Every semester, students have to meet with their assigned advisors before they can register for classes they want to take next semester. While these meetings are intended to be a meaningful interaction between a student and an experienced faculty member in the field that the student is pursuing, they are treated by students as something to get over with so that they can register.

The cynical attitude that some students have developed towards advising is likely due to the feeling of being misguided in previous meetings or the notion that they were unproductive. Although many advisor meetings are beneficial, there needs to be a system in place to reform the ones that are not. A system similar to the feedback that students give to professors at the end of the semester would help reinforce helpful techniques and eliminate detrimental ones.

Junior biology major Jasmine Gulati agrees that it would have benefitted future pre-medical students if she could give feedback to her past advisors. “After your experience with your advisors, you should be able to give them advice looking back on their guidance. For example, I wished that I had started by taking both biology and chemistry as a freshman so that I was better prepared for my MCAT junior year.”

Some majors have different advisors for students depending on the amount of credits they have. For instance, as a biology major I had a ‘temporary’ advisor for when I had less than 30 credits, and then I had a more ‘permanent’ advisor for after I hit 30 credits. As a biology major that wants to pursue a career other than research, having an advisor that is informed in my career interest would be extremely helpful.

A good way to keep professors updated on the many ever-changing career paths would be by allowing students that have gone through the experience to give feedback on what they wished they were told by their advisors.

Although many pre-professional students such as pre-dental, pre-medical and pre-optometry have group advising meetings with their pre-professional advisor, a more effective approach would be to have one on one meetings. Especially when some students depend on their pre-professional advisors and committees to write them a strong, genuine letter of recommendation.

Having mandatory, semi-annual one-on-one pre-professional advising would help the advisors better know the students which they are recommending. It would also help the advisors get a better sense of how hard each student is working, and the adversity that each student has faced throughout college. Treating all students as the same through an objective meeting lacks the personal interaction that would otherwise take their subjective experiences into consideration.

The current Health Professions Evaluation Committee process grants students the opportunity to obtain a letter of recommendation from the committee through very few interactions with the committee within months before the students apply to pharmacy, medical, or dental school. Many of the students’ assumed personalities are a reflection of their GPA, standardized test scores and extracurriculars. Individual advising would introduce a more effective way for recommenders to write about the student’s personality.

It would benefit both the students and advisors in the long run, and would only take 10-15 minutes of the students time. If forms were made available online through Blackboard, it could make the survey easily accessible, efficient, and organized.

The post Advice to advisors: be open to feedback appeared first on The Retriever.

Every semester, students have to meet with their assigned advisors before they can register for classes they want to take next semester. While these meetings are intended to be a meaningful interaction between a student and an experienced faculty member in the field that the student is pursuing, they are treated by students as something to get over with so that they can register.

The cynical attitude that some students have developed towards advising is likely due to the feeling of being misguided in previous meetings or the notion that they were unproductive. Although many advisor meetings are beneficial, there needs to be a system in place to reform the ones that are not. A system similar to the feedback that students give to professors at the end of the semester would help reinforce helpful techniques and eliminate detrimental ones.

Junior biology major Jasmine Gulati agrees that it would have benefitted future pre-medical students if she could give feedback to her past advisors. “After your experience with your advisors, you should be able to give them advice looking back on their guidance. For example, I wished that I had started by taking both biology and chemistry as a freshman so that I was better prepared for my MCAT junior year.”

Some majors have different advisors for students depending on the amount of credits they have. For instance, as a biology major I had a ‘temporary’ advisor for when I had less than 30 credits, and then I had a more ‘permanent’ advisor for after I hit 30 credits. As a biology major that wants to pursue a career other than research, having an advisor that is informed in my career interest would be extremely helpful.

A good way to keep professors updated on the many ever-changing career paths would be by allowing students that have gone through the experience to give feedback on what they wished they were told by their advisors.

Although many pre-professional students such as pre-dental, pre-medical and pre-optometry have group advising meetings with their pre-professional advisor, a more effective approach would be to have one on one meetings. Especially when some students depend on their pre-professional advisors and committees to write them a strong, genuine letter of recommendation.

Having mandatory, semi-annual one-on-one pre-professional advising would help the advisors better know the students which they are recommending. It would also help the advisors get a better sense of how hard each student is working, and the adversity that each student has faced throughout college. Treating all students as the same through an objective meeting lacks the personal interaction that would otherwise take their subjective experiences into consideration.

The current Health Professions Evaluation Committee process grants students the opportunity to obtain a letter of recommendation from the committee through very few interactions with the committee within months before the students apply to pharmacy, medical, or dental school. Many of the students’ assumed personalities are a reflection of their GPA, standardized test scores and extracurriculars. Individual advising would introduce a more effective way for recommenders to write about the student’s personality.

It would benefit both the students and advisors in the long run, and would only take 10-15 minutes of the students time. If forms were made available online through Blackboard, it could make the survey easily accessible, efficient, and organized.

The post Advice to advisors: be open to feedback appeared first on The Retriever.

On Feb. 24, the gender and women’s studies department hosted its ninth Joan S. Korenman Lecture in Albin O. Kuhn’s Library Gallery.

This year featured Alice Dreger, author, sex researcher and historian of medicine and science. Members of the student body have expressed disagreement with the gender and women’s studies department over the choice of speaker.

Sponsored by the gender and women’s studies department and several other UMBC affiliates such as the Dresher Center for the Humanities, the Korenman Lecture has featured speakers of a wide range of backgrounds and topics such as immigration, feminism and fracking.

Dreger’s lecture, “Why Have Intersex Rights Been So Hard to Secure in America?,” focused on the issues intersex individuals face both medically and societally.

However, the content of the lecture was not the focus of controversy. Dreger has a history of being identified as a TERF, a trans-exclusionary radical feminist.

“She wrote this article called ‘How to be an ally to cis-women’ which, just as a title, is really, really bad,” said Jamie Alexander, freshman gender and women’s studies major and trans student activist, “by making this list of grievances, it very clearly illustrates her feelings about trans activists and the fact that she values her opinion on trans lives more than actual trans people, which is something that trans people have a serious problem with.”

Each year, the gender and women’s studies department asks faculty to suggest speakers for the Korenman Lecture. This year Dreger was suggested by affiliate professor of gender and women’s studies and director of the Dresher Center for Humanities, Jessica Berman.

The gender and women’s studies department claims they had no knowledge of any controversy surrounding Dreger.

“We had no objections based on controversy prior to students contacting us,” said Carole McCann, chair of gender and women’s studies.

Prior to the lecture, this group of students who opposed the decision of hosting Dreger were invited by the gender and women’s studies department to a meeting on February 10 via email in order to discuss what could be done. Among the students invited was Daniel Willey, a junior gender and women’s studies major.

“When we talked to them, it was very clear that they were willing to work with us to come up with a plan. Unfortunately, it was also clear that there was a fundamental disconnect between the department, which has no out trans people, and the group of about eight transgender students,” Willey said.

“I thought that meeting went very well. Students expressed their concerns, raised their objections. We talked about it. We talked about how we might respond,” said McCann.

The department encouraged students to come and ask Dreger questions but made no official commitments. Talk of changing the format of the lecture was discussed but, due to contract issues, could not be followed through.

To address the concern of students that questions might not be answered, Dreger was made aware of the situation.“We confirmed for her the topic and we confirmed for her the expectation of scholarly conduct. She, of course, concurred readily,” McCann explained.

Dreger suggested that the University of Chicago Statement on Free Expression be in use as a standard for how the event should proceed. During the event, students followed the standard and asked Dreger questions regarding the controversy surrounding her work as well as her lecture on intersex rights in America.

“I think this went great. I think that we had a lot of productive conversations and I do think that being in places of discomfort is the place where we get a lot of good intellectual and political work done,” said Dreger of the questions regarding the controversy of her presence.

Dreger continued, “I think, you know, for somebody like me who’s in a position of authority, I think that questioning a person is absolutely right on. I think the questions were really good, so I’m really pleased.”

Although the lecture is over, students have expressed that they feel there is a deeper issue that highlights a rift between students and faculty. “Ultimately, though, I think this whole thing has opened up a dialogue between students and faculty and I hope we can work towards positive change,” said Willey of the positive side of the matter.

Willey continued, “it’s very easy for me to understand the positions faculty are in, and I certainly understand that nothing that happened was intentional or malicious. That said, it still hurt to know that our educators are so removed from issues of the trans and intersex communities that they had no idea the person they invited was a notorious and controversial figure.”

As a further course of action to work with concerned students, an additional speaker to be announced later in the semester is currently being explored by the department.

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Lia Purpura, the writer in residence here at UMBC, held a presentation of her work, sponsored by the Drescher Center, on March 1 in the AOK Gallery. In front of an audience of students, fellow English professors and other faculty members and peers, she read several poems from her fourth collection of poetry, “It Shouldn’t Have Been Beautiful.” Recently published in October of 2015, this collection of poetry includes lighthearted titles like “Ice Shelf,” “Belief” and “Red Bird in Snow,” that hold impressive and stunning meanings below the surface. The poems in this collection, as she explained beforehand, are compact and have a way of leaving readers and listeners in suspense.

With great interaction and responses showing interest in her presentation, Purpura gave the audience an insight into her topics, including those of man’s mark on nature, technology, desire, and really being able to look around those obstacles to see the world, whether meant to be beautiful or not. After reading each poem, sometimes repeating them a second time, she gave comments that effectively explained her purpose. Her second readings and accompanying comments added to the meanings of the poems and allowed listeners to delve a little deeper into the topic, while still allowing for that very important audience interpretation.

In response to an audience member’s question of how to identify who is a writer, she said something – despite the statement’s humility – that some people might disagree with. She said, “I’m not a writer personally, unless I’m doing the work.”

Purpura continued on in the same response of who is a writer to say, “there is a combination of having to walk through the world as a writer, which is something I really want to give to my students – not a sense that you must become this as a viable job option – but that there are ways to walk through the world that are artistic and allow for a deeper, grander, more intense experience of being alive. That’s sort of what I teach toward.”

Although she may not always be in that specific thought process or engaged in the physical act of writing, being a writer is not a characteristic that can disappear when it isn’t being used. Her readers and students, especially if they aspire to be writers as well, will see her as a writer, and an influential one at that. As a writer and professor, she has the opportunity to teach others to really “look,” and not just at the world and its accidental beauty, but at the “act of looking, itself.”

Seeing professors in the same element that we oftentimes experience in our own class presentations – an element with hesitation and nervousness that no person is willing to let show through – is a relief to say the least. It not only shows aspiring writers that they can do the same, but it also lets them know that they can look up to professors and writers, like Purpura, who openly and graciously share their experience of how they got to where they are today.

Editor’s note: Kaitlyn Blanch is currently in a class taught by Professor Lia Purpura.

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Home is “the only battlefield worth fighting for.” This was one of the phrases projected on the floor at the Baltimore Museum of Art’s exhibit titled “Imagining Home” that opened on Oct. 25, 2015.

The projections change as the exhibit grows older. Each guest is invited to answer the question of what home means to them on the iPads that are situated throughout the exhibit. This unique experience is created by visitors, for visitors.

“Imagining Home” explores a wide range of emotions related to various cultural definitions of home, “whether decorative or functional, real or ideal, celebratory or critical,” according to the BMA.

Everything from a Medusa door knocker, to a multimedia presentation of hotel room activities, to a photograph depicting a woman defined by her household duties, is represented in this showcase. Each draws on different aspects of the human experience and each relies on a different facet of the concept of home, often prompting the viewer to question their own definition of home.

While many pieces are literal illustrations of houses – there are even miniature recreations of vintage rooms – some artists have altered common household items, transforming everyday objects into modern relics of tragedy, loss and love.

Writer Starlee Kine engraved a cutting board for THE THING Quarterly — a periodical where artists recreate useful household objects, transforming them into art pieces. The cutting board tells a story of heartbreak. It says, “‘Has there been one night where you have gotten drunk and kicked over a potted plant, sick with the realization that you have lost me?’”

This question, along with a string of other questions engraved on the board, ends with, “The onion, of course, didn’t answer. It really had you down.” It is this balance between the practical and the emotional that encompasses Imagining Home.

Carolyn Brady’s “Letter’s From Home” is a still life showing a table setting of a radio, books, a fruit basket and flowers. It, like many of the pieces, was accompanied by a soundscape, recorded in Florence, Italy, of muffled voices and objects being moved, similar to what one would hear in any kitchen. Each of these soundscapes were recorded in the place where the art was made.

Another exclusive facet of the exhibit is the BMA’s incorporation of “The Outpost,” a traveling exhibition that invites everyone to express themselves artistically. Both children and adults painted or colored pictures showcasing their unique experiences at home.

Many of the pictures displayed the creator’s family dynamic, while some illustrated a deeper need for protection. One in particular was a drawing of a house getting rained on, despite the presence of the sun, which stated, “Home is not where you live is [sic] about where you survive.”

It is these pieces that evoke the rawest of human emotions. The exhibit prompts each visitor to experience and question both ancient and modern, global definitions of “home.”

The exhibit, curated by Director of Interpretation and Public Engagement Gamynne Guillotte and Associate Curator of European painting and sculpture Oliver Shell, will be available for all to enjoy until Aug. 1, 2018.

The post BMA exhibit reimagines domestic experience appeared first on The Retriever.

Today, I talked with sophomore biology student and UMBC bus driver Sean Gamble. Let’s take a ride with Sean!

Why did you get into the transportation industry?

It seemed like a really appealing on-campus job and I thought having a CDL would be beneficial for the future. It’s also an interesting and rare job for a person of my age.

What does being a UMBC student bus driver entail? What are your responsibilities?

The first part was getting the CDL permit after a written test. The initial bus training took a few months of working six to eight hours a week. It was a lot of learning basic driving skills, but for the bus and a memorization of the bus’ parts, functions and more. I probably parallel parked that 40 foot bus more than 50 times. After that, I had to take tests at the MVA. I got the license and then had to memorize the bus routes.

Before I start the day, I have to do a check up on the bus to make sure everything is there and working. I do my best to ensure that I am punctual. Recording passenger numbers and checking red IDs is also required. The most important part is obviously driving the route safely.

What is it like driving a bus? How is it different from driving a car?

It’s really easy, just like driving a car. But when I’m driving the longer buses, I have to check my mirrors to make sure I can clear turns. When I’m driving the bus, I notice that other drivers tend to get out of my way more often.

What’s your favorite route or shift to drive?

I like the downtown route, driving into Baltimore and seeing the city. Unfortunately, I get caught in traffic whenever I get that route in the afternoon.

What’s the best part of your job?

I enjoy the regulars on my route. They talk to me and help me enjoy my job. I also enjoy having a good job with steady pay on campus.

What’s the funniest or strangest experience you ever had while driving the bus?

I was recently caught in traffic because President Obama was in Baltimore. There were a lot of blocked off roads, so I had to call in on the radio to ask for directions to I-95. This was when the roads were covered in snow, mind you.

If you could drive another vehicle besides a bus to transport students, what would it be?

I would love to transport students to their study abroad locations by passenger jet. I’m hoping to get my pilot license soon.

One last question; if you could participate in a bus race, would you win?

Absolutely. First place, every time.

The post Every bus ride is a Gamble appeared first on The Retriever.

The new Course Materials Initiative was created at UMBC to provide students with “affordable” course materials, which include online textbooks and ancillary materials. If a student registers for any of the 12 courses that are included in the Spring 2016 phase, the course material payment is automatically added onto the semi-annual tuition fees. Materials will be available through Blackboard, and will be limited to online copies of textbooks.

Although the CMI does save paper by utilizing online textbooks, many students prefer hard copies because reading on screens can strain the eyes. “Well if they’re gonna force us to use this service it should also come with a physical textbook,” commented Lingzi Ouyang about the CMI on the ‘UMBC Textbooks for Cheaper’ Facebook page. Students have to pay extra for a hard copy, or are allowed to print 10 pages per login, which still costs about 10 cents per page at the library.

With textbook prices rising steeply, students should be concerned about having to buy such highly priced books from the bookstore when there are cheaper alternatives. Textbook prices have risen 1,041 percent since 1977, and they are still on the rise. Does this initiative truly help students save money?

Eight of the 12 courses on the list are 100-level introductory classes that are composed of mostly freshman students. At first glance, to a student who has no experience with buying textbooks and online programs for college courses, this initiative seems like a simple, efficient and cost effective way of acquiring their necessary learning resources.

While in some cases the CMI may save students money, there are other instances where students can buy used versions of textbooks online at fairer prices than the CMI offers. Victor Torres, a student posting on the Facebook page complained that, “At least before, we had other options instead of buying a $200 textbook. Now, even if the price is reduced (by however much), we’re not even able to get out of paying for it.” If a student had the means of obtaining the materials through friends and the internet for no cost, they would still have to pay for them through the CMI.

For example, the CMI price for the book “You May Ask Yourself,” by Dalton Conley, required for Sociology 101 is $25.07. With a quick Amazon search, this book can be found for $10, less than over half of the CMI price. “Why would I want to, on top of paying for the class, pay for an ebook just because it’s lumped into the enrollment fee when I could be getting it for free?” contested Carly Sciandra, a sophomore biology major.

The CMI should allow people to opt out and then set the prices based on how many people want to utilize the program, but shouldn’t be forced upon students.

The post Breaking free from CMI fees appeared first on The Retriever.

Presidents of MIT and Duke highlight UMBC’s accomplishments 

At a recent talk given by President Freeman Hrabowski at Duke University, Duke President Richard H. Brodhead highlighted UMBC success in supporting “diverse students who go on to medical and natural science careers.” Brodhead also noted that “UMBC itself has become a formidable research university” and a “vital economic engine for the city of Baltimore.” Similarly, after Hrabowski spoke at MIT, the school’s President L. Rafael Reif spoke to how “UMBC’s inclusive excellence initiatives have become ‘models for colleges and universities across the country.’”

STEM program highlighted

UMBC, along with 25 other universities, has joined the Center for the Integration of Research, Teaching and Learning. CIRTL is a collection of both American and Canadian research universities with STEM graduate programs committed to diversity in the future of the field. As part of the program, UMBC will “develop and promote learning communities for STEM graduate students.”

UMBC grad’s business takes off

After raising more than $85,000 through his Kickstarter campaign, Joseph Hyman, ’11 and a slew of other UMBC engineering students and alumni are preparing to implement their business model. The product? A travel mug that brews its own coffee. Hyman got the idea for the mug while studying late into the night at club AOK.

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