Tag: #RooseveltUniversity

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.  

Navigating the Finals Frenzy: Your Ultimate Preparation Guide

By: Salma Mardi

As the semester hurtles toward its conclusion, the impending finals week can feel like a whirlwind of stress and anticipation. But fear not! With a strategic approach, you can tackle your finals with confidence and set yourself up for success. Here’s your ultimate guide to prepare for the upcoming finals:

  1. Organize Your Materials:

Start by gathering all your notes, textbooks, and class materials. Create a comprehensive list of topics that will be covered in each exam. Organizing your study material will help you identify the areas that need more attention.

  1. Create a Realistic Schedule:

Time management is key. Break down your study sessions into manageable chunks, and allocate specific time slots for each subject. Be realistic about your capabilities and factor in breaks to avoid burnout.

  1. Prioritize Your Subjects:

Identify the subjects that require more focus and prioritize them. Allocate more study time to challenging subjects while maintaining a balance with those you find easier. This ensures a thorough review of all materials.

  1. Utilize Active Learning Techniques:

Instead of passively reviewing notes, engage in active learning. Quiz yourself, create flashcards, teach the material to someone else, or participate in study groups. These techniques enhance understanding and retention.

  1. Seek Clarification:

If there’s any concept or topic you find confusing, don’t hesitate to seek clarification. Reach out to your professors, classmates, or utilize online resources. Understanding the material thoroughly is crucial for exam success.

  1. Practice with Past Papers:

Many professors provide past exam papers. Use them as practice tests to familiarize yourself with the exam format and types of questions. This not only helps with content review but also boosts your confidence.

  1. Take Care of Yourself:

Maintain a healthy lifestyle during finals. Ensure you’re getting enough sleep, eating well, and incorporating short breaks for physical activity. A healthy mind and body contribute to better concentration and retention.

  1. Utilize Campus Resources:

Take advantage of resources offered at RU, such as tutoring services, writing centers, or study workshops. Roosevelt’s Learning Commons is your go-to resource. The Learning Commons offers specialized tutoring services that cater to the demands of your coursework. Take advantage of this invaluable resource to ensure you’re honing your skills to the highest level. The Honors office also offers study rooms you can check out during office hours (9-4 Monday through Thursday)!

  1. Digital Detox:

Minimize distractions by taking periodic digital detox breaks. Turn off social media notifications and find a quiet, focused environment for your study sessions. This helps in maintaining concentration and productivity.

  1. Plan for Exam Day:

In the days leading up to the exams, plan for the actual exam day. Know the exam location, gather necessary materials, and ensure you get a good night’s sleep before the big day.

Remember, finals week is a marathon, not a sprint. Pace yourself, stay focused, and celebrate small victories along the way. You’ve got this! Good luck!

Other lists:

https://www.princetonreview.com/college-advice/how-to-study-for-finals

https://shorelight.com/student-stories/21-best-study-tips-for-final-exams/

https://blogs.tntech.edu/graduate/2022/04/27/how-to-prepare-for-final-exams-14-top-and-easy-tips/



Honors Exchange: On (Not) Forgetting the Holocaust

By: Salma Mardi

At Roosevelt University’s Honors Program, the journey of knowledge transcends ordinary boundaries through the Honors Exchange. This exceptional co-curricular initiative offers honors members a comprehensive array of experiences, blending intellectual inquiry, practical learning, community involvement, and social connection. It’s a holistic educational approach that spans disciplines, genres, and geographical borders, facilitating deep connections with faculty, partners, and the local community.

This academic year, the overarching theme of the Honors Exchange is “Keeping Track.” This theme prompts us to delve into critical narratives that urge reflection on history, memory, and the need to preserve and learn from past experiences. The entire Honors Exchange for this year is aptly named “On (not) forgetting: How we keep track of the Holocaust,” capturing the essence of the theme and its profound implications.

We began this year’s Honors Exchange with a panel exploring the Jewish Diaspora around the world. During the discussion, each panelist shared their unique experiences and personal connections to the Jewish Diaspora, offering profound insights into the topic. Director of the Honors Program, Sarah Maria Rutter, added to the discourse by introducing the concept of sacred reading—engaging with text with rigor and trust. She encouraged students to collect “sparklets” during the panel discussion, capturing beautiful and impactful moments shared by the speakers. As the panel concluded, students eagerly shared their collected “sparklets,” fostering a sense of shared understanding and appreciation for the valuable insights gained.

Picture of panel members: Professor Lynn Weiner, Professor Susan Weininger, Professor Marjorie Jolles, Professor Rifat Gorener, Ken Granle, Director for International Students & Global Scholar Services
Our wonderful panelists: Lynn Weiner, Susan Weininger, Ken Granle, Rifat Gorener, Marjorie Jolles (in order from left to right).

Our heartfelt appreciation goes out to our esteemed panelists: Professor Lynn Weiner, Professor Susan Weininger, Professor and Executive Director of the Honors Program Marjorie Jolles, Professor Rifat Gorener, and Ken Granle, Director for International Students & Global Scholar Services. Their valuable insights and perspectives enriched the discussion, setting the tone for a thought-provoking academic journey ahead.

Their contributions have ignited a deeper interest in our theme, reminding us of the significance of historical memory and the need to preserve it. We look forward to building upon this enlightening discussion as we continue our exploration of “Keeping Track” throughout the academic year. Thank you to our panelists for their valuable time and dedication to our academic community.

Looking ahead, anticipation is high for the upcoming field trip to the Illinois Holocaust Museum and Education Center in Skokie, IL. This visit promises to be an educational and emotional journey, deepening our understanding of history and reinforcing the importance of “keeping track” of significant events for future generations. The field trip to the Illinois Holocaust Museum and Education Center is not merely a visit; it’s an immersive experience that brings history to life. By witnessing firsthand the exhibits and stories, students will gain a deeper understanding of the Holocaust’s impact, emphasizing the critical need to remember and learn from history. This journey will not only enrich their academic knowledge but also cultivate empathy, tolerance, and a commitment to prevent such atrocities in the future.

Unveiling the Honors Journey: From Social Hour to First Year Triumphs

By: Salma Mardi

Welcome back, Honors Program family! The academic year has kicked off with a resounding success, all thanks to the dynamic leadership of Director Sarah Maria Rutter and Executive Director Marjorie Jolles. Additionally, we welcomed Kenley Johnston as the new Assistant Director of the Honors Program, adding to the excitement of the new beginnings. This event provided an opportunity to reconnect with familiar faces and extend a warm welcome to our newest Honors Program members.

The Honors Back-to-School Social Hour was a captivating night brimming with animated discussions and illuminating exchanges regarding the profound influence of the Honors Program on our lives thus far and its ongoing role in steering us towards personal and academic growth and triumph. It was a delightful occasion where friendships were rekindled, and new bonds were formed, setting the tone for an exciting year ahead. 

During this event, we had the privilege to learn about various programs that can enrich our academic experience at Roosevelt University. One such program is the Model Illinois Government (MIG), a structured legislative simulation facilitated by the esteemed Paralegal Studies professor, Carrie Lausen. MIG allows students to step into the roles of legislators, journalists, and lobbyists while critically reviewing legislation, enhancing their understanding of the political process.We also had the chance to discover the McNair Scholars Program, an initiative dedicated to empowering promising undergraduates, particularly those identifying as first-generation or underrepresented, to pursue and successfully complete research-based advanced degrees. This program opens doors to a world of possibilities and academic achievements.

Furthermore, we gained insights into the vast array of student support and success services offered at Roosevelt University. From SSS STEM, which provides comprehensive support to STEM students, to Career Services, offering valuable resources like internship and job fairs and personalized career counseling, there’s an abundance of opportunities for our growth and development.

Picture of the Social hour event
Students and faculty at the Back-to-School Social Hour!

An exciting event on the horizon for RU students is the Fall Internship and Job Fair, scheduled for Tuesday, October 3rd, from 1-4 PM. This event promises a fantastic opportunity to connect with over 40 prospective employers seeking to fill internship and job positions. The fair will take place on floors 3 and 4 of the Wabash building, providing a conducive space for fruitful conversations and potential career prospects.Not only can you explore a multitude of employment opportunities, but you’ll also have the chance to avail professional headshots—a valuable asset when presenting yourself to potential employers.

At the heart of our academic journey lies the indispensable First Year Success (Honors) course, meticulously curated to ease our assimilation into the university learning community and the RU Honors Program. This dynamic course prioritizes not only enhancing academic prowess but also nurturing self-awareness and active educational engagement. By focusing on these fundamental skills, it empowers us to excel in the Honors Program, setting a solid foundation for lifelong success and meaningful contributions in our chosen fields. Through this course, we gain valuable insights and strategies to navigate our academic path with confidence, making it an essential stepping stone in our educational adventure. The interactive nature of the course encourages meaningful peer interactions, creating a supportive network vital for success in a new academic setting. As the semester progresses, we’re witnessing students’ confidence grow as they actively engage with the course content, setting a promising trajectory for their academic achievements. The success of the First Year Success (Honors) course this semester underscores its significance in enhancing academic performance and fostering a sense of belonging among our students.

One of the undeniable highlights of the evening of the Honors Back-to-School Social Hour was the exceptional social atmosphere. The enthusiasm and excitement for the upcoming school year were palpable. Conversations flowed effortlessly, reflecting the genuine eagerness to embrace the academic challenges and opportunities that lie ahead. As we move forward into this school year, let’s take full advantage of the plethora of services and resources available to us, shaping our academic journey into one filled with success and fulfillment. The Honors Back-to-School Social Hour was just the beginning, setting the stage for an extraordinary year of growth, learning, and achievement. Here’s to a phenomenal year at Roosevelt University!

 

 

The Honors Exchange is On-Foot in Chicago

By: Onteya Zachary

On Friday, February 24th, Honors Exchange participants reunited for the second time since the start of the Spring semester at the Chicago Architecture Center. After our first time reconvening on Friday January 27th for a tour of the Auditorium building and theater led by university historian Dr. Lynn Weiner, we hadn’t had much time as a class to discuss what we experienced in our walkabouts over Winter break. The walkabout project was an asynchronous activity over the months of November and December (and into January) where we were enabled to continue our conversation about the design of neighborhoods by focusing on neighborhoods we’d be touring later in the semester known as Chicago’s “first five” (Bronzeville, Chinatown, Greektown/West Loop, Little Italy, and Pilsen).

Students were randomly assigned to a neighborhood and each group roughly consisted of three members. Madeline LaFrambois (freshman), Emily Sanchez (junior), and Denise Merodio Gomez (sophomore) were assigned to the Bronzeville community. As a group, they ventured for well over two hours exploring the area and taking note of not only building design, but how narrative and community identity were communicated through statues of notorious musical figures relevant to the history of Bronzeville such as performers who visited the area. From Etta Moton to Nat King Cole, African American musicians and music such as jazz, blues, or gospel music were greatly informed by the migration of Southern black musicians. Most notable from their presentation was their coverage of the Defender building. Located on King Drive, the Chicago Defender was one of the most successful African-American newspapers of great influence during the Great Migration.

Bronzeville group members get crafty at the Chicago Public Library in the neighborhood!
Bronzeville group read plaques pertinent to the history of the neighborhood on the Forum.

The Chicago Defender was founded in 1905 by Robert S. Abbot. Even though it was only a kitchen table publication, it grew to be the most powerful African-American newspaper in America. What is so important about this newspaper is that Abbot wrote about the rights of African-Americans, to protest on discrimination, being able to have a voice about political and personal action, hopes of the blacks. Bronzeville was a black metropolis and one of the nation’s most significant landmarks in African American urban history. The Bronzeville group benefited from experiencing one of Chicago’s first neighborhoods as it stands today. More importantly, they collaborated in a project where they got to better understand how planned (and unplanned) environments shape experience, identity, access, assets, and resources, barriers and boundaries, possibility, impossibility, and more. The findings, synthesis, and reflection they presented the other exchange participants with while presenting their project on Bronzeville was stimulating.

The Bronzeville group encounters the historic Defender building along their route in the neighborhood.

Each group presented for roughly an hour of the exchange before we put on our coats and headed outside for an on-foot adventure. We began outside of the Chicago Architecture Center observing the land on which the Apple store (401 Michigan Ave.) sat on. Angela Esposito, the Director of Education and Experience at Chicago Architecture Center, contextualized this land as the space in which Jean Baptiste Pointe DuSable’s first trading post sat. Moreover, Angela unsilenced DuSable’s wife, Kittihawa, in the legacy of his success by informing us that she played a crucial role in his success with developing a prosperous trading post on native land considering she aided in translation between the tribes and DuSable. Following that, we moseyed along as a group to a building wrapping its great size around the corner of Michigan Avenue and Wacker Drive and overlooking the cities; the building was none other than the historic London House. 

Honors Exchange participants stop outside of the London House building as the first stop on their on-foot tour!
Honors Exchange participants stop outside of the London House building as the first stop on their on-foot tour!

Here, we examined some of the notable features present in the architecture of the building which was produced during a booming period of industrialization in the 1920s with the arrival of the World’s Columbian Exposition of 1893. Designed by Alfred S. Alschuler, the London House is representative of Beaux-Arts aesthetics with its classical inclusion of Corinthian columns and engravings of Roman figures in the stone facade. Exchange participants gazed at the architecture and ornate design in awe. Next, we walked to the end of the block and stopped in front of the Christian Science Reading Room and our attention was directed to two beautifully outstanding “corn-cobs” or Marina City. Marina City, although we could not venture inside, was a fantastic sight for us all even at such a distance away from the actual building. Angela informed us that the building was designed with the intention of creating affordable housing and the idea of concentrating all the essentials one would need to live (i.e. a grocery store, a car, a gym- to name a few) for those that would live in the city. It was for a time, the tallest residential building in the world and the tallest building made out of reinforced concrete. 

Angela Esposito informs the Roosevelt University Honors Exchange participants about the history and architecture of Marina City.
Angela Esposito informs the Roosevelt University Honors Exchange participants about the history and architecture of Marina City.

One of our last stops on the walking tour was to and inside of the Carbide and Carbon building. It was built by the sons of prominent Chicago architect Daniel Burnham’s, Hubert Burnham and Daniel Burnham Jr.. The exterior of the building is covered in polished black granite, and the tower is dark green terra cotta with gold leaf accents. The use of stylized representations of leaves on the building’s exterior was an intentional reference by the architects to the prehistoric origins of subterranean carbon deposits in the decay of ancient plants. When we walked in, the lobby featured a black Belgian Marble and Art Deco bronze work trim. In addition, many of the designs were informed– as we learned from Angela– by the discovery of King Tut’s tomb in Egypt. Thus, several references to Egyptian pictorials found in the tomb of King Tut such as lotuses were present in the architectural design. 

Honors Exchange participants gaze in awe at the Carbide and Carbon building!
Honors Exchange participants gaze in awe at the Carbide and Carbon building!

Angela also informed us of a popular myth that the Burnham Brothers supposedly designed the building to resemble a dark green champagne bottle with gold foil at the top. After spending a few more moments admiring the building and reflecting on our time together we all departed. For a more visual understanding of our journey and on-foot adventure, feel free to poke around this Google Map: https://www.google.com/maps/d/edit?mid=1Ew4jdhRMih7i4te5sFQYW-1D8FaIwnA&usp=sharing

We look forward to our time together on March 31st, 2023 where we will board a double decker bus and tour the “first five” neighborhoods of Chicago as a collective!

The Nature of Science (Honors Course Reflection)

By: Onteya Zachary

This semester, I took an Honors course called The Nature of Science (BIOL 113) instructed by Dr. Kelsey Poulson-Ellestad (also known as “Dr. P”). We explored a variety of readings that address the interplay between science and society and the scientific process. In addition, we addressed other topics of interest to the class such as sentient beings, knowledge, and climate change. The class in the tradition of Honors encouraged us to individually utilize our arsenal of skills, experiences, and perspectives from our own studies or major and apply them here. Not only did I get to enhance my skills and familiarity with scientific methodology, scientific research, and communication, but I became better equipped to understand advances in science in a technology-rich society.

One of my favorite experiential projects within the course was performing our own scientific research. It included developing a question and testable hypothesis, collecting data, as well as analyzing and interpreting that data. Much of our project was completed in collaboration with our classmates and instructor, Dr. P. For example, we were able to write out journal reflections in private to the teacher as well as discuss the status of our projects throughout each phase of the scientific method/research. In doing this, we were able to really commit and participate in this endeavor in the truest capacity as science is a collaborative endeavor. Throughout our research process, we were also required to carry journals and log our learning and curiosities throughout the individual project.

Another experiential learning project we got to complete and engage in active reflection on was the Unessay Project. Essentially, in lieu of a final exam, my peers and I worked on a final project that demonstrated how we connected with the course content and learning objectives. The details of the project were largely entrusted to us and we were ultimately provided with a creative academic outlet.  These projects could have included a variety of activities and the creation of items. For my project, I designed two sets of earrings that were representations of concepts such as understanding as a common experience and the importance of observation. I felt strongly attached to these concepts and felt myself thoroughly engaging with them in relation to my major. 

Moving forward from the course, I am enthusiastically wondering about how I will bring scientific thinking to bear on issues that affect myself and my communities. Albeit, I had not fully understood the course content when I registered for it, I was thoroughly engaged with the learning experience I embarked on since the first day of class. Not only was the course material exciting and untraditional in the sense of science classes I have taken in the past, but Dr. P was always an energetic and enthusiastic teacher with an avid love for science and teaching everpresent in her interactions with students.