academic life. I can share about the classes I love and don’t love, how classes impact my progress and academic future, and my overall experience. There is a genuine commitment to each person’s success when it comes to Honors. As Honors courses tend to be less major-specific, I can at times struggle to decide which Honors course will work best for me. Kenley is knowledgeable about every Honors class from content, style, to instructor. Honors advising allows you to find out which Honors courses are perfect for you and your own learning. Overall, Honors advising is more than just an academic meeting. It is also an opportunity to gain helpful knowledge that will help you succeed in and outside of honors.   

From the experiences of our Program Assistants, it is clear that the needs and desires of every Honors student are different. From sharing your semester experiences, your challenges in classes, or to your aspirations for the future, your Honors advising sessions can be used for a variety of needs. You are given the agency to direct your session however you would like. Sarah Maria and Kenley are available to support you, no judgement! We look forward to seeing you all in the office at AUD 711!!  

Immigration Past, Present, and Future: The American Dream Reconsidered Panel Reflection

The American Dream Reconsidered Conference is a yearly conference held by Roosevelt University to discuss what the American Dream is to us today. This year’s conference surrounded the topic of Immigration.  

Immigration is one of the most important policy issues for many American today. The topic dominates the media, especially with the 2024 presidential election. But immigration is not just a modern-day issue; the argument has been a steady conversation for many years. With moderator, Professor Sandra Frink (RU), panelists Professor Susan Gzesh, University of Chicago , Michael Jin, University of Illinois Chicago, and Maddalena Marinari, Gustavus Adolphus College, discussed the Immigration Act of 1924, 100 years later. 

The Immigration Act of 1924 severely restricted immigration into the United States.  The Act effectively barred much of immigration outside western Europe, established border patrol, and controlled immigration through quotas. The Act was a way to prevent immigration and maintain an ethnically homogenous country– homogenous, meaning all the same kind, white. This act sought to achieve a homogenous nation through quotas. Previous legislation had been too racially targeted, so quotas were established to make restricting certain people a quantitative matter. Quotas were set by looking at the U.S. census and once a country reached its quota, no more people were allowed in. The Chinese Exclusion Act of 1882 stopped Chinese laborers’ from entering the country and stopped all Chinese immigrants from claiming citizenship. This act came after the completion of the transcontinental railroad. With this legislation still in place in 1924, Chinese immigration was suspended completely because they could not claim citizenship.  

Mexican immigration was not included in this legislation. This was because of the need for specific types of labor at that time. Mexican immigrants were allowed to come in because the country needed them, but only on a temporary basis. This is similar to how Asian immigrants were pushed out after construction on the transcontinental railroad was finished. After the need for labor was gone, the United States wanted to return to a homogenous nation.  

In the present day, the legacy of this legislation is still around. The Immigration Act of 1924 set a precedent for the US to enact similar types of harsh laws. In recent years, the United States has felt made a point to block borders, separate families, and deny asylum. But as Michael Jin points out, the legacy of this act is so important because, without its repeal in 1965, the room we are sitting in would look very different. The rich diversity that makes America so unique would not exist if the Act of 1924 stayed in place.  

Looking to the future, immigration is likely to remain an important topic. With the 2024 presidential election only days away, immigration is one of the most frequently referenced policy discussions. Republicans are pushing for mass deportation in another Trump presidency and harsh laws on who we let into the country. Democrats support earned pathways to citizenship but still want limitations.  

With these policies, past, present, and future in mind, it calls into question the American Dream. Who is the American Dream for? Who does it work for a who does it work against? As the panelists pointed out, the notion of the American Dream is exclusionary to Native Americans, Asians, and anyone else who is affected by harsh immigration laws. “The American Dream” that says anyone can succeed here, clashes with the legislation put in place.  

Lost and Found

This year’s theme of the Honors Program is “Lost and Found.” Our yearly themes provide a framework and lens that we use in class to think critically about our curriculum. It invites students and instructors across Honors courses to wrestle with a similar set of ideas, even across disciplines, and create new knowledge together. “Lost and Found” is truly up for interpretation by students to personally connect with the Honors curriculum. 

In Honors, losing something could be positive, like letting go of learning mindsets that do not serve us. Fixed mindsets describe the concept that educational abilities, talents, and motivations are unchangeable and set for life. Intelligence is thought to be defined by strict, ridged, and unadaptable measurements, where one size fits all. It pushes students to steer away from positive educational risks, opportunities, and dynamic learning.  

Through the theme of “Lost and Found,” we can reflect on Honors Program educational experiences that challenge us to lose this mindset that does not serve your educational growth. Losing a fixed mindset allows us to alter how we think about challenges. This framework, when applied to loss, can address the issue of isolation and toxic individuality that inhibits authentic connection. Fixed mindsets create a learning environment where asking for help or feedback is difficult. The theme of “Lost and Found” presents an interesting perspective in respect to “losing” something. However, the loss of a fixed mindset is accompanied by something that is “found.” We can utilize Honors curriculum through this lens to reflect on new mindsets.  

Our theme can present growth mindsets as something that is “found.” The concept of a growth mindset is centered on the fact that intelligence can be developed through learning, effort, and persistence. Students engage with their learning intensely and authentically, embracing challenges. Our Honors curriculum is an excellent vehicle through which to explore “finding” a growth mindset.  

As Honors students, we are encouraged to engage with difficult and complex material daily. This can feel challenging, and growth mindsets can reframe this as areas of growth and not failures. This serves our learning experiences as we engage with our critical thinking skills, collaboration with our peers, and exposure to different perspectives. Our Honors Program curriculum shows us that progress is almost never linear. We can use our “found” growth mindsets to remain flexible, and to embrace setbacks as a natural part of our learning.  

This reflection provides just one example of how “Lost and Found” manifests in Honors learning. Not only does this theme provide structures to Honors curriculum in classes, the Honors Exchange, and more, it is also meant to be interpreted by students. It guides us to the questions we can ask about our learning and how we can personally relate to “Lost and Found.” There is no right or wrong way to make meaning, and I encourage us to continue investigating and discovering this together.  

Meet Our Program Assistants!

As we settle into the Fall 2024 semester, the Honors Program Office would like to take a moment to welcome our new team of Honors Program Assistants! Bringing a diverse range of backgrounds and talents, our team is committed to enriching the Honors experience and supporting the academic journey of students in the program. The Program Assistants will keep our student body up to date through an active and engaging social media presence, and will provide in-depth information and stories on our blog. Camila, Mary, and Roan are excited to introduce themselves to our Honors Program community!

Camila:

My name is Camila and I am a sophomore majoring in sustainability studies, from the west of the city in the Berwyn/Cicero area. I was always interested in urban planning, because cities have always surrounded me, and as I moved through my education, I noticed the inequities embedded within the physical structures of our environments. Roosevelt resonated with me as a social-justice oriented institution, because of its location, and it was close to home. Although Roosevelt does not have a program directly related to urban planning, after a one-on-one shadowing opportunity with Professor Mike Bryson, I was convinced to ultimately study at Roosevelt. I was also intrigued by the Honors Program, because it resonated with my learning and provided me with a large amount of financial support, which alleviated most of my stress relating to the college application process. 

As I gained more familiarity with the Honors Program as a student, I felt more comfortable and began engaging more with my courses. For example, I joined the Honors Exchange last year, which was the most memorable learning experience of my freshman year. I was thrilled to learn that the Honors Program office was looking for another Program Assistant during my second semester of freshman year. I resonated greatly with my Honors educational experiences and was excited to learn more through this position. Although I joined a bit later in the school year, I was still able to learn so much about our Honors office operations. I had the guidance and support of my three peers, who helped me learn about the many running pieces of the office, like the social media, blog, newsletter, club, and much more. This experience was great, and I enjoyed being part of the office as a student worker. I am super excited to continue working this year as the Lead Honors Program Assistant. My peers last year provided me with a welcoming and comfortable environment to learn and explore this position, and I hope to do the same this year. Together, we are working on many projects, ensuring this year will be memorable and filled with excitement! 

Mary: 

Hi! I’m Mary and I am a Junior here at Roosevelt this year. It’s my first year working in the Honors Program and I am so excited to start seeing the business side of the program in addition to the student side. I am a criminal justice major with a legal studies minor. Being a part of our school’s justice program has been so impactful in my learning journey and I have gained so much knowledge that I had no idea about before coming here. I am originally from Lafayette, Indiana, home to Purdue university, where I took an online college course before coming to Chicago called ‘Introduction to Serial Killers’. I decided to take this course because I graduated high school a semester early, but still wanted to wait until fall to go to college. This course also allowed me to get a sneak peek at if this was truly the major I wanted to pursue and I fell in love with it from the start. I chose to come to Roosevelt because my dad used to work at the University Center and I always knew I wanted to live there. Roosevelt seemed like the best fit for me based on the three colleges that live in that building. Three years later and I am so glad I made that choice. I sort of fell into the Honors Program my second semester here. I didn’t know our school had one, but I received an email saying that I would be a good fit and that I should consider joining; obviously I said yes! Going along with that, I was always curious about the students behind the desk in the Honors lounge and when I received the encouragement to apply, I was thrilled! This year, I am going to help with writing blog posts and coming up with fun ideas for the Honors Program social media accounts. I am very excited to see what lies ahead with this job for the upcoming semester, and figure out my place in this team.

Roan: 

Hello! My name is Roan Daley and I am a sophomore here at Roosevelt. I am from Essex Junction, Vermont and I am a criminal justice major. I have had an interest in criminal justice from the time I visited the F.B.I. museum during an 8th grade field trip to Washington, D.C. After doing a technical program in high school, I knew criminal justice was what I wanted to pursue. What brought me to Roosevelt was a couple of things. I absolutely love the location, Chicago is my favorite city and I love going to a school where the city is our campus! I also love the social justice model that Roosevelt strives for. Social justice is something that is very important to me especially in relation to my criminal justice studies. What drew me to the Honors Program was the commitment to interactive learning such as discussion and collaboration-based classes. The Honors Program also offers scholarships for students which was a huge help for my academic success. I applied to be an Honors Program Assistant because I loved my first year in the Honors Program and wanted to expand my involvement. Going into my first year as an Honors Program Assistant, I am very excited for everything we have planned. My background is in social media and I look forward to the fun and creativity that comes with that! 

Looking Ahead:

As you can see, our Program Assistants have established themselves as proud Rooseveltians and Honors students, connecting deeply to the mission of Roosevelt and the ethos of the Honors Program. This position provides a unique learning experience, and our team is eager to positively impact our community. Equipped with their various skills and interests, Camila, Mary, and Roan are well-prepared to undertake the tasks ahead of them. Through the work produced by our program assistants, Honors can continue providing comprehensive information and updates for program members that will boost engagement and encourage participation in Honors initiatives. Stop by AUD 711 Monday through Thursday between 9 am and 4:30 pm to be greeted warmly by these excellent students and enjoy the vibe of the Honors office! !