February 12, 2019 West Haven, Conn
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Volume 100, Issue 12 February 12, 2019 West Haven, Conn. CHARGER THE BULLETIN The student news source of the University of New Haven. WHO WILL BE THE NEXT USGA PRESIDENT? FIVE CANDIDATES VYING TO BE FUTURE USGA PRESIDENT The Charger Bulletin @ChargerBulletin @ChargerBulletin @ChargerBulletin February 12, 2019 BULLETIN BOARD Page 2 Bulletin Briefs Page 4 The The Reason for Charger Bulletin 300 Boston Post Road | West Haven, CT 06516 Course Evaluations [email protected] | www.ChargerBulletin.com Page 6 office: 203.932.7182 | text: 270.864.6397 Our office is located on the second floor of 46 Ruden Street, Room 202. Re-capping the Editor-in-Chief Karina Krul Managing Editor Kiana Quinonez Since 1938, The Charger Bulletin has been the official student news Grammys Staff Writers Thalia Rodriguez, Ethan Cardona, source of the University of New Haven. Sommers Smith, Matt Verrilli, Majelique Lewis, AJ Advertising Greene The Charger Bulletin ad rate sheets are available upon request or by calling 203.932.7182 or via email at [email protected]. The Page 8 Student Life Editor Everett Bishop Charger Bulletin reserves the right to refuse any advertisement. Adver- Sports Editor Chris DiGeronimo tisements within The Charger Bulletin are inserted by outside sources identified in the advertisements themselves and not by the University Women’s Track & Entertainment Editor Anna Downs of New Haven. Advertising material printed herein is solely for infor- Opinion Editor Nicole Manall mational purposes. For the most up-to-date information, visit www. Field Re-cap Multimedia Editor Kailey Feshler ChargerBulletin.com/advertise. Associate Editor for Photography Nicole Rivera Letters to the Editor Staff Photographers Cole McManus, Kiara Greene The submission deadline for letters to the editor is 5 p.m. on Friday Tyler C. Butler for publication in Tuesday’s issue. Letters to the Editor are also pub- Page 10 Associate Editor for Graphic Design lished online the same day as the release of print issues. Letters should Staff Graphic Designers Georgette not exceed 300 words if they are to be considered for print publication. #exposechristian- Michael-Duncan All submissions by outside writers to The Charger Bulletin, unless otherwise Associate Editor for Videography Justin Cella approved by the Editor-in-Chief, will be treated as letters to the editor. schools Letters to the Editor are published under the discretion of the Community Engagement Editor Christina Editor in Chief, and not every submitted letter will be pub- Genovese lished. The Charger Bulletin also reserves the right to Page 12 Business Manager Kenneth Sorrentino withhold Letters to the Editor that are excessively vul- gar or nonsensical, or do not meet our editorial standards. Letters can be sent via email to [email protected] F is for Feminism To view previous issues go to and must contain the writer’s name and contact information for OurSchoolNewspaper.com/charger. verification purposes. The opinions expressed in Letters to the Editor are of the authors themselves and not The Charger Bulletin. * The Charger Bulletin staff strives for excellence and ac- curacy in writing and reporting. We recognize that mis- Cover photos courtesy of the 1st Place - ASPA Annual Contest/Review for Scholastic individual candidates for USGA takes may occur and encourage readers to notify the Bul- Yearbooks, Magazines and Newspapers, 2018 president. letin if they feel a correction is necessary. Please email the Honorable Mention, Mobile App of the Year - Pinnacle Editor-in-Chief at [email protected]. Awards by College Media Association, 2017 The Charger Bulletin @ChargerBulletin @ChargerBulletin @ChargerBulletin February 12, 2019 NEWS Page 3 A Look At The USGA Presidential Candidates BY KARINA KRUL & SERENA PIERVINCENZI Full Q&A with each candidate can be found on chargerbulletin.com. THE CHARGER BULLETIN Merranda Zehner, junior accounting major n her platform: “...focused on outreach, inclusion, and growth. Through making a conscious effort to reach out to more demo- Ographic on campus…my goal is to see USGA’s reputation become filled with positive interactions rather than a constant state of doubt and resentment… see USGA and individuals within the campus community grow to their fullest potential.” On how she can make a difference: “I’ve worked tirelessly...to make sure my face is a familiar and friendly one on campus…” What she wants you to know: “...plans for presidency are solely based on the students’ and organizations’ needs...not personal gain…” Johnathan Matyasich, junior fire science major n his platform: “...streamlining USGA processes for student organizations, support research to enhance the Coordinator of OInclusion and Campus Relations position...expand USGA’s focus to all student concerns by strategically diversifying the Senate, promote civic engagement on campus...” On how he can make a difference: “I don’t think it’s possible for one person to...make this campus a better place…I can help...” What he wants you to know: “…everything I have done...is in response to what students wish to see from their leadership...” Kenzie Whiting, junior biology: pre-med major n her platform: “...the ideas of clear communication, a feeling of connection, mental health advocacy, and improving the newly Opaid positions of the Senate and the Coordinator of Inclusions and Campus Relations…starting with USGA and expanding our reach with the discussion and implementation of more mental health resources...” On how she can make a difference: “I believe that the first place to start is building a connection between everyone…” What she wants you to know: “I am running for them...seeing the passion that others have for USGA has made mine grow…” Ian Maloney, junior criminal justice and legal studies double major n his platform: “...streamlining USGA processes for student organizations, support research to enhance the Coordinator of OInclusion and Campus Relations position...expand USGA’s focus to all student concerns by strategically diversifying the Senate, promote civic engagement on campus...” On how he can make a difference: “I don’t think it’s possible for one person to...make this campus a better place…I can help...” What he wants you to know: “…everything I have done...is in response to what students wish to see from their leadership...” Christina Genovese, junior communications and English double major n her platform: “…integrating a diversity standard into the university classrooms so that there can be a better relationship be- Otween students and faculty...it is important for the USGA Eboard to be transparent and work cohesively with the student body...more USGA exposure to the campus... ” On how she can make a difference: “I can make this campus a better place by listening to the student body...creating positive change...” What she wants you to know: “...with my passion for USGA from the last 3 years until now...I am a strong candidate…” February 12, 2019 NEWS Page 4 What Happens With Course Evaluations? tributing to making it a better BY VICTORIA CAGLEY institution.” STAFF WRITER According to Sidle, the university’s response rate has improved since the implemen- tation of online course evalua- t the end of each tions in 2014, with the average Asemester, students are asked by rate being about 80 percent of the university to fill out course the entire university student evaluations for the classes they population. took, and to reflect on their If an instructor consistently instructors. Many students, gets poor evaluations and resists however, do not know how changing their teaching meth- those evaluations are used by ods or the course with the help the university. of the department chairs and Associate provost of the Col- deans, it can impact whether lege of Arts and Sciences, Stuart or not they get asked back to Sidle, says that student course the university, amongst other evaluations are a vital part of things. Faculty members have the way courses are updated and to complete annual performance improved upon. About every reviews in which they reflect on three years, there is a faculty their scores and pose ways that committee that comes together they can improve the courses and selects the different ques- that they teach. tions that appear on the course “Overall at this university, evaluation forms. The questions we’re a teaching-oriented uni- can come from faculty propos- versity,” said Sidle. “So we have als or the use of question banks a low tolerance for instructors that other universities create. who don’t care about teaching.” From there, once students Graphic Illustration by Tyler C. Butler/The Charger Bulletin One of the main points that fill them out and the semester the university makes on their evaluations have a little more of Sidle continuously encourages you an opportunity to reflect ends, professors do not see their website is that the faculty is that personal touch, where stu- students to fill out their course on the experience, how did you course evaluations until after “committed to your success and dents are actually caring about evaluations, and not just for the contribute to learning in the their grades are in. They then to helping you achieve more their community, and about the early grade view incentive. class, and how much effort did see a summary of the evalua- than you ever thought possible.” people they are working with, “[Course Evaluations] gives you put in,” he said. tions, where student names stay In terms of the difference and say ‘I want to help this anonymous through a system between university course eval- person, I want my program to be of alphabetic listing, to prevent uations and websites like Rate- better’,” said Sidle. professors from knowing which MyProfessors.com, the student The idea of making the course student wrote which comment. evaluations, though they aren’t evaluation public data is not There is a summary of their public data, are used behind the such a stretch.