So You Want to Study in London? Enhancing Marquette University’s Study Abroad Program to King’s College London
Studying abroad is both a terrifying and exciting experience. For this reason, the study abroad programs that are offered to students must strive to be as helpful, guiding, and enriching as possible. With this in mind, this research paper reflects on Marquette University’s study abroad program to King’s College London and what improvements can be made. It explores the preparedness, finances, and academic support offered through the program to study abroad in London, England.
Contesting Sexual Assault on Marquette’s Campus: A Look Into Student Misconceptions, Its Implications, and Possible Solutions
Universities, such as Marquette, are not always the safe havens they are thought to be. Many students refer to Marquette’s campus as the “Marquette bubble”, making it seem as if our campus is close-knit, shut off, and rather safe. However, there are violent crimes being committed by students on our own campus, specifically sexual assault.
As reported by the Department of Public Safety, the number of reported sexual assaults on campus doubled from five to ten between 2007 and 2011. This statistic, however, only accounts for the sexual assaults actually reported. Many rapes and attempted rapes are unreported, perhaps because for the majority of these crimes, victim and assailant are acquainted.
While many schools, Marquette included, have policies regarding sexual assault, it is not the policies alone which need to be reformed. Instead, it is students’ behaviors and perceptions of sexual assault which must be addressed. These are the findings of a study completed at Marquette University addressing various student behaviors which are conducive to sexual assault on college campuses.
Analyzing such behaviors, I have thus proposed a solution to make students more aware of the prevalence and seriousness of sexual assault on college campuses.
Every year, high school graduates head off to college to start their freshman year. Their success at their respective universities hinges upon many factors, including their diet habits. As education and health become increasingly hot topics in modern American society, one must investigate the link between college students’ livelihoods and university dining services. My metabolic disorder, phenylketonuria (PKU), necessitates a strict low-protein diet and therefore posed a concern when I began my career at Marquette University. To examine Marquette University Dining Services, I interviewed three people, analyzed menu information provided online, and compared Marquette’s program with another university’s program. I learned Marquette has made improvements since my freshman year, but it can improve even further. In this project, I propose several ideas to enhance Marquette’s dining services, which ultimately will enrich the health and livelihood of many students on campus, whether or not they require dietary accommodations.
A Marginally Small Room for Error: A Call for Change of Marquette’s College of Arts & Sciences’ Core of Common Studies
This paper examines the concerns of the Core of Common Studies at Marquette University and how it specifically pertains to the College of Arts & Sciences. Through a mixed-method study, this project identifies the growing issues that students face in trying to determine their major, engage in their coursework, and gain experiences through work with their community. By looking into current students’ perspectives, it has become apparent that the Core of Common Studies requires too many credit hours and not enough of a diverse course offering. These requirements prevent students from becoming engaged in their academics and applying this knowledge into other aspects of their life. When looking into other universities’ general requirements, it is evident that Marquette University can mimic certain setups to help students receive an enriching education and allow them to take courses they are interested in.
Being the first person in your family to attend college comes with many questions and concerns regarding the expectations and the process. From my research I have seen that there are embedded issues within the advising programs and the presumed “already” know attitude that is in the air when first-gen students are on campus. One may not know that some first-gen students come to Marquette with having to Google everything down to what you need for a basic dorm room. My goal of this project is therefore defined as, how can Marquette University better aid and acknowledge the first generation college students that come to this institution in the advising program and within their overall time period at Marquette? The data collected is narrowed down into the first hand interviews, the current situation at Marquette and then the proposed solutions to the current issues facing Marquette and first-gen students.
The Importance of Friendship: A Philosophical Application of Aristotle’s Nicomachean Ethics Through Ethnographic Research
Although the "college experience" is typically understood to revolve around the academic experiences had by students at their college of choice, it is realistically determined by the social engagements and relationships that students have fostered throughout their academic career. With that in mind, this research project utilizies Aristotle's Nicomachean Ethics to analyze the importance of friendship among college students, and how friendship helps students to develop mentally and spiritually. Furthermore, this paper includes a proposal as to what Marquette University can do to encourage healthy friendships among students, as healthy friendships will not only help students but help Marquette University to keep in line with the Marquette Mission and the ideals of its Catholic and Jesuit roots.
In today’s tougher economic times many college-age students are looking for ways to save money on their education, and for this reason community colleges often look like a viable alternative. Many people choose this college path, which subsequently leads to students either graduating or transferring to a four-year university. While many people associate community college students with transfer students, they are not the only students transferring. In fact, transferring is becoming a fact of undergraduate life for many; more than 40 percent of students attend more than one institution during their college career (Adelman, 2005). This means that almost half of all college students experience a mid-college transition, which can be said for many students at Marquette University. In fact, transfer student numbers are slowly increasing, according to the past years’ statistics in the Common Data Set that the university compiles every year. For this reason, it’s important to consider the needs of this growing demographic both locally and nationally. I have chosen to look into this problem at Marquette University, which is the site of my undergraduate research.
As a freshman, I decided to rush a sorority, but I was completely unaware of the dynamics of this new community. The Greek system is promoted on campus as a unified group of people through advertisements displaying messages such as “Go Greek!” during the recruitment process. However, this unified image is not always the case. The five Panhellenic chapters found on Marquette’s campus that participate in formal recruitment, Alpha Chi Omega, Alpha Phi, Alpha Xi Delta, Sigma Kappa, and Pi Beta Phi, all have different personalities and qualities among members. As a part of the sorority, Alpha Chi Omega, and a member of the larger Greek community, I can say that the relationships that exist between sororities is unfriendly and competitive.
We Are Marquette. Are We Milwaukee? An Ethnographic Examination of the Potential Relationship Between Marquette University and Milwaukee
Before coming to Marquette, I doubted I would ever experience any serious, difficult, or even significant interactions with the impoverished in the community. I struggled to see any purpose in “wasting my time” to learn about the Milwaukee and the homeless people in it. Sure, I knew they would be around campus; but, would it really be that difficult to avoid helping someone I don’t know or trust? Thankfully, as I began to immerse myself in the Milwaukee community, new perspectives and experiences quickly replaced my ignorant attitudes and preconceived notions. And, as a long-term volunteer, I have shared in many meaningful conversations with fellow students and community residents. These conversations, though, brought serious, significant questions to my mind. I became increasingly intrigued, wondering about the Milwaukee community’s perceptions of Marquette and of student perceptions of our Milwaukee neighbors. I began to question certain Marquette ideals – is it a reality to “be the difference?” Can we actually define ourselves with the phrase “We are Marquette, We are Milwaukee? From these initial questions, I discerned the primary research question and correlating sub-questions for this project: What is the relationship between Marquette and Milwaukee? How can we transform this relationship into a more effective partnership?
This paper summarizes a semester long research project done for an English class at Marquette University in Milwaukee, Wisconsin. The research was conducted in response to a series of self-proposed questions developed over the course of several reflective assignments, listed as follows: 1)How do transfer students identify with their second school? What factors influence this? 2)Are transfer students being adequately supported through their transition to life at Marquette? 3 )Being a transfer student myself, was my experience transferring a fairly typical one? 4)What can be done to improve the transfer process at Marquette? My findings indicate that the motivation to transfer and social connections a student has greatly impacts the level of ease or difficulty they have adjusting to a new school, which in turn affects their identification with the campus community. The transfer orientation programs at Marquette, specifically winter orientation, would benefit from a renewed consideration for new student issues such as social engagement and campus identity. Adding more interactive socializing events for new students earlier in the orientation schedule, and providing more information on general campus life issues and procedures would not be difficult to implement into the existing schedule and would greatly improve the transfer student experience.
This paper examines the drinking behaviors of underclass students at Marquette University, which includes freshman and sophomore students. This mixed-methodological study looks into the highly popular, yet extremely dangerous college drinking trend that encourages students to consume large amounts of alcohol in short amounts of time through personal interviews, a student survey and other university research and papers. “Students participating in the binge-drinking trend can be observed in up to forty percent of college students nationwide,” (O’Malley & Johnston, 2002). Dangerous drinking behaviors like binge-drinking, pre-gaming and especially drinking in large quantities, have taken a more prominent role in students’ lives this past fall—particularly with those students in the residence halls. Through this research, it has become evident that safer drinking behaviors start with social acceptance and influence, and that true change cannot occur until students begin to take responsibility and be accountable for their dangerous actions.
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