SYLLABUS Class: - B.B.A. II Semester Subject: - Financial ...
November, 2012 A Spotlight on Ink Lit...
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our LLC resi- dents how a magazine works and the ways in which individual responsibility functions in a workplace envi- ronment where collaboration and compro- mise are crucial, we are providing these students with a clear understanding of how their skills can be used in a world outside the four walls of an aca- demic classroom. This type of extracurricular work is important for our first-year students to experience, helping them to feel connected to something meaningful at an institution that can be rather overwhelming due to its size.‖ Increased confidence in the young writers, as well as gen- eral community bonding over the hours of work poured in to producing this magazine are two meaningful differences Ink has made. But the project has also bridged to next level expe- riences—two former Ink editors received internships from na- tional magazines during sum- mer 2012 based solely on their work with this young journal. ―In seven short months, they not only walked away with a strengthened set of those skills, but they also walked away with jobs, impressive resume boost- ers that are sure to catapult On a campus like ours, stu- dents find a variety of ways to seek support and opportunities for growth. Their involvement often leads to new experiences and helps them make connec- tions to faculty and staff who may serve as mentors. The Ink Lit Mag is an example of a student driven initiative which has flourished into an avenue for students to gain experiences and showcase hard work. Daniel Khalastchi, Assistant Director for the Frank N. Magid Undergraduate Writ- ing Center and the Iowa Writer Living Learning Communities (IWLLC) Liaison, was a driving force in the creation of Ink. Khalastchi explained Ink came to fruition in a very organic way, ―When the Iowa Writers LLC had their first meeting last year (2011-2012), many residents indicated a high interest in starting a literary magazine for the community. While we were excited by this prospect, the entire IWLLC administrative team was surprised and in- spired by how intensely com- mitted these young students proved to be.‖ After that first conversation, it only took a few days for the concept of the magazine to be proposed to Khalastchi via email. The stu- dents set out to showcase the work of their community, and in doing so learned from the pro- cess of putting together an is- sue. The magazine became a peda- gogical tool, and as Khalastchi states, ―Young writers not only submitted work to be reviewed by their peers for acceptance into the magazine, but these same writers acted as readers, editors, designers, promoters, and event organizers.‖ The first issue was created in less than four months. Through the creation of Ink, the Iowa Writers Living Learning Community students were given a stage to showcase their work and reach a larger audience. Because the IWLLC students are first-year students, the opportunities to be published in other university literary maga- zines were sparse. These stu- dents were at a disadvantage with only a few weeks of colle- giate experience and knowledge before submission deadlines occurred. Ink became a teaching magazine—learning both about the world of publishing and edit- ing while also providing its au- thors with a platform previously unavailable to them,‖ explains Khalastchi. All in all, approximately 44 stu- dents are involved in the process of publishing an issue of Ink. These students include Iowa Writers LLC students and Resi- dent Assistants. The magazine begins in late August by opening the online submissions to the first -year students and the alumni of the IWLLC and concludes around November. The experience that Ink is able to offer the students helps to impact student success on the University of Iowa campus. As Khalastchi states, ―Ink offers real life, practi- cal work and creative experience to a group of eager young writ- ers. In the end, Ink acts as a teaching magazine—by showing Inside this Issue Iowa Black Alumni Network 2 Tutor Iowa 3 MAP-Works 4 Emerging Leaders Program 4 Pick One Update 5 Orientation Awards 5 SST Retreat Update 5 November, 2012 VOLUME 3 ISSUE 1 A Spotlight on Ink Lit Magazine By Linda Varvel, Residence Life these students ahead of their peers,‖ shares Khalastchi. ―And they were only freshman at the time.‖
Transcript of November, 2012 A Spotlight on Ink Lit...
our LLC resi-dents how a magazine works and the ways in which individual responsibility functions in a workplace envi-ronment where collaboration and compro-mise are crucial, we are providing these students with a clear understanding of how their skills can be used in a world outside the four walls of an aca-demic classroom. This type of extracurricular work is important for our first-year students to experience, helping them to feel connected to something meaningful at an institution that can be rather overwhelming due to its size.‖ Increased confidence in the young writers, as well as gen-eral community bonding over the hours of work poured in to producing this magazine are two meaningful differences Ink has made. But the project has also bridged to next level expe-riences—two former Ink editors received internships from na-tional magazines during sum-mer 2012 based solely on their work with this young journal. ―In seven short months, they not only walked away with a strengthened set of those skills, but they also walked away with jobs, impressive resume boost-ers that are sure to catapult
On a campus like ours, stu-dents find a variety of ways to seek support and opportunities for growth. Their involvement often leads to new experiences and helps them make connec-tions to faculty and staff who may serve as mentors. The Ink Lit Mag is an example of a student driven initiative which has flourished into an avenue for students to gain experiences and showcase hard work. Daniel Khalastchi, Assistant Director for the Frank N. Magid Undergraduate Writ-ing Center and the Iowa Writer Living Learning Communities (IWLLC) Liaison, was a driving force in the creation of Ink. Khalastchi explained Ink came to fruition in a very organic way, ―When the Iowa Writers LLC had their first meeting last year (2011-2012), many residents indicated a high interest in starting a literary magazine for the community. While we were excited by this prospect, the entire IWLLC administrative team was surprised and in-spired by how intensely com-mitted these young students proved to be.‖ After that first conversation, it only took a few days for the concept of the magazine to be proposed to Khalastchi via email. The stu-dents set out to showcase the work of their community, and in doing so learned from the pro-cess of putting together an is-sue. The magazine became a peda-gogical tool, and as Khalastchi states, ―Young writers not only submitted work to be reviewed
by their peers for acceptance into the magazine, but these same writers acted as readers, editors, designers, promoters, and event organizers.‖ The first issue was created in less than four months. Through the creation of Ink, the Iowa Writers Living Learning Community students were given a stage to showcase their work and reach a larger audience. Because the IWLLC students are first-year students, the opportunities to be published in other university literary maga-zines were sparse. These stu-dents were at a disadvantage with only a few weeks of colle-giate experience and knowledge before submission deadlines occurred. Ink became a teaching magazine—learning both about the world of publishing and edit-ing while also providing its au-thors with a platform previously unavailable to them,‖ explains Khalastchi.
All in all, approximately 44 stu-dents are involved in the process of publishing an issue of Ink. These students include Iowa Writers LLC students and Resi-dent Assistants. The magazine begins in late August by opening the online submissions to the first-year students and the alumni of the IWLLC and concludes around November. The experience that Ink is able to offer the students helps to impact student success on the University of Iowa campus. As Khalastchi states, ―Ink offers real life, practi-cal work and creative experience to a group of eager young writ-ers. In the end, Ink acts as a teaching magazine—by showing
Inside this Issue
Iowa Black Alumni
Network
2
Tutor Iowa 3
MAP-Works 4
Emerging Leaders
Program
4
Pick One Update 5
Orientation Awards 5
SST Retreat Update 5
November, 2012 VOLUME 3 ISSUE 1
A Spotlight on Ink Lit Magazine By Linda Varvel, Residence Life
these students ahead of their peers,‖ shares Khalastchi. ―And they were only freshman at the time.‖
Supportive, challenging, fun, intentional, indelible, integrated, unified, and proud to be a Hawkeye are some of the words used by four UI African American alumni to describe their respective undergraduate experiences at the University of Iowa Black Alumni Net-work’s (IBAN) ―Each One, Reach One‖ brunch which kicked off the IBAN second reunion held on October 19th-21st . The panel of alumni along with brunch partici-pants made up of intergenerational alumni and current UI students, tackled such topics as: the current environment of UI African American students, retention and recruitment issues, Greek organizations, strategies for strengthening African American students and alumni networks, and empowering the next generation of UI African-American students to improve unity within their campus commu-nity. The alumni panelists were: Patrick Dyson (B.B.A. 1994 in Business Ad-ministration) originally from Michigan and now residing in Long Beach, California where he is an attorney with U.S. Customs and Border Protection in the Department of Homeland Security. He is a member of Alpha Phi Alpha Fraternity, Inc. Natasha Robinson Esq. (B.A. 1996 in English and minor in Spanish) originally from Waukegan, Illinois and now residing in Chica-go where she is an instructor of the Law and Public Safety Academy at Emil G. Hirsch High School, located on the South Side of Chicago, teaching criminal law, criminal psy-chology, civil and constitutional law to fresh-man, sophomore, and junior students, and heading an internship program for seniors. She is also a faculty member of the Office of the State Appellate Defender Trial Advocacy Program in Illinois. Robinson is formerly an Assistant Public Defender for the Law Office of the Cook County Public Defender. She is also a member of Delta Sigma Theta Sorori-ty, Inc. Melita Pope Mitchell (B.A. 1997 in African American World Studies), originally from Gary, Indiana and now residing in Charlotte, North Carolina where she works at Johnson C. Smith University as a Graduate School Coordinator and Career Counselor. She is a member of Delta Sigma Theta Sorority, Inc. Royce Kinniebrew (B.A. 1998 in English and African American World Studies), originally from and currently residing in Detroit, Michi-gan where he started an educational con-sulting and public speaking firm called The Kinniebrew Group. Currently, he is complet-ing his first book entitled Flunked Out: Mov-ing from Failure, to Success, Graduation, and Beyond which highlights his academic, per-sonal, and career, journey to achieve suc-cess. ―As of October 2012, we have 1,091 IBAN
members,‖ said Melita Pope Mitchell, founder of IBAN and a volunteer for the University of Iowa ASIST Program (Alumni Seeking Iowa Students), a cooperative effort of the UI Office of Admissions and the UI Alumni Association. ―Our goal is to reach out to black alumni and encourage renewed relationships with each other as well as offer support and empowerment to currently enrolled UI Afri-can American students, helping them to successfully address issues and concerns that impact their lives as black students at the UI and to help them have as enriching UI experience as we did when we were students,‖ said Pope Mitchell. Speaking to a packed room at the Pappa-john Building, the panelists spoke warmly about when they were students at Iowa how the African American student population on campus was very intentional in supporting one another, even if you didn’t know some-one personally. ―As Black students, we were a close-knit community,‖ said Patrick Dyson, a former UI Cambus driver and former participant of UI Air Force ROTC. Pope Mitchell said, ―It didn’t matter whether you knew a Black person or not. The reality is that in the sea of white faces, you saw another Black person besides yourself and so we always said ―hello‖ to give acknowl-edgement of each other. It was a simple thing to do to let other Black students know that we are here for each other.‖ ―Knowing that the number of black students on campus was small in comparison to the overall enrollment population, it wasn’t acci-dental that we all got to know each other well,‖ said Natasha Robinson. ―We took the time to really know each other---to integrate across our African American experiences to become a family of support for each other.‖ ―We also always made sure that there was some kind of weekend event to serve the needs of black students as an outlet for fun and connection,― said Pope Mitchell. Tevin Robbins, a current senior psychology major from Davenport, Iowa, a member of
Page 2 Iowa Black Alumni Network Weekend By Valerie Garr, College of Nursing
Alpha Phi Alpha Fraternity, Inc., and the vice president of the UI National Pan Hellenic Council (NPHC) which oversees the UI histor-ically African American Greek lettered frater-nities and sororities, asked the panel for sug-gestions to increase African American student involvement on campus. One suggestion was for African American students to branch out, get your collective voice out there, and get involved in national and regional issues and causes that reflect the concerns of African American students at other institutions. Branching out also means getting involved in activities/causes that are not African American specific but that have meaning and opportunities to transform the climate of the campus for the betterment of all. To improve the visibility of the UI NPHC, the panelists suggested that NPHC partner with other Greek organizations both on campus and at other colleges/universities. This in-cludes showing support for other Greek or-ganization events as well as re-instilling the importance of academics and commitment to lifetime service. Brunch participant, Dr. Colleen Jones, who earned a bachelor of business administration degree, is an alumnus with a long history at Iowa. She is a native to Kansas City, Mis-souri, and was one of 28 African American students in the Basic Educational Opportunity Grant (BEOG) program from the late 1960’s-early 1970’s. After graduating from Iowa, Jones became Director of Special Support Services and TRIO Coordinator at the UI. Jones is currently an associate professor of practice management at the University of Lincoln-Nebraska. Jones said she is encour-aged by the efforts of IBAN and that she hopes IBAN will also find ways to partner with the Iowa Black Alumni Association to expand even more across generations of proud Afri-can American alumni who bleed Black and Gold. Alumnis Tyanna McCann (B.A. 2001 in Com-munications), originally from Richton Park, Illinois added that African American students
Emerging Leaders Program
expertise, and goals for the future. As an Emerging Leader, Amy began her duties this October, during the National Confer-ence in Nashville, Tennessee. NACADA promotes and supports quality academic advising in institutions of high-er education to enhance the educational development of students. It evolved from the first National Conference on Academ-ic Advising in 1977 and has over 10,000 members representing all 50 states, Puerto Rico, Canada, and several other international countries. For more information about NACADA, please visit www.nacada.ksu.edu. Congratulations, Amy on your inclusion in this select group!
Amy Korthank Gabaldon, a Senior Academic Advisor with the Depart-ment of Biology, is one of only ten internationally who was selected for the 2012-2014 Class of Emerging Leaders with the National Academic Advising Association (NACADA). The purpose of the Emerging Leaders Program (ELP) is to provide an inten-tional and focused mentoring experi-ence to members who are interested in becoming more involved in the association. ELP is a two-year pro-gram in which Amy will work closely with a mentor from NACADA to gain skills, experiences, and knowledge needed to move into a leadership position in the association. In this program, Ms. Korthank Gabaldon and her mentor will develop a plan for her involvement based on her interests,
―should get out from behind the computer and physically get out to meet people face to face.‖ Said McCann, ―There is a need to commit to face to face relationships, to be physically present and not just rely on social media which, in some ways, can isolate you from building real relationships with people.‖ While the four panelists agreed that the UI provided them with a great education and opportunities to enhance leadership skills through such activities as Black Student Un-ion, Voices of Soul, ROTC, Greek organiza-tions, intramural sports, Afro House, Cambus driver, Miss Black and Gold, being a resident assistant and/or tutor, and engaging in activi-ties coordinated by non-African American groups, they each acknowledged that there were many challenges that they had to over-come as African American students at a pre-dominantly white campus. Besides environmental concerns about where in the Iowa City area to get a haircut and find supplies/foods that are used in Afri-can American culture, there were challenges related to transitioning into the UI, challenges balancing being visible and invisible as Afri-can American students, and challenges re-sponding to micro-aggressions that were sometimes directed toward them either on campus and/or in the Iowa City community. Royce Kinniebrew grew up in Detroit, MI in a pre-dominantly African American community. ―I came to Iowa from a school that was 99.9% black and that had scarce educational resources which meant that I was getting a high school education that provided me with
the basics but nothing that would prepare me for the rigors of college coursework, ― said Kinniebrew. ―I struggled academically at Iowa and it took me a while before I finished my de-gree,‖ said Kinniebrew. ―But I have to say that the UI English Department was very supportive, helping me with my writing and speaking skills, and instilling in me that if I worked hard, I could achieve my degree, It took me awhile to figure it out, but I also realized as a student that I needed to in-tentionally isolate myself from friends and other distractions to make sure that I stayed focused on the books.‖ Dyson, who grew up in a predominantly white environment, acknowledges that even though his transition to Iowa was probably more of a natural fit for him, he still had experiences on campus that re-minded him that he was different than the majority of his classmates. ―I was one of two black students in the Air Force ROTC Program at Iowa,‖ said Dyson. ―I remember thinking that I wanted to be my best not just for me but also because I may be the only black per-son that my fellow ROTC students come in contact with. But I never let what others might feel about my race dictate the kind of leader that I knew I would be.‖ Robinson said her education at Iowa left an indelible impact on who she is as a person. ―Looking back at some of the academic and cultural barriers, in
Iowa Black Alumni Network Weekend By Valerie Garr, College of Nursing
some ways, I was my own barrier too be-cause I worried about what do white people really think of me?,‖ said Robinson, who is a former UI resident assistant who oversaw a floor of 30 white students. ―Being black at a pre-dominantly white campus makes you fully aware of being different and also conscious of whether people are really truly accepting of you and accepting of your leadership abilities whether it’s in the classroom or in other cam-pus arenas.‖ ―We had a saying back in the day that I am sure holds true even today, If you can make it at Iowa, you can make it anywhere!”, smiles Robinson. The IBAN reunion was co-sponsored by the UI Alumni Association, the Center for Diversi-ty and Enrichment, the Black Student Union, and the Office of Admissions. To learn more about IBAN, see: http://www.iowalum.com/events/iban/
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Tutor Iowa is a new, online resource for undergraduate students to connect with campus academic resources including tutoring, campus help labs and work-shops. The main page of the website (tutor.uiowa.edu) is organized in a way that provides students with information regarding what Supplemental Instruction is, when it is offered, and that it is free to attend. There is also a news section that highlights current events such as work-shops and employment opportunities. For the past 30 years, a tutor referral service was run out of the former Cam-pus Information Center (CIC). Students looking for private tutors would stop by the CIC to get a paper list of potential tutors to contact. Throughout the 2011-2012 academic year, 832 undergraduate students (40% were first year students) sought for help in over 220 different courses.
Due to the restructuring of the CIC,
Tutor Iowa By Becky Wilson, Residence Life
MAP-Works is a survey that was offered to 4,408 first time, first-year students at the Iowa. The survey is a required com-ponent for the College Expectations course (420:050). MAP-Works asks ques-tions about a student’s peer connections, campus involvement, academic self-efficacy, commitment to the institution, and financial confidence. The survey was available for students to complete online from September 4-21, 2012 and then again October 3-8, 2012. The initial response rate for all students after the close date of September 21 was 97.4% - with only 113 of the 4,408 stu-dents not completing the survey. Be-cause of the course requirement, the survey was reopened and returned a response rate of 99.0%. 73 students chose to ―opt-out‖ of participating in the survey. Thanks to the student feedback, the pro-gram allowed for 15,544 logged contacts with 4,194 different students. This in-cludes 5,388 in face meetings with stu-
MAP-Works By Ben Walizer, Residence Life
dents. This is the power of MAP-Works. Based on the students’ responses we are able to connect them with faculty or staff that can help them attain their goals at Iowa. Since the close of the survey, the aggre-gate data has been analyzed and shared with partners in units across the universi-ty. We have shared data regarding the strongest factors in the survey – peer connections, commitment to the institu-tion, satisfaction with the institution, basic academic behaviors, and advanced aca-demic behaviors. With the sharing of the data, we hope that units are able to make programmatic changes, or reaffirm the good work already being done at the University of Iowa.
The survey also collects demographic data, pre-college information, and other university information that we look to include. Institutional questions meas-ured interest in being an On Iowa stu-dent leader, satisfaction with the On Iowa program, campus climate regard-ing safety, Pick One, financial aid infor-mation, and campus climate regarding diversity.
University College was asked to house the tutor referral service starting with the Fall 2012 semester. This was seen as an opportunity to not only make this list an electronic resource, but also make it a one stop shop for undergraduates to view academic support resources in one loca-tion. Students can view a variety of re-sources including private tutoring, Sup-plemental Instruction (SI) and small group tutoring. Services range from no cost (i.e. Campus Help Labs, SI) to an hourly fee (tutors). The front page of the website also in-cludes a ―find help‖ box, where students can type in the subject course for which they are seeking assistance. Students can type in the course number, course name, or phrases such as ―chem‖ and they will receive a full list of academic resources available for those courses. The list includes ―free help‖ such as resi-dence hall tutoring, SI courses, and cam-pus help labs. A section on tutors allows students to browse biographies of tutors
that offer one-on-one tutoring help and includes their hourly rate. Consider sharing the site with students during your meetings if they mention they are having difficulty in a specific course. Remember – it’s never too early or too late for students to find academic support, so put this website at the top of your resource list! For more information on Tutor Iowa, contact Kate Sojka, Director of New Stu-dent Programs at 319-335-1733 or [email protected]
Photo from University Communication and Marketing
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PICK ONE! Update Eric Rossow, Center for Student Involvement and Leadership
Orientation Services took a group of Hawkeye Guides to the National Orientation Directors Asso-ciation (NODA) Region V Conference in April. Stu-dents and Staff were recognized for their achieve-ments throughout the year and at the conference. Outstanding Delegation Award: The University of Iowa was recognized with this award based on our Hawkeye Guides’ positive representation and intentional interaction with oth-ers throughout the conference.
Orientation Awards
SST Retreat Summary By Sarah Hansen, Office of the Vice President for Student Life
Friday, September 14th, 2012
This year’s SST Retreat provided a great chance for us to take a look at where we’ve been and to consider what questions about student success we still need to answer. After a brief presentation of data from MAP-Works, the Senior Survey and the National Survey of Student Engagement, SST members spent time in conversation considering:
1. What stands out to us from the data shared?
Outstanding Student Presentation Award: Rae Debner, Alaa Elsheikh & Mary Garvert were recognized with this award for their presentation titled StrengthsQuest: How to Use it to Build a Strong Team New Professional Award: Tina Arthur was recognized as the New Professional of the Year.
(surprises, impressions, connection to our own experiences in our work)
2. What questions do we still need to answer or examine?
A summary of the questions generated is posted on the SST website ( http://sst.provost.uiowa.edu/sst-fall-retreat-summary/ ) and will be discussed by the SST Executive and Advisory Committees.
Next SST Group Meeting
Friday November 30th
10:00-11:00 am
2520D UCC
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next Student Success
Team Newsletter?
Email ideas to
Your ideas or comments are
always welcome!
Since its formation in 2006 the mission of the Student Success Team is to develop ideas and imple-
ment initiatives that foster undergraduate achievement within a safe, engaging, and inclusive cam-
pus community. The vision of the SST is to: bring together students, faculty, and staff for the shared
purpose of fostering undergraduate student achievement; emphasize collaboration, communica-
tion, and commitment.; ensure that all goals and projects are driven by research and ongoing as-
sessment strategies that demonstrate our results.
PICK ONE! encourages student involvement and highlights co-curricular activities to incoming first-year, first-semester students. The nine areas of the program include: Academic and Honors Opportuni-ties, Campus Employment, Fraternities and Sorori-ties, Intramurals and Sports Clubs, Leadership Activi-ties, Multicultural Activities, Performing Arts, Student Organizations, and Volunteering. The program be-gan as a Student Success Team initiative in 2007, and has become a core component of the Engage piece of The IOWA Challenge. Over 40% of first year, first semester students picked something to be involved in by October 1st, 2012! Student Organiza-tions were the most popular choice again this year
with over 950 students making that selection. First-year students and their parents received information regarding PICK ONE! during the 2012 Orientation summer program from PICK ONE! Student Ambassadors. The Ambassa-dors also conducted outreach activities during the first weeks of the fall 2012 semester and attended On Iowa! events. Finally, the giant PICK ONE! foam finger could be spotted across campus during various On Iowa! events and at the Student Organization Fair. It has been another great year for the PICK ONE! program as students continue to use it as the catalyst to get involved on campus.
