Year in Review

Sophomore Year Reflection on the G.O.A.L.S

  1. Global Awareness

Funnily enough, my global awareness thus far has developed most significantly by what I was unable to do. I had planned to use my STEP money to participate in a study abroad trip to London in May of my sophomore year. The trip would focus on human rights and activism in a city with a heavy refugee population. It would look at the life of a refugee from any number of angles–economically, politically, culturally–and would examine the ways in which the rhetoric utilized by those in power to describe refugees dictates public opinion. I had hoped it would allow me to obtain greater diversity of thought, that it would force me to think in ways that I hadn’t, that it would put me in situations outside of my comfort zone. And yet its cancellation, and more importantly the reason behind it, led me to a deeper understanding of the web of interconnectedness upon which the world rests. It helped me see more practically the idea of globalization that I had only discussed theoretically in any number of my Spanish classes, or in my Comparative Studies class. Going forward, I still hope to have the opportunity to study abroad, and I hope to continue to take classes which challenge and change my worldview.

  1. Original Inquiry

One of the most interesting and unexpected means of bolstering both my capacity for research and my interest in it came by way of a class in data visualization. Prior to taking that class, I had understood the world of statistics and data collection in general as necessary evils to be suffered through by one hoping to pursue a career in politics. I knew certain polling methods would have to be important, and that I should understand a thing or two about margins of error. But this class, beyond giving me the tools to obtain and present data effectively, offered me the chance to research subjects I care about. The class’s final project asked us to investigate an area of politics that interested us and to create a visualization which would either affirm or negate our derived hypothesis regarding our chosen topic. I was able to look at, and quantify, the perceived polarization of the Supreme Court. It helped me see the value of research in any field. Further, it gave me a data-based approach to an argument I had previously been making on reason alone. It is my hope that I can continue to apply the research techniques and visualization tools I learned in this class in any career I ultimately pursue. 

  1. Academic Enrichment

From a practical standpoint, degrees in English and in Philosophy, Politics, and Economics, with a minor in Spanish, will be useful for almost any career I choose after graduation. The ability to reason, to communicate clearly and effectively, to consider multiple points of view–all of these skills will be useful in law school, in graduate school, or in any other pursuit. But more importantly, these fields of study are teaching me how to think. I am learning, through the PPE major, the ways in which a seemingly singular issue cuts into facets of life of which I previously had not considered. Indeed, it seems as though a baseline expectation for the major is that students will become comfortable with challenges to the paradigm through which they typically view the world. This, too, is where the English major and the Spanish minor complement nicely. The capacity to think is paramount but ultimately feeble should it fail to be supported by a sense of competent articulation. The Spanish minor, in addition to offering me entry into a world different from my own, offers me a global perspective through which I might view the occasionally abstract principles I study in the PPE major. A class in Political Economy and International Relations, for instance, can become all the more powerful when coupled with a class on national unity in Spain, and still more powerful when added to a literature class which emphasizes texts written by authors from developing countries. These fields of study offer me a holistic approach to tackle any issue, and in an age where nuance appears to be disappearing from our national discourse at an alarming rate, I can think of few skills more important. 

  1. Leadership Development

The most recent opportunity I’ve had to develop my capacity for leadership is that of interning with a re-election campaign at the state level. I have been tasked with leading the Fundraising Team, which consists of five other interns. It has been this experience, more than any other, which has shown me what makes a good leader and what makes a bad leader. I know the importance of being a member of the team even as you try to lead it, and I know that being excited about even the most boring of spreadsheets can make a difference to how the team responds to the task put before them. This internship has also reminded me of the power of politics. Every week, we make phone calls to voters. And invariably, every week, at least half a dozen people feel compelled to tell me their life story and all the ways certain policy decisions have either helped them or hurt them. I think it’s easy to forget, in all the theory of politics and policy, that the decisions made in all these old white buildings have an immeasurable impact on people’s lives. Reaching out to voters has been a perfect reminder of the gravity that comes with being a steward of the public’s trust.  Another leadership opportunity came when I joined a team in the spring to help a primary candidate; just prior to the university’s closing, I had signed on to be part of the club’s campus outreach team, where we organized flyering and chalk events. This experience taught me a great deal about the value of simply showing up, of caring about something, of being willing to do the work that no one really wants to do.

  1. Service Engagement

In the past, my service activities included focusing on social justice causes as a CRS Ambassador. I also joined the Ohio State chapter of Amnesty International. Most consistently, however, my opportunity for service engagement came as a tutor at the GEMS school through the Adopt-A-School program. Every semester since my freshman year, I have gone once a week to either help out in a teacher’s classroom or to work individually with kids, and as soon as the school reopens, I plan to continue with this service. I find it not at all hyperbolic to say that this experience has changed my life. As a tutor, I’ve seen what it’s like to have one teacher who is trying her best but who simply doesn’t have all the resources she deserves to have to provide for her students. I’ve worked with kids who were having trouble focusing because they hadn’t had breakfast. But I’ve also seen students who show up everyday excited to learn. This experience has not only reinforced my belief that education can be the answer to any number of society’s problems, but has also reminded me how much work remains in the fight for such an answer to become a reality.

Global Awareness: It is my firm belief that a life lived in one place is a life wasted. What is the point, the meaning, in staying in the same place, in not exploring, or learning, or growing? This world is meant to be traveled. As humans we are meant to share ideas and spread awareness, becoming enriched by variety of perspective and uniqueness of thought. By the end of my time here at Ohio State I hope to have completed a journey—both literally and figuratively— marked by personal growth. I want to study abroad, to be immersed in other cultures. I want to minor in Spanish, to understand a language and culture so wholly and so completely so as to be able to live successfully where it is spoken. I want also to move beyond basic applications of diversity and come to fully appreciate the inherent value in the millions of cultures outside the small confines of Ohio. Beyond simply traveling to various countries, I want to make an impact. I want to be of service to places that are still unable to fully express their cultures and ideas, places crushed by the suffocating realities of poverty and corruption. We only have so much time on this Earth. To leave it before ever really seeing it, before ever really understanding it or ever really appreciating it, before ever really striving to change it—that seems to be an awful waste of such a short amount of time.

Original Inquiry: It is arguably the essence of human nature to discover, to reach for what’s next, to challenge the limits of possibility and to dare to do what has yet to be done. Already at Ohio State I’ve been given the opportunity to explore research on a deeper level than I was ever able to in the past. My psychology class has allowed me to both serve as a participant in the experiments of others and to also conduct research of my own. In the future, I hope to also further develop in the pursuit of original inquiry through other innovative outlets, like that of writing. I hope to achieve a better grasp of creative expression and effective communication, so that no matter what path I take, whether it be that of traditional research or other forms of discovery, I am able to proudly, clearly, and passionately demonstrate my own ideas.

Academic Enrichment: It is my sincere hope that in taking courses that push me academically, that challenge me beyond the extents of my comfort zone, that encourage me to take risks in spite of potential failure I may develop a desire for learning that follows me for the rest of my life, not just for the remainder of my time as a student. Obviously, it is important to me to strive to do well academically, but learning is much, much more than a high GPA or extensive coursework. I want to become passionate about what I am studying so that learning never feels like a chore. I want to absorb as much knowledge as I can for as long as I can. I am of the believe that education can change the world, that the most powerful tool we are given is that of knowledge. The goal of academic enrichment, therefore, is a never-ending quest to obtain as much information as possible and then becoming capable of applying such information to ultimately change the world for the better.

Leadership Development: If we are to play an effective and relevant role in society following graduation, we must be equipped and willing to lead. We must be advocates for that in which we so passionately believe, we must be role models for those who so faithfully look to us, we must be leaders in a world that day after day appears more and more lost. And the thing about leadership is that it doesn’t always have to be loud–an example of kindness, of determination, of hope can have more of an impact than even the strongest of voices. Thus far in my time here at Ohio State, I have taken up a leadership role by becoming a Student Ambassador for Catholic Relief Services. In the coming years I hope to expand this role by developing in a more active capacity in this organization. I want to find what I am passionate about and take charge in making a difference with in that particular area of interest.

Service Engagement: Our greatest responsibility lies in being of service to our fellow neighbor. We live in a world with no great shortage of people in need, and we are well past the point where we can stand aside and do nothing. Now is a time for action, for people who understand their fortune and who possess a willingness to help those who cannot always help themselves. Before I graduate, I want to volunteer abroad and participate in an organization like Buck-I-Serv. There are too many people in this world who struggle needlessly; equipped with this knowledge, we now have no choice but to act, to help these people in charity, in empathy, in justice, in equality. We must strive to both enact short term change while also searching for long-term solutions to the issues plaguing our society, both home and abroad.

 

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

Artifacts

[Artifacts are the items you consider to be representative of your academic interests and achievements. For each entry, include both an artifact and a detailed annotation.  An annotation includes both a description of the artifact and a reflection on why it is important to you, what you learned, and what it means for your next steps.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

About Me

[Your “About Me” is a brief biographical statement that might include your intended major, your academic interests, your goals, as well as the things that make you unique.  Definitely include a picture! Also, remember that you can always update this post at any point. For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

G.O.A.L.S.

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.

  • Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc.
  • Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
  • Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
  • Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
  • Service Engagement: Honors & Scholars students commit to service to the community.]