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Recalling the Catalogue of the Forgotten
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Recalling the Catalogue of the Forgotten


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Dr. Rich Reddick, Leora Rockowitz, Stephanie LaMarca, Beth Bukoski, Phil Butler

Dr. Rich Reddick, Leora Rockowitz, Stephanie LaMarca, Beth Bukoski, Phil Butler

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  • Katie
  • StephAccommodating servicemen most difficult challenge – institutions built temporary housing, men lived in frat houses, univs. Began to build family housing for servicemen who were married and had children; also classrooms were in large demand, univs. Also constructed temporary classrooms. Over time, univs. Improved infrastructure and were able to build more permanent housing and classroom accomodations GI Bill, offered veterans amazing opportunities to enroll in higher education and many took full advantage of the program. The influx of veterans enrolling at the University created a severe housing shortage on campus. At Univ. of Cincinatti - Temporary dorms were constructed in 1946 to house single veterans who had previously been housed in fraternity housesVeterans with families had special housing needs that the University felt it had to address before granting them admission. Sensing a "patriotic obligation to provide educational facilities for returned servicemen" the board contracted with the Federal Public Housing Authority to provide 18 portable units on the space between Memorial Hall and the YMCA building, which would become affectionately (or not) known as "Vetsville." While the GI Bill provided veterans with families $75/mo. for living expenses, the Vetsville rental fee, which included furnishings and utilities and the use of laundry facilities, was an affordable $30/mo.Housing wasn't the only place where UC was bursting at the seams. The University leased five former World War II barracks in 1947 to use as temporary classroom buildings to accommodate the increase in enrollment following the war.
  • KatieNontraditional Students - a unique & heterogeneous population Typically older, more likely to be first-generation, non-white, transfer, part-time and online students, married with dependents Mental and physical disabilities: 1 in 5 veterans has a disability, some have traumatic brain injuriesEmotional: PTSD, Chronic, Pain, Anxiety, Depression, Trouble Sleeping, Difficult doing things on schedule, Structure, Isolation, Sexual Military Trauma, Culture of Aggression, Dehumanization, Uniformity1/4 experience severe depression, 1/3 suffer from anxiety disorder Nearly half show significant symptoms of post-traumatic stress disorder (PTSS)Over ½ of veterans have contemplated suicide Alienation during transition from military to student lifeJason VideoWhat do y’all think are some challengesPhysicalEmotional“Symptomology”= combined symptoms of a disease.Data: 18 vets a day die by suicide etc. Video talking about “experience in class with young students – frustration, alientation”
  • Leora7 minutes : groups, explain, work5 minutes: share
  • Transcript

    • 1. R E C A L L I N G T H E C ATA L O G U EO F T H E F O RG O T T E N : S T U D E N T A F FA I R S P RO F E S S I O N A L S CONDUCTING HISTORICAL R E S E A RC H Leora Rockowitz Stephanie LaMarca Beth Bukoski Phil Butler Richard Reddick
    • 2. Today’s Presentation• Introductions• History of History Presentations• Overview of Research Projects• Panel Discussion• Q&A
    • 3. PRESENTERS• Stephanie: Master’s candidate, GA CIBER• Phil: M.Ed, Coordinator of Greek Life in DOS• Leora: Master’s candidate, GA DOS• Beth: Doctoral candidate, GRA, TA• Rich: Assistant Professor & Coordinator of Master’s Program in College & University Student Personnel Administration
    • 4. H OW D I D T H E P R E S E N TAT I O N S COME ABOUT?• TA for History of Higher Ed under Dr. Julie Reuben – How to make history applicable to student experiences – Opportunity to conduct research with primary sources – Topics pre-selected by teaching staff• Innovations – Students choose topics (after consulting with teaching staff) – Encouraging use of archives at UT and on Internet – Deliverables • Print or electronic documentation • References and works cited page
    • 5. 3 PRESENTATIONS G.I. Bill & Student Veterans Social Organizations Statues
    • 6. SAMPLE: LEARNING OUTCOMES To differentiate between the intended and unintended impact of the G.I. Bill of 1944 on early 20th century higher education and society. To assess the impact of the post-9/11 G.I. Bill on student veterans and higher education institutions today. To discuss the future implications of the post-9/11 G.I. Bill and apply it to our work as student affairs administrators.
    • 7. CHALLENGES TO HIGHER EDUCATION• Accommodating an influx of students• Temp housing & temp classrooms• Fraternity houses• Family housing• “Vetsvilles”
    • 8. C O N T E M P O R A RY C H A L L E N G E S F O R STUDENT VETERANS “Nontraditional” students Physical disabilities Mental Health Issues: Anxiety, depression, PTSD Alienation & frustration during transition Hear from a local veteran who experienced frustration, disconnect, and alienation upon returning to the classroom.
    • 9. GROUP ACTIVITYProfile a student: Paul Kyle AshleyDiscuss/Answer/Share out: Summarize your veteran’s story. What services might he or she need at an institution of higher education? What challenges can you foresee as a student affairs practitioner in helping this veteran?
    • 10. Induction Ceremony Historical Context Fraternities & Greek Societies Secret Societies Hazing Black Greek Orgs EDUCATION SOCIETIESSororities, Ethnic and Religious Societies THE EVOLUTION OF HIGHER
    • 11. 1933Jefferson DavisRobert E. LeeJohn ReaganJames Hogg AlbertJohnston WoodrowWilson
    • 12. MLK Sculpture Jefferson Foundation Davis formed statue vandalized 1987 19901955 1995 George MLK StatueWashington Referendum statue Passed unveiled
    • 13. Barbara JordanCommittee Request Earl Campbell Statue Design statue unveiled 2002 2006 2003 2004 Joe Jamail statues unveiled
    • 14. PANEL DISCUSSION• Beyond the class environment, how was the research/presentation ofvalue to you?• Many of you were or are students and practitioners or researchers,how did/do you balance those multiple identities?• How did this experience influence the work you do?• How can ones knowledge of local and/or global history enhancehis/her ability to serve students and/or the university?
    • 16. THANKS FOR A GREAT SESSION!• Contact info: • • • • •