Search Results
Below are your search results. You can also try a Basic Search.
(04/30/97 9:00am)
Home away from homeHome away from home"Everybody chills here. It's like a family, a small community." Tanesha Parker thinks she was probably the only person in her freshman class to read "every single piece" of information she received from Penn last summer. The early decision applicant paid special attention to the information for freshman housing, finally narrowing the field down to the small community living options -- "I wanted to have my own bathroom and my own room, but still share it with roommates." In the end, the Wharton student and corporate lawyer-to-be chose the W.E.B. DuBois College House. "Everybody chills here. It's like a family. It's a small community, so everybody knows everybody's business. "All the girls on this wing -- we're a group. We call ourselves 'Divas'. Our freshman class is really close. Unless I can get a four-bedroom quad [in the high rises], I'll probably stay here all four years." Tanesha is quick to refute criticism that DuBois is exclusionary. "When I first came here and heard all about that, I was thinking that maybe we do exclude ourselves. And there are a lot of people living at DuBois who don't interact with people who aren't black. But that's not me. "I have friends from everywhere. I know a lot of people who don't live here but they spend all their time here. A lot of people who hang here aren't black." But she admits that "if you're an African American who doesn't live in DuBois, you're gonna feel isolated. If there's something goin' on in the black community, it's gonna happen here. DuBois is gonna know about it." Tanesha explains that while growing up in Upper Marlboro, Md., and attending high school in Delta, Pa. (where her now-remarried father lives), she hadn't gone to school with many black people. While Tanesha concedes that she feels racial tension at Penn, she adds that "nothing really upsets me, nothing really gets to me." "There's extremists on each side, and then there's the people -- like me -- in the middle who see it, but don't really feel it." Tanesha says that since her parents grew up in the South and neither attended college, their varied experiences have had a bearing on her life. "I don't remember ever feeling prejudice, but my mom tells me that when I was in 1st grade, I came home from school and said, 'They can't give it to the white kids without giving it to me'." Tanesha's mother, who owns a nursery school in Washington, D.C. (her parents separated when she was only five), taught her daughter about compassion and goodwill. As a young teacher, Mrs. Parker agreed to care for a young boy named Andre living in the projects behind her nursery school. "He would always come out and help her carry her things to her car," Tanesha explains. "His mother had a lot of kids and asked my mom if she would take him. She said she would." Andre, who is now 36 and married, went to live with Mrs. Parker and her daughter Zabrina before Tanesha was born. Tanesha's father, a retired policeman, now trains and owns thoroughbred horses in Pennsylvania, where Tanesha finished off her last two years of high school. In high school, Tanesha was "involved in everything," from the choir to mock trial to playing flute and piccolo in the concert band. She has extended her love for music into her college experience, as a member of The Inspiration -- "my favorite songs are my two solos, 'Silly' by Denise Williams and 'Endless Love'." Tanesha has also joined the Black Student League and Black Wharton, to supplement her "tough" classroom experience. "I don't think the work is more challenging now? it's just difficult to manipulate your grades," she says with a grin. "Since there are only a few tests, it's hard to make myself do my reading. "I'm really good at BS'ing. It's a good thing and a bad thing at the same time. I can write the paper without reading. But it doesn't help on the exam." She sheepishly admits to withdrawing from a Calculus class before the end of the semester in the fall -- "But I'm doing well now," she insists. In high school, Tanesha's work payed off in A's and B's. "I get? not so A's and B's now. But I know I don't work as much as I should." Instead, Tanesha heads to Philly's jazz clubs or to off-campus parties. She notes that "blacks and whites don't party the same." "There's more dancing and there's a music difference. The drinks are more evident at a white party than a black party. You'll never see beer at a black party, maybe punch or something. Less of the party drinks than doesn't [drink]." If she's not in the party mood, she spends time hanging out with friends, talking about everything from religion (she's Baptist) to political issues. Tanesha is looking forward to a summer reunion with her "sisters and brothers" from the DuBois freshman class, one of whom recently spent 10 hours braiding her hair into hundreds of "micro-mini" braids. Professionally done (which, she admits, looks a little better), the procedure could cost as much as $300. She's still negotiating a price with her friend. For Tanesha, the comraderie and culture of DuBois has made her first year at college "a great learning experience." "I don't think being black was ever an issue for me until I was with black people here," she says honestly. "I'm learning a lot about black people -- I go to seminars in DuBois -- and for the first time, I'm seeing how beautiful black people are." n
(04/30/97 9:00am)
So close, yet so far awaySo close, yet so far away"Penn's a lot more liberal than anything I've ever grown up in." The seven-hour drive from Burton, Ohio, to Philadelphia signifies more than just miles on the odometer. For Ruth Miller, it meant adjusting to a whole different way of life from her rural home, where tapping the trees for maple syrup is common practice. "It's a lot different being on the East Coast," says the 19-year-old Nursing student. "It's a different lifestyle. People are more uptight here. They kick on the makeup and the black pants. People here just get more dressed up." At home, Ruth attended private Catholic schools and lived on her grandparents' farm (they grow corn) with her parents and older brother Ted. Here, she lives in a single in the Quad and has joined a sorority. "Before rush, I didn't know anyone in any sorority. I liked it all through rush. I liked the people." She joined Chi Omega for the new friends -- "a lot of people get stuck on their freshman hall. I wanted to be open-minded." "I'm not extremely involved now. I'd like to be -- we'll see how things go." Instead, much of her time is committed to the Reserve Officers Training Corps (ROTC). Though Ruth admits she had "never really done a push-up before coming here," the program attracted her because of the opportunities for travel after college and the four-year scholarship. "I have a four-year active commitment after college," she explains. "I'll work in a hospital doing nursing stuff -- anywhere in the world. I'd like to go anywhere. It'll be a good way to see the rest of the country." This year, her ROTC program includes a weekly 6:30 a.m. lab requirement in boots and camouflage, where she practices drills (like taking apart guns) and rehearses ceremonies. "My brother was in ROTC too [at Notre Dame]. He's real into the Civil War," Ruth says. "I'm the total opposite. " But her inexperience didn't hinder her entrance test. "There was a written application, and interview, a physical and an aptitude test -- we had to walk in a straight line and stuff. "I was nervous about the pushups. I got a burst of adrenaline during the test -- I did 24 pushups in two minutes." Regular physical training tests ensure that the ROTC participants stay in shape -- they have to be able to do 18 push-ups in two minutes, 50 sit-ups in two minutes and run two miles in 18.5 minutes. "If you fail, you don't lose your scholarship, though," she explains. And that's Ruth's main focus in the end -- academics. "That's why I'm here," she stresses. "Since the Nursing School is in the top three, that attracted me right away. Otherwise I wouldn't have looked at Penn. I might minor in health care management in Wharton. Other schools wouldn't let you." Ruth emphasizes that the Nursing School is "like a little school inside a big one," with only 80 students in her freshman class. "People at home kept asking, 'Why would you want to go into nursing?' For me, it's something instinctual. I could've gone into Bio or Chem. But I figured I might as well do nursing." Apart from her numerous social and academic commitments, Ruth tries to find time for a daily run downtown. She even tried to fit in water polo at the beginning of this year, but the practice schedule conflicted with rush. In high school, she was an active athlete, playing baseball and soccer, and running track. But Ruth has decidedly not made time for the "numerous" political groups on campus. "A lot of people want change, but no one really does anything about it. There are too many groups with too many opinions -- after awhile, it's just like 'whatever'." She adds that her vote for Dole in the last election seems out of place at Penn -- "Penn's a lot more liberal than anything I've ever grown up in." That reconciling of the past and present seems to remain a struggle for Ruth, who says most of her high school friends "stuck around Ohio." But she takes the time to keep in touch and maintain the spirit of her small-town upbringing. "I'm who I am," she says, glancing at the glow-in-the-dark stars on her ceiling. "You kind of have to have that to stay sane." n
(04/30/97 9:00am)
Merrily he rolls alongMerrily he rolls along"I don't know what I really want yet. I'll just keep plugging and see what fits." James Middleton III has a plan. "I'm gonna play it by ear," he says confidently, pulling off his well-worn baseball cap, scratching his head, and carefully replacing the hat. James, a business and information systems major in the Engineering School, admits he doesn't really know what his concentration means. "I haven't taken a systems class yet, but I was always good in math and science, so I figured?." Math isn't his first love, however. "Music is something I'd love to go into, but you gotta be realistic. You gotta think about your chances." But James hasn't let reality get in his way. He sings with Chord On Blues (though his first choice was Counterparts), performing at schools around the country with the group. "I'd always done music in high school," he says of his Boxford, Mass., hometown (it's 20 miles north of Boston), a upper-middle-class suburb. "It was always a cool thing. I always wanted to do music." For now, though, his plan is to head home after school to "make a lot of money." "I really don't think about the future much. I'll freak out later, but not now." James -- the youngest male in his family and therefore charged with carrying on the Middleton name -- spent most of his high school years standing in for his father as the "man in the house." James's father, a project manager for AT&T;, commuted back and forth from Bridgeport, Conn., on the weekends. "I had more responsibilities since I was the man of the household. Like I had to get along with my three sisters." That experience served as preparation for James's college life, which he has "loved so far." "I was sold immediately on Penn. Nothing was like the feel I got here," he explains. "The application didn't look too hard? Now, classes are do-able and I'm very happy." But he admits that even his experience as the only African American in his high school graduating class didn't get him ready for some of the separatism he has noticed at Penn. "I didn't even know about the BIG-C," he says, attributing it to the fact that he doesn't live in the W.E.B. DuBois College House. "I wanted to try out for The Inspiration [a cappella group], but I never saw a flyer here. I've never seen an example of DuBois doing anything wrong, but it seems to separate itself." James says he never considered living in DuBois, choosing instead between English House and the Quad. "I get distracted very easily," he says. "I thought if I lived in the Quad, I'd be up all night and wouldn't get any work done. I don't get any sleep anyway." For good reason. James's extracurricular commitments keep him busy, with a work-study job in the dining hall of his English House dorm and as a pledge in the Delta Upsilon ("Yooo-psilon", he pronounces deliberately) fraternity. "When I got here, I was so, like, why would you wanna pledge a fraternity?" he remembers. "But I had a friend in the house, so I went to a DU party and sat down and talked with my friends and that kind of thing. "You don't just get drunk and hook up with some random girl. Everybody says it's someone that doesn't have friends so they have to go out and join a frat. It's not like I was empty without it." For James, the fraternity experience has been one more way to help begin to define his interests and eventual goals. "I don't know what I really want yet. I figure I'll just keep plugging and see what fits. My theory is, if it fits, go with it." n
(04/30/97 9:00am)
How to succeed in business? Transfer into WhartonHow to succeed in business? Transfer into Wharton"I am always scared I will go against the PC." Ali Ispahani gently tugs at the two earrings in his right ear, squinting in concentration as he searches for the right word. "Priorities," he says cautiously. "That is the most different thing about the people here than in my country of Turkey. "In America, materialistic values are number one. Emotional values are most important in Turkey." He adds that another major difference is that the United States places an emphasis on political correctness. "I am always scared I will go against the PC," he explains. "You say something here with goodwill and it can totally be used against me. I sometimes have to be careful about how I express myself. I believe in equality of the two sexes, but they are different. I don't believe PC should be protected over women or other minorities." Ali says though his country is "99.99" percent white and follows fundamentalist principles, "people feel much freer to speak their minds." Still, he has come to appreciate (and even enjoy) what Penn has to offer, despite his initial hesitations. For starters, he had applied to all the Ivy schools except Cornell, setting his heart on Columbia -- "because I love New York" -- or Brown, for its sailing program. But Penn was the only Ivy that accepted him, so he came to Philadelphia disappointed he would be living in Hill College House (he returned his housing request late) and frustrated he was not in Wharton. Ali now loves his single room in Hill, where he made several friends who are "already almost as close as my Turkish friends." "My friends are like roommates. We talk until morning." He still hopes to transfer into Wharton so he can enter the banking profession when he returns home to Turkey after college. "Wharton is much more well known than Penn," he asserts. "If you want to be in the business world, you need to be in Wharton. That's evidence of the superiority of Wharton." Until he can transfer, Ali has focused on improving his English language skills and learning more about American culture. "Turkish is one of the hardest languages, so learning English wasn't too hard," he says. "But I still have a narrow vocabulary so I study a lot. My essays are much better now than when I first got here." As for culture, Ali points out that the 13-hour flight between America and Turkey represents not only geographic distance but societal difference as well. "For example, there is no drinking age limit in Turkey. I always drank wine when I went to a restaurant. I drink when it's appropriate," he says. "For Americans, it's like when a bird flies away and once it's off the cage, they don't know their limits. They have to prove they're a man. They ruin many of their nights." But Ali says he finally feels comfortable at Penn, with the help of his advisors and his Turkish friends living in the States. "I didn't know anything about Penn when I moved in. I had never met an Indian or an Asian before I got here," he says. "I've learned a lot about a lot of things. "Although I love this place, Turkey is my home." n
(04/30/97 9:00am)
Living on the 'edge'Living on the 'edge'"I hate drugs. That's the first the foremost thing in my life." I'm an exhibitionist," confesses Dave Goldman, his intense blue eyes concentrating on the strings of his new guitar. He squints, strums a few chords and unfolds a scribbled page of lyrics. "The day I was born, my father found a guitar on the road, so?," Dave says by way of introduction. "I wrote this one myself." He launches into an acoustic ballad about love and betrayal. In the hallway outside of Dave's Quad dorm room (hidden in a short corridor between Speakman and Bodine), two girls walk by, giggling. Adjusting his white Nike headband, he winces at their laughter. Though Dave says he appreciates his isolated room, he contends the "housing officials" read the essay with his application and deliberately exiled him. The essay described his straight-edge lifestyle -- free of drugs, alcohol, cigarettes, caffeine, meat and medicine. "I hate drugs. That's the first and foremost thing in my life," he announces. "I would die for my straight edge. "I did try drugs once. I didn't have a bad experience or anything. I just hate them and anyone who does them. Never, not once did I get high. I got drunk once with my brother. I hated that -- never do it again in my life. "I used to think, 'Everyone else can't be wrong.' But now I know I'm right," Dave says. "When people are drinking and making a fool of themselves, sometimes I just tell them to shut up. I yell at them. Someday, I hope for a world in a state of total consciousness." "Some people used to say, 'Let's put the violence back in straight edge.' I'm pretty tolerant, though." Still, in no way can the 19-year-old Trumbull, Conn., native be characterized as reserved. His gregarious personality, two nipple rings and tribal tattoo across his back (no novocaine!) speak volumes. Yet nothing has helped Dave find a comfortable niche among his peers in the freshman class. "There are no cool people in the class of 2000. First semester, I was miserable," he says, admitting that Penn was his last choice college -- well behind first-place Brown. But with his brother now a senior at Penn, the final decision was not difficult. "I've been looking into transferring to Harvard, even though I'm not optimistic about my chances. But this semester I've made a lot of friends in Philly. It's getting better." Senior class president in high school, Dave admits the transition to college has been rough. His father, who disapproves of the tattoo, stopped speaking to his son at the end of last year, offering only "We're proud of your accomplishments" at graduation. "What shit!" Dave rages, but concedes he has learned several valuable lessons from his father. "My dad taught me that if it can be fixed by money, then it's not a problem," he says without hesitation. "Plenty of [Penn] students will be happy to make a million dollars. I don't care about money, though. I want to do something that makes me happy." Until last year, choosing a career still seemed far off. More recently, he has begun to think more seriously about his post-graduation plans. "My mom sent me to a psychologist in high school. She thought I was doing stuff just to make her and my dad angry. I did stupid shit in high school," he explains, admitting to shoplifting among other vices. "Anyway, [the psychologist and I] just sat down and talked. That's the stuff dreams are made of." Dave, a Psychology major, has decided to specialize in social psych -- "You know, I hope I can help some kid, like as a family counselor. I don't want to preach to him, cause they tell you not to, but I want to slowly, slowly, slowly get inside his mind." "It seems like the easy way out, though. Maybe I should be a doctor. Maybe I could find the cure for AIDS. I want to be the smartest man in the world." But he stresses that, in his opinion, knowledge cannot be measured by grades or tests. "Intelligence is not an A on a paper, though a lot of people here seem to think it is. I have drawers full of notebooks. You never know when you'll need it. Never throw away knowledge." The papers spilled across his desk and a white candle melted onto its formica-topped surface reinforce his words. Otherwise, Dave's dorm room is sparsely decorated, a dirt bike leaning up against the wall and a few posters of hardcore music bands -- "That's what really gets me high." "One time I went to a hardcore concert, and I saw a guy dancing. It was the best thing," he says. "He had the biggest smile on his face that I've ever seen in my life. I wanted to feel like that. People here need other shit to feel that good." Among his other complaints about Penn students is their focus on separatism. "One time a girl in one of my classes asked me if I wanted to go to this lecture on black culture," he remembers. "I was so angry. I don't want to know somebody in terms of a certain classification. I have no interest in learning about black culture. I just want to know about you." That animosity also extends to religious divisions. "Every war has had religious undertones," he says. "How many people have to die? If there could be one religion then maybe I could believe. All's it does is separate. "I had a Bar Mitzvah, and that was great cause I made a lot of money. When I'm a father, I'm going to have 'Happy Day.' None of the Hanukkah, Christmas stuff. I don't want that." And what does the future have in store? "I'm real excited. The year 2000 it's the start of something new," Dave says without pretense. "I guess my best advice is not to listen to anybody -- especially me. Everyone has to answer to their own lives." n
(04/30/97 9:00am)
Blues BrotherBlues Brother"There are probably some really cool people here. I just haven't seen them around." Piercing beats of jazz music break the silence of the short, hushed hallways of the Upper Quad. For Dave Freedlander, it's just another quiet evening at home -- time for a good book (he's reading Catcher in the Rye for the third time), trumpet practice or a little shut-eye. His room resembles a carefully thought-out war zone. Clothes are strewn across the floor, newspapers cover the blue carpeting by his bed (sans sheets), posters are peeling off the walls, and a "bad ass" dragon mask purchased on a trip to Asia last summer hangs from an exposed water pipe near the ceiling. A rooster lamp bought at an antique shop graces his desk, his younger sister's crayon drawing is taped to the wall ("She's the coolest 11-year-old in the world," he says. "Add 8 million exclamation points to that."), and crumpled garbage lies in a semi-circle just short of the trashcan -- missed basketball shots, no doubt. On the opposite wall hangs the standard poster of Dave's purported look-alike, John Belushi, in the 'College' sweatshirt. "I can find anything in this room in minutes. There's nothing here that's not in my grasp." This sort of contradiction is Dave's trademark. "I needed a single," he explains dramatically. "I know I would have hated my roommate no matter who he was. It would make me so mad if he was even half as messy as me. "I'm the kind of person that has to put my newspaper together before reading it," he indicates the pile on the floor. "If I listen to a CD, I have to listen to it all the way through. Even if it's a three-CD set. They were put together as a part. They're an entity." But he doesn't use the same precision in all aspects of his life. "I've washed my sheets twice. I do laundry when I have the quarters. Last week, I ran out of socks, so I just bought more. "I buy my clothes at Sunny's Surplus. I like it there -- you just get 'em and kind of leave." Dave attributes some of his love for the chaotic to his straight-laced private high school experience in Baltimore, Md., where he was on the lacrosse team and editor of the newspaper. "In high school, I had to shave in the middle of the day. They'd say, 'Go home. Tomorrow, shave that scruff.' I've always had hair issues," he says, scratching his now full-grown goatee and moustache. "And I always had to wear a tie. The first day here, I didn't know what to wear. I had to ask someone on my hall. I wore flip-flops until November. It was so novel." A Penn legacy (his father is a "pretty involved" 1962 alumnus, his uncle is an alum, and his brother, Jed, is now a senior), Dave says he always wanted to come to the University. "Now, though, I think my classmates are a bunch of bastards. Universities should be judged by the kind of person they turn out rather than the kind they take in," he says with a grin. "There are probably some really cool people here. I just haven't met them yet and I haven't seen them around. "Sometimes I'm not even sure I should be in college now. I just sort of came from high school to college and I never really thought about why. Things go in cycles for me. A couple of days are good and then a couple of days are bad." Instead of hanging with hallmates, Dave waits for them to leave and plays "Dylan 'till the walls shake." Or he heads for downtown night spots -- "90 percent of the time I go by myself." He even briefly considered joining his brother's fraternity, Theta Xi, but decided against the idea. "[My brother] really wanted me to do it," he explains. "I didn't rush and I got a bid anyway. I don't think I could have been in a frat. They're dumb. It's so provincial in a sense. I thought, 'Why are you doing this to make friends? Why are you doing this at all?' So I didn't sign my bid." Dave has kept himself busy in other ways -- he takes trumpet lessons downtown (he began at 18 and describes himself as "awful") and wrote for the DP once. And he is planning to double major in Folklore and Creative Writing. But where that will lead, he is still unsure. "I'm really worried about getting a job in that I really don't want one," he quips, glancing at the wall where a hand-written sheet of paper reads: "To the question of your life, you are the only answer." "I guess we'll see." n
(04/30/97 9:00am)
City SlickerCity Slicker"I'm a part of a whole new beginning." When Roselynn Alibutod was in 8th grade, a medical problem kept her in the hospital for a full week. During that time, the nurses "took the time to be nice to me, to make me comfortable," she explains. "I want to be there for somebody like they were there for me," Roselynn says gently, explaining her decision to become a nurse practitioner. "I want to tend to their emotional needs too, I don't want to just diagnose their illness and prescribe a cure." To fulfill that dream, the 18-year-old Jamaica Estates (that's Queens), N.Y., native decided to follow her sister to Penn's top-ranked Nursing school. As a Hillman Scholar, she will be required to travel back and forth from New York City senior year for nursing clinicals, followed by two years of work at a New York hospital. "I always wanted to be a doctor when I was little -- I guess for the prestige, it was looked upon better. But my aunt's a doctor and she doesn't spend as much time with her family as I want to be able to." Roselynn's "huge" extended family is close-knit, and spends time together nearly every other week. "My biggest fear is not raising my kids the way my parents raised me. Although my mom doesn't believe it, I listen to pretty much everything she says." "First semester, I was really homesick and I went home every three weeks," she says. "Then I realized that being here at Penn, it's not [my parents] standing over me. It's pretty much me." But Roselynn's Catholic values and Filipino culture still play an important role in her life. Since the 6th grade, she has rarely been without her protective scapular around her neck (a necklace with two charms depicting religious scenes). She has also joined the Penn Phillipine Association, a reminder of the culture in which her parents grew up. Still, it took Roselynn several months to feel comfortable in her new setting, though she still contends Philly is "nothing compared to New York." "[Philadelphia] closes so early. In New York, you can do anything at any time all hours. I actually feel a whole lot safer in New York, too, but that's probably because I'm more comfortable there," she says. "Most of my friends here weren't from cities. It's funny how they react to thinking they're in such a big city." Those friends, many of whom live with her in English House, hold an important place in Roselynn's Penn life. How would they describe her? "As really random. Sometimes they don't know where I come up with things," Roselynn explains, citing, as an example, her an irrational fear of birds. "I'll be walking down Locust Walk and if there's a bird, I'll move out of the way. When I was little a bird flew into a wall and then landed in my lap and died. Now everyone teases me. They'll put crumbs near me just to see me freak out." Friends might also say Roselynn's love for travel and dancing distinguish her from her peers. But Roselynn sees herself as just one part of a whole at Penn. "I don't know if anyone will remember anything my classmates, as individuals, will do here. But it's like, wow -- I graduated in the 21st century and I'm a part of a whole new beginning." n
(04/30/97 9:00am)
Medicine (wo)manMedicine (wo)man"I have to make my mark." During her last summer before college, Jenys Allende spent hours in a neurology lab studying preserved human heads -- "a terrific opportunity," she explains. "We'd open them up and poke around in their brains," says the confident pre-med. "At first I was a little queasy, but then you name them 'Harry' and stuff and it's not so bad. It's funny, though, cause I'm so awful at getting shots." Jenys, who was born in Puerto Rico but has spent most of her life in Potomac, Md., is determined to follow in her mother's professional footsteps. "My mom is a pediatrician in D.C.," she says, adding that as a native of the Dominican Republic, her mother speaks Spanish at home. "She's leaving me her practice." Jenys's father, from Puerto Rico -- where the family keeps a second home on the beach -- is a pilot for USAir. That means free flights for the family, and Jenys takes full advantage of the perk. "I travel for free back and forth from home every weekend since my boyfriend's still there," she explains. "The traveling is definitely tough, but he's the other half of my life. "I'm not as uncertain about my career as my personal life. I'm worried about how I will balance my family and career, how to be a wife, a mom and a doctor. I want the white picket fence." At Penn, though, Jenys splits her time between her Biological Basis of Behavior classes and her extracurricular activities. First semester, she played the sultry Ronnette in Penn Players' Little Shop of Horrors. Hidden behind a blond wig and "skimpy" dresses, Jenys says she was right in her element. But she laments that the time commitment of three to six hours every night was draining. "When I have more time, I'll do it again," she says. "For me, though, schoolwork is most important. If it's something like that or that I love, but it doesn't leave me time for work, I can't do it." She chose not to get involved with the rush process or political groups on campus -- "I'm not at all interested in politics. I don't understand and I've never taken the time to understand. I'm not even registered." Though she doesn't aspire to be a straight-A student, Jenys's top priority is academics ("If I was getting C's or D's, though, I would take easier classes."). But she still isn't settled on her role as part of the class of 2000. "The class is so big, so diverse," she explains. "I have to somehow make my mark. Hopefully I'll find something I really excel at. I'm very torn in different directions. I'd love to do everything, but I know that's impossible." n
(04/04/97 10:00am)
To the Editor: Specifically, what actually seems relevant is not whether the current A-3 board has done something bad, but whether A-3 employees are missing out on having a functional forum for solidarity. The reason this saga is pertinent to University Council is that it raises questions of consistency, and Council just happens to have at its disposal some means to help break the paralysis. Isolated A-3 employees are the ones losing out, as are, for instance, isolated graduate and professional students who are not served by their purported student 'government,' which some of us happen to be handing over to to the next bunch really soon. This actually interests me still far more than the aforementioned analog, and should be of no little interest to about 10,000 other people. Now that I'm on to my axe, let me grind it briefly. There is frequently a dearth of students willing and/or able to make significant input into the political structures at Penn -- potentially functional structures worth using and nurturing from within several constituencies. Alex Welte SAS doctoral student GAPSA Chairperson Insight on SPEC To the Editor: This is in response to the grossly ignorant editorial "The 'mother' of all concerts?" DP, 4/1/97. Before the DP intends to criticize the efforts of the Spring Fling or any other Social Planning and Events Committee, I strongly suggest they make the effort to actually find out about the hours invested and frustrations endured by these individuals over the past several months. A good start may be interviewing people who are actually members of a SPEC committee, unlike Howie Blumenstein. Perhaps the DP could have written more insightfully about the time and energy put in speaking to agents, organizing subcommittees, processing contracts, etc. to bring the best possible event they complain about. SPEC directors do not get their kicks from keeping bands secret or by disappointing students. In fact, the only reward we receive is seeing the events well-received by as much of the University community as possible. Melissa Muniz College '97 SPEC President
(03/03/97 10:00am)
From Eric Goldstein's, "Upon Further Review," Fall '97 From Eric Goldstein's, "Upon Further Review," Fall '97 The Undergraduate Assembly's recent decision to vote down a proposal to help fund InterFraternity Council parties was not disturbing in itself. But the comments of UA Treasurer Steve Schorr following the vote were troubling. Schorr said he voted against the amendment because he feared the money would come out of the Student Activities Council's budget. As UA treasurer, Schorr is one of the key players in deciding the annual budgets of the other branches of student government, namely the Student Planning and Events Committee, the Student Committee on Undergraduate Education, the Nominations and Elections Committee and SAC. In effect, Schorr decides how much money his organization will receive, while leaders of the other governing bodies must rely on the judgement of the UA. The present system isn't fair to someone like Schorr, who must decide between the good of the UA and the good of SAC, nor is it fair to the student body, which expects its leaders to be free of bias and conflicts of interests. As it is, students are left wondering: did Schorr think the $20,000 proposed for the IFC really would be better served going to student groups, or was he just looking out for his constituency? It should be noted Schorr was not alone in opposing the amendment; it failed by a 10-8 margin. The issue is not the merits of this specific case but whether the SAC chair should have a vote in determining SAC's budget. This was not the first example of double duty creating some conflict. Amid suspicion the International Affairs Association had misused SAC funds, Schorr conducted an audit of the organization on behalf of the UA. The results of the UA audit concluded the IAA had in fact used SAC money for non-approved purposes. Although the SAC finance committee later vindicated the IAA of any wrong-doing, the controversy did lead to bad blood between Schorr and the IAA. Now as SAC chair, Schorr is among those responsible for determining the IAA's budget. Given his relationship with the IAA in his capacity as UA treasurer, can Schorr come to an unbiased opinion? Aside from personal issues, the appearance of a conflict of interests is often as problematic as an actual conflict of interests. And the lasting impact of Connaissance's move from SAC jurisdiction to SPEC is apparent. Prior to the move to SPEC, Connaissance and the SAC finance committee, of which Schorr was a member, had a heated falling out. Now that Connaissance is part of SPEC, it must appeal for funding directly from the UA. In his capacity as UA treasurer, Schorr has been a vocal opponent of increasing Connaissance's budget. At last week's UA meeting, Schorr said: "Everyone knows Connaissance is a slush fund anyway." Schorr's double duty is apparently constitutional. The question is: should it be? There are other student leaders who hold positions on two governing bodies, most notably Gil Beverly, a UA representative and former treasurer of SPEC. However, Beverly has made it a point to abstain from voting on all SPEC budgetary issues, a tactic all UA reps with conflicting interests should follow. In a year when the internal politicking of the UA has reached a low point, chair Tal Golomb would serve students well by pushing for constitutional reform preventing leaders from serving on more than one branch of government. This would fit in with one of Golomb's primary goals -- ridding his organization of the internal politicking that was typical of previous UAs. The trend of UA divisiveness gained momentum in April, 1991, when outgoing UA chair Duchess Harris blasted her successor the day after the election. She argued the selection of Mitch Winston, an Alpha Epsilon Pi brother, represented the work of a fraternity bloc to ensure Greek leadership. "Once again, a fraternal organization has succeeded in placing inadequate, unqualified leadership in student government," Harris said. "The UA met its downfall at 2 p.m. yesterday afternoon." Although Winston's successor, Jeff Lichtman, did much to restore credibility to the UA, the progress was short-lasting. It was during Seth Hamalian's term that the cohesiveness of the UA really began to disintegrate. In the wake of the "water buffalo" case and the theft of 14,000 copies of The Daily Pennsylvanian, the UA was divided into two factions. Representative Dan Schorr, older brother of Steve, led a vocal faction dedicated to First Amendment rights. Hamalian, however, and his supporters argued in favor of protecting minority rights on campus and strengthening the Penn community, goals Hamalian argued were contrary to those of Dan Schorr. Because of the subsequent in-fighting, the UA was crippled to the point it could no longer pass even the simplest resolution. Although Dan Debicella's victory over Schorr to follow Hamalian as chair was initially touted as a move toward a more apolitical UA, any notions of a harmonious body were soon forgotten. Amid accusations Debicella had repeatedly lied to the assembly, a petition began circulating among UA reps calling for Debicella's impeachment. Last year's chair, Lance Rogers, came in with a lot of baggage himself. As a protege of Dan Schorr and an outspoken critic of Debicella, he was unable to unite the body. Golomb, however, is regarded as a genuinely nice guy without any real enemies. Although his board has been criticized for not producing tangible results as much as previous UAs, he can point to the internal progress that has been made. However, Schorr's dual role as UA treasurer and SAC chair casts some serious doubts. Although the UA treasurer is constitutionally entitled to an ex-officio position on SAC's executive committee, he or she should not be allowed to chair the body. For student government to fairly and responsibly act in the interests of its constituents, conflicts of interests must be eliminated and politics and internal bickering done away with. Only constitutional reform will lead to an apolitical student government.
(02/21/97 10:00am)
The leaders of the black undergraduate organizations of the University, collectively decided not to participate in a meeting called by University President Judith Rodin between the administration and other student leaders on campus. The two primary reasons for not participating in the meeting were: 1) We believed we would only continue a cycle of meetings without making substantial progress. 2) We believe the University has not seriously considered the particular needs and concerns of black students, which stand independent of other groups. Let us take a moment to critique ourselves and pose the question, "What can I do to make my life the best possible while I am here?" Let us, for that moment, forget about the attacks on W.E.B. Dubois College House or the bad journalism of some Daily Pennsylvanian reporters and columnists because this abundance of ignorance has no bearing on our lives. Let us, for that moment, forget the broken promises made throughout the years by this and other institutions to black students with the understanding of how the false ideology of white supremacy is maintained. Let us remove ourselves from the question of race, which we know is conjured up from the ubiquitous presence of white guilt. Let us not, for that moment, worry about, focus on or entertain the thoughts of anyone other than ourselves. Now ask yourself the question, "Am I happy here?" When you isolate your position as a student from all external factors, are you happy? As a black student, you know God, family and the ancestors are deeply involved in your success. But for this moment, if possible, try not to consider the importance of these entities and solely focus on yourself. Are you happy at Penn? If you think you are, attempt to address the questions surrounding grades, jobs, stress, apathy and community involvement. Consider your role in each: Are you doing the best you can academically? Will you have a good paying job after graduation? Are you stress free? Does apathy really exist? Are you active in the community, here and abroad? Step back briefly, refocusing on yourself, and ask are you happy at Penn. If not, then why? Forget about institutionalizing programs. Forget about The Daily Pennsylvanian and The Red and Blue. Forget about the president, the provost and your professors. And for this solitary moment ask yourself why you are not happy. What can you do to improve your position? Look at yourself and commit to changing this condition. Take control of your own destiny and commit to yourself that no one nor thing will deter your happiness and growth as a human being at Penn -- not the administration, nor The Daily Pennsylvanian, nor the attacks on Dubois, nor the prejudice attitudes of some student and faculty. Nothing. As you reaffirm this position in your heart, believe in the power of community. Believe you can strengthen this power. Solidify your position in the collective success and happiness of the black community. Allow people to be themselves. If someone is confident, do not mistake his or her confidence for conceit. If some one is misled, do not look down on them; help him or her seek the truth. Do not feel threatened by another individual's personality. Focus on how you can strengthen your own personality. Ultimately, we as black students must determine the level of success we are to enjoy during our tenures. This decision can not be made by anyone other than ourselves. I am because we are.
(12/14/96 10:00am)
Choosing Undergraduate AssemblyChoosing Undergraduate Assemblyrepresentatives via the WorldChoosing Undergraduate Assemblyrepresentatives via the WorldWide Web could increaseChoosing Undergraduate Assemblyrepresentatives via the WorldWide Web could increaseparticipation, improveChoosing Undergraduate Assemblyrepresentatives via the WorldWide Web could increaseparticipation, improverepresentation and decreaseChoosing Undergraduate Assemblyrepresentatives via the WorldWide Web could increaseparticipation, improverepresentation and decreasestudent apathy.Choosing Undergraduate Assemblyrepresentatives via the WorldWide Web could increaseparticipation, improverepresentation and decreasestudent apathy._____________________________ Rather than waiting in long lines to cast ballots at computers that often malfunction, students could make their voices heard virtually, using the World Wide Web browser Netscape from their homes or University computer labs. The system would be protected from voter fraud in a manner similar to that currently employed by Penn InTouch; students would enter their social security numbers and personal access codes before making their choices for the UA. After voting, students' names would be entered into a database that would prevent them from casting extra ballots -- much like the present system, which requires students to have their PennCards scanned before they can vote. According to UA Chairperson Lance Rogers, when Stanford University instituted a virtual voting system, participation in elections for student government jumped to an incredible 80 percent. Compare that to last spring at Penn, when two referenda for radical constitutional reform of student government were up for ratification. Both failed because only 13.6 percent of students bothered to cast ballots. Administrators often discount the pleas and proposals of the UA and other branches of student government because of the widespread -- and accurate -- perception that these "representatives" are not particularly representative of the student body as a whole.
(12/12/96 10:00am)
SPRING 1997 ROSTER CHANGES: Please note that the following courses have been added for the spring semester. You may now call PARIS to update your roster. ********************************************** (109) COMMUNICATIONS ********************************************** COMM 243: Learning Judyspeak A form of doublespeak, Judyspeak is the cornerstone of modern P.R. Students will learn how to make concrete ideas utterly obtuse, as well as how to empathize with all the sincerity of a TelePrompTer. By the end of the course, students should be able to spin their way out of any potential trouble. To be taught by former presidential advisor Dick Morris. 001 SEM MWF 9 ANNC 113 **********************************************(181) ELECTRICAL ENGINEERING ********************************************* EE 238: Covert Dorm Repair This class will explore how to perform everyday fix--it techniques under cover of darkness. Light--changing, climate control, and pest prevention will be discussed. (All students must purchase a $300 pair of infrared goggles to receive credit.) 001 SEM TR 9 CHEM BSMT **********************************************(409) MATHEMATICS ********************************************** MATH 50: Generic Quantitative Analysis Wondering how to fill that new University requirement? Math 50, a new survey course, will attempt to quantify all qualitative knowledge with lots of high--tech gadgetry. This course, which will make copious use of the Internet, is intended to help students build a bridge to the 21st century. As a mark of authenticity, each course will be taught by a TOEFL-challenged graduate student. 001 LEC TR 1 DRLB 4W7 **********************************************(678) PHYSICAL EDUCATION ********************************************** PHED 101: Intro to Rappelling Basic rappelling procedures will be discussed, including harnessing, rope knotting, and tying off properly. Remember: If you must rappel, do it safely. Taught by a guest instructor from the Reserve Officer Training Corps. (This class is open only to Drexel University students.) 001 SEM MTF 4 GRAD TOW B ROOF **********************************************(025) POLITICAL SCIENCE ********************************************* PSCI 271: Star Trek, The Sensormatic Generation Welcome to Penn's campus as you enter the safest campus in a urban setting -- without walls. This class is designed to orient freshmen surbanites to life in an Ivy League ghetto. Topics to be reviewed include proper use of biometric handscanners, bearing the weight of a bullet proof vest and anxiety reduction during full body frisking. The correct hand technique needed for a butterfly knife will also be discussed. 001 SEM W 10 SBLK MINIST **********************************************(657) URBAN STUDIES ********************************************** URBS 152: Appreciation of West Philadelphia This class will do extensive sightseeing both on- and off-campus. Topics to be studied include "Superblock: A peculiar aesthetic" and "The Victorian sublet: Death trap or money pit?" We will examine the diverse ways in which West Philadelphians show their own appreciation, from illegal dumping to ritual 7-11 holdups. For this course, mobile security will be provided exclusively by Spectaguard. 001 SEM R 4 HRS LOBBY
(11/08/96 10:00am)
On Halloween, the neighborhood I call home was visited by the type of crime I -- raised in a Wisconsin town of 5,000 -- had seen only on television. It shattered a night full of delightful manufactured frights and replaced them with the real ghoulishness of violent crime. My neighborhood -- the 4300 block of Larchwood Avenue -- has experience its share of petty crimes, but never, say long-time residents, had anything like this happened. Vladimir Sled, a brilliant researcher, a fiance and a father, was stabbed to death just steps from my front door, coming to the defense of the woman he loved. My husband, my housemates, my neighbors and I watched helplessly as Sled lay dying on our once-quiet street. Minutes after Sled was taken away, student reporters -- I can only assume they were the DP -- showed up. Their first, (and, it appeared, only) question: "Was this a student?" I cannot begin to understand what Sled's fiance, son and colleagues must be feeling. I hope the weeks and months to come will bring them peace and ease the pain. But I can tell you what my life has been like since Halloween. It has been a time of sharp contrasts, symbolized best by the homicide detective's business card hanging on my refrigerator, next to photos of my children at the zoo. I hear the boisterous sounds of my four-year-old son playing happily in our front room, as the adults sit in the dining room with the detective, who asks us yet again what we heard and what we saw. I think my son has missed all of this -- he slept through it, after all -- and yet, at one point, he tells us, "I didn't hear a gunshot." I feel the it-could-have-been-me fear, the one that casues me to look over my shoulder when I walk a block to the deli and jump when cars I don't recognize drive up my street. I also feel absolute, belligerent arrogance when reporters even suggest I might want to move. This is my city, too -- and I'm not leaving. My head wars with my heart. My head wonders, "What social ills casued this to happen, and how can I make a difference?" My heart rages, rightly or wrongly, with an irrational desire to see the perpetrators experience a fate similar to Sled's. On one hand, I know Sled's murder deprived us of a wonderful man -- and of discoveries that could have benefitted us all. On the other hand, I wonder why other murders that night received far less press. Finally, I understand that Penn students are just that -- students, young people whose very presence contributes to the economic well-being of our neighborhood. Yet I also feel intense frustration that some Penn students seem to not understand that -- like it or not -- they are part of this city, and their actions affect the community. Penn students will return home at the end of the semester, at the end of the year, after graduation. But this is our home. As I watched a brilliant man lay dying in front of my house last week, my first question was not, "Was this a student?" It should not have been yours, either. My first question was, as I feel yours should have been, "What can we do to help? And what can we do to keep this from happening again -- to anyone, regardless of who they are or where they come from?" Where is the outrage, the indignation? The outrage is here. You have only to look beyond your campus walls -- the walls of privilege and wealth -- to help us, the community, channel that outrage into a productive force for change. It's the best way I can think of to honor Sled's memory.
(10/31/96 10:00am)
Given that the University is in a nationally recognized state of crisis when it comes to security, the administration's proposal to simply installing additional blue phones and adding a few additional police to the area is insulting. Does the administration take us for fools? Four of my classmates and I wondered about this the other day, as we listened in horror to each other's experiences with crime here. "If we used the blue phones every time we were suspicious of something, the police wouldn't be able to handle the number of incoming calls," one friend said. The student who was shot in September had been held up in front of a blue phone, and was told not to move. "Much good the phone did," my friend added. Adding a few more police to certain parts of University City will only have one result: crimes that would have occurred on one block will now occur somewhere else off campus. A few police do not solve the problem. The administration must be fully aware of this, because whenever the number of reported violent crimes increases, they perennially offer blue light phones and a few more badges, only to cause a geographic shift in crime. By the time any results can be measured, a new group of students has replaced those against whom the violent crimes had been committed. When there is a new outbreak of violent crime among new students, administrators can offer the same useless actions. Since the administration does not seem capable of recommending a real solution to the real problem of campus safety, we suggest University President Judith Rodin sponsor a Safety Consulting Competition, offering a reward to the student or group of students who generate the best idea on how to solve the crime issue at Penn. Given the number of students who have been involved in challenging and complex consulting projects all over the world, given the number of students who have heard about bluelight phones and badges all too often and given our overall level of commitment to the issue at hand, we are sure reasonable and implementable proposals will flow freely. Brainstorming over lunch for just a few minutes, my classmates and I came up with these preliminary ideas: · Define off-campus areas the University is willing to "protect" and erect guard kiosks -- similar to the one on Locust Walk -- along these boundaries. Students would know which areas are safest, and security staff could react immediately to suspicious activities in these areas. · Set up a system whereby a percentage of all alumni donations and gifts to the University are set aside to fund safety initiatives. · Improve lighting surrounding campus so that students can actually see at least one block ahead of them, but do not simply change light bulbs or increase wattage. Results seem difficult to obtain when it comes to safety at Penn, and results may not come within our short time here. Therefore, we suggest every student sign a "Promise to Ourselves" letter: a promise not to contribute money or confer any kind of benefit to the University in the future unless it has taken real measures to solve the crime crisis and a promise to safeguard incoming and prospective students by warning them about the dismal quality of life at Penn and the administration's paltry "safety" proposals. Meanwhile, this letter will serve as a reminder to the University that safety must be a priority. As students continue to sign this letter over time, it will serve as an act of solidarity for all who are concerned about safety, and will bind current and future generations of Penn students to the safety crisis.
(04/11/96 9:00am)
Matthew Taff says that to end the polarization of the University's student body, we must begin looking beyond race. Unfortunately, Penn's student body is also extremely polarized, and this is what the recruiting videos don't tell you. Sure, we've got a very heterogeneous population, but instead of that fabled "melting pot," what we've got is lumps of people sticking with "their own." If you don't believe me, take a good look at who sits where in campus dining halls, and tell me that I'm seeing things. Webster's Dictionary defines "segregation" as "the practice of separating from the main body an ethnic or other group, as in education, housing or employment." Under this definition, make no mistake, we are a segregated campus. The fact that this segregation is self-imposed just makes it all the more tragic. Now, I'm not going to bore you with my opinions on randomized housing; the question I want to ask is one that only recently occurred to me: What happens to the students caught in the middle? Regardless of your opinion on people sticking with their own "kind," the fact is that it is achievable, and what's more, it's easy -- for most of us. But what if you don't have a "kind?" What about students who are the product of mixed marriages? What about students who are natives of one region, but grew up in another? Nowadays, it seems that every possible minority has its own student association, whether it is ethnic, religious or racial in nature. To my knowledge, there are no "half-and-half" groups. With more and more people clumping together, it is very easy for students of multiple backgrounds to feel isolated and unwelcome on both sides. What's worst of all is that people with backgrounds like these are precisely the ones we should welcome. They, unlike most of us, have already learned that race should not matter. Out of all the people I have ever known, my friends with mixed backgrounds have always been the most comfortable dealing with people of other cultures. Why is it that these mixed people, who are often the most willing to look beyond race, are so often the ones excluded because of their own heritages? When I first began contemplating how I would write this column, I considered a number of possible reactions it might provoke. One reaction I most expected was "Who are you to write about this?" I'm a white Jew from New Jersey, and on this campus, that's hardly a minority in any possible sense. So, who am I to write a column about racial and ethnic minorities? To speak about groups of which I'm not even a part? Well, I'm not claiming to speak for anyone but myself, and the fact that I am or am not a minority has nothing to do with the veracity of my claims. I have heard, seen, met and spoken with enough people to convince myself that this is the way things are -- and now I'm merely trying to draw our attention to it. The fact that I'm white doesn't mean I can't see, and it doesn't take much vision to notice the racial tensions plaguing this campus. As Cassius said in The Tragedy of Julius Caesar, "The fault? lies not in our stars, but in ourselves." By segregating ourselves and by creating students groups that perpetuate this segregation, we encourage the idea that people can be defined solely on the basis of their race. Our time at college is a time when we can -- and should -- discover and redefine our identities. It is a time when old stereotypes can be destroyed and new ones created in their place. For many, it is natural to define parts of personal identity in terms of ethnic background. And in many ways, student cultural organizations buttress this view. By encouraging students to associate with their own because this allows them to be most "comfortable," these groups reinforce the idea that it is best for students to isolate themselves. Of course, student leaders will cry that they are doing nothing of the sort; that all who are interested are welcome to participate in activities sponsored by these groups, and that it is not their fault that others among us are so short-sighted that they feel uncomfortable or unwelcome. However, I am talking about results, not speech. Saying "all are welcome" is fine, and many of them genuinely mean it, but that fact is that this does not happen. Many of these groups are separatist, by action if not by intent. So what can we do to rectify this situation? Some say nothing; more say nothing should be. Many people have told me that it is human nature to be racist; it is in our genes to place greater value on those of our own "tribe" than on others. I disagree. That tribalistic culture is part of our animal nature, an evolutionary leftover from the past. One of the greatest triumphs of humanity is the ability to see beyond race; the concept that people are people, regardless of their skin color, their chosen God or their culture. I have heard that a world without races would be a world without any variety, one that we would not want to live in. I, for one, would willingly, eagerly sacrifice the diversity of art, music, food, language, writings and culture that I have experienced if it meant that my children could live in a world without hatred, bigotry and discrimination.
(04/01/96 10:00am)
Graduate and professional students say their needs and desires play second fiddle to those of undergraduates Although the University boasts 12 highly ranked graduate and professional schools, it often focuses its attention on undergraduate education. At least that's what many graduate and professional school students charge, explaining that they feel like a secondary priority at the University. But Larry Moneta, associate vice provost for University Life, warned against grouping all graduate and professional students into a single category. The 10,000 graduate and professional students at the University comprise more than half of its total student population. But students say several factors validate the assertion that the administration is neglecting their needs. The most visible reason is the 21st Century Project, drafted by University trustees, University President Judith Rodin and Provost Stanley Chodorow, which makes undergraduate education a primary concern. "There's such a heavy focus on undergraduates because of the 21st Century plan," said Graduate and Professional Student Assembly Chairperson Victor Prince, a second-year Wharton graduate student. "The University needs to address more graduate student issues." Graduate students also face problems regarding the lack of space devoted to their needs on campus. Over the years, graduate and professional students have repeatedly urged the administration to allot a central place for them to congregate. The University has recognized this need, but has yet to act. "When it comes to giving us space, that's where we are second priority,"GAPSA Social Events Chairperson and second-year Social Work student Koli Banik said. Currently the fight centers around the Perelman Quadrangle, which has been labeled as an undergraduate student center. "We're trying with Perelman Quad to get space that's really dedicated to graduate students," said Engineering graduate student Edward Mazuchowski, who serves as Graduate Students Engineering Group president. Some graduate students also said that the majority of University services revolve around undergraduate students' schedules, thereby not accommodating graduate and professional students. "The hardest problem for Vet students is getting to Student Health and Student Financial Services," third-year Veterinary graduate student Meredith Weltner said. "We have classes from 8 a.m. to 5 p.m. and they open from 9 a.m. to 4:30 p.m." Fourth-year Medical student Jim Kallman shared similar sentiments, specifically focusing on Gimbel and Hutchinson gymnasiums. "The facilities are abysmal and the hours are ridiculous," he said. "And they're closed when undergraduates go on spring break." According to some, graduate students are particularly disregarded by the campus media. "Who controls visibility?" Moneta asked. "The University media system doesn't cover much of the graduate and professional student issues." The Graduate and Professional Student Assembly formerly published the Graduate Perspective, a graduate student newspaper, which discussed graduate and professional issues. The paper was discontinued three years ago. Despite these concerns, Vice Provost for Graduate Education Janice Madden disagreed with the claim. "They are training to be college professors, so they get a lot of attention from the faculty," she said. "They are second to no other group of students." Deans of the individual graduate schools also disagreed, saying they do not ignore the needs of their graduate or professional students. "I don't get a sense that our graduate students are second priority," Law School Dean Colin Diver said. "We make them our first priority." Since graduate students perform a large amount of research, School of Engineering and Applied Science Graduate Dean Dwight Jaggard said he found it hard to imagine that graduate students would be placed as a second priority. "Research is important here," he said. "And research funds the University. "Engineering doctoral students receive their degrees by creating knowledge, that is, doing research," Jaggard added. Some graduate and professional students said they viewed the undergraduates as secondary to them. "They're thrown into a large university with large classes where they can't find their professors during office hours," said Kallman, a Hill College House graduate fellow. "They're just left to fend for themselves." "Self-contained Entity" The feeling among graduate and professional students of neglect by administrators may also be attributed to the lack of interaction between the 12 schools. Although the opportunities to take classes, participate in collaborative efforts and socialize between the schools exist, many graduate and professional students do not utilize them. Besides health, financial and recreational services, the individual graduate schools are responsible for most of the graduate and professional students' needs and amenities. Wharton graduate students, for instance, can grab a drink after classes on Thursdays at the Wharton Pub while Veterinary students can exercise in their school's gym between classes. Both the Annenberg School for Communication and the Law School have their own libraries. "The Law School is a self-contained universe," Diver said. "When law students have problems, they don't look to the University at large, but to the Law School." Similar trends apply to other graduate and professional schools and departments as well. "We're sort of a self-contained entity," Wharton Vice Dean Bruce Allen said. "With a student body of 1,500, we have a critical mass to organize just about anything the students need." Most of the graduate and professional students have everything they need conveniently located within the one or two buildings their school occupies. But some schools are better furnished than others. "There is clearly a closer linkage to the home school," Moneta said. "Graduate and professional students expect much more from their schools." Graduate and professional students concentrating in entirely different academic curriculums also tend to isolate themselves from each other. In the School of Social Work, for example, students are on campus a mere two days of the week when classes are in session. They spend the remaining three days in field placements working in their specific areas of interest, leaving relatively little time for them to get involved in other activities. "Because of the rigid requirements of the School of Social Work, our students don't have much opportunities to take classes outside of the school," Social Work Dean Ira Schwartz said. Intensive academic programs are pervasive across the graduate and professional schools. "We keep them very busy with six courses per semester," Allen said. Wharton graduate students work in "learning teams" which require meeting outside of class to complete assignments, Allen added. In addition to diverse intellectual studies, some of the graduate and professional schools are physically separated. The Engineering and Veterinary Schools, for example, are situated at extreme ends of the campus. The physical distance between schools further increases the lack of interaction between graduate students. However, Vice Provost for University Life Valarie Swain-Cade McCoullum said she found the schools to be relatively close together. Taking Different Roads Probably the most significant reason for the limited interaction between graduate and professional students lies in the different directions their individual lives follow. Some have worked professionally for several years. Some are married. Others are still making the transition from undergraduate education. And some are even older than their professors. Graduate and professional students know what they want from their higher education and therefore do not have to explore the multitude of opportunities that the University has to offer. "Part of the idea is that they have been there and done that during their undergraduate years," Allen said. Second-year Graduate School of Education student Karlene Borrell said graduate students are "getting to another stage in our lives." "We have had the experience of being an undergrad," Borrell said. Resources for Improvement GAPSA is responsible for attempting to alleviate many of the problems that cause limited academic and social interaction within the graduate and professional community. "Graduate and professional education is more research- and work-oriented," Prince said. "You miss out on the social aspect which is more geared towards the undergraduates." From a new logo to improved social events and increased publicity, GAPSA has played an integral part in raising awareness and social involvement among the graduate and professional schools, according to Prince. GAPSA also represents graduate and professional students in bringing their concerns to the administration on such issues as safety for students residing off campus, financial aid, and minority affairs. Faculty and student leaders also provide some advice on how to maximize one's graduate and professional educational experience at the University. Jaggard tells his doctoral students to think broadly in terms of course work -- a move that might make them more attractive to future employers. "They need to consider the ever-changing needs of the government and private firms," he explained. Allen encourages graduate and professional students to take advantage of "our wonderfully rich research institution." Prince advises fellow graduate students to step outside of their own schools and meet new friends. "The future leading doctors or lawyers could be at here at Penn," he said. "Wouldn't it be great if you met them now?"
(03/29/96 10:00am)
It is four o'clock in the morning and the conversation is swiftly jumping from the existence of God to Matthew Perry's current hair style. An intense curiosity is the main characteristic of College senior Jonathan Slotkin. In order to avoid boredom, Slotkin continuously satisfies his curiosity with action -- which leads to learning opportunities for himself and the people that come in contact with him. This semester Slotkin found a unique way to challenge his own intellectual limits, while affecting the minds of 251 other undergraduate students. Slotkin is the first undergraduate teaching assistant in the College of Arts and Sciences. "I am one of those people that always needs to stay active," Slotkin said. "I get my hands dirty in whatever it is that is going on." Throughout his high school years, Slotkin volunteered as an emergency medical technician. He spent four nights a week responding to calls at night and attended classes during the day. While Slotkin explained the situation as "me and 15 other guys and girls with toys that were real," it was this experience that led him to the field of medicine. Slotkin arrived at the University knowing that his studies would include medicine and mental health, but he did not know from what angle to attack. Three years later, Slotkin has already completed a double major in Biological Basis of Behavior and Psychology. Slotkin earned this degree while fulfilling what he describes as a "weird, masochistic habit" of taking the hardest course in each department. "I am just one of those people who learn best when multiple disciplines intersect," Slotkin said. "I enjoy more than one frame of reference because I get bored with one subject too easily." In November of this year, Slotkin had enough credits to have graduated already. "And then something scary set in: I realized that college was coming to an end," he said. "In a few months, I was literally going to be elbow deep in cadavers and I was going to have gross anatomy forced down my throat for the next year and a half during my first year of medical school." Slotkin wanted to have one more intellectually stimulating experience at the University -- and becoming an undergraduate TA was the perfect solution. Psychology Professor Martin Seligman decided to permit Slotkin to be an undergraduate TA as an experiment. Three experiences have influenced the way Slotkin conducts his class. During his sophomore year, Slotkin fell in love with the subject matter of "Abnormal Psychology" and began an independent research project in Seligman's lab. Within the same year, Slotkin presented his report on racism, depression and learned helplessness at a Conference of the American Public Health Association. Two other influences came from his summer research in Baltimore at the University of Maryland Hospital and his "Special Topics in Abnormal Psychology" course, which serves as his model for the perfect class. Slotkin said he draws from his own undergraduate experiences for his teaching skills, but also has the assistance of Linda Hansell, an instructor at the Graduate School of Education. Hansell's job is to advise Slotkin and to point him toward the proper literature on the theory and practice of teaching. Each week, he meets with Hansell to discuss problems and to turn in a journal. Because of his desire to affect students, Slotkin devotes eight hours to preparation for every recitation along with extensive research for lectures and his regular office hours. Slotkin says he does not mind the work, but is concerned about giving the students too much information and quelling their interest in the subject. Because of his concern, nervousness was the only barrier he has faced. "On the first day of class, Dr. Seligman gave me the microphone to make an introduction, but I was so nervous I could speak for 10 seconds," Slotkin said. "Finally I just started muttering some technical words like bio-psycho-social approach about my recitation. "I remember sitting down and thinking that no one was going to come to my recitation," he added. Now that more than half of the semester is done, Slotkin and administrators are beginning to consider the future of undergraduate TAs in the College. Both Seligman and Slotkin believe that the path is prepared for future Psychology students to take TA positions. "Jon has broken the ice," Seligman said. "Undergraduates are generally as qualified as graduate students. Also, they relate to undergraduates with immediacy." Slotkin says he plans to enjoy the end of his undergraduate experience as he interviews for medical school. "This is my last and greatest experiment as an undergraduate," Slotkin said. "The only data will be the opinion of students as to whether or not it worked. The numbers will shine when the TA evaluations go out at the end of the year."
(03/20/96 10:00am)
Student Health ServicesStudent Health Servicesreceives mixed feedbackStudent Health Servicesreceives mixed feedbackfrom its patients Cassidy, who said she used Student Health last semester when she was diagnosed with mono, recalled that she almost didn't visit the office. "I was afraid to go because of all the horror stories I'd heard from my friends," she said. But Cassidy was luckier than her peers. She said she had a fairly good experience with Student Health. "I ended up with a really good doctor, so I got that up close and personal feeling that made me feel comfortable," she explained. Most students' experiences at Student Health fall under this category of "fairly good" experiences, according to Engineering senior Vivek Rao, former chairperson of the Student Health Advisory Board. "In general, Student Health has a pretty good reputation," Rao said. "Most of the time, the complaints we get aren't very severe." There is, of course, the occasional exception to the rule. Judging from the buzz among the University community, no matter what Rao said, most students feel the negatives outnumber the positives. Wharton freshman Neysan Rassekh said he began to feel extremely drowsy and ill during his first week at the University. Student Health doctors told him to take Tylenol and get some rest. When that didn't help, he went back again, only to receive the same advice. While out of town, Rassekh became violently ill, ending up in the Georgetown University Medical Center, where he underwent surgery for a rare infection. Physicians at Georgetown told him, that had he been properly diagnosed from the start, surgery would not have been necessary. Cases like these seem to pop up more often than not when the words "Student Health" are mentioned to a group of students. Administrators at Student Health and SHAB members argue that their satisfaction rates are quite high among students, particularly those who have visited the office repeatedly. According to Rao, most of the rumors floating around about Student Health are just that -- rumors. "When something bad happens, that's when you hear about it," he said. "People tell their friends and then the friends tell friends. Before you know it, it's circulating all over campus and every version of the story is different." Rao added that most people who warn others about the service have not actually had a negative experience. "But they do know people who had an awful time there," he added. Rao speculated that the main problems between Student Health and its patients arise from "different expectations of what a student health service should do." Collins said that many students come to college having never had an experience with any doctor other than their family physician. "A lot of problems arise when they expect the same individualized attention and relationship they had with their doctor at home," she said. Collins added that most students' loyalties lay with their family physician until their ties with home have been loosened. In The Beginning? Student Health was founded sometime in the early 1950s, according to Student Health Director Marjeanne Collins. Medical School graduate Paul Schrode was the first director of Student Health, serving for nearly 30 years before retiring in 1976. Since its inception, the service has been a fundamental part of the University health system, providing care to thousands of students and faculty members, Collins said. All Student Health physicians have an appointment in the School of Medicine and hold credentials recognized by the Hospital of the University of Pennsylvania, according to Collins. This double accreditation leaves little room for finding fault with Student Health doctors' credentials, she added. Collins explained that doctors must not only meet Student Health standards -- they must also live up to the expectations of the Medical School and HUP. In addition to licensed physicians, Student Health also employs a number of nurse practitioners who handle less serious cases. Student Health offers clinical services in primary care, sexual health care, psychiatry, women's health, orthopedics, sports medicine, dermatology and podiatry, in addition to its emergency services. In addition, Student Health offers preventive services including allergy shots, weight control, cholesterol and blood pressure screening and various other measures to ensure the physical well being of its patients. Student Health works jointly with HUP to provide lab services to students free of charge. Checkups, testing for sexually transmitted diseases and other primary care appointments are also free to Penn students. "All they are charged for is medication or any in-depth testing they might have to undergo," Collins said. Although Collins said she encourages students to make appointments before coming in, walk-in patients are also welcomed. Student Health attempts to see 50 percent of walk-ins within a half hour of their arrival. However, as many infuriated students will vouch, the wait can end up being anywhere from 15 minutes to more than two hours. College freshman Anton Metlitsky said he walked into Student Health with a cough and signed the patient roster. He was told there were two people in front of him. Two and a half hours later, he was still waiting. When he went to ask about the delay, receptionists told him there was still one person scheduled ahead of him. Student Health officials claim it is operating within appropriate boundaries. In fact, according to Collins, the service actually has higher rates of timeliness than the standards. She also said students who are the sickest take priority within a group of walk-ins. Measures of Improvement The Student Health Advisory Board was formed to handle all complaints filed against Student Health. According to Rao, the majority of the complaints aren't "concrete." "They deal with things like long waits, rude receptionists, physicians who don't devote their full attention to the patient -- things like that," he said. Associate Vice Provost for University Life Larry Moneta noted that receptionists received the lowest ratings out of all Student Health employees. SHAB, which is made up of students who apply to the board, has the jurisdiction to "get rid of nurses or physicians who aren't living up to Student Health standards," according to Rao. The board administers random surveys to gauge students reactions to their Student Health experiences. In the most recent survey, Student Health scored extremely high in the area of "empathy of health care providers" and fairly well in the area of "timeliness of care." In the reception category, however, scores were significantly lower. In response to this obvious displeasure expressed by students, Student Health underwent a complete receptionist staff change over the last two years. It also requires all employees to undergo a quality improvement program which stresses attitudes towards patients, courtesy and eye contact. In addition to SHAB, Student Health is reviewed by its Medical Advisory Board. Also, Student Health implemented a community advisory board made up of students, faculty and staff this year. Student Health Associate Director for Clinical Medicine Evelyn Weiner is in charge of the Quality Assurance Program, one of the systems which continually monitors Student Health's reliability. "[QAP] looks at how we provide care and whether we are meeting the requirements for our service," she said. Weiner added that QAP also monitors medication prescription, watching to make sure medicine is doled out appropriately. The Question of Antibiotics Although telling Rassekh to take Tylenol and get some rest turned out not to be the best advice, many other students hear the similar responses from Student Health. And, as a result, they complain too. A good number of the complaints dealing with medication that Student Health receives read something like, "I went in feeling ill and they didn't give me any medicine," according to Collins. However, according to Brian Strom, who chairs the Medical School's Department of Biostatistics and Epidemiology, this advice is by far the best to give. "Antibiotics tend to be grossly overprescribed," said Strom, who is also the director of the Center for Biostatistics and Epidemiology. According to Strom, viral infections like the "common cold" are not treatable by antibiotics. Penicillin and similar medications are only effective on bacterial infections like strep throat, sinusitis and bronchitis. He said he feels the overprescription of drugs stems from the extreme pressure doctors feel from people who complain that their doctors don't give them medication when they're sick. "They feel like if they don't prescribe the medication, they are going to lose their patients," he explained. Strom added that there are two major downsides to overprescription besides the high prices of the medication. "The first is the extreme risk of adverse effects such as nausea and skin rashes," he said. "Antibiotics are the leading cause of adverse reactions." He added that adverse reactions are very likely to show up in college-age students. The second downfall to overprescription of antibiotics is "the question of changing the natural flora of bacteria," according to Strom. He explained that a new wave of bacteria -- that seems to be unaffected by any sort of antibiotics -- has made itself known in the recent past. "These cases aren't just few and far between anymore," he said. "They're becoming a major problem." Strom added that organisms once vulnerable to drugs such as penicillin are now immune. Collins said Student Health is following the new prevailing trend of not prescribing antibiotics for everyday ailments. "We save those medications for really serious illnesses, those which must have this sort of treatment to get better," she said. Collins added that although Student Health does not have a list of drugs they regularly prescribe, there are approximately 25 drugs that are commonly accepted as being standard treatments. "We keep these items in stock at all times, since we use them a lot," she said. "Most of the students have basic needs we can treat with these drugs." What About Misdiagnosis? Student Health generally has a good reputation for making the correct diagnoses in the majority of cases the office sees, according to Moneta. However, there are occasional mishaps, like Rassekh's case. "I feel these incidents, which are isolated, are probably a simple lack of realization that minor symptoms can progress to major illnesses if not treated," Collins said. Moneta added that misdiagnoses happen once in a while in every health care facility that treats as many patients as Student Health does. "The bottom line is, problems happen, but they happen everywhere," he added. "The number of minuses pale in comparison to the number of people who have had great experiences at [Student Health]."
(03/07/96 10:00am)
This is not to say Penn is a mediocre school; quite the contrary, it deserves its reputation as the 11th best school in the country (according to U.S. News & World Report), offering many challenges and resources to the most demanding of students. But in its current state, it will be difficult for Penn to rise much higher than number 11, because Penn's societal structure suffers from a lack of finesse and sophistication. To begin with, although Penn is a fast-paced school with intelligent students, there seems to be an utter lack of intellectualism on campus. Students come to class with the intention of "collecting" knowledge and ideas, instead of thinking about why they are learning particular ideas, what logic lies behind them and how that logic may be questioned -- and if instead of learning these particular ideas, they could be learning others that are more relevant or practical or general. Also, since students do not freely offer ideas and opinions in the classroom, learning at Penn has become a static process, not a dynamic one like it should be. Professors come to class, teach a few generally accepted, non-controversial ideas, then leave. There is very little debate or in-class evolution of the pre-packaged ideas that teachers present to students. Professors try to buck this trend by making class participation a part of students' grades, but even this measure fails to generate much excitement. Students therefore take course after course thinking that ideas are set in stone and without understanding that, as thinking people, they can and should develop a core of personal opinions backed up by sound reasoning. In the meantime, professors who share a genuine interest in their courses feel frustrated when they try to inspire that same interest in their students. Learning here has become far too practical, and has even lost its meaning; it is now the annoying thing one must do to get a degree. Worse yet, there is an environment of peer pressure here that prevents students from openly expressing intellectual ideas. Imagination, creativity and wit -- these are met with nonchalance or even disapproval on the Penn campus. Thinking is standardized; it is risque to inform someone of new ideas or correct his or her logic. There is also a tremendous amount of cultural segregation on campus, which is extremely ironic considering the variety of ethnic groups and backgrounds represented within the student body. Cultural ideas are generally only discussed within specific groups, and infrequently shared with outsiders. The Asians associate with the Asians, the whites with the whites, the blacks with the blacks, and the homosexuals with the homosexuals, among others. It is extremely difficult for a student of one background to learn about the different conflicts experienced and perspectives held by students of other backgrounds. One reason for this is apathy: It often doesn't occur to students to learn about other backgrounds. Another is that some students are uneasy about interacting closely with people from different ethnic groups. In any case, this lack of cultural interaction is a dangerous trend in the globalizing world and is a failure of Penn's diversity efforts. Paralleling the lack of intellectualism on campus is the lack of social and political consciousness. Awareness and discussion of America's social and political issues occurs only in exclusive circles here, which is discouraging for anyone who believes that the 13,000-odd students at Ivy-caliber schools are the future leaders of society. Relatively few students here are aware of or can name Penn's student leaders. Their presence on campus is hardly felt -- and even if it were stronger, few students would pay much attention to them anyhow. The same goes for the administration, which can afford to maintain a low profile because the amount of interaction between students and administrators is minimal, limited to a handful of town meetings and meals. Clearly, something must be done to improve the sense of awareness and consciousness on the University's campus. A time traveler from the future should be able to return to the "Dark Ages" of the 20th century and find an inspiring amount of dynamism here. After all, the world is changing pretty fast and needs its protean minds, and the more inconceivably that Penn students can think, the better.