Tag: #Student

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/



October at a Glance: A Dynamic Month of Exploration and Engagement

By: Salma Mardi

The Honors Program at Roosevelt University had a thriving October, marked by an array of engaging events, intellectual explorations, and significant opportunities for academic and personal growth.

One of the month’s standout moments was the impactful participation in the “American Dream Reconsidered Conference.” This thought-provoking event served as a pivotal platform for students to deeply engage in conversations encompassing pivotal aspects of the American Dream. Within this academic arena, students delved into profound discussions regarding social justice, historical memory, and the societal reformation of norms. This academic exchange was far more than a mere conference; it was an immersive exploration into the complexities of our society. It highlighted the program’s unwavering commitment to fostering critical thought, societal awareness, and active participation in shaping the discourse on pertinent societal issues. This intellectual engagement empowered students to not only understand but also actively contribute to the ongoing dialogue surrounding the American Dream, emphasizing the program’s dedication to holistic education and social responsibility.

The Honors Exchange meticulously organized an enlightening field trip to the National Holocaust Museum in Skokie. This trip was not just an educational excursion; it was a deeply emotional and poignant experience that carried profound significance. The visit offered a somber and thought-provoking exploration of the theme of remembrance and responsibility, leaving a lasting impact on all participants. It wasn’t just a mere visit but a journey that emphasized the importance of preserving historical memory and acknowledging the weight of our collective past. This solemn and reflective journey resonated deeply with the Honors Program’s ethos, emphasizing the values of social consciousness and fostering a profound understanding of historical narratives and their significance in shaping the present and future. The experience provided a space for students to not only learn from history but also to emotionally connect with the gravity of the past, aligning with the program’s dedication to creating well-rounded and socially aware individuals.

Furthermore, the Model Illinois Government (MIG) commenced an immersive journey with its first meeting and a stimulating session hosted at Prairie State College. These interactive sessions provided students with a firsthand experience in assuming the roles of legislators, journalists, and lobbyists. They actively engaged in practical simulations that mirrored the intricate workings of governance and legislation. Participants not only observed but actively participated in the decision-making processes that govern legislative actions, gaining a comprehensive understanding of the complexities inherent in the functioning of government. This hands-on experience allowed students to practically engage with the complexities of policy-making, reinforcing the importance of real-world experience in understanding the nuances of governance.

Picture of MIG’s first stimulation session
MIG at their first stimulation session of the year!

This invaluable exposure to the mechanics of government aligns with the Honors Program’s emphasis on offering a comprehensive education that transcends textbook learning, ensuring students grasp the intricacies of governance through practical engagement and participation.

October was a month teeming with a diverse and rich array of opportunities, intellectual engagements, and practical experiences that exemplified the Honors Program’s dedication to offering an enriching and nurturing environment. These events were carefully curated to facilitate not only academic growth but also social and personal development. Each activity, from the thought-provoking discussions to the hands-on experiences, resonated with the program’s commitment to fostering a well-rounded education that extends beyond the confines of the classroom. The Honors Program’s commitment to providing such a well-rounded experience ensures students have the space and support to excel not just academically but also in their personal growth, promoting a culture of exploration, critical thinking, and social responsibility. As the semester progresses, the Honors Program continues to flourish, acting as a dynamic platform that cultivates an enriching space for students to not just learn but to thrive and grow. It remains steadfast in its dedication to offering an environment that encourages holistic development, enabling students to navigate an academic journey filled with enriching experiences and empowering opportunities.

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.

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.