THELUMINARY northern illinois university honors program
SPRING 2019
Spring 2019
THELUMINARY NIU HONORS PROGRAM
FEATURES
EDITOR
3 Director’s Message
COPY EDITOR
Randy Lin
Todd Anders Gilson
Connie Storey
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Editor’s Note
Andrew Beebe Jason Goode Andrea Radasanu
Randy Lin
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From My Perspective Amber Sayles
8 Honors Marches Forward
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Alexander Wiltshire
President Lisa Freemans’s Take on Honors PLUS
Eli Brottman and Elizabeth Korbut
10 Inside Looking Out: Abroad in Vietnam and Thailand
Elora Berg
12 Teaching Life Skills Through Music
Anya Gavin
14 Outside Looking In: An Interview with International Honors Students from Indonesia and Belarus Elora Berg 17 Savor the Season with Mindfulness
Christine Hyler
18 What Does Honors Look Like in Music?
Anya Gavin
20 Faculty Spotlights
Madelyn Kerback Anderson, Shail Godambe Mitch Irwin, Ellen Olsen
26 Retreat With Us! Stephanie Provis and Elizabeth Korbut 28 The Differences That Connect Us: A McKearn Experience Allie Karnuth 30 A Summer in Congress
Catherine Carter
31 Honors By The Numbers 32 Honors Guaranteed Admissions Eli Brottman 33 NIU Honors Student Spotlight Robert Carolan Christine Hyler 34 Honors Donors Back Cover
PROOFREADING
LUMINARY STAFF
Elora Berg Eli Brottman Abigail Burke Catherine Carter Anya Gavin Christine Hyler Alexandra Karnuth Elizabeth Korbut Stephanie Provis Amber Sayles Daniel Sharp Alexander Wiltshire CREATIVE SERVICES
Sophia Varcados
TECHNICAL ASSISTANCE
Todd Anders Gilson
Northern Illinois University is an equal opportunity institution and does not discriminate on the basis of race, color, religion, sex, age, marital status, national origin, disability, status based on the Victims’ Economic Security and Safety Act (VESSA) or status as a disabled or Vietnam-era veteran. Further, the Constitution and Bylaws of Northern Illinois University provide for equal treatment regardless of political views or affiliation, and sexual orientation. Inquiries concerning application of Title IX, Section 504, and other statutes and regulations may be referred to the Affirmative Action and Diversity Resources Center, 1515 W. Lincoln Highway, DeKalb, IL 60115, telephone 815753-1118. Printed by authority of the State of Illinois. niu.edu 479007/19 COVER IMAGE: Amber Sayles, NIU Honors alumna, prepares for her shift as a paramedic.
DIRECTOR’S MESSAGE The University Honors Program was initiated in 1969 under the guidance of Mr. John Urlich. From those humble beginnings of 98 students and four courses, the program today boasts nearly 1,000 student members, a full staff and numerous faculty affiliates—who instruct and mentor students during their time at NIU. Moreover, this year we celebrate our 50th anniversary, a milestone that honestly could not have been reached without the support of numerous individuals including students, parents, the local community, NIU and alumni. In the past director’s messages, I have struck a tone of excitement, eagerly sharing all that we have done over the past 12 months. Honors continued to be the “tip of the spear” related to innovation and collaboration, but I also think it is important at key junctures to pause, reflect and appreciate.
assimilate into the program, as well as work with a faculty mentor to create a unique research or artistry project. Both of these elements of the program have been staples for years, and are elements some of you may remember fondly from your time at NIU. If it were not for the hard work, implementation and continual revision to make these aspects of the program the staples they are today, we would still be pushing the proverbial rock up the hill one inch at a time. So, let me sincerely thank the past staff of the University Honors Program, the former students, the administrators of NIU, the community and all those who find ways to support Honors through their time, treasures and talents. I hope that the work we are doing today will play some small role in the years to come. Sincerely,
Personally, I am so thankful for the groundwork that has been laid, which makes the program a worthwhile endeavor for students today. In particular, the freshmen retreat at Lorado Taft and the senior capstone project allow students key bookend experiences that help them
Todd Anders Gilson, Ph.D., CSCS Director for University Honors tgilson@niu.edu
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EDITOR’S NOTE Randy Lin
When people are asked to think of college, there’s a lot that comes to mind. Endless nights spent studying, stacks of papers churned out every week and books waiting to be read that decorate students’ rooms. Alongside these, however, are some thoughts that people would be excited to share whether in anticipation or in recollection: advancing their knowledge and pushing their interest in academia, sharing new experiences and exploring uncharted territory with new friends and tasting freedom to feel what it’s like to be unbound. We are quick to remember the good times, joy and laughter we share, and look with excited anticipation for what is to come. What about the times that we don’t want to remember? College is arguably a stressful and turbulent time for many of us. After all, we are studying, writing and reading more than we most likely ever had to. We are now free to advance and push, to experience and explore, but now there are new obstacles and unexpected hardships we face that we'll be quick to forget. We'll wish to forget the struggles and the sorrow and the tears; whether out of shame, regret or something else. However, I believe these are the very moments we shouldn't dismiss and let fade. Rather, we should acknowledge and come to peace with them. These are the moments that help define and shape us into who we will become. We must acknowledge our past and make peace with the present so that we are ready to face the future.
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In this edition of The Luminary, you'll read from the perspective of students who see not just joy and wonder, but also struggle and sorrow. I ask you to view these stories through the eyes of these students and recall your own journeys to worlds unknown. I welcome you to the third annual edition of The Luminary: From My Perspective. Randy Lin is a senior in biochemistry with a minor in biology. He has been a part of The Luminary since his sophomore year three years ago, at the time of the magazine's reimagination. Once an online blog, The Luminary is now in its third edition as a print magazine.
Sayles at the Maple Park & Countryside Fire Protection District, the fire station she is currently serving.
HONORS FEATURE: AMBER SAYLES
FROM MY PERSPECTIVE TRIGGER WARNING/CONTENT WARNING: ALCOHOL, DOMESTIC VIOLENCE AND SEXUAL ASSAULT
Amber Sayles
I never know how to respond when people say to me, "I just don't know how you do it." They reference my grades, full academic load, work, various volunteer work, various honors organizations, being a single mother and positive outlook. But in my opinion, I don’t do enough. I have it instilled in me to succeed and do everything possible in order to make my dreams and goals a reality. I love to help people in any way I can and try to do so in all the roles I have in life. However, most people do not know about my background and what my driving force is when it comes to achieving goals I set for myself. During my early childhood, I never knew my parents didn’t have much money because they worked very hard. By the time we moved to Sycamore, my parents were doing well for themselves. I saw firsthand how hard they both worked in order to accomplish their goals. In high school I was involved in a lot of sporting activities and developed a love for school that never disappeared. I thought this was what life consisted of: friends, family, sports, school and working. But those beliefs came crashing down after an unfortunate event that altered my outlook completely.
One night, I was with close friends and some people who I probably should have not been associating with at 15 years old. I was young, naïve and feeling invincible when we all met up with more people at an unfamiliar house party. Alcohol was involved and I was in a terrible situation, one that would haunt me and change my life forever.
"I don’t do enough. I have it instilled in me to succeed and do everything possible in order to make my dreams and goals a reality. I love to help people in any way I can and try to do so in all the roles I have in life."
I was raped that night. Not realizing what happened at first, I knew that I needed to get home. I went home to get away and try to understand and process what had happened. See, rape is not always what the big screen portrays. It happens all the time, everywhere and in many situations far worse than what had happened to me. Victims do not always respond 2019 | 5
the way movies show it, either. Every single person processes traumatic events differently, and for me, it was shutting myself away from everyone and trying to forget it. However, it was impossible to forget when I had flashbacks of the incident with the man covering my mouth ignoring my cries to stop. I just did not know what to do, and I didn’t understand what I had gone through. I felt guilty and at fault for a lot of it, so I kept it a secret. I also felt if I told my parents that they would blame me for what happened. The worst part was the man wasn’t a stranger. He was a friend of some of the friends I hung out with, and I tried telling these friends about it. Some ignored it or blamed me for it. One evening, I was almost jumped by his friends saying I was lying about the whole incident, so I knew I needed to just keep my mouth shut about it because I felt like no one understood. The result was that I lost my confidence in myself and started doing the opposite of what I should have done to heal and move on.
" "The result was that I lost my confidence in
I had graduated from high school and was going through an EMT-B program and courses at Kishwaukee College to earn my associate degree in Emergency Medical Services as a paramedic. My goal was to become a full-time firefighter/ paramedic. Nothing was going to stop me from accomplishing my goals. During my first semester at college, I had no problems receiving A’s on my coursework. I started dating someone on whom I had had a crush back in high school. The problem was in my personal life. As the relationship developed, so did problems, especially associated with alcohol. Our relationship turned ugly with yelling, screaming, violence and abuse every other weekend then escalating to every week. I actually thought that this was how normal relationships were because I have usually been in toxic ones, so I thought we would just get through it. Until one night, we got into a pointless jealousy-filled argument, and he came at me intoxicated not allowing me to leave or call my sister for help. The cops broke into the place and arrested him for assault and unlawful restraint. He spent over three months in jail before he was let go.
myself and started doing the opposite of what I should have done to heal and move on."
Instead of staying away from the party scene, I found myself there more than ever trying to let go of who I was. I was in vulnerable situations experiencing more abuse and being taken advantage of on many occasions. However, even with these terrible experiences occurring and isolating me from people who loved me, I managed to still do well in school and became a part of the National Honor Society at my high school. School was the most important thing in my life, other than music and alcohol, that allowed me to escape from myself and my pain. This was another reason I resorted to partying to escape, but what I didn’t realize was that partying was one of the reasons for most of my problems and only made things worse. I was struggling in my personal life since I never gave myself time to heal or find who I really was. With low self-esteem, I would gravitate to boyfriends who could make me feel better about myself. At first, everything was good in the relationship, and I truly thought we loved each other until I saw a different side of him. When he got angry, he started lashing out at me. It could be purposely tripping me, to pushing me against the wall and covering my mouth as I cried. He would say comments that would destroy the little self-esteem I had left leaving me feeling like I needed him. However, after a terrible altercation at a party, I finally realized that I didn’t need him in my life.
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During the time he was in jail, I decided to start my life over again by joining a local volunteer fire department, and to continue going to school to finish my degree in EMS. However, when he got out, he and I started talking again and eventually dating again. He showed me that he changed, until more nightmarish events started occurring. I felt loved and needed from him and felt like I could help him be the person I knew he could be. He also made me feel like he needed me too, but I realized later he was only manipulating me. Then, the physical and mental abuse started again; it was not a very healthy relationship. It needed to end, and so it did, finally. At the time, I was going through a paramedic program and almost finished my associate degree. I was still producing all A’s, even in a tough program with a strict grading scale. Medical sciences came naturally to me, and I kept putting in a tremendous amount of work to earn good grades. This gave me something to look forward to and focus on. I decided to move back home with my parents to save money and get my life back on track. During the second and third semester of my paramedic program, I started dating a guy who was older than me but showed me characteristics that I had been missing in previous relationships. We fell hard and fast for one another and ended up getting engaged after only one month of dating. I was 20 at the time and was very young and naïve to what I really wanted for myself or who I was. I thought I loved him, and I wanted to get a job as a paramedic. However, after finding out I was pregnant, my whole life changed again completely.
I was worried about how I was going to make it work being a parent, the finances of having a child, the commitment, letting go of my current life and freedom, and being a good mother. These concerns created many sleepless nights, until I made the decision that I was going to have the child. This ended up being the best decision I have ever made. Through my pregnancy, I still worked and decided to go back to school in order to further myself in the medical field. Being a firefighter was not my career goal anymore, and having a child meant I needed more consistent hours. I also fell in love with medicine and the medical field. Therefore, I knew I had to complete my bachelor’s degree in order for this to happen. I went back to Kishwaukee College and finished my second associate degree, allowing me to transfer to NIU for chemistry and minor in biology. I finished my second associate with a 4.0 GPA giving me the summa cum laude distinction. I also got a job at a different fire department where I currently work as a paramedic and CPR instructor. I continued to be involved in my community through events and volunteering on emergency calls. By the time I started NIU, my daughter was around 1 year old, and I was scraping up just enough money to pay for her daycare at NIU’s campus child care center. I wanted her to attend that program so badly, so she could learn and get the needed social interaction she lacked as an only child. It also allowed me to go to school full time to complete my degree faster. I became involved in the University Honors Program where they rewarded me with generous scholarships each academic year, for which I was extremely grateful. The program taught me very useful skills and opened up opportunities through independent studies, community events and much more. I enjoyed being a part of that program, and it gave me a sense of accomplishment. On top of University Honors, I was inducted into many other organizations due to my grades and academic commitment, such as Tau Sigma Academic Honor Society, Golden Key International Honor Society and Phi Kappa Phi Honor Society. I even received awards from the academic honor societies, PACT and Kevin Knight Leadership. NIU, students, various staff and professors recognized my hard work and rewarded me for it which was truly amazing, and I felt very honored for that recognition. I looked forward to going home to my daughter and striving to be the best mom I could, but I knew I was unhappy in the relationship I was in. I broke off the engagement. I felt like I was splitting our family up and taking my daughter away from her father, and it made me feel guilty and sick inside. I just knew I had to do it. I could not continue on in the relationship pretending to be happy or someone else for the sake of my
happiness and what I deserve. It wasn’t the relationship I thought it was, and it took me a long time to realize it. During my last semester at NIU, I had so many amazing opportunities offered to me. I was chosen as one of only 11 students out of the entire university as an Impact Scholar where I was honored at the formal Red and Black Gala for NIU’s annual fundraising event. It was an experience of a lifetime for me and I was completely honored that I was able to be a part of it. I was nominated by outstanding professors for Lincoln Laureate. I finished with straight A’s and graduated with Full University Honors. I was chosen to help student scholars in raising money through extremely generous donors. And NIU followed me into my chemistry research lab, my fire department and also while I was with my daughter. It was a lot of fun, and the least I could do to give back and help NIU in any way I could because they helped me in so many ways. By telling others my story, I hope it can help people. I used to try to ignore my struggles, but now I embrace them and move forward with my life. Life can be very hard at times, but hardship is temporary and things can get better. If you want something, do not be afraid or discouraged to go for it because people can help and there are plenty of resources. Only you can make it happen, especially with hard work and dedication. I have learned so much from my own mistakes which have made me a better person. I had amazing opportunities which contributed to my accomplishments. I have made so many incredible connections with professors, mentors and peers along the way; all saw greatness in me and continue to reach out and encourage me to continue striving for my goals. Please, do not ever lose focus on your goals and who you are because there is a light at the end of every tunnel.
Sayles and her daughter Rylee, have some fun at a playground.
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Honors Marches Forward Alexander Wiltshire
As an Honors student, the campus life, course load, experiences and opportunities enter a new realm. Being a college student may be enough to keep one busy, but there are many who go above and beyond to find a new passion, try new things, and push to get the most that they can out of college. NIU’s Honors Program has seen a large variety of students and has accommodated each of them. Most every major, sport and activity have played roles in the lives of honors students. I myself have had the experience of being an Honors student in the Huskie Marching Band. Both my extracurricular activity and my role as an Honors student have helped shape my way through college, and the two have worked together to build resolve, educate and motivate. There are many other honors students in the marching band, and have worked to find balance in the two programs and used both to their advantage. Freshman Lindsay Sweckard is a saxophone player in the band and an Honors student. While maintaining her grades, Sweckard spends many hours a week marching with the band, performing at football games and in music rehearsal. “Time management is the most difficult part of being in marching band and the Honors Program because marching band takes up about seven hours every week,” says Sweckard. “I find that keeping a planner/calendar full of due dates, rehearsals and performances helps me stay on track and complete assignments on time.” Time management is very important in college and deserves a lot of focus. Balancing classes, activities and Honors requirements may seem overwhelming, but once given thought, planning and commitment, it can be achieved. “Going into my freshman year I wanted to be careful not to overwhelm myself with commitments, but after attending the Honors retreat I learned that I still need to be actively
NIU Marching Band
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involved,” Sweckard says. “Now, I have learned how to plan out my week in a way that still leaves me enough time for homework and relaxation.” An obstacle that any Honors student in the marching band will face is conflict between band camp and the Lorado Taft retreat. Every year, Honors students go on a retreat to learn, explore, relax and meet new people. While being a great experience, conflict arises when balancing schedules. Sophomore Kristel Angeles of the marching band has seen this as an obstacle she has overcome. “Thomas Bough was really kind and it was easy to work around,” says Angeles. As any scheduling conflict in college, be sure to inform your professor as soon as possible, and a solution will be found. Bough, director of the Huskie Marching Band, has always been accommodating of different schedules and obligations of students. He is very understanding of coursework and requirements from other classes and programs and does not prevent students from tending to those responsibilities.
Freshman honors student, Lindsay Sweckard is a saxophone player in the marching band.
As NIU grows and changes, new students come into the Honors Program. The Honors Program is a tool and resource for achieving greatness. NIU’s Honors Program does not replace any activity, club or sport, but is an additional program that can be maintained simultaneously. From marching band to intramural sports, there is always room for the Honors Program.
This November, we sat down with NIU President Dr. Lisa Freeman to discuss the new Honors Program requirements (coined Honors PLUS), and to get her take on this major step in the development of the University Honors Program. The program has made a great shift, effective for all students beginning Fall 2018, toward more focus on engaged learning in conjunction with coursework. We now share some of her insights.
President Lisa Freeman’s Take on
Honors PLUS Eli Brottman and Elizabeth Korbut
What do you think about the change from Honors Classic to Honors PLUS which took effect this semester? “I think that what goes on outside the classroom absolutely needs to reinforce what goes on in the classroom. I think there [is] a lot of evidence that people learn better if they have the chance to apply what they learn in the classroom in a real-life situation at the same time. What we hear from the employers who hire our students, or the graduate schools who accept our students, is our students’ ability to work on teams, our students’ ability to apply knowledge. The fact that they know how to show up and work hard and think critically is really important; and I think that the activities that you get under Honors PLUS or Engage PLUS will help you do that. “Honors students’ retention rates are higher than for the student population at-large, but all of our students have a better university experience, finish faster and stick with it better if they’re more connected to the university. So participation in career-related work experience or other experiential learning — service learning, undergraduate research, study abroad — all those things that get you Engage PLUS/Honors PLUS credit; things that academics call highimpact practices. We know that [high-impact practices] provide a better education, make students more connected to the university and more likely to finish on time, so I think they're good things. “When I talk to alumni of Honors, they don’t say, ‘Oh, I really liked getting to register early, or having the special Honors class or a topic, ’ they talk about the community of Honors students, and the special opportunities they had outside of the classroom. I think this [new program] just helps strengthen the Honors community, which will make it more attractive to the students who are here and the students who we want to recruit to NIU.”
What is your advice to students entering the Honors PLUS program? “I guess, try to pick things that you would do anyway to satisfy the requirements: things that interest you, that would stretch you, but that you actually care about. If you’re going to be applying to — well, I’m a veterinarian — so, if you were applying to vet school, you would definitely want to have research experience, you would want to shadow a veterinarian, you might want to [participate in] some kind of summer [program] out at Nachusa Grasslands for vets, just to make your vet school resume. You could frame all of those in ways that you could get credit for them here, too, [and] you’d still be doing the things you’d want to do that would help you grow.” What do you see as the future of NIU and the Honors Program, in general? “I hope that Honors grows and continues to be strong. Our Honors students make us so proud, both when they’re here and when they leave NIU. And not just because they achieve their dreams in terms of jobs and graduate school, but because they leave here prepared to really make a difference in the world — to contribute to the communities they enter. I see that in our alumni base, [and] I see that at commencement when students stand up and I get to talk about what they’re going to do. The one thing that we haven’t yet cracked in terms of success for our Honors Program is more students winning the prestigious scholarships, like Rhodes. I think that with the coaching that [Anna Quider, Director of Federal Relations for Northern Illinois University and Jason Goode, Associate Director of Scholarships, Programming and Assessment] are providing that we will [have] scholarship winners soon for a Goldwater or a Rhodes.” With these great new requirements and opportunities, we would like to challenge our readers to get involved in externships to help mentor students looking for experiential learning or Engage PLUS opportunities.
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INSIDE LOOKING OUT:
Abroad in Vietnam and Thailand Elora Berg
If you could go anywhere in the world, where would you go? Somewhere exotic and warm? Somewhere bustling with life and culture? Somewhere quiet and peaceful? Experiencing new cultures and ideas is part of how we grow as people, expanding our horizons and breadth of character by trying new things. One of our Honors students recently did a study-abroad trip to Southeast Asia over a school break. Andrew McComb, an Information Sciences major, spent winter break last year (2017-18) in Thailand and Vietnam.
McComb with a guide in Thailand as he rode an elephant for the first time into a river.
For most of us, Vietnamese and Thai cultures are probably more than a little mysterious. Many of us associate their histories with China's and think of their cultures as similar, if not the same. While this sentiment is not entirely wrong, in that they share similar histories, Vietnam and Thailand are separate from China in more ways than just geography. Vietnam and Thailand are neighbors to China and were greatly influenced by ancient trade between the regions. Their cultures mixed well and many of the beliefs popular in China such as Daoism, Buddhism and Confucianism are still present in Vietnamese and Thai cultures. Vietnam especially is known for adopting and adapting ideologies and philosophies from their neighbors to fit their own beliefs and culture. The primary language in Vietnam is Vietnamese. It is similar to Mandarin in that it is a tonal language, meaning that how you speak influences the meaning of words. But in recent
For most of us, Vietnamese and Thai culture are probably more than a little mysterious. Many of us associate their history with China and think of their cultures as similar, if not the same. While this sentiment is not entirely wrong, in that they share similar histories, Vietnam and Thailand are separate from China in more ways than just geography.
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years, they have Romanized their alphabet, consequently making it easier for English speakers to learn. So instead of script symbols, they use Latin letters with diacritical marks to indicate tone and distinguish between letters. Thailand’s main language is Thai, although English is also widely used throughout the country for commercial and official business purposes. Vietnam and Thailand are geographic neighbors, separated by the small country of Laos, and in the region of Myanmar, Cambodia and China. Their proximity to each other, and their similar climates, weather phenomena and geography all strengthen their relationships and is part of why their histories are so intertwined. The political turmoil during the mid- to late-20th century that many Americans associate with the region (most strongly Vietnam), affected all of these countries in similar ways. Today, Vietnam and Thailand are doing well economically, and their relationships with their neighbors and the U.S. have greatly improved. This is one of the reasons McComb chose this particular study-abroad opportunity. Growing economies provide unique opportunity to study culture and business growth for students. “I’ve always been intrigued by Southeast Asia,” he said, “and I am fascinated by developing economies.” While abroad, McComb studied international marketing and management consulting through case studies. Once he’d decided on his trip, he took time to research the countries’ histories, and discussed his questions with family friends from the respective countries. Once he arrived, he said his favorite part about his time there was “interacting with the locals.” He spent some time with several family friends, who had children around the same age as him, while he was in the region. It provided a more intimate and familiar view to
a place completely foreign and unique. He was also given the opportunity to ride an elephant about which he commented, “a more noble creature is hard to imagine.” When asked if he would recommend visiting to others in the future, he replied, “I would absolutely recommend traveling to other countries, and across different regions in particular. Ho Chi Minh City and Bangkok were incredible, but you only really get to know a country when you travel outside of the major metropolitan areas.” One thing he most struggled with during his experience however, was the difference in humor. “I am usually a pretty joking and sarcastic person,” McComb explained, “and that humor is hard to convey across languages.” As anyone can attest, when you have to explain a joke, it’s not nearly as funny by the end, but he said it was “tough to hold back” sometimes. He said his takeaway from the experience was “the subjectivity of history.” Whether we were around during the '60s and '70s or just remember it from history class, we all know how U.S.−Vietnam relations haven’t always been positive. McComb said, “With the Vietnam War in particular, it was incredibly interesting to hear how people from different backgrounds, ages and cultures felt about the ‘American War.’” Today, things are much brighter. Despite our differences and dark relationships of the past, we can learn things from each other. Most, if not all students say when they return home from a study-abroad journey that it improved their life, or that it was life-changing. People learn by listening, watching and living the life around them; we have done this since we first began talking and waddling around the living-room floor. Spending time in another culture very well could affect us as deeply as learning to walk if we let it. So in the end, if you could go anywhere in the world, where would you go?
When asked if he would recommend visiting to others in the future, he replied, “I would absolutely recommend traveling to other countries, and across different regions in particular. Ho Chi Minh City and Bangkok were incredible, but you only really get to know a country when you travel outside of the major metropolitan areas.”
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Teaching Life Skills Through Music An El Sistema program in Venezuela
Anya Gavin
In a parking garage in Venezuela in 1975, music educator José Antonio Abreu gathered 11 students from the surrounding impoverished area and voluntarily taught them how to play classical music. The children enjoyed the sense of purpose and unity, as well as an opportunity to apply themselves in learning a craft and improving their skills. But Abreu’s purpose was even nobler. He saw music as a vehicle for social development and advancement, as it most directly instills high human values such as “solidarity, harmony and mutual compassion.” Recognizing in music the ability to “unite an entire community and express sublime feelings,” he structured his program to reflect an ideal society so that children who participate in the ensemble are nurtured from a young age within an environment of support, encouragement, responsibility, purpose and peace. More than 40 years later, Abreu’s vision is still alive; moreover, it has blossomed into a network of over a hundred satellite programs spanning the entire Western world. Children who have gone through the program praise it as adults for teaching them the workings of a world they would have otherwise never known. Many famous professional musicians have also emerged from the program, the most well known of whom being Gustavo Dudamel, conductor and director of the Los
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Angeles Philharmonic. Dudamel began his own satellite programs in conjunction with the Los Angeles Philharmonic, notably the wildly successful Youth Orchestra of Los Angeles. YOLA regularly tours around the world, and has recently performed at the Super Bowl halftime show, sharing the stage with Coldplay. Chicago was one of the first cities to pick up on the social movement. The People’s Music School was started in 1976 by Juilliard-trained classical pianist Rita Simo, who was inspired by the free music education she received in the Dominican Republic and consequently believed that every child had a right to access free music education. Since then, the number of programs has expanded significantly in Chicago, and started reaching toward the suburbs. One such program, Fox Valley El Sistema, was founded in the spring of 2013. At its initiation, it served one elementary school in Aurora, Illinois. Five years later, the program has grown to include 15 elementary schools, currently consisting of about 350 students or more in total. FVES employs professional and preprofessional musicians ...from the area — including four current NIU students — to teach both band and string classes. Regardless of level of expertise, each instructor is responsible for devising a rigorous, well-rounded curriculum to serve the students’ needs.
The students who serve as instructors are primarily NIU music majors studying to be teachers, pursuing professional development through the Experiential Learning Program. One characteristic sets them apart from their peers: they are invested in and motivated to lead positive social change through education and mentorship of children. Coming from diverse instrumental backgrounds (trumpet, violin, viola and tuba players), they branch out to teach music on their nonnative instruments so that they can touch young lives in the process. At first glance, the El Sistema classroom looks like any other elementary school classroom. There is a pocket chart on one wall, with each student’s name on it. Next to that, a star for stickers of achievement and a collection of cards in black, green, yellow and red. As students walk in, they take their black card and flip it back, exposing a green card. By taking complete charge of the pocket chart, students take concrete ownership over their own status in the class, and establish a routine of accountability through which they learn to monitor themselves and self-reflect. Upon sitting down, they place their instruments under their chairs to protect them. Then the class always starts the lesson the same way: by echoing clapping patterns. As soon as the students hear clapping, they instantly become calm and focused, knowing that class has begun. Then, each student gets to make up their own pattern, and enjoy feeling unity with the group as the whole class responds with their contribution. Often, a student will raise his or her hand, refer to an activity from earlier in the week or month and ask, “Can we do that again today?”
After progressing through a variety of general music activities — each reinforcing concepts of listening, responding, collaboration and creativity, as well as combining abstract and critical thinking with movement — the students take out their instruments. Each student chose his or her instrument on the first day by watching and hearing it played by a professional musician in performance, then reflecting upon the characteristics of the sounds they heard and how they made them feel. After hearing Yo-Yo Ma’s Bach Cello Suite No. 1, about half of the 30 students chose cello. Yo-Yo Ma’s performance has been requested multiple times since then. In learning to play as a group, each student takes upon themselves the responsibility of their own progress, achieved through watching, listening, remembering and practicing regularly. They discern their own strengths and struggles through collaborative listening and critical judgment. Then, they problem-solve to identify solutions, set goals to achieve those solutions and maintain a regular practice routine to establish incremental progress toward those goals. When they achieve them, they light up with excitement; they resume with renewed fervor and purpose toward their next step. This way, they learn the concept of delayed gratification. It is an immersive experience that bonds them in the small community within the classroom and the social fabric of the outside world. In gaining a skill purely by their own initiative, they achieve a lasting accomplishment they can truly call their own. Thus, they establish an identity, and fortify it with wellplaced self-confidence and purposeful verve.
“Cello love” – the students form a heart with the scrolls of their cellos - Aurora, IL.
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OUTSIDE LOOKING IN:
An Interview with International Honors Students from Indonesia and Belarus Interview conducted by: Elora Berg
Many of us hear about people going abroad and exploring other countries. We ask them what it was like, where they went, what their favorite part was, and so forth. It’s not very often that we get to hear from the international students who come here. I asked a couple of my international classmates if they would like to share their experiences here and at home, and they were delighted. I interviewed Maryna Haponava and Gregorius Pradana, nursing and accounting majors respectively, in the NIU Honors Program.
Haponava: I miss my family, my parents, my brother and my friends. I guess I miss the times when I was studying at the university back home too, because I lived in a dormitory and it was a lot of fun. I also miss the nature. I lived in a small city called Retchiza. The city was built on the river Dnepr. It has gorgeous views. I miss walking with friends down the seafront during the summer evenings. Even now, I can feel the breezy air on my face from the river Dnepr.
Where are you from? Why (and when) did you come to the U.S.? Pradana: Hi! I am Gregorius. I am from Indonesia, the country with the highest population after China, India and the United States. I grew up in a town called Bogor, then my family and I moved to Jakarta in 2015. I studied [college] for two years in Bandung (about three hours from Jakarta), and I came to the United States in August 2017 to complete my bachelor’s degree. Haponava: I am from Belarus. It is a small country with a population around nine and half million people. It was a part of the Soviet Union before 1991. I came to the United States in 2009. There is a program in Belarus which allows students to come for the summer or for work, to get experience with native speakers for instance. However, I decided to stay to improve my English and explore the United States more. What do you miss most about your home country? Pradana: I miss my family: my parents and both my brother and sisters. I also miss my friends, even though we still keep in touch by video calling or text. I miss the food of Indonesia too. My first semester here, I was craving Indonesian food, but can barely find it here. I also miss the weather in Indonesia. I know snow and winter are beautiful, and it’s the best time of year (in my opinion), but Illinois is way too cold for me, though it could be because it was just my first full-winter last year. I remember cycling for three miles to do my community service in 10-30°F last December! 14 | T h e L u m i n a ry 14 | T h e L u m i n a ry
Pradana standing on a hill overlooking the beach of Komodo Island.
Why did you decide to study at NIU? Pradana: I joined an international dual-degree program with my school back home, Universitas Padjadjaran (Unpad). It is two years in Indonesia and two years at NIU. They have several options available for the second school, such as Troyes (France), Northampton (United Kingdom), and NIU. I picked NIU because I wanted to see accountancy practiced from a different perspective. I also know that NIU has a great accounting program, and I didn’t have to learn another language to come here (I don’t speak French).
Haponava: I decided to study at NIU because it is a great place to acquire knowledge and be successful in the profession. I also heard about the great instructors and their advanced teaching methods. This is my last semester in the university. I have learned from my own experience that I was lucky to be accepted to NIU. The instructors, as well as other people who work at the university, are all wonderful, kind, helpful and supportive people.
Gado-gado. An Indonesian dish with raw vegetables, sliced egg, rice, with peanut sauce. Served with shrimp crackers.
What are you studying and why? Pradana: I am studying accounting here at NIU for my bachelor’s degree. When I was finishing high school, I actually didn’t know what my passion was, and didn’t have any clear plans to study accounting. When I was in my science class in high school, I applied for medical school, but failed the test. Then, since my dad, mom and grandpa are all accountants, I applied for Unpad (because they also have a credible accounting program in Indonesia). I ended up in the program despite the fact that I had no idea what accounting was. Today, I really enjoy learning accounting and the finance field. As Indonesia and the United States have different accounting standards, I am learning from both perspectives. I am learning how a company makes profit, builds financial reports, comes up with its numbers, builds its financial management strategy, etc. Haponava: I am a nursing student. I decided to study nursing because my mother, back in my home country, is a nurse. She has been in the profession for more than 30 years, and she loves what she does. My mother is a role model for me. When I told her that I wanted to go to the university in the United States, she advised me to try nursing. She said that it is a highly emotional job; you help and support people during their most vulnerable situations in their lives, and at the end of the day, you are tired but satisfied because you saved somebody’s life or just made their day brighter and better. Later, through my
education, I understood that I am meant to help people. Now I am 100% sure that I have chosen the right profession, thanks to my mother. What has been the most challenging aspect about coming to the U.S.? Pradana: I would say the language barrier is the most challenging part about coming to the United States. The style of teaching is also different compared to my previous university, so I had to put extra effort into studying. Plus, there is a lot of vocabulary that I’ve barely (or never) heard/ used before. Google Translate to the rescue! The cultural differences also forced me to adjust how I talked to people, like what people usually talk about in conversation, how I respond to them and so on. There are also a lot of restrictions that limit foreign students to do things like having a job, getting a license, etc. But hey, it’s challenging, it’s hard, but not impossible. I managed to get two jobs and a scholarship to help with my financial burden. I also have a good academic standing that indicates that I can cope and compete with other students. Haponava: Overall, it was very challenging to come to the United States, but I wanted to explore something new. It was very hard and challenging, but also pleasant to adapt to a new culture. I experienced some language barriers at first, but later they went away. The culture and people in the United States are different than in Belarus. I felt that people here were very welcoming, warm and are always ready and wanting to help. As it turns out, it was not just a feeling, but a reality. I came to the United States alone and had to support myself financially because my parents were not able to help. It was hard to work full time with two jobs and going to community college, but as I said earlier, I was shocked by people in a positive way. They offered help and support. That’s what struck me most. Do you like it here? What’s your favorite part? Pradana: The United States is awesome. The corn dog is the best food the United States ever created, and nothing can change my mind. Blessed be the person who ever invented this food. Other than the food, the people are also really awesome. In every workplace and in college, I feel like they’re really supportive, kind and like what they’re doing here. I would say they don’t easily judge other people, and they are also respectful of others’ diversity. I also like being in the middle of the city (with buildings, skyscrapers, trains, etc.), so I feel lucky to be able to live in the more organized, less crowded and more modern city of Chicago (yes, Chicago is less crowded than Jakarta). Haponava: I love the United States! There is no better country to live in, and a lot of immigrants will agree with me. This 2019 | 15
country provides so many possibilities for people to study and to work. The government helps families who are in need, like providing daycare for kids, helping pay tuition for education, providing food, and that’s just to name a few. The government wants their people to be successful. What were some of the major cultural differences from your home that you noticed coming here? Pradana: I never opened my weather app in Indonesia. I would say we only had two seasons in Indonesia: really hot or raining all day. So, all the outfits are basically the same, it’s just a matter of should I bring an umbrella? But here, weather is a daily conversation in public. Sports like football and basketball are also a common topic with friends, so I had to understand or at least know the score! Here, people are more helpful too. They probably can tell when someone needs help by their body language, and are kindly willing to help; there is less of a bystander effect here. They are very warm and welcoming of diversity! Haponava: The major differences that I have noticed are that people are always nice and willing to help. Everybody smiles and greets you. I feel motivated when I see people, especially in the morning, who smile and just say a simple “hi.” It makes you appreciate life. I remember when I’d just started work at a breakfast place. At the time, I’d just arrived in the United States. There were people who offered their help with the menu and helped me overcome the language barrier. They were practicing with me a lot. I am still grateful to them for what they did for me and how much time they spent practicing basic conversation with me. Even after I left the breakfast place, I still go there, and I’m still friends with the people who helped me. If you could share anything from home with the people here, what would it be? Pradana: First thing’s first: gado-gado. Raw vegetables, sliced boiled-egg and rice, poured over with peanut sauce, combined with shrimp crackers. It’s simply perfection. I am sorry corn dog, but gado-gado is beyond anything else. You can buy a huge portion for about $2, and it’s all healthy, tasty and will give you a happy tummy. The second thing would be a destination you probably have never heard of. It’s not Jakarta, Yogyakarta or Bali. Try to visit Komodo Island! It’s a magnificent island with beautiful forests and beaches. And yes, the Komodo dragons live on the island! Haponava: I would share our food. We don’t have a lot of dishes, and most of them include potatoes. The name of my favorite one is “Koldyni.” The potatoes are grained, like for potato pancakes, and then ground beef or other meat is put in between two potato pancakes. Then we deep fry them and serve them with sour cream. They are very delicious.
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Haponava and her little brother back in her home town Retchiza in Belarus.
Savor the Season with
Mindfulness Christine Hyler Presented by Madisyn Rozner, a Nutrition Graduate Assistant for Campus Dining. The Northern Illinois University Honors Program hosted the event “Savor the Season with Mindfulness,” Nov. 12 in the Campus Life Building. The event was led by Madisyn Rozner, Nutrition Graduate Assistant for Campus Dining, and aimed to educate students on the principles of mindfulness and how they can practice mindfulness when it comes to eating habits. Being mindful is the act of being aware or conscious of one’s actions, thoughts and experiences. When it comes to eating, students may not always pay attention to what, how much and how often they are eating. Mindless eating habits can include eating past full, eating out of boredom, stress or other emotions, randomly eating and giving into cravings, and multitasking while eating. Instead of aimlessly eating just to fill one’s stomach with whatever sounds good at the time, students need to pay more attention to what they consume.
Mindful eating is not the same as dieting or restricting, instead it is the act of simply being present while eating. This can include eating only when hungry, stopping when full, healthier choices and simply taking the time to enjoy food. Rozner mentioned a good time to put mindful eating to practice is during holiday meals. It’s easy to want to eat all the food present, but it’s important to listen to your body's limits. It takes practice, but by listening to our bodies, we will create healthier eating patterns. Even if one chooses what they are eating, being mindful of the connection between food and our bodies can still have a positive impact on one’s health.
Eating should be an enjoyable experience, not one of deprivation and guilt. With a bit of mindfulness and self-direction, it is easy to make small changes that will affect your health in a positive way. For students with dining hall passes, starting with a smaller portion, and going back for more food helps you figure out your hunger, and waste less. When it comes to eating habits, strict diets are not always necessary. Next time you eat, just remember to find the connection between the food on your plate and what your body tells you. Eating should be an enjoyable experience, not one of deprivation and guilt.
Madisyn Rozner, graduate assistant and Meg Burnham, registered dietitian.
Food from the Mindful Eating event.
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What Does Honors Look Like in Music? Anya Gavin
Typically, when people think of Honors students, they imagine a studious-looking young adult gazing intensely at a test tube, impatiently awaiting a reaction. Or, they imagine another in front of a computer screen portraying a complex diagram. Or, it’ll be a serious-looking student with a clipboard surveying a landscape or scrutinizing statistical data. Or they may imagine a group of young professionals posed in business casual, smiling for the camera as they hold a trophy for a competition they just won. What about the arts? As a society, we are preconditioned to imagine the arts as a hobby or an exclusive inconsistent professional field comprised of temperamental geniuses. In fact, as with any other field, it is what its constituents make of it. Indeed, the arts do tend to be more exclusive in terms of opportunity, but it is exactly this fact that shapes the nature of artists to be stronger, more diligent, more self disciplined, and above all, more autonomous; all qualities aligned to those expected in the Honors Program. Why do we not hear of Honors students in music, then? It is true that a business major is more likely to join the program than a music student. The root was in the structure of the old program. This year, the Honors Program split into two “tracks.� The older track consisted of 15 Honors credit hours to achieve Lower Division status and 12 to achieve Upper Division status, totaling 27 for Full University Honors. It required only one project, a Capstone project for seniors. The 18 | T h e L u m i n a ry
new track asks for only 9 - 12 credit hours for the Associate level and 18 - 24 for Full University Honors. However, it places more importance on extracurricular experience, partnering with the EngagePLUS program to add two to three projects for the Associate level and four to six for Full Honors. Better yet, it allows a choice of either one or the other for one option in the Associate level and two opportunities for choice for Full Honors. Since the students themselves are in charge of finding their own opportunities and organizing their own projects, the new track encourages self-guided exploration and autonomy. This greatly increases flexibility for students to tailor their requirements to their interests so that the experiences are more directly applicable to their growth. Furthermore, in giving students more responsibility, as well as providing opportunity and encouraging students to begin interacting with their community early in their college careers, the new Honors track better prepares students for the very actions they need to take to advance their professional careers out of college. "...it is exactly this fact that shapes the nature of artists to be stronger, more diligent, more self-disciplined, and above all, more autonomous all qualities aligned to those expected in the Honors Program." Music, as a professional field, functions much like a business. Musicians are either performers, educators or managers dealing with a product: the music. Research, professional teaching, networking, social activism and participation are
NIU Jazz Orchestra
all pillars that make a professional musician successful. In fact, since most musicians have to create their own jobs, these aspects of professional development are even more important, and key in the musician’s ability to succeed. The new Honors track allows music students to get credit for the many experiential learning activities they already do outside of schools: teaching positions, research projects, playing in extracurricular orchestras, and volunteerism to name a few. Since the music majors are some of the most difficult degree programs on campus, past Honors music students have struggled to balance their Honors coursework with the extensive music coursework included in their major. Natalie Fino, a recent Music Education graduate, explains her predicament. “I found that the requirements for the Honors Program were not tailored for transfer students. I would have had to retake general education courses to get credit, and none of the courses offered were for music. I did one independent study to get credit, but there is a limit to how many you can do. It was not enough to complete the program. The only exception would be if you did a project or capstone to go on your résumé.” Fino is now a successful elementary school teacher, and had scored the record highest score on her EdTPA, a project that determines issuance of teachers’ licenses. If Fino were here now, she would be wildly successful in the new program as she has the winning spirit, drive and forward-thinking mentality of an Honors student. These qualities would make her excel in the experiential learning project aspect of the program. Furthermore, the course requirements allow students more time and flexibility in their schedules to focus on the extracurricular projects.
Some music students have already capitalized on the change in requirements, and have benefited from them. Several students teach after-school music programs for underprivileged elementary school children. Others are developing curricula employing social-emotional learning. Still others are conducting research projects determining the effect learning music has on the early development of important life skills such as delayed gratification, self-discipline, follow-through and responsibility. They are taking Honors courses in education, communication, business and English to strengthen their marketability. This year is seeing a record amount of music majors become Honors students — most of them freshmen. Nina Caliendo, a freshman Music Ed student, plans to conduct a research project on a particular composer or genre, then perform a recital in which she will tie her research in with her interpretation of the music, as she will show through her playing. She finds the prospect of the experiential learning projects a bit daunting, but exciting once she figures out what she wants to do. Overall, the projects have the ability to let students explore the world to find what they like, and if they know what they like, they allow them to pursue their interests in more depth, while connecting them straight to their studies. Combined with the augmented knowledge to be gained from Honors coursework, the new Honors program directly translates to career success for STEM majors, business majors — or music majors alike.
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FACULTY SPOTLIGHTS Madelyn Kerback Anderson Madelyn Kerback Anderson, instructor in the Department of Communication, received her M.A. in Communication and Women’s Studies from Northern Illinois University and her B.A. in Music from Augustana College. Before coming to NIU, she was the director of cultural events at Augustana, director of community relations for an NPR affiliate station and an appointed presenter grant evaluator for the Illinois Arts Council. At NIU she has previously served as coordinator of COMS 100 and pre-COMS advisor. She began teaching in the Honors Program in the 1990s, received the Honors award of “Great Professor” in 2016 and is a faculty advisor for the Honors House.
I first taught in NIU’s Honors Program in the 1990s. I returned to the Honors Program in 2012 and have had the joy of teaching each semester since that time. I have had COMS majors as Honors students engaged in independent studies and I am a faculty advisor for the Honors House.
What has been your most rewarding experience in the classroom? My most rewarding experiences happen almost daily. I have the unique privilege of being able to listen to all of my students give speeches about their lives, their heroes, their passions – personal and professional, their dreams and goals and so much more. I witness the first time a student shares a personal story or reveals a part of their identity. I witness the students who are very scared about public speaking at the beginning of a semester and transform into confident and enthusiastic speakers. I witness students who are initially quiet and reserved, but through volunteering they open up and become socially engaged. Every day in the classroom is a gift and I am mindful of my good fortune.
Describe your teaching philosophy. How does it push students to succeed?
What made you want to become a professor? I began teaching at NIU after spending over a decade in collegiate and government arts administration and corporate and nonprofit public relations professions. I returned to the classroom as a graduate student and teaching assistant in my 30s and had my first experience of undergraduate teaching at that time. A COMS professor – a dear mentor, colleague and friend – encouraged me to continue teaching after observing me in the classroom. It would probably shock many of my current and former students to learn that I was initially “extremely nervous” about teaching. Almost 28 years later, I cannot imagine my life without it. I have always loved working with college students and the incredible learning and growth that I witness in students each and every day.
How have you been involved with the Honors Program? 20 | T h e L u m i n a ry
I focus a great deal of my time and energy helping students develop self-confidence, fostering their success and helping them align their values and beliefs with their thinking, communication and actions. I do this by fostering a climate of inclusion and mutual respect, and I support and engage in social justice practices. I believe an environment of trust and respect helps students to open up and to learn more about who they are and what they can accomplish. In addition, I promote active listening. By listening to speeches, students gain invaluable insight into the lives of others. They expand their world view and gain a broader understanding and acceptance of diversity. This, in turn, can promote civic engagement. In addition, I am enthusiastic in my instruction and engagement with my students and provide positive reinforcement as much as possible. I believe positive energy and enthusiasm can be infectious and creates a more inviting and comfortable environment. Furthermore, I believe in setting high standards and expecting students to meet these standards. I regularly reinforce my confidence in their abilities and I believe in positive reinforcement as a building block for success. Finally, I establish personal connections with students and promote one-on-one visits as a way to build relationships, to be more aware of and sensitive to their situations and to provide support.
What led you to pursue a career in communication?
How do you maximize the impact you have on your students?
I actually started at Augustana College with the idea that I would earn a speech and theatre degree. However, at that time they didn’t offer a degree in that area. So, I earned a bachelor's degree in music and then became involved in a variety of professional positions that were related to the broader field of communication. However, the particular incentive I had for pursuing advanced coursework in organizational communication and women’s studies resulted from my experiences of being a minority woman in male-dominated work environments and from developing my public relations skills on the job. I wanted to expand my knowledge and skills in management and leadership in higher education in order to be a stronger and more competitive and engaged presence in the work force. While in graduate school, I discovered my passion for researching and writing about gender and communication. This area of study led me to continued learning in areas of multicultural transformation, intersectionality and social justice. And now, my education and experiences in community service and advocacy have all come together in the service learning course – something that really makes a difference. As I look back at my life experiences, I realize now that what I am doing is what I was meant to do.
First, I engage with my students. To quote an overused cliché, I put my money where my mouth is. In the Honors Program, I teach a course with a service learning component. Students are required to participate in volunteer service. To that end, I volunteer with them as much as possible. I schedule group volunteer opportunities and participate in them. Whenever possible, I attend events in which the students are involved. I really try to be a presence in their lives at NIU. I want them to know that I care about them and what they are doing. Second, in addition to real-world applications, I share my experiences – successes and setbacks, positive and negative, humorous and serious. My stories are designed to enhance understanding of course concepts and to humanize them and to help them get to know me and to promote a more engaged environment. Once again, I utilize positive reinforcement. As much as possible, I provide feedback that focuses on the unique talents and strengths of students as a means to helping them develop self-confidence. And, I try to become acquainted with every student. Finally, I work to be as clear and detailed as possible in my instructions and I provide numerous examples of the skills students are required to utilize in their assignments.
The faculty were interviewed by the following students: Madelyn Kerback Anderson Interviewed by Allie Karnuth
Mitch Irwin Interviewed by Christine Hyler
Shail Godambe Interviewed by Abigail Burke
Ellen Olsen
Most memorable experience? There are so many etched in my memory - too many to share - funny, poignant, emotional, tragic and transformative moments. But the moments of celebration stand out. My first semester back in the Honors Program, I had two students who were really scared about taking the course. By the end of the semester, they had opened up and become confident and capable speakers, and they enjoyed humor. They came to me and said that after taking the final they were going to run laps around the Honors classroom and then turn over a table. And that's exactly what they did! Another student began the semester almost frozen with fear and could not stand for the first speech. At the end of the semester, the student confidently finished the last speech, looked at the audience with arms raised in victory, exclaimed, “I did it!” and then was met with a standing ovation. These are moments that create great memories.
Interviewed by Dan Sharp
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FACULTY SPOTLIGHTS Shail Godambe Shail Godambe is a professor in the OM&IS department in the College of Business. He has been teaching at NIU since 2008. He has a bachelor’s degree in Mechanical Engineering from Indian Institute of Technology, Bombay and a Ph.D. in Industrial and Systems Engineering from Illinois Institute of Technology in Chicago. Before coming to NIU, professor Godambe worked at Motorola for 32 years. This is the first year Professor Godambe has been involved with the Honors Program.
choice such as Walmart, McDonalds, Amazon.com, Ford, Southwest Airlines or any other business that students are familiar with.
What has been your most rewarding experience in the classroom? I teach large classroom lectures in the Barsema auditorium, small classes, as well as online classes. Face-to-face teaching allows personal interaction with students, whereas online student interaction only occurs online. A rewarding part of teaching is when students ask inquisitive questions, clarification questions and share their experiences. Sheer attentive focus to the lecture by the students and the occasional nod of “I understand” are very satisfying as well. Whenever I hear about students getting professional jobs and enjoying the work is very satisfying too. Many of the past graduates of the OM&IS department come back as guest lecturers.
Describe your teaching philosophy. How does it push students to succeed?
What made you want to become a professor? I worked as a supply chain professional for 32 years at Motorola with a rewarding career. The work I did at Motorola involved all major functions of the company including management, marketing, engineering, finance, human resources, environmental group, information technology and supply chain. When I retired from Motorola in 2007, I realized that sharing my experiences with students would be very satisfying for me personally as well as helpful for the learning process.
How have you been involved with the Honors Program? I have been involved in the Honors Program for one year through my courses. The Honors students in my class work on a focus topic for writing a term paper. The paper describes how supply chain/operations management at a company is configured, planned, managed and how its performance is measured. The company selected is any business of a student’s 22 | T h e L u m i n a ry
I teach a class that is a required course for all College of Business students, so some students may not be seeking professional jobs in the supply chain/operations management field. Secondly, the students may not have experienced what supply chain/operations management is all about. Therefore, my teaching material uses industry videos, photos, textbook material and quantitative analysis. The reenforcement comes through quizzes, homework and online exams. Continually, the emphasis is given to the fundamentals that make supply chain/operations management efficient and competitive. Every opportunity is used to impress upon them that no matter what their functional job is in a business, all of them must know these fundamentals to be a successful business professional. In today’s world, they will likely work in many functions of the businesses during their professional career. I emphasize that the desire to succeed must come from within therefore they must choose the major(s) where they have the most passion.
What led you to pursue a career in OMIS? For my bachelor’s degree, I attended Indian Institute of Technology, Bombay in the electrical engineering department. I enjoyed working with mechanical toys at home and could grasp them easier, so I changed to mechanical engineering in my third year of college. In my fifth year of study, a teacher taught
us operations research, and that was the turning point of my interest in business process optimization. That led to joining the Ph.D. program in Industrial and Systems Engineering at Illinois Institute of Technology in Chicago. Motorola hired me in their operations research department in Schaumburg, a job that fit like a glove with respect to what I learned through college. The rest is history and resulted in my 32 year career in production planning, information systems, technical operations, factory management, global supply chain strategy, environmental initiatives, facilities management, strategic sourcing, global manufacturing, global distribution and logistics. Here at NIU, the OM&IS department has great leadership. The department chair, Chang Liu, along with the very collaborative faculty members have enhanced the curriculum and offer degrees in supply chain, information systems and data analytics. This provides a good fit to work in OM&IS as a supply chain/operations management professor.
and populations. He has studied feeding ecology, nutrition, body mass and condition and parasitology. He is also interested in how Madagascar's abiotic and biotic environment have influenced the evolution of key lemur traits such as low activity levels, cathemerality and female dominance. Professor Irwin has an ongoing field project in Tsinjoarivo, eastern Madagascar and co-founded an NGO, SADABE, dedicated to promoting research, conservation and development.
How do you maximize the impact you have on students? The impact on students is maximized through interactions with the students, inside and outside of the classroom. The large class interaction is through encouraging students through impromptu questions, having daily class quizzes, discussing the solutions and having industry guest speakers. Small classes get to go on site visits to see operations in local areas. Online students get to work on industry videos and answer the key questions about the topics under discussion. When students need clarifications, their email questions are answered within 24 hours. The ones needing further assistance see me during my office hours. Another area of impact is on small groups of NIU crossfunctional student teams working on Experiential Learning Center (ELC) projects, such as Caterpillar and McDonald’s, that I have worked with for the last several years. For student’s professional development, they join APICS (Professional Supply Chain Society) for industry visits, guest lectures and case studies. My goal is to assist any student who is seeking help to maximize their potential.
Mitch Irwin Professor Irwin is a biological anthropologist specializing in primate ecology and behavior. His research focuses on the ecological adaptations of Madagascar's lemurs and how habitat disturbance affects the ecology, behavior and health of individuals
What made you want to become a professor? I decided to become a professor because of my interests in research and the impact research has on the world. My motivators are being able to help students find their interest in anthropological concepts or help them apply anthropological concepts to their life. To begin with, I did not have my sight set on teaching, rather I was interested in research components. Once entering graduate school, I began working as a teaching assistant to help pay for my schooling. Through this teaching assistant position, I discovered my passion for teaching others, and showing the connections between lives and the concepts I am teaching. One of my main mottos is always keep learning, because that way you are always improving yourself and your academics.
How have you been involved with the Honors Program and for how long? I have been with the Honors Program for two years now. It started with one student who asked me to construct an honor’s mini-section course, and from there he completed an honors capstone thesis. This year is the first year I have taught a full-sized honors course, though I do look forward to holding 2019 | 23
FACULTY SPOTLIGHTS another. These honors classes have been very rewarding for my students. The courses provide a challenge to the students, and the smaller classes mean more in-depth discussion about the course material.
What has been your most rewarding experience in the classroom? My most rewarding experience within the classroom would be when one of my students is inspired and interested in the subject enough to pursue traveling abroad. Nothing can beat getting out in the field and studying anthropology in person. Through the Anthropology department, students are able to apply to study abroad and travel the world, conducting research among other anthropologists. There are many locations available to study abroad at, and it is a very spectacular experience to study course material hands-on and next to researchers.
Describe your teaching philosophy. How does it push students to succeed? My teaching philosophy is to bridge the knowledge to the students and allow the student to walk forward and cross the bridge. I believe that a professor should design the foundation of the studies (the bridge), so that the students can study and learn the knowledge, thus crossing this bridge. This pushes students to succeed because I am not baby feeding them, rather they are learning and discovering study tactics that will assist them in the future.
ensure that there are a variety of different physical aspects to keep students interested.
What has been your most memorable teaching experience? My most memorable teaching experiences are the finished research presentations presented by the study abroad students. These research presentations hold all of the knowledge and data the students have collected while studying abroad, as well as their theories.
Ellen Olsen Ellen Olsen is the program coordinator of NIU’s Medical Laboratory Sciences program. She is also the clinical lab coordinator as well as a classroom and laboratory instructor. She earned her B.S. in Clinical Laboratory Science as well as her M.S.Ed. in Instructional Technology at NIU. She is board certified by the American Society for Clinical Pathology as a medical laboratory scientist and has 28 years of experience working in clinical laboratories.
What led you to pursue a career in anthropology? The events that led me to pursue a career in anthropology would be my first course that taught me about the past human ancestors. These ancestral linkages help scientists answer questions about humans today. To me, anything related to anthropology is very interesting, and I can’t imagine why others wouldn’t want to study this subject.
How do you maximize the impact you have on your students? To maximize the impact I have on my students, I do my best to try to relate the course material to current events or students’ lives. Also, my class days are spent in a guided discussion that relies heavily on student contribution. When we have labs, I 24 | T h e L u m i n a ry
What led you to pursue a career in medical lab science? I always wanted to work in health care, so that I could help others. And I loved science, so when I was in high school, I was a member of the science club. And, one day our science club took a tour of our local community hospital’s lab. As I was touring the lab and hearing about what the people did in the lab, I knew that was what I wanted to do. I loved the behindthe-scenes aspect of the profession and the fact that I could use a microscope as part of my job.
How did you get involved in the MLS program at NIU? I was a medical laboratory technician with an A.S. degree with many years of experience when I was told about the MLT-MLS articulating degree completion program by Dr. Jeanne Isabel, the former NIU MLS program director. I always felt like I was missing something, a B.S., so I applied to the program to complete my B.S. in MLS. Granted, I was a returning adult student with a job and a family. After I graduated, I took an extra help position as a lab assistant for professor Isabel. I helped prepare labs, perform maintenance on the lab instruments and worked with the students during their labs. After a couple of years in this position, the program grew and I took a full-time position as the student lab coordinator. And, this past summer, I took over professor Isabel’s position as the MLS program coordinator.
What do you find most rewarding about teaching Medical Laboratory Science? Being able to take a difficult concept and explain it in a way that the student finally understands it. So, seeing the students in their aha! moment.
Describe your teaching philosophy. I understand that all students learn differently, so I use different strategies to help students learn. I don’t feel that lecturing solely is sufficient for students to learn. Because most students are very comfortable with technology, I try to use various types of technology tools when I design and develop my lessons in order to engage the students. I often do most of my teaching in the lab setting and then I use the teaching strategy of modeling. Students can then visualize what skill or technique they need to develop. Repetition is also key when learning. I have students performing a skill or technique in lab throughout the semester. I also try to create a relaxed learning environment whether I’m teaching in the classroom or lab. I want the students to feel comfortable to ask questions or even make mistakes. It is better they make mistakes in a student lab than the clinical lab. And, I always go over content that students have struggled with before introducing new content.
How does it push students to succeed? I’m very approachable which I think makes students more comfortable about asking me questions. Using repetition and engaging students in their learning process usually helps students succeed.
How do you maximize the impact you have on your students? I’m very patient and try to be understanding when students encounter life obstacles that may hinder their learning. I also have worked many years in the clinical setting before coming to academia, so I can totally relate to what they will be experiencing in the clinical setting.
What is your most memorable teaching experience? There was a student who was very confused on the theory behind blood group typing. So, I sat down with the student and tried a whole different way to explain it and then he looked at me and said, “I get it.” I love the challenge of coming up with different ways to teach something.
As the MLS program coordinator, what would you like for potential students to know about the program? This program will prepare you to work in a health care profession that is very challenging and rewarding. And what is really awesome is that the majority of our students have jobs before they graduate from the program.
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RETREAT WITH US! Stephanie Provis and Elizabeth Korbut
Many people want new, fun experiences from college. NIU’s Honors Program works to provide new experiences for its excellent students. The program is full of opportunities for students right from the start. The first thing any freshman Honors student does is go on the Lorado Taft retreat, held during the week before classes start. At Taft, students will learn more about the Honors Program, scholarship opportunities, meet their peers and have a fun experience. Nina Caliendo is a freshman at NIU. She is majoring in music education for instrumental band, and she is in the NIU marching band. Q: A:
Why did you join Honors? I joined Honors because it seemed like a good opportunity to take advantage of. It was a great way to be able to get the most out of my education.
Q: A:
What was your favorite part of the Taft trip? I very much enjoyed the night walk. It had finally stopped raining and we had a really nice time. I really liked that it was an opportunity to spend time outdoors and meet some amazing people.
Q: A:
What did you learn from that experience? I learned more about the inner-workings of the Honors Program as well as tips about college life from the Honors fellows. It was nice to be able to hear from people who are already going through the process.
Understanding the Honors Program's requirements can be daunting, especially for new freshmen. The Taft retreat helps students gain the information they need to know about the program. They learn about the requirements and
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opportunities the Honors Program brings. Not only do NIU professors discuss this with them, they also hear about it from students who are going through the Honors Program as well! It eliminates any worries about the program that a new student may face. Samantha Lindberg is a sophomore journalism major. She is a member of the Student Success Team for the First- and SecondYear Experience. Q: A:
What advice would you give incoming freshman going on the retreat? I would tell them that it isn’t as bad as you might think it’s going to be. Yes, it’s a little awkward at first because you don’t know anyone, but it’s good to meet new people, especially people you’ll probably see at Honors events or in Honors classes.
Q: A:
How has it helped you get to the point where you are now? It helped me by getting me acquainted with one office on campus, which being an incoming freshman I hadn’t had another resource or office connection yet. So, it was nice having the support system to start off my year.
Q: A:
How did this help with your specific major? This helped me with my major of journalism because having good people skills and being able to socialize with new people is something my future career is very dependent on and I am always working at being even better at it, which the Taft trip helped with.
By being in the Honors Program, a student may receive many unique opportunities. One big bonus is that Honors students have the opportunity to receive more scholarships. Many people may be unaware of this, but the retreat talks a lot
Students doing icebreakers and info sessions at the annual Lorado Taft retreat.
about these opportunities. It especially highlights the Honors Fellows and McKearn Fellows. There are also a few other Honors scholarships that a student may receive, and this trip will highlight them. Everyone wants as much financial aid as they can get, and all of the opportunities. Justin Dupre is a junior at NIU. He is majoring in computer science, and he is an intern at Discover Financial Services. Q: A:
What was your favorite part of the Taft trip? I really enjoyed the food. My favorite had to be the turkey, it was very delicious! I liked how the dinner was served family style because it helped me feel more comfortable around new people.
Q: A:
How has it helped you get to the point where you are now? I met quite a few people on this trip who I am still friends with and now we have a few classes together. This has created an amazing support system that has helped me get through some tough classes.
Q: A:
If you could go again, what would you do differently? I would definitely try and talk to more of the faculty. I was able to talk to the professor sitting at our table, but it would have been nice to reach out to more faculty and make connections.
A big worry for students coming to college for their first year is making friends. It can be difficult at times, but the Lorado Taft retreat is an amazing opportunity to make new friends. Students are put into small groups for most of the trip, and there are a lot of icebreakers. In these groups so many connections can be made between peers. This trip has created many long-lasting bonds between new students that last for years. It truly is an amazing opportunity.
Jessica Gall is an NIU senior, majoring in biological sciences. She has been a part of the Honors Program for the past four years and has been an Honors fellow for the past three years. Q: A: Q: A:
Did you prefer going as a freshman or as an Honors fellow? I think I had a better experience on the other side being one of the leaders. When I was a freshman I was over- whelmed with moving in and it was the last thing I wanted to do, but I think that kind of helped me be able to lead those types of students when I became an Honors fellow. What did you learn from this experience? My first year as a fellow, I was one of the youngest fellows, I was a sophomore and mostly everyone else was a junior or senior. So, it was kind of intimidating going into that situation. I think it taught me how to be a leader and be a role model to the incoming students.
Q: A:
What was your favorite part? I really like when we do a fire on the last night with s’mores and then go on night hikes and I think that’s just the best part because its more chill and laid back and not a bunch of information being thrown at you, so that’s my favorite part.
Overall, it is a fun trip! Although there is a lot of information given on this trip, there are also tons of activities. There is a nighttime bonfire, a night hike and many games during this trip. With these activities and all of your new friends, the Lorado Taft retreat with the Honors Program is definitely a memorable experience for all.
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Allie Karnuth
One aspect of the McKearn Fellows program is the opportunity to participate in McKearn Away experiences such as the Nepal service trip that the sophomore McKearn fellows embarked on during spring break of 2018. Before landing in Nepal, there were a lot of mixed emotions – no one knew exactly what this trip would entail. Once there, however, the fellows found that they all learned the same lesson in unique ways; throughout various experiences the fellows came to realize that our differences are what make us beautiful and human connection is invaluable. Aspen Wheeler, who at first was a bit hesitant about working alongside complete strangers, found that the simple gesture of the stroke of her hair was enough to break down the cultural barriers. Once those walls were down, she found that she was
able to connect with these women in a way she never thought she would, remarking: “By the end of the trip, it was not about the hole that was dug, but instead the relationships forged along the way. As our pit grew deeper so did our bonds.” Dayne Coveyou, who had never experienced any sort of trip like this, found that he was being faced with a lot of firsts. One first in particular being his first experience with extreme poverty. After being asked to share pictures from home with some of the local children, Coveyou was taken aback by the idea of how those photos might be affecting them. But what in turn happened to Coveyou was so much more beautiful;. “Nepal gave me a lesson in humility: pay attention to the needs, desires and abilities of those around me, for they are more important than my own.”
The Differences That Connect Us:
A McKearn Experience
This picture is at the celebration of us completing a 1.5 meter hole dig that will house a water tank to deliver fresh water to 70 homes.
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Leena Ghrayeb was moved most by her experiences working with the children, and found despite language and cultural barriers, she “was able to make a connection with all of them.” However, the impacts of these connections didn’t set in for her until she got home. She found herself angry with the trivial things Americans find so inconvenient, knowing firsthand that there are many people going through much worse. Through her experiences working and connecting with the Nepali children, Ghrayeb learned that “happiness isn’t gained from material possessions, rather happiness stems from being with those you love, and being kind and loving to everyone around you.” For Emily Fiala, the most moving aspect of the trip was her interview with a Nepali woman, who opened her eyes to the true struggles of living somewhere like Nepal. Fiala found that this woman had purposely been failed by her teachers who were apart of Nepal’s upper caste, only because she was a member of the lower caste. It was things such as these that “allowed me to put life into perspective… and realize that I take many things for granted.”
Victoria Kwaben, a nursing student, was able to aide another volunteer who had been injured due to her healthcare knowledge. During the time this was going on Kwaben had help from Wheeler. Her and Wheeler worked together efficiently, ensuring the woman’s safety and well-being. The level of teamwork that Wheeler and Kwaben were able to achieve in this situation taught Kwaben “that teamwork and connection facilitate success.” Opening up to others can be a challenging feat in any situation, but especially in a foreign country where you are completely engulfed by the unfamiliar. However, if you’re ever lucky enough to be in a situation like this for some period of time, you will find that once the initial wall has been broken down an entire new world is waiting for you behind it. Humanity is vast and ever so different, and the opportunity to experience it completely is invaluable. These five students were given that opportunity through this McKearn experience, immersing themselves into another culture and learning that our differences truly are what connect us.
McKearn fellows in Nepal over spring break 2018.
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A Summer in Congress Catherine Carter
“Interning in U.S Congress was never an experience I had imagined myself having,” said Marilyn Chakkalamuri, a senior biological sciences major at NIU, after she participated in an internship with Illinois Representative Bill Foster in Washington, D.C. This was a unique experience for any student, but especially for one with a background in the sciences and the goal of becoming a physician. Chakkalamuri is from Woodstock, Illinois and graduated in May. She has studied biological sciences with minors in chemistry and Spanish. Through her studies and the Honors Program, Chakkalamuri researched therapies for T-cell lymphoma in a cancer research lab. While working there, she connected with Dr. Anna Quider, NIU’s director of federal relations. Dr. Quider holds a Ph.D. in astronomy, a B.S. in physics and astronomy, and a B.A. in religious studies and the history and philosophy of Science. She spoke with Chakkalamuri and her team at the cancer research lab about her work as a physicist turned policy-maker in U.S. Congress and Department of State. Quider encouraged Chakkalamuri to explore her interests and take advantage of some opportunities that interested her. So Chakkalamuri applied for a spot on a spring break trip to Washington, D.C. As part of the group, she worked with political science students in order to learn about science policy in United States government. “I knew after that experience that I wanted to go back.” So when Chakkalamuri discovered NIU’s summer internship program in Washington, D.C., she applied again. Chakkalamuri worked with Representative Bill Foster, at the time, the only member of Congress with a Ph.D.
in physics. As an intern, Chakkalamuri had many jobs. She gave tours of the Capitol building, including one given to the vice president. Chakkalamuri also attended briefings and wrote memos involving science and health issues that Representative Foster’s office was heavily involved in. “Especially as a science major, it showed me the value of applying science in creating new policies and the role of science in moving forward as a nation.” What Chakkalamuri considers her most valuable efforts was her work with constituents. Her work consisted of answering calls, logging the topics that constituents were concerned about or bills they wanted the Congressman to support, and answering their emails. Not only did Marilyn take advantage of the opportunities that NIU offered her, but she also took advantage of the opportunities available to her in Washington, D.C. She spent time visiting all of the Smithsonian museums and other historical sites and landmarks. She was even able to run around the national mall like Captain America in The Winter Soldier. Chakkalamuri also enjoyed the excitement of the city when the Washington Capitals won the Stanley Cup. Chakkalamuri plans to intertwine the two fields in one career path. “The idea of combining my science background with policy to make better policies regarding, and using, science while working as an advocate, was very interesting.” Thanks to her experiences in Washington, Chakkalamuri was able to find a path for her life.
Marilyn Chakkalamuri stands in the recording studio for the House of Representatives.
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WHERE WE ARE FROM
Outside Chicago
947
Chicagoland
568
Outside Illinois
HONORS by the NUMBERS 2018–2019
26
Outside U.S.
5
WHO WE ARE Freshman
154
Sophomore
238
Junior
279
Senior
323
Post Baccalaureate
5
AVERAGE GPA
3.56
HOW WE CAME IN Freshman
436
Transfer
180
Continuing NIU Student
367
GRADUATES: Fall 2018 Lower Division
26
Upper Division
11
University
13
Spring 2019 Lower Division
66
Upper Division
42
University
60
OUTSTANDING CAPSTONE AWARDS Sze Ying Lim Ester Langer
OUTSTANDING ATHLETE Ally Ferber
ENHANCEMENT AWARDS
Freshman Katherine Hahn-Boisvert Sophomore Cameron Simpson Junior Soha Huq Senior Eugene Ciesla
HONORS SCHOLARS
Phoebe Regnery Mustafa Thahab
HONORS FELLOWS Ashley Burkhardt Robin Chandler Nick Chapman Jessica Gall Elise Herbert Diana Jarocki Cass Kamp Allie Karnuth Alexia Kingzette May Mayo Khine Anna McComb Elizabeth Pawlica Bianca Spalla Ivan Sanchez
2019 | 31
Eli Brottman
Like many other juniors, graduate school is very much on my mind. With applications coming due in just a little over a year, the stakes are high. However, NIU has made it easier for continuing Honors students, forming partnerships with more than 15 academic departments to offer guaranteed admission to Honors students. In addition, University Honors refunds the $60 application fee for those who apply through these partnerships. The participating departments, which come from a wide range of disciplines, are offering these opportunities mainly through accelerated degree programs, though some programs without such programs have even offered this option to some Honors students. Besides, it is only a matter of time before more of these programs sprout up; Todd Gilson, director of University Honors, says he is working to form more connections with departments.
biomedical engineering department informed Sayles that she could get in without having her GRE score as well as study under one of the professors right away. And depending on her major, she might not have to go back for undergraduate classes to get into graduate classes. Senior computer science major Nick Chapman also attended the event as a volunteer. However, he is also pursuing opportunities of his own. He intends to apply to the two-year MBA program at NIU through the guaranteed admissions program. Chapman also commented that he has wanted to go into the MBA program for a long time, and is ecstatic about his opportunity. The classes for the 2-year MBA program meet at night, and Chapman looks forward to continuing to develop his computer skills working on a startup team at global technology company Ideal Industries.
Honors Guaranteed Admissions On Sept. 27, 2018, University Honors held its first Guaranteed Admissions Graduate School Open House, with over 30 students in attendance. I interviewed a couple of students who attended the event to get their take. Senior pre-professional chemistry major and biology minor Amber Sayles commented,“the faculty were very helpful and engaged. If you were not sure what to look at, they came and approached you.” She also feels that faculty also provided a lot of assistance and guidance. Sayles has hopes of studying to be a physician’s assistant, and also “looking into chemistry and biology,” stating that she is “interested in seeing what kind of route that could take me to.”
Sayles and Chapman are just two examples of our talented graduating class of 2018 - 2019. Many others will be applying or have already applied through the guaranteed admissions agreements. University Honors looks forward to watching these programs grow and develop over the coming years, so we can serve as many students as possible here at NIU. Special thanks to Nick Chapman and Amber Sayles for contributing to this article.
Sayles is unsure where she is going to attend graduate school, stating that she already applied to or will be applying to at least a few other programs. That being said, in spite of NIU not having her first choice program, she is well aware of the benefits available to her with the guaranteed admissions programs, for which she is interested in considering chemistry and biomedical engineering. A representative from the
Students stop by different Graduate School tables to get more information and select the best option for them.
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NIU Honors Student Spotlight
Touring the Sine-Saloum River Delta in Senegal, November 2018
Robert Carolan
Christine Hyler
Robert Carolan is a bilingual international honors student at NIU. He's been on the dean's list for three years, is an NIU Congressional Internship/Scholarship recipient, a Boren National Security Education Program Scholar and member of multiple honors programs and societies. Carolan is an individual who does not shy away from challenges and maintains his dedication even through hardships. Through public service he has volunteered his time to teach English abroad, advising his peers, and giving presentations at conferences. These presentations were a main aspect of his BOREN NSEP African Flagship Initiative in Dakar, Senegal. Carolan is also strongly dedicated to public service. He reflects on his intense desire to serve in the United States Marine Corps while in high school. In spite of his great commitment to achieving this goal, he was unable to fulfill it due in part to the severe spinal injury he sustained at the time. But his desire to succeed and serve have not been dampened, and he describes himself as having a “relentless” and “unyielding” drive to work in public service. His determination led to him finding an alternative path to working in government. He expresses his wish to repay NIU for its investment in his skills and potential.
One of his leadership experiences included teaching English at a private institute in Dakar, Senegal. “The first week was challenging. But after that trial period, I formulated a concrete way to improve their English through discussion topics, games and other available material. As a teacher, I was always open to adjustment and adapting the curriculum to what the students found most important to practice. As a current language student myself, I was aware that learning languages is a different path for everyone and it takes different approaches to gain the same result. Thus, end of session feedback from the institute’s director (another student of mine) and the entire class was a strong tool in my belt I would use to gauge new teaching styles and plans; displaying malleability and openness to adapt. Over the course of my semester at JPAC, I saw the growth and development of 12 students’ English. Their confidence as well as their language ability had improved significantly. Especially, since I was able to encourage three other English students to come in and be language partners/teachers; their familiarity with American accents and culture improved as well. Eventually, I went on to use these tactics and lesson plans at a larger English conference in Sally, where other students and I organized the structure we had been using to cater a larger group of up to 300 professionals and students eagerly seeking to practice their English language skills.” 2019 | 33
Strength in Numbers:
Honors Donors
Mr. Zachary and Mrs. Mary Alesandrini
Mr. Steven N. Cook
Mr. Troy and Mrs. Cassandra Hendry
Mrs. Traci and Mr. Eric Anderson
Mr. Craig and Mrs. Kathleen Copper
Mr. Todd and Mrs. Cheryl Henert
Mrs. Madelyn and Mr. Keith Anderson
Mrs. Patricia and Mr. John Crocker
Mrs. Beth and Mr. Michael Hildreth
Mr. Steven and
Mr. David E. Czerniewski
Mr. James R. Hill
Mr. David and Mrs. Lynn Daugerdas
Mrs. Audrey R. Inbody
Mr. Michael and Mrs. Lisa Ashe
Mrs. Martha and Mr. Allyn Davenport
Mr. Si and Mrs. Lori Intravichit
Ms. Sabrina M. Ayala
Mrs. Kelly A. Burns-Davis and
Mrs. Patricia and Mr. Thomas Jackson
Mrs. Nanette Andersson
Mr. Keith A. Bartholomew and Mrs. Marcelyn Ritchie
Mr. Robert M. Davis
Ms. Melody L. Jenkins
Mr. Christian De Jeppesen
Ms. Cynthia J. Johnson
Ms. Shanna H. Bertram
Mrs. Abigail and Mr. Nathan Dean
Ms. Joy L. Kakta
Mr. David and Mrs. Eleasa Bielawa
Mrs. Nancy A. Detig
Mr. Thomas J. Kane, Jr.
Mrs. Karen and Mr. Michael Blackwood
Mrs. Lora and Mr. Jeffrey DeWall
Mr. James T. Pierce and Mr. Louis
Ms. Kathryn S. Boehle
Mrs. Angela and Mr. David Dugan
Kanolis
Mrs. Vicki Boone and
Dr. Cari and Mr. Chris Eggert
Mr. Phillip and Mrs. Linda Keller
Mr. Garrett V. Eischen
Mrs. Darley and
Mr. Vincent Boone, C.P.A. Mr. Gregory A. Brady
Mr. David and Mrs. Konnie Erickson
Dr. and Mrs. Denis Branson
Ms. Jeri L. Farmer
Ms. Megan N. Kerr
Mr. Michael D. Bromberek
Mr. John and Mrs. Arlene Fassola
Mrs. Pauletta and Mr. Joseph Klimson
Mr. Timothy and Mrs. Roberta Brown
Mr. Lance G. Foust
Mrs. Lynn and Mr. Brian Knauf
Mrs. Deborah and Mr. Terrance Brown
Ms. Sharon A. Gary
Mr. Herbert and Mrs. Avis Knight
Mr. James and Mrs. Renee Bush
Ms. Susan J. Geske
Mr. Rahula and Dr. Suzi Kochar
Mrs. Amanda and Mr. Brian Carew
Ms. Pamela K. Gillespie
Mrs. Nancy and Mr. Andrew Kochis
Mr. Thomas Carlson, Jr. and
Mrs. Carol Griffin
Mr. Kenneth J. Kosan and
Mrs. Claire Carlson
Mr. Jeff and Mrs. Wendy Gross
Mr. Rudolph Kemppainen
Mrs. Linda M. Kolbusz-Kosan
Mr. Michael Carretto
Mr. William and Mrs. Elizabeth Hahn
Mrs. Paula and Mr. Johnathon Koziol
Mr. John and Dr. Nancy Castle
Ms. Kathleen M. Hakala
Mrs. Charlene and Mr. William Kubik
Mrs. Donna and Mr. Paul Chambers
Mr. John H. Hall
Mr. Andrew J. Kucharski
Mr. Keith and Mrs. Patricia Chavey
Ms. Diane R. Hanks
Mr. Adam P. Kutryb
Mr. Daihee Cho
Mr. Larry and Mrs. Cynthia Harvat
Mrs. Kathryn and Mr. Desmond Lall
Mrs. Debra and Mr. Lawrence Clay
Mrs. Shannon N. Hassler
Mr. Kenneth and Mrs. Beverly Leiser
Mrs. Victoria L. Clayton
Mr. Adam P. Heenan
Ms. Lisa M. Loring
Mr. Joseph and Mrs. Erin Cook
Mrs. Laurie J. Helms
Mr. Christopher and Mrs. Tracy Loudon
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Mr. John and Mrs. Dorene Lynch
Mrs. Barbara and Mr. Gary Reding
Mr. Stephen Ge Madalinski
Mrs. Jennifer and Mr. Frank Redisi
Mr. Gary and Mrs. Sherry Manning
Mrs. Barbara and Mr. David Reinert
Mr. Michael A. Margraf
Mrs. Carol and Mr. Wade Rice
Mr. James G. Martin
Mr. Robert E. Rickard
Mrs. Carolyn M. Massey
Mrs. Marcelyn and Mr. Patrick Rogers
Ms. Kyla Matheson
Ms. Laura A. Rollinger
Mr. Joseph and Mrs. Katherine Matty
Dr. Andrew and Mrs. Lori Rollins
Ms. Katherine L. McCarthy
Ms. Erin C. Rossi
Mrs. Beth and Mr. James McClanahan
Mrs. Margaret Scarpelli and
Mrs. Barbara and Mr. Timothy McGregory Mr. Daniel G. McMahon Mrs. Marjorie A. Meanger
Mrs. Barbara J. Schock Ms. Amy D. Seetoo
Dr. Mindy S. Milosch Juan
Mr. Peter and Mrs. Sarah Shanks
Mr. Stephen J. Minich
Mr. Donald and Mrs. Linda Shearer
Mr. Terrence and Mrs. Alison Moon
Mrs. Peggy and Mr. Jeffery Simonds
Mrs. Karen and Mr. Robert Moreton
Mrs. Sandra and Mr. Adam Smith
Mr. Timothy and Mrs. Barbara Morgan
Dr. Joel and Mrs. Judith Stafstrom
Ms. Melissa M. Moyzis
Mr. James and Mrs. Ruth Stevens
Mr. Andrew Near, II and Mrs. Carol Near
Ms. Linda A. Stone
Mr. John Neely, Jr. and
Ms. Ellen L. Strebar
Mrs. Melinda G. Thomas Mrs. Jodi and Mr. Thomas Trop
Ms. Helen Ostapik
Mr. Nick and Mrs. Mila Tsagalis
Ms. Charlene A. Paisner
Dr. Daniel and Mrs. Nicole Turner
Mr. Joseph R. Palmer
Mr. Saldie C. Villarma
Mr. Jason P. Palmi
Mrs. Carol A. Voegeli
Mrs. Wendy L. Park
Mr. Andrew and Mrs. Deborah Voss
Mr. Diptesh R. Patel
Mrs. Patricia M. Wagner
Mr. Arthur and Mrs. Beth Pesavento
Mrs. Jessica S. Wargo
Mrs. Karen and Mr. Russ Pflaumer
Mrs. Shay and Mr. Travis Webb
Dr. Michael and Mrs. Susan Plass
Mr. Brett White, C.F.P. and
Mr. Wallace S. Powers
Mrs. Jill White Mr. Steven R. Wieczor Mrs. Michel and Mr. Brian Williams Mr. Jared M. Williams
Mr. and Mrs. Earl W. Rachowicz
Dr. Sheryl L. Wills
Mrs. Diane Rader and
Mr. Shea and Mrs. Chelsey Wintersteen
Mr. Robert Rader, Jr.
Village Commons Bookstore
Mr. Jeffry J. Duckworth and
Mrs. Mary and Mr. Gregory Olson
Ms. Mona L. Salmon and
Serenity Salon II
Mrs. Jennifer and Mr. Michael Thomas
Mr. Phillip L. Tranel
Mrs. Lisa Polasky
Portillo's Hot Dogs LLC
Mr. Kenneth B. Swanson
Mr. Mike D. O'Connor
Mr. William Polasky, III and
Pita Pete's
Ms. Anne E. Schedler
Mr. Shannon P. Milligan
Ms. Mary E. Novack
Intel Foundation
Mr. Thomas M. Brennan and
Ms. Danielle C. Miller
Mr. Clay Nichols
I.H.O.P. Restaurant
Mr. Michael and Dr. Sandra Schabb
Mr. Kyle G. Schiebout
Mrs. Therese Nichols, M.S. and
Deloitte Foundation
Mr. Frank Scarpelli, Jr.
Mrs. Nancy and Mr. Philip Mercer
Mrs. Noelle Neely
CA Technologies
Mr. Steven and Mrs. Peggy Youngren
Mrs. Elizabeth and Mr. Thomas Rasmussen Mr. Kenneth and Mrs. Diane Ray Ms. Honore F. Raz
2019 | 35
University Honors Professional Staff Front row: Jason Goode, Associate Director of Scholarships, Programming and Assessment; Edye Cowan, Associate Director of Academic Strategic Planning; Marcy Brown, Office Manager; and Andrew Beebe, Office Support Assistant. Back row: Connie Storey, Assistant Director of Programming and Communication; Todd Gilson, Director; and Linda Condon, Program Advisor.
University Honors Office 110 Campus Life Building, Northern Illinois University, DeKalb, IL 60115-2828 Telephone: 815-753-0694, email: honors@niu.edu, niu.edu/honors Facebook: Northern Illinois University Honors Program, Twitter: @UnivHonorsNIU