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Case: 1:18-Cv-07429 Document #: 1 Filed: 11/08/18 Page 1 of 50 Pageid #:1
Case: 1:18-cv-07429 Document #: 1 Filed: 11/08/18 Page 1 of 50 PageID #:1 UNITED STATES DISTRICT COURT NORTHERN DISTRICT OF ILLINOIS JOHN DOE, ) ) Plaintiff ) Case No. ) v. ) ) JURY TRIAL DEMANDED THE UNIVERSITY OF CHICAGO, ) and JANE ROE, ) ) Defendants. ) COMPLAINT Plaintiff, John Doe1 (“Plaintiff” or “John Doe”), by and through his attorneys Crotty & Schiltz, LLC, complains of Defendant University of Chicago (“UC”) and Defendant Jane Roe (“Jane Roe”) as follows: BRIEF SUMMARY OF THIS ACTION 1. On June 5, 2018, four days before he was scheduled to graduate with honors, UC expelled Plaintiff in violation of Title IX of the Educational Amendments of 1972, 20 U.S.C. §§1681, et seq., (“Title IX”). 2. The purported bases for UC’s decision to expel Plaintiff were the false and defamatory allegations of his ex-girlfriend, Defendant Jane Roe. 3. UC expelled Plaintiff despite overwhelming evidence that Jane Roe fabricated her story because she was too embarrassed to admit to her friends at UC that she was engaged in a secret sexual relationship with her ex-boyfriend. This evidence included: 1 Contemporaneously with the filing of the Complaint, Plaintiff filed a motion to proceed under pseudonyms for himself and Defendant Jane Roe. 1 Case: 1:18-cv-07429 Document #: 1 Filed: 11/08/18 Page 2 of 50 PageID #:2 a. Jane Roe’s admission that she was engaged in a consensual sexual relationship with Plaintiff; b. Jane Roe’s admission that she was lying to her UC friends about her consensual sexual relationship for fear that they would be mad that she had re-kindled a relationship with her ex-boyfriend; c. -
Boyer Is the Martin A
II “WE ARE ALL ISLANDERS TO BEGIN WITH”: THE UNIVERSITY OF CHICAGO AND THE WORLD IN THE LATE NINETEENTH AND TWENTIETH CENTURIES J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVIIEDUCATION XVII THE COLLEGE OF THE UNIVERSITY OF CHICAGO Hermann von Holst, oil portrait by Karl Marr, 1903 I I “WE ARE ALL ISLANDERS TO BEGIN WITH”: The University of Chicago and the World in the Late Nineteenth and Twentieth Centuries INTRODUCTION he academic year 2007–08 has begun much like last year: our first-year class is once again the largest in T our history, with over 1,380 new students, and as a result we have the highest Autumn Quarter enroll- ment in our history at approximately 4,900. We can be proud of the achievements and the competitiveness of our entering class, and I have no doubt that their admirable test scores, class ranks, and high school grade point averages will show their real meaning for us in the energy, intelligence, and dedication with which our new students approach their academic work and their community lives in the College. I have already received many reports from colleagues teaching first-year humanities general education sections about how bright, dedicated, and energetic our newest students are. To the extent that we can continue to recruit these kinds of superb students, the longer-term future of the College is bright indeed. We can also be very proud of our most recent graduating class. The Class of 2007 won a record number of Fulbright grants — a fact that I will return to in a few moments — but members of the class were rec- ognized in other ways as well, including seven Medical Scientist Training This essay was originally presented as the Annual Report to the Faculty of the College on October 30, 2007. -
2020 Report of the 2019 Committee to Review the Academic Calendar
Report of the 2019 Committee to Review the Academic Calendar Executive Summary .................................................................................................................... 2 Introduction................................................................................................................................ 5 The Committee ................................................................................................................................... 5 The work of the Committee ................................................................................................................ 5 History of the academic calendar at UChicago .................................................................................... 7 The 2019 landscape ............................................................................................................................ 8 Table 1: Comparison of doctoral student populations, AY97 and AY18........................................................... 9 Table 2. Comparison of faculty at the ranks of Assistant, Associate, and Professor, AY97 and AY18 ................ 9 Stakeholders and Findings........................................................................................................ 10 Excursus 1. Student mental health ................................................................................................... 13 Excursus 2: Leaves-of-absence ......................................................................................................... -
Life for the Mind Ii: an Internal Study of On-Campus Student Mental Health at the University of Chicago
LIFE FOR THE MIND II: AN INTERNAL STUDY OF ON-CAMPUS STUDENT MENTAL HEALTH AT THE UNIVERSITY OF CHICAGO P. KUMAR, A. GALLO, J. XU, N. MCDONALD, A. JOVEL Abstract. The majority of students who completed the University of Chicago Undergraduate Mental Health Climate Survey in the 2019-2020 academic year had a negative perception of both mental health services and the University's response to mental health crises. This report seeks to describe the current state of mental health for undergraduate students, using the results of our climate survey, interviews with undergraduate students who fall into different demographics of age, race, gender, sexuality, as well as stakeholders like the University of Chicago Police Department (UCPD) to answer the question of whether the University of Chicago (UChicago) is currently treating mental health for undergraduate students adequately. We have created a list of pol- icy recommendations based on our research focusing on the mobilization of resources to better reach students, optimization of existing treatments by the Student Counseling Service (SCS) to best serve students on campus, and im- proving communication between various UChicago offices in regards to mental health policies. Contents 1. Introduction 2 2. Definitions 2 3. Current Mental Health Record Relating to the University of Chicago 3 4. Current Services offered by the University of Chicago 3 5. Survey Results 5 5.1. Method 5 5.2. Demographic Analysis 5 5.3. Have you considered using SCS services? 5 5.4. Satisfaction with on-campus care 7 5.5. Utilization of SCS services 9 6. Non-SCS related care 10 7. -
The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements
The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements By Laura K. Nelson A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Kim Voss, Chair Professor Raka Ray Professor Robin Einhorn Fall 2014 Copyright 2014 by Laura K. Nelson 1 Abstract The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements by Laura K. Nelson Doctor of Philosophy in Sociology University of California, Berkeley Professor Kim Voss, Chair This dissertation challenges the widely accepted historical accounts of women's movements in the United States. Second-wave feminism, claim historians, was unique because of its development of radical feminism, defined by its insistence on changing consciousness, its focus on women being oppressed as a sex-class, and its efforts to emphasize the political nature of personal problems. I show that these features of second-wave radical feminism were not in fact unique but existed in almost identical forms during the first wave. Moreover, within each wave of feminism there were debates about the best way to fight women's oppression. As radical feminists were arguing that men as a sex-class oppress women as a sex-class, other feminists were claiming that the social system, not men, is to blame. This debate existed in both the first and second waves. Importantly, in both the first and the second wave there was a geographical dimension to these debates: women and organizations in Chicago argued that the social system was to blame while women and organizations in New York City argued that men were to blame. -
COLLEGE ESSAY GUY's Complete Guide to the “Why
COLLEGE ESSAY GUY’S complete guide to the “why us” essay C O N T E N T S 1 How NOT to write your “Why us” essay 2 What you SHOULD write in your “Why us” essay 3 All the resources you need to learn about a particular school 4 Six Great “Why us” Examples (And Why Each One Is Great) 5 How to Write a "Why Us" for a Safety School 6 How to Re-Use Your Why Us Essay (And How Not to) 7 The Top Secret Three-Word Trick to Writing a Next-Level “Why us” essay 8 My Favorite “Why us” Essay Ever: Advanced Techniques & Breaking the Rules Let’s do this... www.collegeessayguy.com 2 [email protected] 1 How NOT to write your essay Here’s a quick list of Dos and Don’ts that I compiled based on years spent reading (many) bad “Why us” statements and (a few) good ones: DON'T: Write about the school's size, location, reputation or the weather Why? Because that's what half of America is writing about. Take a hint from Emory University, whose “Why Us?” prompt used to read: Many students decide to apply to Emory University based on our size, location, reputation, and yes, the weather. Besides these valid reasons as a possible college choice, why is Emory University a particularly good match for you? Why do you think the school says not to write about those things? Because their admissions readers are tired of reading about those things. In fact, here's what to do after you've written your first draft: go back through your essay and underline anything that sounds like it could have appeared in another student's essay. -
“The Evolution of the Chicago School of Economics: Fourth Estate
From The Collected Works of Milton Friedman, compiled and edited by Robert Leeson and Charles G. Palm. “Interview: The Evolution of the Chicago School of Economics” by Milton Friedman Fourth Estate Interview, Part 1, The Chicago Maroon, 3 April 1992 © The Chicago Maroon You returned to Chicago for the Centennial celebration last fall and for George Stigler’s memorial service last month. What kind of ties do you still have with the University? My only remaining ties are personal—good friends on the faculty and staff. Like many people, I am a professor emeritus, but I have no role at the University. What was the Hyde Park like during your tenure? Was there an informal gathering place where campus intellectuals gathered? Hyde Park was literally under siege during this period before and during the massive urban redevelopment program. There was a tavern on 55th street where many economics students and faculty used to gather, but it was long gone by the time I arrived. Most informal contact was in people’s homes and apartments. After finishing your master’s degree at Chicago, you held several positions with the government during the New Deal. Did these experiences help shape your views on government? Before World War II, post-graduate education was very different. There was little university financial support, and it was rare for students to continue straight through the program. After finishing coursework, most people wrote their dissertations while working elsewhere. After finishing at the U of C in 1935, I took a WPA-style job as a technical statistician. -
Academic Freedom and the Modern University
— — — — — — — — — AcAdemic Freedom And — — — — — — the modern University — — — — — — — — the experience oF the — — — — — — University oF chicA go — — — — — — — — — AcAdemic Freedom And the modern University the experience oF the University oF chicA go by john w. boyer 1 academic freedom introdUction his little book on academic freedom at the University of Chicago first appeared fourteen years ago, during a unique moment in our University’s history.1 Given the fundamental importance of freedom of speech to the scholarly mission T of American colleges and universities, I have decided to reissue the book for a new generation of students in the College, as well as for our alumni and parents. I hope it produces a deeper understanding of the challenges that the faculty of the University confronted over many decades in establishing Chicago’s national reputation as a particu- larly steadfast defender of the principle of academic freedom. Broadly understood, academic freedom is a principle that requires us to defend autonomy of thought and expression in our community, manifest in the rights of our students and faculty to speak, write, and teach freely. It is the foundation of the University’s mission to discover, improve, and disseminate knowledge. We do this by raising ideas in a climate of free and rigorous debate, where those ideas will be challenged and refined or discarded, but never stifled or intimidated from expres- sion in the first place. This principle has met regular challenges in our history from forces that have sought to influence our curriculum and research agendas in the name of security, political interests, or financial 1. John W. -
CONSTITUTION of the CHICAGO MAROON Ratified January 6, 2016, Last Updated February 6, 2018 Adapted from the Bylaws of the Daily Pennsylvanian
CONSTITUTION OF THE CHICAGO MAROON Ratified January 6, 2016, Last updated February 6, 2018 Adapted from the Bylaws of the Daily Pennsylvanian Article I: Name 1. The name of this organization is The Chicago Maroon. 2. The office of the organization is 1212 East 59th Street, Chicago, IL 60637. 3. The purpose of this organization is to publish The Chicago Maroon , the independent student newspaper of the University of Chicago. The Chicago Maroon is a student-run medium for the news and opinions of the University of Chicago community, editorially and financially independent of the University of Chicago. Article II: Overview of Operating Boards 1. There are five boards that oversee and control the operations of The Chicago Maroon. They are the Executive Board, the Editorial Board, the Business Board, the Production Board, and the Advisory Board. 2. In addition to the five boards, The Chicago Maroon also consults with an advisor from the Center for Leadership and Involvement and an editorial advisor. 3. The Executive Board consists of the Editor-in-Chief, Managing Editor, Chief Production Officer, and Chief Financial Officer. The Executive Board is responsible for the overall operation of the organization. The Editor-in-Chief has the ultimate authority over The Chicago Maroon; the Managing Editor, Chief Production Officer, and Chief Financial Officer oversee the Editorial, Production, and Business Boards, respectively. 4. The Editorial Board consists of the full editors and/or department heads (“the Editors”) who oversee the editorial affairs of The Chicago Maroon. Editorial affairs include areas such as, but not limited to, news, viewpoints, arts, sports, copy, multimedia (including photo, video, podcast, and other sections under this distinction), and Grey City. -
“A Noble and Symmetrical Conception of Life”
“ A N o b l e an d S y m m e t r i c A l c o N c e p t i o N o f l i f e ” t h e A r t S A t c h i c A g o o N t h e e d g e o f A N e w c e N t u r y J o h n W . B o y e r o c c as i o na l p A p e r S o N h i g h e r e d u c A t i o N X i X XIXt h e c o l l e g e o f t h e u N i v e r S i t y o f c h i c A g o Cap and Gown The University of Chicago Yearbook 1915 “ A N o b l e an d Symmetric A l c o N c e p t i o N o f l i f e ” The Arts at Chicago on the Edge of a New Century i N t r o d u c t i o N he College opened this academic year with a student body of just over 5,100. The College has now achieved a T demographic and cultural presence on campus that is proving healthy for our students and appropriate for the academic mission and economic well-being of the University as a whole. -
Chicago Reader | June | Volume Number
CHICAGO’SFREEWEEKLYSINCE | JUNE CHICAGO’SFREEWEEKLYSINCE Photos of Black fatherhood W.D. Floyd 12 The early years of gay liberation in Chicago Albert Williams 15 LUCY The city’s best drag mom uses a favorite vintage store to make a point about showing STOOLE: up for your community. a good look for Chicago By TTRBE27 THIS WEEK CHICAGOREADER | JUNE | VOLUME NUMBER IN THIS ISSUE T R - CITYLIFE 12 PhotoAphotographercaptures @ 04 SightseeingTakeourquizon quietmomentsofBlackfatherhood Chicagounderworldslangandfi nd outwhatcackleberriesare PTB IEC SKKH DEKS FILM C LSK 21 FestivalCinepocalypsereturnsto D P JR CEAL theMusicBoxwithafreshcropof M EP M horrorfi lmsandcultclassics A EJL 22 PrideThecaseforaccurate 34 SecretHistoryofChicago SWDI BJ MS LGBTQrepresentationinmovies MusicDiscodivaLoleatta SWMD L G 23 ReviewShotsfocusestoo Hollowaygotasecondwindfrom EA SN L muchontheLaquanMcDonald housemusic G D D C S MEBW FOOD&DRINK shootingattheexpenseof 36 EarlyWarningsCiara M L C NEWS&POLITICS 10 RestaurantReviewTwo McDonaldhimself EyehategodSleaterKinneyand S C -J 05 Joravsky|PoliticsDon’tgive powerfulnewcontendersonthe 24 MoviesofnoteTheDeadDon’t morejustannouncedshows FL CPF TA ECS uponanelectedschoolboard hotfriedchickenfront DiedirectssatiricalbarbsatTrump 36 GossipWolfBodymilkTapes CN B MayorLightfoot eraracismTheLastBlackManin invitesacrowdofqueerand D C LCI 06 Isaacs|CultureSomuchfor SanFranciscotakesapoeticview transmusicianstoNoisePromII G AG KT ARTS&CULTURE HR H JH gamblingofthepeoplebythe 15 PrideA‘freakingfag -
Exhibit Text
WE ARE CHICAGO Student Life in the Collections of the University of Chicago Archives Tracking student life at the University of Chicago can be a daunting challenge. Today the University supports more than 300 Registered Student Organizations (RSOs). These groups provide a focus for an amazing range of student activities – community service, political advocacy, sports, fine arts, Greek life, cultural and ethnic associations, and spirituality, among others. Beyond the University RSOs, student life includes residence hall and apartment life, and extends to experiences across the neighborhood and city, whether in coffee shops and restaurants, galleries, volunteer agencies, political campaigns, or beyond. Understanding the history of student life is equally complex. Since the University of Chicago opened in 1892, students have organized an amazing array of social, academic, cultural, residential, athletic, literary, and political groups. Student activities have run the gamut: publishing magazines, yearbooks, and newsletters; staging theatrical performances and art exhibits; broadcasting radio shows; putting on formal dances; showcasing documentary and classic films, and raising funds for community causes. More than a few of these interests can be traced back to the mid-nineteenth century, when student organizations flourished on the campus of the first University of Chicago founded in 1857. Collecting and preserving this diverse and fascinating student history is part of the mission of the University Archives. We Are Chicago displays some of the most fascinating documents, photographs, and artifacts from the archival collections. Some were donations presented by individual alumni or their families. Others were responses to appeals in the alumni magazine or gifts of student organizations, fraternities, and clubs.