Dr. Rich Reddick, Leora Rockowitz, Stephanie LaMarca, Beth Bukoski, Phil Butler

1. R E C A L L I N G T H E C ATA L O G U E
O F T H E F O RG O T T E N : S T U D E N T
A F FA I R S P RO F E S S I O N A L S
CONDUCTING HISTORICAL
R E S E A RC H
Leora Rockowitz
Stephanie LaMarca
Beth Bukoski
Phil Butler
Richard Reddick

2. Today’s Presentation
• Introductions
• History of History Presentations
• Overview of Research Projects
• Panel Discussion
• Q&A

3. PRESENTERS
• Stephanie: Master’s candidate, GA CIBER
• Phil: M.Ed, Coordinator of Greek Life in DOS
• Leora: Master’s candidate, GA DOS
• Beth: Doctoral candidate, GRA, TA
• Rich: Assistant Professor & Coordinator of Master’s
Program in College & University Student Personnel
Administration

4. H OW D I D T H E P R E S E N TAT I O N S
COME ABOUT?
• TA for History of Higher Ed under Dr. Julie Reuben
– How to make history applicable to student experiences
– Opportunity to conduct research with primary sources
– Topics pre-selected by teaching staff
• Innovations
– Students choose topics (after consulting with teaching staff)
– Encouraging use of archives at UT and on Internet
– Deliverables
• Print or electronic documentation
• References and works cited page

5. 3 PRESENTATIONS
 G.I. Bill & Student Veterans
 Social Organizations
 Statues

6. SAMPLE: LEARNING OUTCOMES
 To differentiate between the intended and unintended
impact of the G.I. Bill of 1944 on early 20th century
higher education and society.
 To assess the impact of the post-9/11 G.I. Bill on
student veterans and higher education institutions today.
 To discuss the future implications of the post-9/11 G.I.
Bill and apply it to our work as student affairs
administrators.

7. CHALLENGES
TO HIGHER
EDUCATION
• Accommodating an influx
of students
• Temp housing & temp
classrooms
• Fraternity houses
• Family housing
• “Vetsvilles”

8. C O N T E M P O R A RY C H A L L E N G E S F O R
STUDENT VETERANS
 “Nontraditional” students
 Physical disabilities
 Mental Health Issues: Anxiety, depression, PTSD
 Alienation & frustration during transition
Hear from a local veteran who experienced
frustration, disconnect, and alienation upon
returning to the classroom.

9. GROUP ACTIVITY
Profile a student:
 Paul
 Kyle
 Ashley
Discuss/Answer/Share out:
 Summarize your veteran’s story.
 What services might he or she need at an institution of higher
education?
 What challenges can you foresee as a student affairs practitioner in
helping this veteran?

10. Induction Ceremony
Historical Context
Fraternities & Greek
Societies
Secret Societies
Hazing
Black Greek Orgs
EDUCATION SOCIETIES
Sororities, Ethnic and
Religious Societies
THE EVOLUTION OF HIGHER

11. 1933
Jefferson Davis
Robert E. Lee
John Reagan
James Hogg Albert
Johnston Woodrow
Wilson

12. MLK Sculpture Jefferson
Foundation Davis
formed statue
vandalized
1987 1990
1955 1995
George MLK Statue
Washington Referendum
statue Passed
unveiled

13. Barbara Jordan
Committee Request Earl Campbell
Statue Design statue unveiled
2002 2006
2003 2004
Joe Jamail statues
unveiled

14. PANEL DISCUSSION
• Beyond the class environment, how was the research/presentation of
value to you?
• Many of you were or are students and practitioners or researchers,
how did/do you balance those multiple identities?
• How did this experience influence the work you do?
• How can one's knowledge of local and/or global history enhance
his/her ability to serve students and/or the university?

15. QUESTIONS & ANSWERS

16. THANKS FOR A GREAT
SESSION!
• Contact info:
• Leora.Rockowitz@utexas.edu
• StephanieLaMarca@utexas.edu
• beth.bukoski@utexas.edu
• plbutler@austin.utexas.edu
• richard.reddick@austin.utexas.edu