eui student conference: poster session fall 2010
DESCRIPTION
Each semester, the Ethnography of the University Initiative at the University of Illinois at Urbana-Champaign showcases original student work through a student conference. This presentation is the culmination of student posters presented for the Fall 2010 conference. The poster session is sponsored by the University Library.TRANSCRIPT
Student posters exhibited at theEthnography of the University Initiative
Fall 2010 Student ConferencePoster session sponsored by the University Library
NAVIGATING FAMILY AND THE UNIVERSITYEast Asian Ethnographies (Anth 499 NA): University of Illinois at Urbana-Champaign
Lucinda Morgan, Eric Wardall, Karla Gutzke, Amaziah Zuri
Using a snowball sample method we built on pre-
established contacts of group members to locate
participants from Mainland China
Conducted in depth individual interviews with participants
focused on the following questions:
How were parents of these students involved in
the decision for them to study at the University
of Illinois at Urbana-Champaign?
What is the nature of the communication
and/or interactions between the specified
students and their family while they are
students?
How do these expectations affect the
respective student, and how do the students’
plans compare with those of their parents?
SECOND QUARTER
THIRD QUARTER
FOURTH QUARTER
1976
1980 1999
1950 1969 2000 2010
Marianna Trekell became a Professor of Physical Education at the University of Illinois
The �rst women’s intramural basketball team formed in 1906.
HALFTIME
1974
FIRST QUARTER
Marianna Trekell was Co-president of the National Association Physical Education for College Women.
Women’s basketball became an intercollegiate sport.
Ms.Trekell published a book with Joan Hult called A Century of Women’s Basketball: From Frailty to Final Four. It focused on the evolution of women’s basketball.
The �rst female coach was appointed to the women’s basketball team.
1906 1926
Marianna Trekell was born.
1900 1949
1950 1969 1963
Marianna received her M.A. and Ph.D. from the University of Ohio.
The women’s basketball team was allowed to use Assembly Hall as a place to host sporting events.
Marianna completed her �rst book on physical education and recreation.
1980
1970 1979
Marianna received her B.A. from Iowa State Teachers College.
1948
Dr.Trekell received the AAHPERD Honors Award for displaying leadership in her profession.
1950
1985
The women’s basketball team won their �rst Big Ten title.
1991 1996
2004
Marianna Trekell died on October 11th.
The team advanced to the post season for the 10th time in 11 years.
2007
www.uni.edu
http://www.library.illinois.edu/archives/archon/index.php?p=digitallibrary/digitalcontent&id=4122
www.athletics.illinois.edu/academics/awards
www.footsearch.com/thumbnails
www.ahs.illinois.edu/pdf/newsletters/spring www.�ghtingillini.com
www.cdn.news-gazette.com/photos
Ashley Anderson, Paddy Carr, Chelsea Kintzer, Hyun Chang Woo, Justin Jordan, Drasen Johnson, Dennis Nevolo
Marianna Trekell: Fighting For Female Illini
Jody Davenport: Coach and Professor•We had the honor of interviewing a former assistant coach for the University golf team when it was coached by Jody Davenport.•Davenport was a part of the physical education department here at the University and taught many classes. Jody was known as having a “happy-go-lucky” personality in the classroom and on the course. •“Students bonded to her happy, enthusiastic forthrightness,” according to one colleague. (2)•Jody allowed our interviewee to assist with the golf team for 4 years and helped her to gain the experience necessary to become a high school and collegiate level golf coach.•Jody also enjoyed playing other sports such as tennis. She “gave her life to women’s athletics”.
Did You Know?!?!•Title IX was originally written for educational purposes only. It was not until after when individuals decided to apply the document to athletics. •Title IX Pre-amble– “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits off, or be subjected to discrimination under education program or activity receiving Federal financial assistance. (5)•Since it was released exemptions have been added to the statement, but the original Title IX was only a sentence long even though its impact has been one of the largest in the history of athletics. (5)
Title IX Connection•Jody played sports before Title IX was in existent. She had to try to make teams and play sports without the help of any federal legislation.•Then she had to coach sports teams before the legislation. The Illini golf program never existed as a division I team while she was the coach. •Davenport played a part in the transformation of women’s golf form a club to a Division I sport here at the University of Illinois.•While Jody was the Athletic Director at Auburn University in she, “personally shaped the evolution of the institution’s commitment to gender equality in athletics.” (4)
Other Achievements•Jody was the first visiting physical education professor at the U.S. Military Academy at West Point. (2)•She was even a member of the U.S. Olympic Committee’s Education Council for eight year during the late 1970’s into the early 80’s. (2)•Davenport was a member of influential organizations such as the Women’s Sports Foundation and was even the president of the National Association for Girls and Women in Sports for multiple years. (2)
The Later Years•After leaving the University of Illinois in 1976, Jody became the director for women’s athletics at Auburn University for 20 years. (3)•Davenport was posthumously awarded a lifetime achievement award by the National Association of Collegiate Women Athletic Administrators. (3)•She was given this high honor because of her contributions to sports like tennis and golf, as well as her work as an administrator.
Pictures Courtesy of Interviewee
Pictures of Jody on the course with the
University of Illinois golf club.
Jody (left) with two
colleagues from her days at
the University of Illinois.
By: Cynthia Chupp, David Wisthuff, Jimmy Stahler, Maclyn Maguire, Timothy Hawking, and Cory Zomick
MENTOR. PIONEER. ADVOCATE: The Legacy of Susan GreendorferAndrew Stoffer, Anisha Sharma, Brandon Major,
Diana Yin, Greg Puccetti, Jason Moy, Jon Wiese, Megan CoxSOC/KIN 249, University of Illinois at Urbana‐Champaign, Fall 2010
Introduction
Now a merged department including both men and women faculty, the history of the Kinesiology Department at UIUC has helped our group better understand the main focus of our SOC 249 course: Women in Sport. This group project has enabled us to recognize the historical and social aspects of Women in Sport by researching a monumental figure of the Kinesiology Department–Susan Greendorfer.
Research Methods•Archives•Interviews with:
•Professor Sydnor•Susan Greendorfer’sColleagues•Susan Greendorfer
Mentor• “Susan Greendorferwas a role model for women in Sport Sociology in the way that she had achieved the title of Professor at a time when it was very difficult for women to do so.”
• “Susan Greendorferwas a young scholar that mentored students to stand up and be a leader.”
Pioneer• “Her work on Women’s Sport and Socialization had a tremendous impact on Sociology of Sport researchers in the 1980s.”
• “She is one of the founding ‘mothers’ of the field of Sport Sociology.”
Advocate• “Susan Greendorferchampioned Women’s Sport in an era when it was not popular to do so.”
• “She was as committed as a researcher as she was passionate about Women in Sport and Sport Sociology devoting her in supporting her students.”
“My biggest accomplishment was
having students who were better, brighter, and more challenging than I was [as a student] and to see my
students’ careers develop.”
“When you have women in sport, it is not
intended to be a political act but if the woman
aspires to some career in sport, they are defying
gender roles and stereotypes.”
“When I first came into the department, I was thought
as the helpless young woman but while I became
more successful, I was thought more of as a
threat.”
“Women’s sports are inherently a political act.”
Civil Rights Movement
• “The Civil Rights Movement was occurring nationwide. I began teaching at a school where 30% of the student population were black. The black students believed they were living in a racist society. It made me feel like they were calling me a racist. I clearly did not agree but I began to understand the black student’s perspective when the assassinations occurred.”
Assassinations
• “When John F. Kennedy was assassinated, the black students felt totally demoralized. They viewed JFK as the hope to break racial disparities.”
• “Then there was Martin Luther King, Jr. Next, Bobby Kennedy was killed. That was the last straw. I began to see the world the way the students saw it through their eyes. I wanted to learn more about cultural differences. I wanted to believe that it was possible to be raised in the same country with different views.”
http://diodon349.com/WWHS/WWHS%20photos_1968_yearbook/WWHS_Mrs_Greendorfer_1968_yearbook.jpg
“Sue Greendorfer is a Giant in the field of sport sociology. She
still has lasting effect upon scholars today, and she
was and is avery bright articulate person, whom I admire
greatly.”– Robert Rinehart
http://www.facebook.com/profile.php?id=1145559950
EDUCATION AND EMPLOYMENT: FACTORS IN THE STUDENT EXPERIENCE
Research question: How does working during college affect other aspects of a students life? Does employment affect academic performance? Social life? In a similar sense, why do students choose to work and what objectives do they have in
working?
Research Methodology:
-Drawing from fellow students, I chose to interview participants, asking them about their commitment to employment; the interviews
lasted approximately 10-15 minutes each and were later partially transcribed for analysis.
-Interviews were analyzed using different methods, including thematic and narrative analysis of participants’ responses to interview
questions.
Interview Questions:
-Why do you choose to work as a student?
-Do you feel there are benefits to working during school? Do you feel there are
risks? What are they?
-How did you choose your job? Does it fall in line with your major?
-Did you always plan on working during college? Did you feel pressure to work
during college?
-Do you feel it’s harder to keep up with academics since you have a job? Does
working affect your schoolwork in any other way?
-Do you feel working affects any other aspects of your life? Has it affected your
social life?
-Are you involved in any other student groups?
Emily HeatonAnthropology 411: Methods of Cultural AnthropologyFall 2010, Ethnography of the University of Illiinois
“Yeah. It has„um. There are times where„it is terrible and I’m ashamed to admit it, but there are times that I’m working in the office and things get really busy or
something comes up and„I have a class at 3 o’clock on Mondays, Wednesdays, and
Fridays, and sometimes I get busy in the office and decide that I need to get this work done and I don’t go to class. That has„hasn’t affected my grade yet, but I feel that it could if I keep doing it.”
-Respondent A
Time Allocation: Respondent A
Class
Work
Homework
Leisure
I: “Do you feel like„I guess this is a little different, but do you feel more or less stressed, having a job?
I: “Does it create more or less stress in your life?”R: “No. Actually, sometimes it’s kind of nice getting away from like, the school life. Like
I’m completely off campus. I have to drive 15, 20 minutes, and I’m just in their, like, family’s little world and it’s nice not being any„not having„cause I know like when I’m with
kids, I have to focus on them. So like„it’s kind of nice, a nice stress reliever, if anything.”-Respondent B
Conclusions:
-For some students, it seems that employments while in school greatly affects performance in school work; for
others, it poses either no threat or can even be seen as a stress reliever instead of cause.
-Students employment occurs for many different reasons and takes place in many different arenas; some students
work on campus, others off campus. My research was too limited to determine if location of work affected the way
the student reacted to his/her job.
-Students mainly choose employment that will benefit them in some way other than monetarily; many students
choose to work in areas related to a career field or in a special interest. This was true for both interviews I
conducted and is also true for many other students with whom I am in contact.
-Some students begin to see work as a priority, especially when they reach higher-level positions. Students may
spend more time at work than they do on homework or with friends; they may feel a level of responsibility to work
that is equal to or possibly even greater (at times) than school.
-Students choice to be employed or not may be affected by many outside factors pushing and pulling them in
different directions. Some of these factors include, but are not limited to: the economy, familial and social
ideologies, employers and professionals already in the field, and other students whose choices have an impact on
others in the same major or career field.
Observations:
-All participants seem to choose to work in areas they feel will be relevant to a career
path or major; in this sense, it seems important to gain experience and ‘résumé
builders’ from a job in college
-Different students feel different sorts of pressure to work; some feel only slight
pressure. Others feel that working is their way of gaining some measure of
independence (paying for those things they want to do that are not absolutely
necessary). Although my official research was limited, I think it is also clear that there
are students who feel much more pressure to work or who are paying their own
tuition, etc.
-Students feel different levels of stress and commitment to their different jobs.
Respondent A worked in many programs at his/her job. A spent many hours a week
there and said that sometimes it was rated higher in priority for her than even going to
class (see quote to left). Respondent B felt no such commitment to his/her job and
told me that one benefit of his/her job is that he/she does not feel uncomfortable
telling employers he/she is unable to work certain nights due to schoolwork. He/she
even categorized work as sometimes a ‘stress reliever’ (see above quote).
Findings:
-Different students devote different amounts of time to work outside of school. The
pie chart below shows the time allocation for Respondent A. I asked Respondent A
to chart down how many hours out of 12 he/she spent dedicated to different
aspects of her life.
-The day was broken down into time spent in class, time spent at work, time spent
doing homework, and time spent in other ‘leisure’ activities, which could include
traveling from place to place, eating, relaxing, time with friends, etc.
-Out of the 12 hours allotted for the time allocation exercise, Respondent A spent
5/12 hours in class, 3/12 at work, 2/12 on homework, and 2/12 on ‘leisure’ activities.
This comes out to about 42% of a normal day spent actually inside a classroom,
25% at work, and 16% on both homework and leisure.
-My findings here show that in a normal day for Respondent A, he/she spends
almost twice as much time at work than on either homework or leisure. It also
shows that Respondent A only spends more time in class on a normal school day
than at work.
In-State Latino/Latina Recruitment at the University of Illinois at Urbana-Champaign
Kye Hawkins & Melissa Newell
Results
Method
Introduction
Purpose & Rationale
EOL 570: Organization of Higher Ed
Discussion
For this study, we examined recruitment practices and programs of the Office of Admission, as well as first-year, in-state Latino students’ perspectives on
recruitment at the University of Illinois at Urbana-Champaign. Our aim was to obtain a comprehensive view of the efforts to recruit
Latino students.
QuestionWhat are the programs currently in place and/or
being developed at the University of Illinois at Urbana-Champaign to recruit and attract Latino students from the state of Illinois? What are the
main determinants of Illinois Latino/Latina students choosing to attend the University of
Illinois at Urbana-Champaign?
As U.S. Census data shows, the Latino population in America is steadily increasing. The state of
Illinois is at the front of this trend, with one of the highest concentrations of Latinos
among the 50 states.
According to the University of Illinois Diversity Mission, creating a diverse community is extremely important and beneficial to the campus academic
and social environment.
“[Diversity] is integral to the education we offer our students and to the welcoming environment in which
we work and live. Our goal is to make sure that the face of our university reflects the face of America.”
(Robert A. Easter, Interim Chancellor, Provost)
Numerous studies support this emphasis on campus diversity (Gurin et al., 2002; Chang et al., 2006).
In-person interview with University of Illinois at Urbana-Champaign Assistant Director of Admissions (Chicago-Area); audio-recorded and transcribed -Recruiting Statistics -Recruiting programs aimed at Latino/a students -Challenges or strategies to recruit Latino/a students, versus other ethnic groups -Upcoming programs
Online surveys of University of Illinois at Urbana-Champaign first-year Latino/a students (33 completed surveys) -Recruitment programs that they have \ knowledge of or that they have at tended -Reasoning for choosing the University of Illinois at Urbana-Champaign
Research of publicized recruiting programs aimed at underrepresented students, including Latinos/as
Percentage of residents in a county identifying as Hispanic.
0.0% - 6.0%6.0% - 17.4%17.4% - 34.7%34.7% - 61.1%61.1% - 100.0%
Caucasian
HISPANIC
Multiracial
Asian American
Native American
International
African AmericanHawaiian/Pacific IslanderUnknown
University of Illinois Undergraduate Enrollment By Ethnicity, 2010
Just the Facts: IllinoisHispanic population
1,962,000Hispanics as percentage of IL population
15%Number of Hispanics enrolled in K-12
453,000Hispanics as percentage of IL K-12 students
20%
http://www.censusscope.org/us/map_hispanicpop.html
http://pewhispanic.org/states/?stateid=IL
http://www.dmi.illinois.edu/stuenr/index.asp#race
Numerous studies emphasize the importance of a diverse post-secondary education, and the University of Illinois at Urbana-Champaign shares this mission. As the demographics of Illinois continue to follow the U.S. trend of minority groups increasing, especially the Latino population, recruiting these students successfully will become even more impor-tant. Latino students are underrepresented in higher education, and as this population grows, it is imperative that the U.S. promote educational attainment within this demo-graphic. The U of I has programs in place to recruit Latinos and are integrating new efforts to attract underrepresented students to the U of I; however, there seems to be a lack in student-knowledge of these programs.
Did you have direct communication with a member of the admission staff during your college selection process?
Student Survey Results
No: 76%
Yes: 24%
0 10 20 30
No
La CASA
Latino Family Visit Day
Merit Program
President's Award
Engineering (SHPE)
Salute to AcademicAchievement
0 2 4 6 8 10 12 14
None
Tour of Campus
College Info Night
President's Award Program
Information Session
Merit Program
Registration
Advisor Held Dinner
Program with SHPE
Multicultural Academic…
Academic Achievement…
Number of Students
Did you attend any U of I recruitment or admission programs?
Did you participate in any unique U of I recruitment activities that were geared toward Latino/Latina students??
Admission Interview Results
29
16
4
8
12
1 1 1
High QualityEducation
Location Encouragedby Family
DiverseEducation
FinancialSupport
AcademicPrograms
Lower Tuitionthan Private
Campus
What were your reasons for choosing the U of I?
“When I’m looking at it from my perspective…it’s underrepresented students on campus. It’s not an issue of Latino, African American, Native American, low income. It’s none of those things individually; it’s all of those things collectively…we tend to approach it on a very macro level.”
“It’s an interesting time particularly regarding Latino students…because people are finally starting to catch up with the concept of: these people are here, and they are here in large numbers. The population is only going up, and what does that mean? And it’s something that we’ve been talking about in our offices for years, and finally campus is starting to talk about it…”
“…we don’t have a target enrollment number for students of color, or for other targeted groups for that matter. You do the best that you can to admit as many as you can and hope-fully enroll as many as you can.”
OVERVIEW METHOD
FINDINGS
Literary References
Diversity: The effect of Valuations of Diversity on East-Asian International
Undergraduate Students’ University Choice and Experience
John Jones, Julian Tobillo, Kyou Ho Lee, Juan Pablo Herrera-Urizar
Ong, Aihwa. 1999. Fengshui and the Limits to
Cultural Accumulation. In Flexible Citizenship: The
Cultural Logics of Transnationality. Durham: Duke
University Press.
Hoffman Lisa M. 2010. Patriotic Professionalism in
Urban China: Fostering Talent. Temple University
Press.
The main purpose to this project is to investigate
the understanding of the idea and value of the
concept of “diversity” (racial, gender, class,
ethnic) which Korean and Chinese international
undergraduates have before coming to study on
an American campus and 1) how it changes
after arriving, or, 2) if they did not have an
understanding prior to arrival, did they or did
they not gain such an understanding of the
concept
•Diversity was small factor in the decision
to attend UIUC
•Academic and career consideration were
the most important reasons
•Not many felt segregated by American
national students
•Because of purported differences in
culture and difficulties that arise from that,
decided to associate with other
international students from their own
country
We interviewed 5 students: 2 Chinese (1 male 1
female), One Japanese (male), 2 Korean
(male/female). We asked them a series of question
pertaining to diversity, group association and
influences on their decision to attend UIUC.
•What do you think of the diversity of the University?
•With whom do you usually spend most of your time
with?
•What were the reasons you chose to attend UIUC; did
the diversity of UIUC have any influence on your
decision to attend?
SELECTED RESEARCH QUESTIONS
Anthropology of PlayCheska and some colleagues were attending a meeting on the history of physical education in Ontario, Canada, when they decided to organize the Association for the Anthropological Study of Play. “There is a whole world of culture out
there that we never looked at, and how our play … related to various cultures throughout the world,” Cheska said. They called their own meeting “on the shirttails of the history of play.” The association held conferences and promoted
people in different academic areas to get their feet on the ground.
“I had always enjoyed anthropology and reading about it, even when I was a youngster. All cultures have some type of sport, some type of play, something that is linked closely to the culture. It is something that deserved to be studied,” she added. The Association for the Anthropological Study of Play was later renamed the Association for the Study of
Play to include people from all academic backgrounds.
From Work to Play : The Life of
Alyce Cheska
The ArtistCheska first became interested in oil painting in 1971
when she traveled to Nova Scotia, Canada, to her friend’s cottage. She was awestruck by the beautiful
scenery. One of the ladies she was with already knew how to oil paint. She taught Cheska how to
paint with a pallet knife.
Upon returning to Illinois, Cheska attended workshops and took up art classes at Parkland and at the University of Illinois. Her favorite scenes to paint are oceans, storms and waves crashing because she
loves the water. She grew up just 18 blocks from Lake Superior, but did not learn to swim until she
was a junior in college. Many of her paintings were done on location in Nova Scotia.
Cheska was a professor of kinesiology at the University of Illinois from 1966 until 1988. She was the head of the Women’s Physical Education
Department from 1966 to 1970, and professor emeritus after 1988. She holds degrees in physical education, social studies, history, and English.
Choosing a MajorThere were two times Alyce Cheska's father said no. One was when her sister wanted to play tennis professionally after high
school. And the other was when Cheska was getting ready to go to college. She had a four-year scholarship to the University of Chicago to study anthropology. He looked at the cost of living in Chicago and decided that it was too expensive to send both of his daughters to
college at the same time.Cheska went to The University of Minnesota in Duluth, five blocks away from her house. She said, "Big deal! I went to kindergarten
there, the first eight grades. I knew that campus like the back of my hand. I was so mad, so mad.“ There was no anthropology major at the University of Minnesota in Duluth, so Cheska had to come up with something else. She went to registration and because she was
left handed, decided to major in whatever was on the left side of the door. It was physical education and that was her major. Her mother told her to try something else too, so she double majored in whatever was on the right-hand side of the door, which was social studies. She then added more majors and more minors, because she wanted to be a lifelong learner. "I love to learn, I love to learn,"
Cheska said.She was as born and raised in Duluth, Minnesota and there was a lake that was on a hill, Chester Park. It went all the way from the top of her hill to two blocks from her house, to Lake Superior there was an Indian burial ground along that river. As a kid, she was intrigued by it. "That kind of blew my mind, when I realized that all cultures have some sort of similarity in their society you just have to look for
it, it may not be what you do."
“There is a whole world
of culture out there that
we never looked at,
and how our play …
related to various
cultures throughout the
world.”
“There's often a very common thread,
such games where you use an
instrument to get a round object,
[which] we call batting, and we have
batting in the rest of the world. Kicking
a ball –or kicking it and chasing it and
kicking it again – it is done
everywhere.”
1921 - Present
"That kind of blew my mind, when I realized that all cultures have
some sort of similarity in their society. You just have to look for it."
Sources:"Blue Sky Background." Photoshop Backgrounds at PSD Graphics. 18 Oct. 2009. Web. 14 Nov. 2010. http://www.psdgraphics.com/backgrounds/blue-sky-background/.Cheska, Alyce. "Interview with Alyce Cheska." Personal interview. 31 Oct. 2010. Kara Giacobazzi, Emily Bayci, Levi Allen, Peter Rizzo, Rebecca Naatz, Matthew Wieber, Jay Kajla,
Research Question:Is it possible to create a widely accepted Native American symbol to represent UIUC by removing negative attributes that characterize the Chief and creating a completely new symbol that does not negatively, or incorrectly, portray Native Americans and serves as a celebration of the original people of this land?
Why Our Research Is Significant/Important:Because of “The Next Dance” event, which occurred on October 23, 2010, the unity of UIUC has been disrupted (CBS Chicago, 2010). It is necessary to find a way to reunite pro-Chief and anti-Chief people so that campus life can continue in peace, and all ethnicities can feel comfortable on campus.
Methods: Online survey of 58 people who are affiliated with UIUC
-Six Native Americans completed the survey and 52 non-Natives completed the survey
Interviewed one non-Native-Attempted to interview five Native Americans and three other non-Natives who did not participate
Interview Questions:1) What is the first thought that comes to mind when you
think of the Chief as a representation of UIUC?2) Do you believe that UIUC should or should not bring the
Chief back in his current form? Explain. If possible, give a counterargument against the opposing side of the Chief controversy.
3) If you could change certain characteristics of the Chief (such as image, dress, dance, other…) would you approve of having the Chief as a representation for the University of Illinois? What would you change? If you would not approve of the Chief as a representation, would you agree to the use of a different Native American symbol?
4) What do you think are the positive aspects of having the Chief as a representative of the U of I, if any?
5) What do you think are the negative aspects of having the Chief as a representative of the U of I, if any?
Survey Questions:1) Do you consider yourself to be Native American? 2) Do you support the current Chief? 3) If you do not support the Chief, or are unsure of your
views on the issue, would it be possible for you to support the Chief if certain aspects of the symbol were changed?
4) If it would never be possible for you to support the Chief, could you support a different Native American representation for the University of Illinois?
0
2
4
6
8
10
12
Survey Questions 3 & 4
YesNo
Overview of Findings: Not possible to have a Chief representation for UIUC,
even if aspects of the symbol are changed, because the Chief brings back memories of the torturous past that Native Americans had to endure.-”It only continues the process of colonization, not necessarily over our physical bodies, but colonization and appropriation of our intellectual and cultural property.” –Native American Survey Respondent -“The argument in favor of the ‘chief’s’ return is that it’s part of U of I’s tradition. That tradition is tied to violence and genocide.” –Ben Rothschild, Interview Respondent and Member of “Students for a United Illinois”
Not possible to have a human Native American representation. Although we used the word “representation” as to not offend people, it was still associated with the word mascot, which is offensive when used in reference to a human being.
Cannot have a Native American representation for UIUC that is created by non-Natives.-”Given the history of the “Chief”, the silencing of Native voices at UIUC, and the history of racism against Native people on UIUC’s campus (and in the Champaign-Urbana community), it would be very difficult for me to support ANY Native imagery, ESPECIALLY that created by non-Native people.” –Native American Survey Respondent
Possible Solutions: Create a completely new representation with no
ethnicity affiliation.-Will then have a tradition to bring people together, and all ethnicities will be able to feel comfortable on campus
Suggestions for Further Research: Make survey and interview questions in which it is clear
that the new Native American representation need not be human. Results may change.
Be clear that the topic that is being investigated is original. By doing so, may get more Natives to participate in interview questions.-A Native American, D. Anthony Tyeeme Clark, states that “talking with reporters about the cheerleader Chief Illiniwek much more likely than not will result in reinforcing, not undermining, the anti-Indian status quo” (2010).
Our survey responses showed that many non-Natives were ignorant about Native American culture. Future studies could research if ignorance is the main reason that non-Natives who support the Chief continue to do so.
Since it is clear that the best solution to the pro-Chief vs. anti-Chief controversy seems to be to create a new mascot with no ethnic relations, future studies could investigate what traditions from the Chief-era are missed, and what traditions people enjoyed the most, so that these traditions could possibly be incorporated into the new mascot.
Survey Question Number 2
Native Pro-Chief
Native Not Sure
Native Anti-Chief
Kate Srikant and Rochelle Chagoya
Rhet 105: Race and Ethnicity at UIUC
Dorm Life: The Unique Relationship Between Residents
and RA’s
Abstract: For my project I examined the relationships that
formed between dorm residents and their resident
advisors. I was interested in whether the two groups
considered themselves peers, friends, or enemies. I
predicted that there would be a great amount of
tension between the two groups because of the unique
position of power that RA’s have over their residents. I
anticipated resentment towards RA’s from their
residents because of the small age difference but
large power difference. What I found was quite the
opposite. There was very little tension between the
two groups and both seemed to live and function
together in a productive and healthy manner.
Methods:I conducted interviews with both residents and resident
advisors. I made sure to interview both groups in the
dorm, because I felt that it would be the most natural
setting for the interview. I conducted a focus group with
a group of students with a variety of dorm experiences.
These included students in all girls dorms, graduate
dorms, and both public and private dorms. I also did a
social interaction mapping study of an RA during his
desk shift. I took note of the type (social or work
related) of interactions, number of interactions, and
length of interaction. This helped me determine how
much RA’s interacted with students on a personal level
versus a professional level. I also researched RA life
in the student archives, particularly a piece entitled “It’s
not Easy Being an RA” from the 1988 Illio.
“Well...before I got the job I
thought that...It would be
more of a discipline role. I
thought I would be the guy
to like, bring the hammer
down on people and stuff.
After I did it for a while
though I realized it was the
complete opposite. I don’t
like being the guy in
charge. I don’t believe in
power distance”.
RA Response:The RA I interviewed stressed that he wanted to integrate his students and try to bring
them together as a community. He talked about how he didn’t want to be the
authoritarian, but instead wanted to be a reference point and mentor to his students.
While he emphasized the togetherness of his approach, he did admit that he kept a
professional distance from his students until they graduated. He explained that there was
a certain level of friendship that he could not achieve with his current residents for
professional reasons.
RA Observation:I had an RA self record his interactions with
his residents for his entire night shift. I
asked him to report his interactions with
students and record whether they were
social or work related and how long they
lasted. When he gave me his summary I
was surprised to find that he recorded no
social interactions. I asked him about it and
he said “I only talked to friends so I didn’t
think I need to write them down”. When I
asked what friends he talked to, he named
many residents in the dorm. This
observation was crucial because it showed
that he didn’t consider some of his
residents as residents, but rather as
friends. This really showed how strong of
friendships residents and RA’s can form.
Student Response:The students I interviewed talked about their many different RA experiences. Most RA’s fell into two
categories: they were either not present in the lives of students at all or they were friendly towards the
students. No students reported overwhelmingly negative RA experiences. When asked about the age gap,
most students reported that they felt RA’s were much older than them (even though they are not). One
student mentioned that he felt the RA was much more mature than him even though he was not much older.
Many students mentioned that it was easy to be friends with an RA and establish a good relationship with
them as long as they followed the dorm rules. People did not resent the RA’s for getting them in trouble, but
rather understood that they were only doing their job.
“As just someone
living here you
understand that
there are people
whose above you in
the chain of
command and you
should, like, listen to
what they have to
say and stuff and
respect them for
that”.Katherine Connor
COMING TOGETHER:Phyllis Hill and the AHS Merge
1972
1975
1977
1978
:Women and Men’s
Department Merges
IllinoisMinnesota
IowaOhio StatePurdue
Indiana
Wisconsin
*At this time, dates of department merges for Michigan, Michigan State, Northwestern and Penn State are unknown.*
•University of Illinois faculty member from 1952-1977•Served as professor, Associate Dean, and Acting Dean of College of Applied Life Studies (now AHS)•Led college through the 1972 merge of the men’s and women’s athletic/physical education programs and restructured the academic programs, degree requirements, and student academic life•Director of women’s sports•Other Administrative assignments:
•Director of Campus Peace Corp Program•Senate Committee on Student Discipline•Campus Planning and Faculties•Campus Committee of Salary Equity•NAPECW Historian•Advisor of Shorter Board
Phyllis Hill Award
It will be a true honorto continue Dr. Hill’sLegacy by encouragingthose who aspire tofollow in her footsteps.
“
“
- AHS Dean Tanya Gallagher
In spite of our long clinging tothe traditional view thatphysical education is organizedby sex, the plan is workingbeautifully; we learn moretogether, and most of all, weenjoy working together.
“
“
-Dr. Phyllis Hill on the new
department curriculum in the May 1973 Physical Education Newsletter.
Brett Eaton, Jon Horath, Cody Klein, Sami Smith, Kendall McCaugherty, Anthony Munari, Niki Read
The College of Applied Health Science has started a
memorial fund to commemorate Phyllis Hill’s services to
students during her time at the University. As of June 30, 2009,
more than $25,000 has been contributed to the Phyllis Hill
Memorial fund from 100 individuals, allowing it to be
permanently established as the Phyllis Hill Mentoring Award.
The Award is given annually to an AHS faculty member,
recognizing them for outstanding work as a mentor of a James
Scholar student.
Professor Steven Broglio of the Department of Kinesiology
and Community Health received the inaugural award in
Spring of 2010. Dr. Broglio was nominated for his guidance
with Kinesiology senior Tyler Surma and his James Scholar
research project.
Title IXPassed in 1972
No person, based on sex will be denied equal opportunity in an educational program or activity under Federal Funding.
College of Applied Health Sciences The merger of the departmentsof Physical Education for Menand Women into a singleDepartment for PhysicalEducation was the mostsignificant development in thetwo former departments.
1872Physical training instruction required for all men
1895Physical training instruction required for all women
1899Establishment of the department of physical training for men and women
1932School of Physical Education established 1970
Dr. Alyce Cheska resigns as department head of department of physical education for women
Initial presentation of merger met with a strong opposition and 64% of women and 11% of men opposed.
1972Title IX Passed
Merger approved by faculty of department of physical education for women.
February
Merger approved by Board of Trustees
May
September Department of Physical Education for men and department of physical education for women officially became Department of Physical Education
1983Renamed Department of Kinesiology
2005Merged with the Department of Community Health
“
“
– Jack E. Razor 1973 Assistant Department Head
Carita Robertson1925-1967
Accomplishments Carita Robertson
and Other Women 1926
Gertrude Ederle swims the English Channel, the first woman to ever do so. Ederle broke all records.
1926Carita Robertson is on the Midwest team at the Intersectional Field Hockey Tournament.
1929Carita Robertson receives her Master of Arts degree at the University of Illinois.
1930University of Illinois sponsors the first Big Ten Conference swim meet for women.
1931Women are banned from Professional Baseball.
1932 Carita Robertson is invited to present her basketball floor plan at the Midwest Society of Physical Education
Association meeting. This plan was for four division basketball.
1932The school of Physical Education establishes three departments: Women, Men, and Health Services.
1933Carita Robertson is the adviser for the WAA program at the University of Illinois.
1934Babe Didrickson pitches a full inning for the Philadelphia Athletics.
1937Carita Robertson is on the University of Illinois chorus. She was an alto.
1938Carita Robertson is the advisor for the Summer Session Entertainment Committee.
1943Carita Robertson is the advisor for the Illini Union Board, and the Illini Outing Club.
1947Carita Robertson is the tennis coach for the University of Illinois.
1948The Physical Education department at the University of Illinois creates a PhD degree for the program.
1948Carita Robertson is promoted to Associate Professor.
1953Tenley Albright becomes the first US skater to win the world figure skating crown.
1958Carita Robertson becomes the advisor for the American Recreation Society, a co-ed society for recreation majors.
1962Men’s and Women’s intramural programs merge to become a part of the College of Physical Education.
1963The P.E.W. Alumnae Scholarship was renamed the Carita Robertson Physical Education for Women
Scholarship.
1963A recognition luncheon is held for Carita Robertson.
“It was a long trek from the
Women’s Building to the
fields for classes… And my
first six or seven years here
were spent rushing between
these places, on foot, and I
must say I loved it.”
“It was the thing on campus to belong to a
sports group, and hundreds of young
women participated. But today you are
recruiting and spending much time and
effort on the part of a handful of women
students… I hope you are on the right track
as you have only a small percentage of
women taking part in what would be an
active and very worthwhile physical and
social activity for many young women. I
continue to wonder what will be the end
result.”
When a student was asked about Carita
Robertson: “Miss Robertson was one of
those people who made a lasting impression
on you. She instilled the concept of
professionalism with a sly sense of humor.
When you think of what the U of I is and
means, you think of her. She was and will
always be Miss Robertson.”
Carita Robertson’s approach to teaching physical education was unique. One of her
methods to teach was to take a hands-on approach. During her undergraduate years at the
University of Wisconsin, she was part of the women’s basketball program. Her active
lifestyle translated to her hands-on approach in her instruction in the classroom and on the
field. She has set herself apart from her peers by incorporating a biological approach
towards the teaching of physical education. In one other curriculum summaries for
teaching physical education to high school girls, she wanted the girls to understand the
relationship between physical activity and education. Some of the objectives of the
curriculum were to maintain high functioning power and efficiency of the entire body,
meeting and mingling with others, and participating in activities they liked.
In one of her articles, she helps
incorporate skills that can help people
in everyday life outside the classroom.
She uses physical education classes to
instill self-confidence in women and
make them better functioning members
of society. She uses figure skating to
allow women to establish self-
confidence and wants girls to express
themselves on the ice beyond playing
hockey and speed skating.
-Carita Robertson
Here, Carita Robertson is teaching a Women’s
Tennis class. She was very passionate about a
variety of sports.
-Carita Robertson
ILLINOISUNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
Carita Robertson was a physical
education professor at the University
of Illinois from 1925-1967. She had
many contributions to the university,sport, physical education, and women in sport.
Research done by: Pritesh Patel, Azeez Shogbuyi, Zachary Schniers, Kelly Hills, Rupesh Manam,
Ryan Arrick, Rachel Wyffles, Russell Cardelli, and Lauren Fiscus.
“We can move together with skillful intent to alter the current present and to
create the hereafter.”
“A day is lost if there isn’t some kind of physical activity in it”
Student
Teacher
Administrator
Retirement
• Assisted in the development and evolution of various
service programs and professional programs offered to
students.
• In 1949,Huelster helped orchestrate the first professional
curriculum in dance at the university.
• In 1952, she assisted in the development of off-campus
practice teaching programs in coordination with the College
of Education.
• Dr. Huelster is also credited with assisting in the
synchronization of the men’s and women’s Physical
Education Departments to create the College of Physical
Education in 1957.
• Under Huelster’s tenure, the women’s department
increased to 16 faculty and staff to 50.
•Subsequently there was an increase in graduate
teaching assistants
• Contributed to the development and renovation of a
number of educational facilities for the Physical Education
Department, specifically the Freer Gymnasium and the new
Intramural-Physical Education Building that were
constructed in 1970.
• Junior year, she switched her major from English to
Physical Education for Women and minored in English.
• Active in the WAA and the YMCA.
• Captain of the Women’s Basketball and Hockey Teams.
• Played baseball and was women’s basketball manager her
senior year.
• A favorite student of Louise Freer who asked to come back
and teach.
•Graduated in 1926.
•Huelster retired in 1972 as a professor.•She wanted to finish her educational career as a teacher, leaving her department head position in 1966.• In 1971, after Huelster informed the University that she was retiring, Dean King sent her a personal letter requesting her not to leave her post.• Retired in 1972.•In 1973, Huelster returned to the University to lead a council to increase women's sports funding.
•In 1942, Huelster initiated and conducted motor fitness testing to
all students in the required courses in Physical Education.
• Her central research foci centered on the applications of
movement fundamentals as a teaching tool.
•During her tenure at the U of I, Huelster taught badminton, tap
dancing, volleyball, and softball.
•Various Huelster speeches reveal her interest in women in sport,
specifically citing a women’s desire to acquire more flexibility,
efficiency in their bodies, and improve their walk through the
application of sport.
•In 1955, Huelster served as a co-chairman of the First National
Conference on Physical Education for College men and
women.
• Huelster has served as chairman of the Soccer Committee of the
A.A.H.P.E.R National Section on Women’s Athletics, and in 1956
was elected a fellow in the A.A.H.P.E.R.
Freer Hall
Dancers March 26, 1951Pictures of Physical Ed students ca. 1950
Varsity Letter, 1926
Portrait, 1974
“The Laura J. Huelster Award, which supports graduate students in kinesiology who are working on their dissertations, was created to honor Dr. Huelster's many contributions to the University of Illinois and to the profession”
-Applied Health Sciences Award Description
Kristen Klootwyk, Drew Pietrowski, Kaitlyn Wampler, Maggie
Yarbrough, Josh Cowin, Brenden McMahon, Henry Aguillien, Ethan
Asofsky
Interracial and Inter-religious Relationships at
the University of Illinois
SummaryOur survey results indicated that 59% of students at the
University of Illinois supported interracial dating, and 18%
supported inter-religious relationships. We found that the
correlation between students and their parents, regarding
racism and religion, was relatively weak. When asked how
being raised in a racist or non-racist environment affected them,
30.2% were not affected, 44.2% were affected a little, and
25.6% were greatly affected. However, 22.4% said their
parents are prejudiced against any religions or beliefs, but only
15.5% of students are. From our data results, we concluded
that the manner in which students were brought up, and the
ideas and beliefs that they were taught, has some influence in
how they view relationships between different ethnicities and
religions.
In order to gather data on
UIUC students’ view of
interracial and interreligious
relationships we felt that the
use of anonymous surveys
would provide us with the best
and most accurate results. We
also used research papers
published on IDEALS and
Ebscohost that dealt with
similar topics as our research
paper, to compare results and
statistics, and to use as
secondary sources.
Methodology
•How do you feel about
racism?
•Are/were your
parents/guardians racist?
•How do you feel about
interracial dating?
•Would you ever be in an
interracial relationship?
• Are you against
marriage/dating of two
people of different
beliefs?
•Were your parents
prejudice against any
religion or belief systems?
Sample Survey
Questions
When asking the students how
they felt about racism, we found
that 19.4% feel indifferently, 55.0%
are not racist, 0% are strongly
racist, 3.9% are moderately racist,
and 21.7% are a little racist. When
asked if their parents were or are
racist, 8.5% said yes, 57.4% said
no, and 34.1% said somewhat.
However, when asking the
students how being raised in a
racist or non-racist environment
affected them, 30.2% said it did
not, 44.2% said they were affected
a little, and 25.6% said they were
greatly affected. When asked
about discrimination against
different religions, 15.5% said they
are prejudiced against some
religions, but not all. 84.5%
percent said they we re not.
How do the students at UIUC feel about racism?
Indifferent
Not Racist
Moderately Racist
A Little Racist
Miriam Zarate, Manda Chasteen & Matt McGath 2010
Are you prejudiced against some religions or beliefs, but not all?
Yes
No
“[Family] would say things at Christmas.”“People would often give us dirty looks.”“My friends would make black jokes around me and my partner.”
Quotes
Background/Research Question
Since transferring to the University of Illinois as a junior
in Fall 2009 (after the global financial crisis), I could
see a very distinct difference in the way things
worked at the U of I compared to my previous school,
which was private. One of the main differences I
noticed was the way that classes were structured--
specifically in the amount of Teaching Assistants in
relation to students. I soon came to learn that this was
a relatively new occurrence at the University, and
was the result of recent budget cuts from the state. it
was stirring a lot of debate in the campus community.
For this EUI project, I wanted to delve further into this
issue to see how other students viewed and
experienced the effects of these budget cuts. As an
LAS student who saw the effects first hand, I wanted
to to focus on the experiences of other LAS students. I
also wanted to focus of students in the College of
Engineering. I wanted to focus on these students
specifically because Engineering is one of the most
internationally recognized colleges on our campus
that receives a great deal of support from outside the
University. I wanted to see if this affected the way that
Engineering students experienced budget cuts, and if
the experience was different from that of students in
Liberal Arts and Sciences.
Methodology
In order to understand students’ experiences, I
decided that interviewing was the best method for
this project. I interviewed two Engineering students
and two LAS students. For an alternative
methodology, I also asked an LAS student to draw out
a physical map of where she physically saw money
being spent/used at the University.
In one particular interview with an LAS student in
Mathematics, I found that she takes many classes
with both Engineering students (math classes) and
LAS students (general education requirements and
electives). In the interview, she stated that she saw a
definite difference between her Engineering and LAS
classes- particularly in the furlough days that her LAS
professors had to take off. She said that her
Engineering professors did not have to do this.
Another difference that she noted was the size of LAS
classes in relation to Teaching Assistants- there were
often many more students per TA than in her
Engineering classes. Another LAS student that I
interviewed said that this wasn’t the case in her first
years at the University, and that she thinks that it has
mostly come about since the financial crisis in 2008.
One of the students whom I interviewed in
Engineering said that the TA to student ratio in most of
his classes is less disparate than LAS classes that he
has taken, but also noted that the classes are very
different by nature. This particular student also works
in the Mechanical Engineering Lab at the University
and does research on water infrastructure in Europe.
He stated that the project that he is doing research
on is funded by the European Union, and that this sort
of outside funding is common among research
projects in the Engineering Department.
Conclusion
I learned a great deal about this particular topic of
study through my interviews with students. It opened
my eyes to the views of others, and made me realize
how they compared with my own.
Though my research is still ongoing, so far I have been
able to conclude that Engineering and LAS students’
experiences of budget cuts at the University are very
different from each other. Though every student’s
individual experiences vary, I have found so far that
LAS students have been more subject to the physical
manifestations of budget cuts in their classrooms than
Engineering students. The LAS students that I have
interviewed have seen more furlough days from their
professors as well as less TA’s in their classrooms than
there were in years before the financial crisis.
Something important that I was not expecting to find,
however, was that private funding for the Engineering
Department play a major role in how Engineering
students experience the budget cuts. Perhaps
privately funded projects indirectly bring more money
to the Engineering Department, making the blows of
the budget cut less drastic, or at least less visible. This
is a factor that I am interested in researching more in
depth.
Regardless of major, however, what every student
that I interviewed had in common was that, even if it
was outside of the classroom, they were aware and
could feel the effects of the budget cuts in the
University.
http://uihistoriesproject.chass.illinois.edu/cgi-bin/page?page=uiucwallpapers.htmlhttp://uihistoriesproject.chass.illinois.edu/cgi-bin/page?page=uiucwallpapers.html
Bathroom Stall Graffiti: The Writings on the Wall“Graffiti is to leave a record of an individual existence on an enduring medium.” - Sandrine Pereira, Author of GraffitiBackground
Since prehistoric times, people
have used graffiti to instill in time
an important event or to express
an idea or emotion valued to them.
It can be seen throughout history
as war propaganda, as art, as
expression, as narrative, as anti
war sentiments, as Matt loves
Sarah, as advice, as randomness,
but overarchingly as a bold
assertion, as an I am here, and I
have been here, and I have
something to share.
PurposeThe purpose of this study was
to examine the motivation
behind bathroom stall art as
well as what it signifies and
affects in terms of mediating
and negotiating emotional
relationships among students
and individual identity at the
University of Illinois as
expressed through stall
graffiti.
MethodsFirst the nature and extent to
which college students are
invested in stall graffiti is
assessed. Then the study
examined the degree to which
the type and extent of stall
graffiti is varied by gender, major,
and location of the three
bathrooms studied. This
included observing existing stall
art as well as documentation of
new art. Three student interviews
were conducted as observational
research through common
college networking sites such as
Facebook, Twitter, etc to
document how pervasive are the
ideas/emotions behind stall art in
the student community.
Locations: Art & Design Building,
The Union, and the English
Building.
Interviewees frequented each
bathroom respectively.
Interview q’sWhat is your gender?
What is your major?
Have you ever seen bathroom stall art?
Have you ever connected with a piece of
stall art?
Have you ever remembered something you
saw on a bathroom stall and transcribed it
somewhere private or public?
Have you ever recorded (with a camera or
other device) a piece of stall art? If yes, what
did you do with it and why?
How do you feel about bathroom stall art?
Have you noticed any differences in
bathroom stall art among locations?
Why do you think people graffiti bathroom
stalls?
How do you think the opposite genders stall
art compares with the art found in your
genders bathroom?
36%
25%
17%
13%
6% 3%Love/Relationships
Sex Related
Religion/Politics
Life
Humor
Random
Overall Topics
57%
43%Sex Related
Random
Mens Bathroom
57%
43%Life
Love/Relationships
WOMEN’S BATHROOM
FindingsThrough interviews and observation, I found that while
many students initially suggest that they do not find any
utility in the bathroom stall graffiti, they eventually give
away to some way it has affected or affects their
everyday life and how they situate themselves in relation
to the university community. Common topics as shown
in the charts above are love, relationships, sex, religion,
politics, life, and humor. Students expressed that while
they are not especially moved by the graffiti presence
they would be startled by its absence, which speaks
wonders as to how pervasive graffiti has become on the
university campus and how it is a sort of backdrop for
the community. Students tend to view the graffiti as a
podium of sorts and an intimate way to publicly express
themselves. There is definitely a difference between male
and female graffiti topics, as expressed above. There is
also a difference in the topics by bathroom. The Union
hosts more random, humorous, and controversial
(argumentative) topics for graffiti. The English Building
is predominantly literature passages as well as debates
over existentialism and politics, and thirdly life and love.
The Art and Design Building hosts much more graphic
images and large scale graffiti as well as literary
passages and humor. This gender and building content
specific divisions in the graffiti show that students are
sharing a piece of themselves in their tagging of the
bathrooms and that the bathroom frequenters respond
more to what they feel is a reflection or relatable to them
as well. I feel that bathroom graffiti studies, given more
resources, could find significant and meaningful
correlations in content and space through the subculture
of bathroom stall graffiti.Natalie Mbogo, Senior, College of Media
I saw it, and it was so strange because, I had
the book in my purse, and I had read that
same line, not even recently, but I recalled it
there on that wall just as if I had read it that
day. I knew it immediately. And I kinda felt I
knew that person immediately.
-ADB Building Student
Hahaha, yeah, yeah I know,
the boys bathrooms are not
that philosophical. (he
chuckles) But I mean, don’t
fault us all for it.
- The Union Student
I remember being in one stall
and there was this huge
argument that passed over all
three walls all about Harry
Potter. And I was like, maybe I’m
in the wrong major!
- English Building Student
“Freer’s academic orientation toward recreation and teacher training was the cornerstone for the success of women’s physical education programs at the university. She was perhaps best known for her dedication to increased independence and improved states of women on the UI campus during the post World War I era.” (Inside Illinois 1995)
Past
“Miss Freer has a consistent drive toward the planning for a sound liberal, and cultural education for women physical education students.” (Memorial to Louise Freer)
Louise Freer lived from 1884-1966 (University of Illinois Archives Website) and was instrumental in revolutionizing female fitness at the University of Illinois. She was director of the department of physical training for women from 1915-1949. One of her accomplishments includes the construction of the women’s gymnasium in early 1930’s. in 1948 the women’s gymnasium was renamed Freer Hall in her honor (Inside Illinois 1995).
“Louise Freer was a lady of dignity and pride. Her spirit continues to walk with us, her associates and students.” (Memorial to Louise Freer)
Present
Interview: Captain Kimberly Byrd, USMC NROTC Marine Officer Instructor: As an obvious role model for female empowerment what attracted you to a job predominately held my males? I originally wanted to join the FBI, I felt that the Military experience would help me get that job. But once I got into the Marine Corps I discovered that I liked the structure, I like that Marines tell you what they want there is no “beat around the bush” or the worry about being politically correct. You know what to expect, you know what the expectations are, I love the caliber of people that I work with on a daily basis. I have traveled to over 15 countries because of the Marine Corps, the values I learned in the Marines make me the person that I am today.
Peter Milinkovic Kin/Soc 249Megan Anguiano Synthia SyndorDaniel Reiter Caitlin VitoskyMike ShaubChris LiuRicky FaillaTarah BlockJinkon Sohn
As a group, our goal was to capture
Louise Freer’s inspiration and
illustrate how it transcends into
modern day. It has been an honor
and a privilege to research such a
fine leader.
A Modern Example of Freer’s Legacy:
(FightingIllini.com)
(Photo0002548 courtesy of the University of Illinois Archives)
(AHS.0010.00046 Courtesy of ABOR, NAU)
Louise
Freer
Financing Graduate Education: Human Resource
Education Students Rate Their Program Satisfaction with
Regards to Funding and Perceptions of Quality
Research QuestionWith regard to the University of Illinois’ financial situation and the decrease in state funding, how has the cost of attendance and expected contribution of graduate students shaped students’ progress toward degree, choice of program, and satisfaction with the program of study related to foregone income, incurred debt caused by loan acceptance, and future earning potential?
Preliminary Findings
• In-state students were aware of the higher
education funding crisis in Illinois.
• Most students were discouraged that the HRE
program was moving to an on-line format, this
hurt program satisfaction.
• Students with funding sources expressed higher
levels of satisfaction.
Methodology
Our group interviewed six graduate students in the
HRE program. Participants were asked 15 questions
related to program satisfaction, funding, and time to
degree. Interviews were transcribed and themes were
identified.
Discussion/Limitations
• Merging of the departments created a secondary
influence that affected program satisfaction.
• Overall, increased funding would lead to higher
satisfaction in the program.
EOL 570- Organization of Higher EducationAmanda Krueger, Mark Umbricht, & Rodney Ranes
“If tuition becomes more expensive, students will look to other schools.”
“I expected the University to have more financial aid assistance for
graduate students, if not within the specific program, in general.”
“I would have still attended this program because of the reputation of the
program, and the current faculty members on staff in the program.”
Faculty and Graduating Students, DEPT. OF PHYSICAL EDUCATION FOR WOMEN, University of Illinois, 1966‐67. Beulah (1st row, 3rd from right), Carita Robertson (1st Row, 2nd from right) and Olive Young (1st Row, 3rd
from left) all had a huge impact on the department.
“Teacher of Teachers”This title was inscribed on a watch and was given to Beulah Drom by her former students at the University of Illinois because of her dedication and commitment
to enhance the lives of students and colleagues throughout her career.
Life Outside of the University of Illinois: Drom was more than an instructor at the University. Before she taught at the University of Illinois, she volunteered as a “Candy Striper” during World War I/II. During her UOI days, she was an active member in a variety of clubs; everything from Girl Scout Board of Directors to a member of a championship volleyball team. During retirement, she took classes in everything from auto‐mechanics to woodshop.
1904: Beulah Drom was born‐Youngest of 13 children.
1922: Graduated valedictorian of her high school.
1926: Graduated with honors from the University of Illinois Champaign‐Urbana.
1929: Attended Red Cross Life Saving and First Aid School.
1937: Received Master’s Degree in physical education from the University of Iowa.
1943: Served as director of physical Education for Women at Eau Claire Teacher’s College in Wisconsin. She left the Teacher’s College for more experience in teaching children.
Taught high school girls physical education and health in Las Vegas, Nevada.
Attended summer sessions at:•University of Wisconsin 1927 and 1945
•University of California, Berkeley, 1930
•University of Texas, Austin 1939
•University of Michigan, 1941.
1949: Became a professor at the University of Illinois.
1951: Was co‐author with Dr. Clyde Knapp of an Illinois Secondary School Programs study in 1951, “Practices and Opinions in Physical Education, Health, and Safety.”
1961‐64: Member of Steering committee writing “Guide for Elementary School Physical education.”
1970: Drom Retires from University of Illinois. Men’s and women’s phys. Ed. departments were beginning the merging process.
1994: The Beulah Drom Scholarship is founded for Kinesiology students.
January 17, 2003: Beulah Drom death.
Beulah Drom’s Personality: Drom has been described by her co‐workers and former students as a smart, but rough around the edges type of women. She loved her students and was more than willing to help. She firmly believed that everyone had great potential and she expected you to reach it.
Drom’s Impact at the University of IllinoisThen: Professor Drom helped countless students through the women’s physical education department curriculum; including the first African American female student. Drom established the program that places current Kinesiology students into public school systems. She also mentored countless students, which impacted countless lives. One former student states “You know you made my world a better place with your love a wisdom.”‐ Sandy Wilham
Now: Beulah Drom originally had a combined scholarship with Carita Robertson. However, due to the lack of funding the scholarship was limited to Dr. Robertson. (Out of the kindness of her heart, Dr. Drom gave Dr. Robertson the title of the scholarship). However, Dr. Alice Cheska lobbied to have a scholarship dedicated to Dr. Drom. Enough money was raised and the Beulah Drom scholarship is now in effect. The most current recipients are Kaitlyn Pasquinelli and Lauren Valadez. Even after her death, she is still impacting the lives of students at the University of Illinois.
“After her stroke her former students came down or up from wherever; California, Wisconsin, Illinois, just everywhere to visit her because she
made such an impression on them.” – Dr. Alice Cheska
Random Fact about Drom: ‐She first traveled to Chicago, from Springfield, by covered wagon‐ the trip took 3 months.
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