Final Exam Reflection Essay

The transition between high school and college, leaving home and moving to a new environment, and learning to cope without parents has been an interesting experience. There has been no serious damage for the most part, and the hardest part of this semester was living without my hometown best friends at my side. I have a great relationship with my family, but I have enjoyed the distance. There are temptations around every corner, and the responsibility of choosing the right decisions has come into play often. The freedom is quite enjoyable, but I can see how easy it is for students to wander off the path and get sucked into mistakes. Back home, I grew up with the same faces and those faces had similar mindsets and goals. If I needed help, there were people I could talk to who knew my life inside and out. Here, I have learned to appreciate the differences that students have to offer and the variety of ideas they possess. Overall, the college lifestyle and my First Year Experience (FYE) classroom has provided me with a better understanding of the diversity of the students at Georgia Southern University.

Before engaging in my FYE class, I had no idea the type of lessons we, as a group of freshman, would learn. I assumed this was a course that taught students how to transition between high school and college and the ways to go about being a freshman i.e. what courses to take for your major and mostly academic advice. In the syllabus for FYE, there is a Student Learning Outcomes section which contains goals this course sets to achieve. The first being skills needed to find academic sources and outside context that aids students in supporting arguments whether it be through research or everyday knowledge. The second outcome is engaging in campus resources and pursuing opportunities to better engage in career goals. This particular outcome, as we learned in class, challenged me to ponder if being a Biology major will lead to success. Choosing a career to pursue at ages 18 and 19 is very intimidating. As previously discussed in my Degree Engagement blog entry, “The [University] catalog finds requirements for particular degrees and has a walk through for each component of college… It guided me through internship options and courses to take that are considered pre-requisites for the broad Marine Biology career” (charvmoore.blogspot.com). In this particular week’s blog, the FYE class was assigned to explore career resources provided directly from Georgia Southern. Fellow classmate Livia Lovett, in her Campus & Community Engagement blog entry stated, “As you work hard and pursue your passions it is so important for students to have a connection to their campus and the community surrounding them” (livialovettblog.blogspot.com). While this week did not have my most enjoyable topic, it benefited me personally because I learned where to go to if I have questions about my major. 

The final outcome on the Student Learning Outcomes section of the syllabus is my favorite and overall topic I took the most away from: diversity and inclusion. During this prolonged week’s topic, the class was assigned to read Make Your Home Among Strangers by Jennine Capo Crucet. This novel was not entirely my favorite, but I appreciated learning about Hispanic culture and the struggles faced by minorities living in America. In my Diversity and Inclusion: Which Way Home discussion blog entry I wrote that “We do not get the choice to be brought into this world, and we cannot choose the lifestyle we are born into” (charvmoore.blogspot.com). Therefore, we should all act with love and acceptance because we’re all human.

Image credit: https://www.jetmag.com/life/moment-of-clarity-life/value-acceptance/ 

After the completion of reading, the author, Crucet, was set to speak at Georgia Southern to the freshman student body. I was beyond excited to hear about Crucet’s process and motivation in writing this novel, but the events to follow her speech were blown out of proportion.

Image from blog: Week 9: Diversity & Inclusion IV (charvmoore.blogspot.com)

On the night Crucet spoke to the school, her books were burned and tweets were exchanged that were actions by students revolting against Crucet. During her speech, white privilege came up as a hot topic and was conveyed to students in an aggressive tone which Crucet likely did not mean. As stated from my Week 9: Diversity & Inclusion IV blog, “Doctora made the point that her being Latina was one of the reasons she came off as aggressive. Crucet even has addressed in the past that her temper often gets misunderstood, and during her speech at GSU she had to grasp the podium to keep from using hand signals that could be mistaken as aggressive” (charvmoore.blogspot.com).

Left image credit-   

https://aldianews.com/articles/culture/social/flip-side-jennine-capo-crucets-book-burning/56590 

Right image credit- make-your-home-among-strangers.jpg 

In the days to follow, word of Crucet’s speech and the future actions made by some of the student body, made its way around the school and right into the FYE classroom. As written in my Make Your Home Among Strangers blog entry, “Instead of talking about her book, which is what I, and the majority of students, were expecting, she spoke on race and growing up a Latina woman in the United States. Many students were outraged as she made comments on white privilege, too” (charvmoore.blogspot.com). I stayed mostly quiet in class because I felt Crucet’s speech was aggressive towards me, being a white female. I’d like to think I am accepting and open to culture and different mindsets, but I was scared to show that side because of the intimidation. I am fully aware of white privilege and that it is prominent in this country, but Crucet’s generalization of white people made me feel that my voice would come across as snarky and privileged. However, it did open my mind to the fact that there are people out there who have so much hate inside them and have little patience i.e. the students who burned Crucet’s book. As fellow peer Enysa Moore claimed, “Crucet came on a little strongly, but she was giving personal accounts of her life. No matter what she said, the students should not have done something so petty such as burning her book. They definitely should not have threatened her life!” (Week 8: Make Your Home Among Strangers. ebm4fye.blogspot.com). These actions of hate were unnecessary and detrimental to Georgia Southern as a whole, and I believe this conversation was important to talk about in FYE. 

Image credit- ebm4fye.blogspot.com 

FYE class has especially been enjoyable because of the professor who taught it. Not only is she accepting and caring, she has a diverse background as well and is a bilingual Spanish professor. I took Spanish in high school and have always wanted to be able to speak it fluently. Along with all the lessons this class taught me, the one I can confidently take away is that I am motivated to take college Spanish classes and pursue my goal of speaking Spanish. 

In Monday’s class, Doctora put on a film called The Motorcycle Diaries.  This non-fiction movie is about young Che Guevara traveling around South America with his pal, Alberto.  Both men, educated in medicine, travel and are exposed to the harsh treatment of people living in poverty yet working long hours to provide for themselves. It was a heartfelt movie and I had no idea this was a true story about one of the most notorious figures of revolution- Che Guevara.

Class on Wednesday began with a quiz on The Motorcycle Diaries. The questions asked about certain scenes and themes.  I talked about the scene where Che told an older man he had a tumor. Che was honest because his compassion outshined the greed Alberto had. Alberto lied to the man so that him and Fuser could be on good terms with the man and stay the night at his house. Che appears to be a lovable character.  The themes in the film included class, compassion, oppression, politics, etc. Throughout their travels, Alberto and Che saw people living in poverty because they had lost their lands and lives to people with money and authority. This touched Che, and he is shown to have compassion for these people. In one scene, a mine company is abusing its workers and he calls out that the people are thirsty, yet the company man aggressively told him to get lost.

Che started supporting communism for better treatment towards people like the miners.  In class, we went into more detail about his life. Che’s mindset became violent as he sided more with communism. He oversaw over 2000 executions and was called the “butcher of la cabana”. He began to wipe out those who disagreed with his ideals. He was captured in Bolivia and executed in 1967 by the U.S. CIA.  

The rest of the class time included looking into the legacy Guevara left behind.  We contemplated the question, “Is Che a hero or a villain?” I personally believe he is a villain because no leader should kill their people because they disagree. Diversity is special and making everything the same is impossible.  However, he is a hero of youth.

Hear me out, young Guevara was a handsome honey...

Image credit: https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwjpz8CzsvzlAhXxQ98KHQRJAgQQjRx6BAgBEAQ&url=https%3A%2F%2Fen.wikipedia.org%2Fwiki%2FChe_Guevara&psig=AOvVaw2XNJAwp0zugBbOkQ3yoMk7&ust=1574463139927312 

Image credit: https://en.wikipedia.org/wiki/Che_Guevara

Evaluating Information & Academic Research

   As I walked into FYE class on Monday, my fellow peer, Emma Williams, was reading aloud an anonymous report from a student living in the Honors LLC who had an incorrect class registration date.  Honors students at Georgia Southern University have first priority when registering for classes. Their date is set earlier than the normal student body. However, this particular student had a later date than the rest of the honors students due to a miscommunication with their advisor.  This sparked conversation amongst my peers, as the stress of class registration filled the FYE classroom. Personally, I had no issues with registration and I got all the classes I needed. The only downside was waking up at 5:40 in the morning! 

   This week's topic was evaluating information and research methods such as how to write a research paper using evidence that accurately supports a topic.  For homework due in Wednesday's class, we were assigned to research articles that answered a powerful question we deciphered. My question I made was, “What are the consequences of marine life ingesting plastic into their gastrointestinal tract?”  This question is powerful because it is broad enough to provoke elaborate conversation. Obviously, death is a large consequence, however, I found out through my articles that there can be body deformations and organ dysfunction as well. The two articles I chose were both related to marine biology.  My scholarly article was from a University's marine institute which had research and data on my topic. The sources were reliable because they were from credible professors. My second article was simply a website that stated marine facts. I cannot quite tell how reliable the authors of it were. 

Google Images

  In Wednesdays class, our peer assistant, Taylor, led the class.  We began by passing out a worksheet called the CRAAP test. Yep, you heard it right.   It stands for Currency, Relevance, Authority, Accuracy, and Purpose. Currency is how up-to-date a source is.  Relevancy is how important the source is to be used as evidence. Authority and accuracy determine how credible sources are.  Finally, purpose is simply the overall meaning of the article’s source like how it supports a topic. The CRAAP test is used when reviewing sources to determine their legitimacy.  We then used this test to dissect our articles part by part. According to the CRAAP test, my first scholarly article was more legitimate than my second article which just came from a website that anyone could have uploaded.

   It's very important to learn how to write research papers and how to incorporate accurate sources to support your topic.  I know other FYE classes have to write research papers, and I'm beyond thankful that our particular class does not have to.  I am already busy enough with biological research papers, but I cannot disregard how helpful this week has been with learning how to use and find sources.

Preparing for Registration & Meaningful Inquiry

During Monday’s class, Erin Martin, a director in the Honors college, came in and discussed course registration for Spring 2020. She reviewed on information that our major advisors told us during our meetings including how to navigate the registration site.

When actually registering at 6am Nov 4, the following steps should be taken:

   Click Register (WINGS) on mygeorgiasouthern

   From there, click Student, registration, add/drop classes

   Enter your RAN given to you at your advisor meeting

   Type in CRNs (5 digit number by the course)

   And click submit changes!

Image credit- https://jmudailyduke.com/2015/01/21/class-registration/

The process seemed quite stressful until Erin showed us the process a little better.

On Wednesday, class began with a quiz on "The Art of Powerful Questions" which was an article that discussed how questions should be re-worded in order to provoke conversation and lead to more questions being asked. On a handout given to myself and my peers, there was a question, "What kind of POWERFUL question could a student in FYE ask about this semester?" I wrote that a good powerful question should ask "why" and I answered the handout question with the response, "A good powerful question I could ask is '"Why is it important to learn about diversity as a college freshman?"' Doctora read my question aloud to the class and stated it was very thought provoking.

Image credit- https://www.helpscout.com/blog/diversity-inclusion-2019/

The next part of class involved reading anonymous powerful questions made by my peers. My peer's scenario was that he/she had to change their major because of their advisor messing up and making the student behind in their courses and he/she asked, "What possibilities are available to improve the personal connection between advisors and students?" What makes this question powerful is that it provokes discussion. Also, one can decipher more questions with this one question. While I do not have the answer, I believe there are ways to ask others if your specific advisor is not of much aid. There are a variety of resources at Georgia Southern!

Degree Engagement

This week's topic focused around degrees and majors at Georgia Southern University (GSU).  Students around the nation who look to enter their collegiate years know that declaring a major early on is crucial, so they can get ahead on classes.  However, it is common for students to change their majors as time goes on. At Georgia Southern, there are many resources for students to navigate such as courses to take and what careers can come out of a certain degree.

Image Credit- https://www.fool.com/careers/2018/10/12/good-news-you-might-not-need-that-college-degree-a.aspx

   In class Monday, we looked at program maps for certain degrees.  Similarly, the University catalog has answers and resources for many questions students have about their degree pathway.  The catalog finds requirements for particular degrees and it has a walk through for each component of college. My degree is in Biology, and I hope to go on to become a Marine Biologist when I am older.  GSU does not have a particular marine focus in their general Biology degree, so I checked out the Major and Career Exploration Center on Georgia Southern's website to explore options to get a marine career after college.  It guided me through internship options and courses to take that are considered pre-requisites for the broad Marine Biology career.

Link to the Major and Career Exploration Center- students.georgiasouthern.edu/mace/

   Next, in class, we circled characteristics that are valuable to us.  The traits are what we represent and what we think will benefit our future selves.  Some traits I circled were honesty, love, family, exploration, compassion, and cooperation.  These traits I believe describe me and will be beneficial to keep up if I hope to gain respectable employment someday.

Image Credit- © 2019 Winkfield ST MARY'S C of E SCHOOL. School website 

 On Wednesday, we discussed the values we circled on the worksheet from Monday.  My peers talked about plans and ideas for how they will carry themselves in their college years.  We discussed bumps in the road and how our values must come into play to lead us to success. As college students, we have more of a responsibility to carry ourselves maturely and find ways to deal with "adult" incidents.  Halfway through class, we gathered into groups of three or four and discussed the values that are important to us (the ones we dealt with on the worksheet). My group had very different characteristics. Bry-Anna put "love" and "independence."  She said that she came from a rough family background where she grew up having to depend on herself over her parents. She also stated how challenges in her life have made her an independent individual in the best ways. On the other hand, JD put "family" and "honesty" as values that he deems important.  His family is his rock and have taught him lessons that will stick with him his entire life. JD related more to me with values like honesty and compassion, but it was interestingly fun to hear different perspectives.

Image Credit- https://www.thecloroxcompany.com/blog/our-refreshed-global-inclusion-diversity-strategy/

   The best part of class Wednesday was when Doctora made the point that humans don't like change, yet it is inevitable.  When a bump in the road occurs, one has to keep going and choose important values to focus on. “Listen to people who you trust... and who know you," stated Doctora.

Week 9: Diversity & Inclusion IV

My anticipation for class on Monday was high.  What were my peers going to think of Crucet’s speech and the students’ burning copies of her book?  Would my teacher have a riveting opinion? Would there be any brawls among peers? The events on October 9th, as discussed in last week’s blog, were the topic of discussion in class Monday.  To begin with, the entire class filled out a questionnaire that asks students to anonymously report how they felt about Jennine Crucet’s speech. I am not shy to say that her talk made me uncomfortable.  Off the bat, her public speaking was not ideal which drew my attention further from her. What drew me back in was her condescending tone and unflattering jokes which included one about a school shooting.  Her authoritative presence made me feel even more threatened because of her status as a professor and successful author.

Left image credit: https://abcnews.go.com/US/author-jennine-cap-crucet-responds-white-college-students/story?id=66214623

Right image credit: https://www.dailymail.co.uk/news/article-7563827/Authors-speech-cancelled-Georgia-students-burn-book.html 

The class discussion began with the notion that her tone was condescending.  Doctora made the point that her being Latina was one of the reasons she came off as aggresive.  Crucet even has addressed in the past that her temper often gets misunderstood, and during her speech at GSU she had to grasp the podium to keep from using hand signals that could be mistaken as aggressive.  She did not succeed overall, as her tone was blown out of proportion and controversial among GSU students. 

The infamous gun joke was also a hot topic.  During her speech, Crucet heard whispering in the audience and jokingly projected her thoughts that there may be a shooter in the crowd ready to open fire.  This was beyond uncomfortable and unnecessary.

In Wednesday’s FYE class, the discussion of last week's events continued but included a lesson on white privilege and defining it.  The most memorable and mind blowing part of class was when Doctora defined white privilege as going out and not having to ponder your skin tone. She used an example of gender to parallel the comparison.  She asked the males if they ever had to worry about walking to their car at night. None of them were phased. She then asked the females, and most girls looked around and nodded. White privilege is not having to think about the fact that you're white. It is an unfortunate reality that there is even a privilege level of race, as each individual should be equal no matter their skin tone and only judged on the basis of their actions.

Make Your Home Among Strangers

Class on Monday began with a brief quiz over the assigned book, Make Your Home Among Strangers.  Following the quiz, an article was passed out called, “Against All Odds: GSU professor recounts journey to America”.  The article tells of a man named Gaspar Leiva who left Cuba in 1993 with his two sons in order to live a more prosperous life in America.  Leiva spent a year building a boat that could transport them to the U.S. They successfully made it out of Cuba, and they began a life in America. As the title states, Leiva became a professor at Georgia Southern University.

We then watched an ABC News episode about a child named Elian Gonzalez.  He was brought from Cuba with his mother, who died on the journey. This reminds me of Ariel Hernandez from Make Your Home Among Strangers who was a character based off Elian.  After watching the documentary Elian, I learned more about the life and controversy of Elian Gonzalez.  He was on a boat on the way to American, and the boat was wrecked. He lived in Miami with his mom’s side cousins, but his father in Cuba demanded for him to be returned because his mom, who stole her son to go to the U.S., died.  Fidel Castro got involved which caused media to be involved. The Cubans in Miami at the time were against Cuba because of the communist policies. The families in the U.S. had a taste of the freedom America offered, and they wished for their families back in Cuba to have the luxury of freedom.

Image credit: https://bwcentral.org/2016/03/castros-cuba-military-interventions-part-2-the-consequences-of-communism-in-cuba/ 

This whole week was centered around immigration and race.  I typed the above paragraphs before the infamous incidents that occurred on Wednesday, October 9.  My original plan for this blog was to discuss Make Your Home Among Strangers and Cuban immigration; however, the night of October 9th changed my plan.  On this evening, the author of Make Your Home Among Strangers, Jennine Capo Crucet spoke to FYE classes in the GSU Performing Arts Center.  I, myself, was not in the main auditorium where she spoke but instead was in the screening room.  I am so thankful I was not in the same room as she was. Instead of talking about her book, which is what I, and the majority of students, was expecting, she spoke on race and growing up a Latina woman in the United States.  Many students were outraged as she made comments on white privilege, too. The student body of GSU is predominately white, and the comments made were personally attacking white people. Since her visit, controversy has surrounded the event and made national news.  Following the event, students at one of the freshman dorms, Eagle Village, burned copies of Make Your Home Among Strangers.

Link to article on Georgia Southern students burning copies of MYHAS: https://www.usatoday.com/story/news/education/2019/10/10/race-latinx-author-georgia-southern-university-burning-book/3933292002/

The events of this past week have saddened me.  As an individual who appreciates a variety of cultures, I feel both Crucet and the GSU students who attacked her on Twitter and committed the book burning are at fault.  Crucet should have stuck to expectations and talked about her book process. I am glad she spoke on white privilege, as I believe it is a legit issue, but the way she conveyed her ideals were unnecessarily aggressive.  Similarly, students should not have abused their 1st Amendment rights. Book burning is a serious offense that was not appropriate for the situation. With her authority, I wish she had tried to bring together the ethnicities that surround college campuses. It is embarrassing to be a student who was not involved in any of the events, yet I am being stereotyped for being a white individual that attends Georgia Southern. The media has caught the news from GSU and it makes me as a student look horrible.

Diversity & Inclusion III - Instructions Not Included

   This week, the class was assigned yet another film to watch called Instructions Not Included.  Before watching the film and only seeing the cover, I assumed it was about a man having an unexpected child he must raise.  This was an accurate assumption, but the details were far more extensive.

Credit: https://usa.newonnetflix.info/info/70284281 

  The film begins with a scene between the main character, Valentin, and his father.  Valentin is a young boy and his father forces him to partake in activities like jumping off a cliff, that intimidates young Valentin.  The film then cuts to an older Valentin engaging in scenes with different women.  The lesson from his childhood comes back to haunt him.  The lesson being able to overcome fears and Valentin's major one is commitment, hence why he is with multiple women and not one.  This theme of commitment continues in the movie when one day a woman from Valentin's past comes to his door with his child.  He is confused and doubts that the child is his, but, by the time he can process it, the woman leaves the child and does not return.  The movie follows Valentin's journey of raising the child.  His initial reaction was fear of commitment as he tries his best to give the child back to his fled mother.  However, he ends up settling with the child and gets a job as a stuntman to provide for him and his new responsibility he names Maggie.
   One of the most touching aspects of the movie was the fact that Valentin wrote letters himself and gave them to Maggie telling her that they were from her mom.  He also copies and pastes images of a woman onto many different images as to portray the made-up woman which is Maggie's mom.  In order to compensate with the truth of Maggie's mother, Valentin makes up stories.  Maggie is bullied in school for the irrational stories she tells the class, yet she does not know any better because her dad makes them up to make her happy, since he knows about her unfortunate future.

Credit: https://www.hollywoodreporter.com/news/miami-film-fest-how-instructions-688826

   In a particular scene near the halfway point in the movie, Valentin and Maggie are in a doctors office.  Valentin receives a shot and Maggie is given vitamins by the doctor.  When Maggie leaves the room, it is revealed that a treatment given to Maggie did not work and she has a limited amount of time to live.
   Later on in the film, Maggie's biological mother, Julie, comes back into Valentin's life to meet her daughter.  Maggie is welcoming and excited to hear about her mom's journeys, which Julie is unaware about.  They hit it off and Julie soon goes to trial to be more involved in Maggie's life.  She looks to take Julie to New York and away from Valentin who, as a stuntman, Julie sees as dangerous and not fit to raise Maggie.  Little does her mother know that Maggie has only a short time to live, and Valentin is being wise in raising her with comfort and happiness.
  Near the end, there is a court scene advocating the pros and cons of Valentin's qualifications to raising Maggie.  One person claims he gives Maggie everything and Maggie is always so happy, while another claims he has allows Maggie to skip school and act out of place.  On the stand himself, Valentin pleads that he quit his stuntman job to get a more fitting job.  He then goes into details about the joy he and Maggie share when they're together like watching the sunset over the sea.  His final word is "I don't think you should give a little girl her father...and then take him away from her, just because the mom thought it over and wants her back."
  At the very end of the movie, Valentin, Julie, and Maggie are watching the sunset in Mexico and Maggie's arms go limp and she passes away.
  The lessons from this movie are that life will throw fears in one's life, but often the things we fear give us opportunities to learn and grow.  Valentin confesses that Maggie did not halt his life as he initially assumed, but rather she taught him how to live and love life.

Credit: https://www.npr.org/2019/02/14/694635029/love-is-_____-more-than-2-000-entries-filled-in-the-blank

   This movie exceeded my expectations.  I was emotional at the end when Maggie died, and I watched this alone which likely amplified my sadness.  The amount of effort Valentin put towards Maggie to make sure she lived a happy life was touching.  From writing letters from a made-up mom to spending each night with her telling her stories, it shows that he cared extensively for her even though the dad life was thrown on him.  In a review by Common Sense Media, it is stated that this film is, "an unorthodox, fanciful portrayal of the loving bond between father and daughter with moments of inspired animation and slapstick action that are combined with real human consequence."
 

Part 2: Diversity and Inclusion

 This week, the class was assigned to watch the documentary Documented created by Jose Antonio Vargas.  Vargas is a journalist born in the Philippines who happens to be an undocumented individual living in the U.S.  He considers himself an undocumented American due to him living in the U.S. since he was 12 and creating a career for himself in the U.S.  Vargas speaks passionately about his dislike of the term "Illegal immigrant/alien". The term is derogatory to him especially since he has built a life in the U.S. and serves his place just like the average citizen.  We also were assigned to look on "Define American", a media organization that uses stories to shift the conversation on immigration. While searching through the individuals' stories, I chose one by a person living in Loganville, GA.  This town is less than an hour from my hometown, so I thought it would be important to inform myself with local stories. Damilolo Adesina, an immigrant living in Loganville, wrote that "An American fights for their country, but welcomes ideas of others and understands that global ideas and perspectives can be assimilated into “traditional” practices."  I agree with this statement, as our nation was formed through immigrants. Also, when searching through the website, I saw that readers like myself can get involved by signing up to speak to schools and communities around the nation. I feel it is vital to be informed about the culture of other nations and be educated on different perspectives. Globalization has made our world smaller, and it is almost impossible to isolate cultures.  My belief is that acceptance is the best way to be successful with other nations.

Credit: https://thriveglobal.com/stories/practice-self-love-acceptance-daily-f-k-perfection/

  Another film that was assigned was White People.  This film discusses the life of white people and what it means to be "young and white".  One interviewed individual who happened to be African American said that white people stereotypes are that "They are stuck up.  They're all racist. They might be nice to your face but behind your back they will say something." When Vargas asked a white male his view of African American stereotypes he said, "Black people can get ghetto real fast." Emotions soon ran high between the two individuals.  This shows how words really can affect someone.

Credit: https://writingtheother.com/writing-characters-of-different-races/ 

   The topic soon switched to only the perspective of white people, as Vargas asked students in a predominantly white classroom what white privilege meant.  A young woman spoke up that "It means you grow up thinking things belong to you." A man then said that "I'll never know what that's like... to understand systematic oppression."  All in all, white people in the U.S. have a stigma around them that they have a superiority complex, and they are safer than other races when dealing with consequences. It is unfortunate, but I believe this is true.  There are sadly times when I am in an area that may be diverse, and I would be lying if I said I always felt comfortable. The media has twisted the diversity aspect of our nation.  

  These films interact in their similarity of the topic of acceptance.  With immigration, there is a stigma with ethnicity and race. The reality of our world is that race and ethnicities will mix whether we want them too or not.  Being kind will be the real test in allowing our world to thrive.

Diversity and Inclusion: Which Way Home discussion

   This week, topics of immigration and diversity flowed through the FYE classroom.  Monday's class began with an activity that brought to light what immigration was and how it affects students personally.  I mentioned how immigration is a large factor in modern politics.  It affects me because the policies politicians decide on will then decide who I vote for.  For many students, job positions will be affected by immigration.  While this can be true, I believe it is not as prominent an issue.  At least, growing up not near the border, I have not witnessed this first-hand.  The second part of class focused on discussion about a documentary called Which Way Home.  I had never heard of it, and, once I saw it, I can never forget it.

   Immigration is not only an issue at the U.S./Mexico border, but it is prominent in Europe and Asian countries as well.  Often, migrants leave their homelands searching for a better, more promising life.  The issue at the U.S./Mexico border, though, affects my life more directly.  Thousands of Mexican migrants cross into the U.S. illegally each year.  Modern politics has taken a stance on immigration and twisted the reality to scare the American public, in my opinion.  After watching Which Way Home, a documentary following migrants as they travel by freight train into the U.S., I feel more of a sympathy for the immigrants.  I take living in the U.S. for granted.  U.S. politicians though, seem to describe immigration with a negative connotation.  They make it seem like drugs and crime follow each migrant.  From what I saw in the film, though, these migrants, many younger than 15, often travel alone for weeks just to be able to grow up, live, or acquire jobs in the U.S.

  

Image credit:https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwin9v6JveXkAhXhm-AKHVCIAzkQjRx6BAgBEAQ&url=https%3A%2F%2Ftime.com%2F4546785%2Famerican-mothers-immigrant-families%2F&psig=AOvVaw0QRmavVsJ-TU0JHtpf5VjP&ust=1569277684279587 

   My beliefs are strong that hard work leads to success, and if done correctly, individuals from other countries should have the right to go through a process to follow their dreams.  Don't get me wrong, this film touched me emotionally and I wish I could do something to make the process of immigration easier, but I believe something needs to be done in both governments to 1) make it so people should not feel like they need to flee their countries and 2) allow the flow of people(s) for a good reason into the U.S.  Without immigration, diversity would be low and quite frankly our world would be more closed off I believe.  America was discovered by Europeans who moved in and built a life here.  It is unreasonable to stop the flow of people coming into/out of the country to live and build a new lifestyle.

Image credit: https://www.foxnews.com/politics/under-trump-old-deportation-orders-get-new-life

 I try to see the good in people.  We do not get the choice to be brought into this world, and we cannot choose the lifestyle we are born into.  I have been very fortunate in my life, and seeing this documentary has opened my mind to the realities so many children are exposed to at a young age. 

Developing a Growth Mindset Inside and Outside the Classroom

   Everybody's mind works differently.  We see, hear, touch, and think differently than our peers.  Often, the statues of our limitations fall under how we perceive the world around us.  This week, the topics in FYE focused around the brain and how there are two major mindsets we have: a Growth Mindset and a Fixed Mindset.  
   A fixed mindset is almost self explanatory as it is where an individual has a set idealism about any particular topic.  On the other hand, a growth mindset is one in which an individual has a mindset they're willing to alter for the sake of learning.  They're willing to gain more perspectives and learn from experience.
   This week, Georgia Southern hosted a guest speaker to discuss the different mindsets.  The presentation began with two images of tigers.  One, a wild jungle tiger, and the other was a zoo tiger. The difference between the two is drastic.  The zoo tiger represents a fixed mindset- stuck in one place with limitations. Yet, the jungle tiger represents the expanse of the mind and the freedoms open mindsets offer.  
   Continuing on the topic of growth mindsets, the speaker announced that "Growth mindsets show all of us how to build."  This means that going out of our comfort zone often benefits us as we take different perspectives.  The brain has neuroplasticity and we fire a signal pathway anytime we engage in activity whether it be mental or physical.  The more our brain fires from the certain circuit, the higher chances of getting better at a certain activity. 
Image credit: https://www.youtube.com/watch?v=M1CHPnZfFmU 

   The speaker concluded that a growth mindset is the key to success not only in the classroom but in the real world.  He stated, "Each one of us sitting here has the ability to succeed.  If we don't believe in success then we probably won't."  On a similar note, in our FYE class this week, the topic of ways to not be successful came up.  They included plagiarism and cheating.  According to the Georgia Southern Code of Conduct, plagiarism is, "the offering of the words, ideas, computer data programs, or graphics of others as one's own in any academic exercise."
  
Image credit: https://thecord.ca/being-cautious-of-plagiarism-especially-in-this-digital-age/ 

 Doctora spoke of a student she mentored in a Master's program who copied her thesis from another piece.  At the time, the program had no punishment for plagiarism on thesis'.  However, plagiarism is a high offense in the college setting.  Plagiarism can result in expulsion and ultimately worse- failure.

Image credit: https://www.wrike.com/blog/top-reasons-for-project-failure/ 
  
  This week was a lesson on allowing our success to filter through our surroundings.  By allowing an open mind and trusting our independence, success will come.

 

In-Class Discussions & Speech on Campus and Beyond

 Part of this week's topic was on in-class discussions.  Ironically, Hurricane Dorian's threat led to the cancellation of classes and there was no FYE in-class discussion(s). According to the chapter from Cathy Berkenstein and Gerald Graff's book They Say, I Say, discussions in the classroom should bounce off one person's comment and continue throughout the room.  I assume if we were in FYE this week, we would have done an activity where we practice encouraging similar topics of conversation from person to person.  Instead of one person speaking their opinion and another person going off topic on their opinion, we would find a way to encourage deeper creative thought.

  After reading some of "The Power of Dialogue" by Scott London, I assume London would define effective in-class discussion as a group of people engaged on a topic where each individual can contribute an opinion and be encouraged.  In order to be successful in conversation, London states, "The focus is on common interests, not divisive ones." Therefore, collective thinking is the key to a beneficial conversation.

 One factor that could disrupt conversations from being successful are microaggressions. A microaggression is unintended bias from one individual or group that makes another group uneasy- this often applies to race and gender.  According to the article, "What exactly is a micro aggression?" by Jenee Desmond-Harris, "... a key part of what makes [microaggressions] so disconcerting is that they happen casually, frequently, and often without any harm intended, in everyday life."  Students can address microaggressions by talking about personal experience and childhood as well as teachers allowing these conversations. It should be a basis during icebreakers where classrooms understand their own diversity and can be accepting of others.

Image credit: http://www.northcumbriaccg.nhs.uk/news/2017/July/working-together---the-community-and-the-nhs---next-meeting-on-13-july-2017.aspx  

   Another topic of the week was speech and how it is used on college campuses and in the world.  The first amendment determined the definition and right to free speech expression. On college campuses, students and administrators are working to make sure speakers are positive and not preaching hateful speech.  According to the article, "Hate Speech is Protected Free Speech: Even at College Campuses," "This is the first generation of college students to be taught from a young age that bullying is wrong; they have internalized this message."  However, Hate speech is protected by the First Amendment. A public university might not exclude a speaker, nor may students or administrators be punished for the views they express which can be both good and risky.  It is important to gain perspectives that can benefit a group or individual, but there will always be people who have outsider opinions.

Image credit: https://www.thefire.org/news-and-media/free-speech-history-podcast/ 

   

   All in all, I wish we had class this week in particular to be able to gain more perspectives of my classmates and discuss our opinions.  I think it is important to get to know the individuals around me who I am going through a similar first year experience with as a Freshman in college.