Response to Seas’ article

In the article, Seas’ mention the word “sticky”. Stickiness is a quality Galdwell claims is essential to making an idea memorable- so memorable, in fact, that it can create change, that can spur someone to action. (Seas 56) For my action project, I probably need to do something memorable to the exercise science professors for them to remember the importance of the effects that lifetime fitness brought to students. So they will make changes for the lifetime fitness class. I am thinking about to give some quotes from the students from the survey to the professors. Because those quotes are students’ feedback, they are totally related to the professors’ class. Some of the students’ intense feedback will be memorable to the professors. The other thing I might be able to make our project memorable to the professors is to give discuss the issue of lifetime fitness in the gym. To use the gym equipment to demonstrate the issues. For example, a lot of the students do not know how to use those types of equipment properly. The professors need to give a training to the students on how to use all of the equipment. By using the gym area, we would make our suggestion memorable to the professors. The memorable things will work better for them to take our advice.

At the end of Seas’ article, Seas ended up her article with “Rather than resting comfortably on our laurels with our “complete” text in hand, we would instead find ourselves impelled to keep writing, keep communicating, and keep participating in the networks we are hoping to change.” This is related to this May term class. This is what we are doing for the project. The only way you want to make changes in the community is to communicate with people in different ways, to interact with people in the community.

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Questions for Serenity

  1. Why are there less and less international students coming to Transy recently?
  2. What make international students want to come to Transy? What values does Transy have that attract international students?
  3. Why do you think that diversity is important in Transy?
  4. What things do the international students always ask you for help with?
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Group Research Blog

Issue:

1.class is not producing the intended results of teaching students about their own health from a liberal arts perspective.

2.Students don’t know how to use the equipment in the gym

3.The class is not design for athletes and exercise major.

 

 Primary stakeholder: Dr. Abraham, and all the exercise science professors meeting scheduled May 19th. The meeting is discussion based, we will present our ideas to the professors, possibly visual to illustrate student feedback.

Material: anonymous survey, ask students’ perspective on lifetime fitness class. Consist of 5 questions: 

Please share your thoughts/feelings/experiences with the Lifetime Fitness course requirement at Transy.

What changes, if any, would you like to see made to the course?

What components, if any, did you like about the course, and would NOT like to see changed?

What is your understanding of the course’s goals and objectives?
If you have not yet taken Lifetime Fitness, what is your perception of the course?

 

Next steps:

-go over the syllabus to figure out what can be fixed.

– suggest exemptions from class for athletes and exercise science majors, and give suggestions on how to change it

– inconsistency with syllabi and teaching methods/class focus between lifetime faculty give suggestions on how to change it. 

–  more comprehensive sex ed and focus on mental wellness rather than physical, give suggestions on how to change it.

-giving suggestions on offering lessons for students on how to use the equipment in the gym.

 

Questions and corncerns: Not finding enough data to support our suggestions.

 

 

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Questions for Teddy

1.From the reading I did yesterday, the article claims that social and political activism as a desirable college outcome because of its connection to preparing students for engagement in a democratic society. From your experience, could you tell me more about the active students who graduated from college, what are they doing right now? What kind of jobs do they have?

2.Could you tell me some failures of students activism, the time that the students did the wrong thing that brought bad outcomes? What did the university do to stop them?

3.What tactics did you recommend for Transy students to use?

 

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Students Activism

I did some research on students activism at Harvard University. One of the organizations in the Harvard University really draws my attention during the research. In Harvard University, an organization called Resistance School, which provides opportunities for students to stay active in their communities to fight for the progressive values they believed in. The program creators of Resistance School are comparing themselves to “Dumbledore’s Army”, that group of students in the Harry Potter series that banded together to learn to fight against Voldemort and dark magic. The organization provides training for students to stay active in a right way. The four-week training course focuses on tactics in progressive activism created by graduate students at Harvard’s Kennedy School of Government. The program’s website lists session titles like “How to Communicate our Values in Political Advocacy,” “How to Structure and Build Capacity for Action” and “How to Sustain the Resistance Long-Term.” The organization has meetings once a while, during the meeting they began devising a plan to stay active in their communities to fight for the progressive values they believed in. The organization helps communities to strengthen their skills so they can take political action that has sustained momentum over the long term.

I think Transylvania University can borrow the tactics. The university can create a club like Resistance School. This club can be organized by professors at Transy. Professors will be responsible for telling the students what to do and what not to do, to control all kinds of situations. The club will help students to stay active, and provide opportunities for students to discuss what they want to change on campus.

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Response to Heller’s Article

Heller’s article talks about different issues of student activism in a liberal art college. He talks about different issues of race, society, diversity and politics that people had in Oberlin college. Oberlin college is really similar to Transylvania University. Both of the colleges are liberal art college.

When I am reading through his article about all those issues, I realize that some of these issues he talks about are identical to the issues that Transylvania University had. However, when I am thinking about all those issues, I felt that I am unrelated to those problems. I did not have any thoughts or feedbacks that I want to voice to the public when I faced those problems. One of the issues he mentions in the beginning of the article, “students had noted the inauthenticity of food at the school’s Afrikan Heritage House, and followed up with an on-site protest. Some international students, meanwhile, complained that cafeteria dishes such as sushi and bánh mì were prepared with the wrong ingredients, making a mockery of cultural cuisine.” This kind of situation happens to me sometimes as well as an international student. But I just ignore those kinds of issues. I do not want to complain or even start a protest about those issues. I know the issue exist, however, once I finished my food, I would be no longer worry about if the food was authentic or not.

This same kind of issue might apply to the class lifetime fitness. Once people passed the class, they know that there are issues existed in this class, but they just ignored those issues because they had passed the class already. For our project, one of the most important things that we need to do is to get students’ attentions and support to change the lifetime fitness problems. The school will not just change this program unless a majority of the students will support us. We need to reach out to the students who took lifetime fitness to make them realize the importance of the issues of the lifetime fitness class.

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Stakeholder Investigation

The stakeholders that we can identify are Lifetime fitness instructors, Ashley Hill, Dean Covert, Erinn Foglesong and coaches of all the sports in Transy. Ashley Hill and Erinn Foglesong work for Student Wellbeing department. The primary stakeholders will be Ashley Hill who is the director of the student Wellbeing department. 

The bureaucratic positioning of those stakeholders from top to bottom will be:

Dean Covert

Ashley Hill

Erinn Foglesong

Lifetime fitness instructors and coaches

I have not taken the class lifetime fitness yet.  I never talked to any of the stakeholders with this problem before. I have not heard anything about their opinions of this problem. The concerns that the stakeholders might have for this problem will be that there will is not enough time to train all of the professors and change what they will teach in the future. If the majority of the students want to change this program. The effects that this class brought to all of the students. During the past, they probably got reports of the same problem of the lifetime fitness class. They probably ignored this problem, because this class met the standardized requirement for all of the colleges. They did not realize the importance of this problem. Because most of the students realized the issues of this class after they got the grade, people wanted to make changes for this class, however, they would not be involved in this class any longer.

My concern is that the stakeholders probably will ignore this problem because this class met the standardized requirement for all of the colleges. It will take a long time for them to change this programs. The risk the stakeholders might associate with will be that they will spend a lot of time on making changes to the programs. They need to meet with a lot of members to start making changes. I cannot think of any risks that I will have by attempting to address this issue/problem. 

 

 

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