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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