Johnston Center Information Session

Alex

I'll allow it.

She's on my side guys.

If you needed to signal signal mean that there making noise that was bothering you, right? Yeah, I'm hold on Maggie's having a hard time signing into the meeting, so that's not good.

Still funny.

Yes.

Hey Julie.

Oh my God, something crazy is happening. Can you guys hear me?

I see that.

I have just got like hundreds of screens going back to Infinity.

Camera.

Oh man.

OK, now it looks more normal.

Agreed.

Oh man.

So don't say you can hear me and I can see you and I can hear you so we're just hoping that Maggie can join. She's not able to. So far she was able to join but we couldn't see or hear.

OK, let me hold on let me.

I asked her to call sagil.

Is she try your laptop?

Or your computer.

She's yeah, she's on desktop at work.

OK.

I left a joke.

This which is the one we successfully tested on.

Right?

OK, I told, say Joe.

To say I'm just going to go get a glass of water, I'll be back.

OK.

OK, it doesn't Maggie is connected.

Great.

But I can't see her at all.

Maggie, can you hear us?

She can hear us, but we can't hear her.

Boy baby OK.

She's not using a headset, you're not using a headset, are you Max?

No.

On the other side.

And she clicked, uh, yeah, control.

What did you say, don't say.

And then so did she hear control and then broadcast video.

Yeah, I checked that earlier, yeah?

It's when she says broadcast video. It says it can't access the input your work desktop.

OK.

Gonna try calling Tim to use his computer.

So.

System chefs audio where system perhaps audio. Try Maggie try system preferences, go into the Apple menu, go into preferences and system preferences and check the audio.

And then.

What would she so she got audio and she wanted to make sure it says built in microphone built in microphone. I mean nobody has touched this computer since she was actually in this meeting. Practicing a week ago. Like no. I mean I I but I didn't go into systems.

The guy I don't no one would have.

You know we wouldn't have changed preferences.

No, I know it's just.

Typical of everything always is.

Not great.

Not great.

Not great.

Solidly knock, right?

Disable have an IT person who supposed to be able to give us a hand or.

Yeah.

Anything plugged into here.

Computer and that would override.

We just need to Lexington.

Schedule.

Not how?

What have any of those things in my office anyway?

Um?

No, it's a different was the message Julie.

The message was can't access the input your work desktop.

Did you hear that?

OK.

Can't.

Can I?

Access the input. I think that's a typo on work desktop.

I have no idea.

I've never even seen that message before.

Right, do we have a night person who supposed to be in?

Helping us.

Aflat person I can ask.

Ben yet let my know. OK bye.

Ann

It's when she hits broadcast video is when she gets the error message that it can't access the input on the eye on the work desktop or word desktop.

OK.

Maybe a reboot all uhm?

It's saying.

OK, she said.

She's into teams.

Fish.

She oh, she already tried rebooting. She's into Tim's office now, and so she's gonna try to join through there.

OK, OK.

But are you in there? Don't say I'm here. I can see Julie, she could see me, we're good she not.

Maggie

Weather there we go OK?

I think I think we're good, actually.

Never seen some of the messages that poor Maggie's gotten. I'd like never seen before, so I don't know. I don't understand what the issue is with her access. Not even did it today with Celine Ann. I did, but I've done it with parents.

It just it and like no one has gotten messages except for Maggie, so I don't know what's up with your account. OK, well, she's able to access through Timbs.

Computer 'cause I'm gonna be the quickest thing the cricket solution.

OK, well yes, long as I would say it for for you, for you and Julie to go ahead with it. And whenever Maggie can pop in whenever she was able to broadcast, she can just kind of join and in just jump in there when it's time for her to present.

OK, uh, do you have Maggie's number by any chance?

I.

I do not OK. How do you communicate with her normally?

Regular email, just regular email. OK, Uhm 'cause I was thinking that way you can like help her in the meantime while she's navigating? Yeah, absolutely yeah. So I don't know she's comfortable with me giving her number, but maybe could just continue emailing 'cause I think she's pretty good on that already.

OK, well I'm here and we'll get started. When the when the.

They don't bother you.

Laugh I guess.

Email her your your direct office number if you can can. You can't really call admissions and less you know somebody's Direct Line, you know.

Um?

OK, OK I can. I can call her I just don't know what number to you.

Yeah, I can give you her number. I'm sure she wouldn't mind it some, I just wanted to double check it 'cause my memory is bad on this kind of stuff. Um, hold on.

All right, it is.

Uh 802.

OK.

37

Sorry 8023735790.

OK, I'll call her.

Alrighty cool.

Hey.

OK so um dual say I'm gonna go ahead and take control of the slides and just plan on doing them myself. And then once you are you going to introduce the session.

OK.

I'll just roll and if Maggie joins us, I'll pass it over to her um, and if not, I'll just talk about the living learning community.

OK, good.

Message.

Yeah.

All New World.

Yeah, I'm I'm gonna say who I am and then what the session is and then going to let you introduce yourself and then you can.

I know, so will we know how many people?

Got it OK.

Sounds like a plan.

Are here or like? Are they in a waiting room or something?

Oh man, all the practice is for the Soviet issue.

Oh man.

Virtual reality here.

OK.

Right?

OK.

OK.

Yeah, so they are kind of in a waiting room and then um. So basically once they click the link and they've turned their like in the waiting room but once then they are clicked off as attended so we can't see them. The only people that are in the room or just meeting you right now and then as soon as timer goes of- saying 0 seconds left then it tells you like 20 people or get dropped it.

OK.

And then I'll monitor the chat so.

OK.

Yeah.

Or I'll let you know if you can see them too, right? So I can just let you know, like there's some questions and you can see.

Yeah, I can click over to chat right now. I have it on guests.

Uh-huh

OK, yeah.

Alright, I have 4:00 o'clock right now there we go.

Great.

Yeah, I see that we have some some gas, so go ahead and get started. Hello, welcome everyone. Who's here with us today. My name is Lucy Garcia. I'm an admissions counselor at University of Redlands and I'm also the admissions liaison with our lovely Johnson Center for Integrative Studies.

OK.

And so a lot of you have worked through me an if you have any questions, feel free to connect with me. Also welcome to the Johnston spotlight. We're gonna head right on into that. And so Julie, I'm going to let you introduce yourself and then let's get on roll.

Thanks, still say Uhm I want to welcome you. Excited to have folks join us here. Um, for an online information session, which is certainly not the way that we usually like to do things in Johnston, 'cause we're pretty in person kind of program, but my name is Julie Townsend and I'm the director of Johnston. I'm also a faculty member, so I teach classes in Johnson as well and I'm basically here today to give you an overview of the academics.

And also the Living Learning Community of Johnston. An I guess if you're here, you probably know a little bit about Johnston. Uhm, and so I'll try to make my presentation. You know, clear but short and then will be more than happy to answer individual questions that you can put up on the chat screen and will say, well, manage those as we go through the session. So the first image, the slide that you'll see up right now, is the one that we chose to really characterize.

What it's like to be a first year student in Johnston? Uhm, when you come into Johnson as a first year student, you take a one semester seminar called the Johnston first year seminar. Um, sometimes we call the first year experience and this is an opportunity for Johnston students to learn about what adjusting education is an that includes contract ING your classes. So that means that at the beginning of the semester in each of your classes you would meet with your professor and talk about the goals for the class.

And how you can personalize that class so that it helps you meet your own learning goals and that really is the kind of 1st brick in in the building of Johnston. The idea that you are not just passively consuming your education, you are an active participant in building your education. So the first year seminar is an opportunity to learn how to contract, to learn how to work collaboratively with others, an engage in many different topics, from lots of different points of view.

Because Johnson students come from all different areas of interest, whether its math or English or history or the Sciences or political science or the arts. So in the first year seminar you have students from across the board coming into Johnston, learning how to really make their own unique education. So the image in front of you is the end of the semester event from 2018, and these were presentations by the first year students. And I'll just say a couple things about the image, 'cause it's not really clear if you don't know.

But in at the time this picture is taken, their students performing up on one end of the room, but you can see that on the ping pong table an on the dining table, different students have short films that they've made poster presentations, poetry that they've written, artwork that they've done, and this is like a big event where the whole community, including faculty members and staff members and students from all different years come and see what the first year students did in their first year seminar.

So that is sort of the cornerstone. As you enter Johnston and all this time you're also taking other classes. Some of those classes would be in Johnston, but also all the classes across the college are totally open to you, so you might be taking your Johnston Seminar and another seminar within Johnston and then taking a biology class or a history class or a public policy class or religious studies class. So you build your semester together with your advisor.

Um, I'll just say another thing I think is really important.

Both for Johnston, but it's true of the college at the University of Redlands as well. Um, our system has faculty advisors, so we don't send you to um like a separate office of advising. You'll actually sit down with a professor who has interests that are in line with you and choose your classes and your educational path and build it with a professor. So that's a really important thing. That person who you can change along the way. If you develop a relationship with somebody else who has a better fit for you.

But that person really helps you understand the holistic path that you're building for your education. An knows you well so that's a really great thing about Johnston Uhm. I'm going to move us to the next slide and talk about the sophomore year, which is uhm for Johnson. It's one of our huge milestones uh man. This photo that you're looking at is the sophomore contract committee of Anthony casting on who's in the middle right there, um and so.

Every year in the fall are sophomores write a graduation contract. I think the one that we have up here is Connor Tibbetts his contract. But this isn't actually his meeting. Uhm, where you describe in like a three to five page essay, what it is that you want to study and how you're going to study it and you work on this with your advisor and then in the beginning of your sophomore year you go to committee and that committee has faculty members as well as students on it and you spend a whole hour with people who are there to help you.

Make your education the best it can be and you present your idea for your emphasis, which, um, for this one. I'm afraid I can't see it 'cause its so small. Uhm on my screen, but it's probably bigger on your screen so your emphasis can combine whatever topics are of interest to you. I'll give you a couple of examples.

One software contract was called what is good food and this students studied food from an anthropological standpoint. From a historical standpoint, from the standpoint of biology and from the standpoint of Environmental Studies and that student also studied the culinary arts in a study abroad experience in Italy last year. Thankfully, he finished his studies and was able to come back before the crisis, and so his dream is to really start a farm to table restaurant and he has spent his Johnson Education combining all of those things in order to make sure he has.

A full holistic view of what makes food good food. Um, similarly you could combine art and literature, or you could combine music and history. You can take anything from your areas of interest and pull them together and use your Johnson education to integrate those things. And when you come up with your plan and you work with your advisor on your plan, you take that plan to a committee and everyone talks about what makes it great. How could it be better?

Thinking about different classes or different travel experiences or different community service experiences that could make your plan even better. So that's the really important thing about your sophomore year, and then, um, in the junior year, not every student goes abroad on a traditional broad experience, but most of our students do some kind of a cross cultural experience during their junior year. Let's see here we have.

Right, so this is this is a student who was in Japan last year. I think that she's imitating Godzilla in the background there, um. And then your other picture here is of Savannah Um Core Vallas, who um, instead of doing a traditional study abroad, she took a leave of absence and hitchhike all around Australia for a year. We have students who do service trips over the summer. Students who do short-term travel or longer term semester or year long travel as their cross cultural experiences.

Hi Maggie, I see that Maggie joined us Hello Uhm.

And so the junior year is often spent with some kind of cross cultural experience. An again taking classes and continuing to work towards the senior year. And I'll click on that slide. Now the senior year is often characterized by some kind of a project that really is going to lead the student from the education that they designed out into the world. And so I have two images here. The first one, with the students standing.

In sort of a a square inside our alumni house. Um, is Sean Dunnington. He graduated last year. His emphasis was in playwriting and he contacted to write a play in every single class. He took his entire undergraduate career, including a math class including a science class that this is an image from his senior play that he put on at the alumni house and he is currently working in the Bay Area with a theater.

A pretty important theater up there that's got an internship program so he is being mentored an in an apprenticeship at that theater in the Bay Area. And then other image you have is John Garcia who graduated in 2016.

For his senior project he organized race on campus, which was an undergraduate conference on race activism. On campus is an you can see that's John in the yellow sweatshirt. Talking to everybody who attended the conference annum. So that was his senior project and he now works in social justice again in the Bay Area for a long time he worked in social justice and tack, and so those are some of the things that students do in their senior year. But that's all I mean. We've had students start their businesses, put together art portfolios.

Um, right traditional academic thesis. Uh, projects that involve research and sometimes travel as well. So um, you have kind of an overview here that your Johnson education is uniquely yours. We asked students to study the things that they know that they love, but also explore a liberal arts education that means thinking about things from multiple different points of view, but always being able to connect those things back to your main interests.

We also put a lot of emphasis on the ability to combine traditional academic work, like writing papers and doing research and tasks with experiential learning, which might involve internships, community service, travel, engagement in some of the less traditional ways of building your knowledge. So that is your Johnston Academic overview and I'm happy to return to those things.

I guess one last thing I'll say because I'm sure it will come up is that when you use the Johnson contract ING process that I talked about in the beginning of the presentation, you get a negative evaluation instead of a letter or numerical grade for your course.

That means is that every semester you get like 3 or 4 short essays from your professors.

About what you brought to the table in the class, what was unique and successful about the projects that you worked on, where you might seek improvement? Uhm, and so every semester you get really thoughtful, individualized feedback that helps you set your course for what your goals might be. For the following semester and those narrative evaluations can, if need be, be translated into grades in a GPA for Graduate School programs or scholarships, but.

It's really an important part of adjusting education because it makes it uniquely your own uhm, and I'm going to actually pass it over to Maggie route now, who who is joining us after having had some hurdles getting into this meeting and she's gonna talk to you a little bit about the living learning situation and I am going to advance us to the next slide for you, Maggie.

Oh, I can't hear you.

No, how about now?

There we go.

Hi, I'm the resident director for beacons and hold, which are the two buildings that make up the Johnson Center for Integrative Studies and that means that I live here so I'm still here. Uhm, and I help oversee all of the things that happened within the two buildings every moment of every day, and so the first pictures you see our outside shots, the one with the front porch is beacons and then you're seeing them.

Back of Holt. With some tables that I believe Johnson students years ago.

Um, moved from a different part of campus. We enjoy re purposing furniture so much like the academic part of a Johnson education. The community aspect of Johnson.

Give students a lot of agency. So just like uhm how you build your own education through academics with the structure that Johnson puts in place for you.

Johnson students also build their own community with the structure that we provide, so students are in charge of making events there in charge of how we spend our budget there in charge of exactly how they want things to go, what policies they want to use with processes they want to use, and the term living learning has become very popular over the past couple of years. So I now say that Johnson is an intentional consensus based community.

And that means that if you're going to participate in community, you need to care about how your actions and decisions impact those around you, and we all need to come to the table to figure out how we're going to live together. So it takes the skill of negotiation that you learn when your contract ING with your professors to get those error valuations and brings it into your home where you live with your peers.

You're seeing some other views of complex right now, since you can't be here to get an actual tour on screen right now, as our art studio and then another beautiful shot of some aren't done by Johnson students carefully outside. That's a Jimmy room with the Johnson library. So books we've collected. I'm sure for the past 50 years and then shell for students to be able to take them. And then you're seeing night Java, empty, but typically fall, which is one of our cafes.

Where students work.

This is whole lobby. We just read it. You know, two years ago almost now and that's what we have. Community meeting every Tuesday at four community meeting is where the consensus process really gets put into action, most acutely. So we use consensus, which is a self government model where everyone needs to agree in order for a decision to be made. So even if one person can't live with something.

Doesn't matter if the majority votes. Yes, it means we all have to come back and figure out where is the common ground. What can I give up right? How can I move things around in order for us to all be able to live together? So in my mind it's really people talk a lot about diversity and inclusion, but they rarely talk about how hard actual inclusion is. An consensus is the hard work of including everybody and thinking about what everybody needs, even if it means you don't get exactly what you want and we use consensus on a broad community scale.

Particularly to figure out how we're going to spend our Johnston budget, but we also use it on a smaller scale. Everything from who you live with on your floor, so Wat processes and policies are you going to all live by down to? How are you and your roommate going to get along, right? You actually contract with your roommate as well to figure out. Like how are we going to communicate with with each other. When we have a dispute? And what can I live with and what can you live with? Johnson also uses a restorative justice.

Based.

Model to deal with all sort of conduct violations. So instead of.

Students getting punitive sanctions when they break policy. If somebody breaks apolosi or causes harm to the community, they meet with a sort of committee of their peers. An we talk at length about what harm was caused an what was the intention behind that? And then we all brainstorm together and come to a consensus about what that person can do to repair the harm that was done. Restoring a trust that was lost and make sure they feel connected to the community.

An I put these two on here because it shows you little like a little bit of the community side of Johnson. So when the top left that is 2017 when Johnson won the integral basketball championships. So it's not just the team here. There in the front, but as you can see, Johnston is the only intermural team that always has at least 20 fans at the game. We were all there that night. I'm there as well. In the middle showed up for a 10 PM game.

Um, it was a very thrilling time. So Johnson participates in all the intramural sports. It's one of the ways that we build community. And then on the bottom right you'll see the outside of beacons. Again, we use this lawn for a lot of events. Typically their music focus. This was something called liberated that came out of the class. Top item. Sieber, who's another faculty member? And it was an alternative space set up on the same night that a conservative speaker was brought to campus to speak at the Chapel.

So instead of protesting the people who spearheaded this event decided to create an alternative space for alternative speech, and that each end with lots of clubs and organizations that focus on issues that affect marginalized communities. And then we danced for hours, and it was fantastic.

Yeah.

So I think that's what I've got now.

Thanks Maggie Uhm, so don't say it's going to let us know if we have any questions. An really we are more than happy to talk. Uh, about anything that interest you that you're curious about in terms of Johnston, I guess I'll say that if you haven't already submitted a Johnston Supplemental application, but you think that you're interested in.

In doing that, then you are going to want to reach out to Dole, Say, and she can send you a link. Uhm, and I guess further, uh, you know. Again, if you have individual questions, feel free to ask them here because they might be super relevant to other people.

It's true.

Mean definitely one of the big ones we get is, but what if I want to go to grad school? Would you? Doing Julie already touched on? I also get asking not whether or not people need to live in beacons or hold if they're gonna be in the Johnson program. And so the short answer to that is no. And the longer answer is that right now, the way the University is doing housing all freshman or being produced in halls based on Watt from sheer stolen are there in.

Add.

And so you're Johnson junior all in the Johnson first year seminar, so you will get placed here. But if you would like to live in a different building then you just have to make that request and then we move people around. I am a fan of living here. When I was a student I lived here all four years and I still live here now. Can escape it but we do have Johnson students who live in other dorms on campus. We have done some students who live off campus or we have a large number of commuter students who are Johnson students. No matter where you live.

You get a key to the buildings, uh, because we believe that our communal spaces are for everyone, so you can still be here all the time and hang out. Even if you live somewhere else.

No.

I got I guess I'll also just add to that and say that, um, we have an overnight commuter Lounge. So if you're a commuter student annual so Johnston community member, you have the ability to stay over four nights a month. So if there are events on campus that bring you here late at night an you want a safe place to say and you would rather not go home, you have that option.

This year we started Johnston food pantry for students who need a little support in terms of making sure that everyone's got enough to eat. And, uhm, I guess also, but will say about our buildings. If you haven't been to visit, is that unlike most buildings on campus are buildings include dorms as well as staff offices as well as faculty offices. And there are multiple professors from all across the campus who choose to have their offices in Johnston because they really love the community that happens there between students.

And staff and faculty. So um, in that sense, it's different than your usual dorm building.

Yeah.

You're welcome.

You're welcome.

I have a three things that have come up, so first they lucas.'. Thank you for the time in info. That was great.

Emma here saying hi already applied and waiting to hear back. I'm curious what's the most number of different areas of interest that have been brought into an emphasis. And then she says I have a lot.

You know?

That person one I have another one will get into the second one once you responded.

Yeah, I'm so you know it's so funny because um, usually people who are interested in Johnson come in with like there. There are sort of two main academic pathways that will bring you and one is a student who has total clear crystal clear focus on exactly what it is that they are interested in and then the other group is the exact opposite and it's people who generally are interested in everything and just think the idea of choosing a single area would would be unthinkable.

So I I mean, I think that the example that I gave on what is good food is is an example of an emphasis that really, seriously would would bring in the social Sciences and humanities, the arts, the Sciences. I mean, I was gonna say not so much math, but that's so untrue because budgeting is critical. If you're going to be running a restaurant and thinking about that kind of thing. So I would say that an emphasis like that an emphasis. It's driven by a question that could be looked at.

On multiple different viewpoints is one that really enables you to bring in multiple disciplinary perspectives on that particular question. Today we had a graduation review of a student whose primary interest is water. And how does water affect culture? How does it affect the environment? How does it affect policy, and so whether it was a religious studies class or working on arcgis on spatial study software or working with environmental studies or working in the Philosophy Department?

She connected all of her coursework to thinking about the ways that water resources impacted those questions of those classes, including working in the in the Santa Ana River basin on homeless communities that lived in that area and collecting research in order to work on social justice issues in relation to water. So that was a great example of another student who brings in so much.

Um, and like our example of Sean Dunnington who wrote a play in every class, we have a student who will be entering divinity school next year, and she contacted all of her classes to write sermons which he's going to become a priest and a administer in the fiscal area church. And she wrote it from multiple different perspectives, different sermons related to those classes, and the religious questions that she felt those classes were addressing so.

You should not feel constrained in any way by the disciplinary categories that tends to constrain education, but think of Johnston as a place where you can weave in the different areas of interest in kind of unexpected ways.

Awesome, so hopefully that answered. If not, please go ahead and let us know if you have anymore questions. Second question here it says, is it possible to minor in something or that have to be apart of the emphasis?

Yeah, we don't. We don't have a separate minor in Johnson, but students often incorporate a minor area as part of their emphasis. So one example might be we've had quite a few students have integrated spatial studies as a.

Kind of sub emphasis. Similarly, students who are interested in something related to Asian studies might have a kind of sub emphasis in a language.

Uh, some similar kind of situation with students who are getting a teaching credential along the way. They're going to have a lot of classes in education, but if they're going to be a single subject teacher, they might also have, like the primary area would be maybe biology and education, so technically there would be more biology classes and then there would be education classes, but the the minor is is just kind of wrapped into the emphasis.

Awesome, so the third question, this ones mostly for me, so I'm going to.

Good.

It says how do you submit your application to Johnston and I'm your gal, so I did provide my email somewhere in the chat somewhere like close to the top so you can go ahead and email me and ask me for the application. My email is my first name so Lun say underscore Garcia the number one at redlands.edu and then if you have any other questions that I can answer or then I can just send you over to these lovely to hear and so that was question 3.

A question for is, uhm, is this a program that you have to start in your first year?

Send

Right, so, um, we encourage you to start Johnson in your first year if you're pretty sure that this is the right path for you, but we do have an opportunity for students to transfer into Johnston at the beginning of the sophomore year. So if you decide to matriculate and go ahead and register as a College of Arts and Sciences student, and then once you get to the campus, you decide, no. I really do want to be a Johnston student. You should let us know as soon as possible so that we can then start you in the process of making sure that you have an advisor who can help you. Through the Johnston sophomore contract.

And and the reverse is also true if you start out as a Johnston student, but you determine after like the first semester that maybe it would make more sense for you to go into a more traditional program. You're welcome to do that, and again, we would suggest that you figured that out by the end of the first year, because if you're working in a more traditional model, like a College of Arts and Sciences, they're going to have fairly rigid requirements which they call the Lai. The liberal arts inquiry, whereas in Johnston.

Hum, we also require the liberal arts inquiry, but we have it in a much more flexible format, so so I think there's room either way to to think about it during the course of the first year and then make a decision.

Awesome OK great so.

I guess I I should say one other thing about that, and and um, and that is sometimes students are worried that if they become a member of the Johnson center, that that sort of takes them out of certain other experiences. and I want to say to you, we have Johnson students who are on athletics teams. Johnston students who are involved in Greek life. Johnston students involved in student government, right for the student newspaper who are involved in clubs and organizations who work at the center of college. Diversity and inclusion.

So Johnston does not in any way limit your ability to participate in other campus activities. It? Uhm, but it is an additional way that you can participate in campus.

Very awesome, I have one more question here from one of our students and it says I want to become an immigration lawyer. An elementary school teacher. I'm currently planning on majoring in political science so that I could do both, but with Johnston be better for me.

I I just wanna call up my micor right now we have a a recent graduate named Mommy poor who, um, studied political science and also studied education and she went on to teach with teach for America which she planned to do for two years but she ended up staying for three years and she just applied and got admitted to law school because she now having had the experience of teaching a classroom of students differently, abled students.

Is ready to get her law degree and start working and advocating and policy for educational equality. So I think that if you decide to go the more traditional route of political science, they'll probably be great for you. If you want to think about how it is that you integrate questions of Immigration and access an equity for students at the education in education at the same time possibly teach Anna K through 12 but also work towards becoming an advocate for those.

Those students in those families, Johnston would enable you to start to think through those questions earlier on in your education, and so I'd encourage you to think a lot about Johnston. Your interests would be well served by our program.

OK.

I'm ready awesome. So these are all the questions that I have here. You have any questions, please feel free to use a little chat function here on your left hand side and and then we're still here to answer any questions.

Yeah, I just want to thank everyone for showing up. Um, we're really looking forward to meeting you person to person at some point soon.

Yeah, absolutely you know it's interesting. Johnson is such a interpersonal and like.

Uh, my high touch community. We all see each other a lot and lots of the things that we do to build community are very much in person, so we've had to adapt quite quickly to being far apart. But what's been nice about it is because the ways in which we built community are so strong that you can still feel it, even though everything is is virtual now.

Yeah.

Who?

Yeah, well thank you so much for your flexibility. I know that it's hard being away from our lovely students up.

I see a question about dance.

Yes.

Yep Yep Yep.

I once for you doing.

I am a uhm. I am at a dance theorist and historian, so I do some movement work with students. Although we do not have dance training per say. We have a ballet class and modern class usually offered through the college, and then there's a dance company in undergraduate dance company which is a pretty serious club on that requires an audition and it's totally student run an they put on two performances a year and.

I did work with a student a few years ago who, um, took classes at a studio in Riverside and then incorporated what she was learning there with her interest in um.

Well, what did Sam Corso emphasize in Maggie's going to remember?

Oh expressive therapies. So like psychology.

Yeah, she was interested in art therapy and movement therapy and dance was a portion of her interest in then. She went on to get a Masters in counseling from the Columbia from Columbia University. So dance was a part of her emphasis and she did some of that, but I don't want to misrepresent like dance is not a big part of our curriculum. There are a variety of classes where you can incorporate dance, but I would not say that we have a very strong curriculum. So if you want it to be and.

Element of what you study. I think you could make that happen, and I'd be more than happy to help you with that. But if you want it to be a main part of what you study, it might not be the best school for you. So I want to be honest with everybody because I don't want to lie to you and say that it's going to be the right fit. If it's not. So yeah, I hope that wherever you end up is is a great place and and that you enjoy dancing.

Awesome already. So we do have another question. It says Johnson give out any scholarships for the program.

So we don't have specific Johnson scholarships, but we work very closely with student financial services and between emissions and student financial services. They will be sending you information on the student financial aid packet and that should help you and you should feel very free to contact student financial services to ask questions about that.

I I will say that the way that we most support students financially is through our student Project Fund. So um, every year I hope that we're going to get to have it this year. It's a little strange, but we have a fund raising wine dinner with a philanthropist who works with us and we raise money every year, usually ends up about $20,000 that we then distribute to students for projects related to what they're studying. So if you needed some particular equipment, for example, maybe.

You're studying visual media and you need some equipment in order to make a film.

You might be able to apply to the student project fund, yet some equipment which you might then donate to the community after you're done with it. Or maybe you have written a really great research paper in one of your classes, and you want to set it to an undergraduate conference, but you need help with the airfare and the conference fees, so you would apply to the student project fund, which would then support you being able to present your work to a broader audience. Maybe what you wanna do is fund transportation for students to go to a hearing.

Very recently we've had a lot of students interested in water advocacy and they've gone to Riverside when they've been planning meetings, and so you know, again, we have funded the travel for students to be able to go and be involved in the things that they're interested in. So the student Project Fund is there for Johnson students to support you in the work that you need to do, and that's really a unique thing. It's it's hard to find funding for undergraduate projects. An undergraduate research so Johnsons committed to making sure that students have access.

To the funds that they need in order to do the kinds of unique projects that they seek to do and those kinds of things, I think really help you in the integration of the classroom with like real world, experiential things that help you make that transition out into the world after after college.

Awesome, thank you. There is another question here. Uhm so.

Awesome, thank you. There is another question here so Lucas says that he is a Hunter finalist. So congratulations on.

Congratulations.

Well, great.

Right?

Very cool, um? So he says he's thinking about majoring in environmental studies, but I'm interested in sustainable renewable energies as well as agriculture. But i'ma be compassion for functional Wellness. So I was curious about how this could serve. What I'm looking for and this was very informative.

Sure, we have lots of students who engage in environmental studies from lots of different viewpoints, right? So for some students, they are interested in how we communicate environmental science to the public, and they're thinking about what's the right way to use journalism in order to support environmental progress. Other students, like Angie, who graduated earlier this morning, you know she's really interested in the nuts and bolts of water and water management. Other students I'm thinking of a student named Evan.

Who is currently doing research at Tulane as a graduate student who's really interested in the ways that supporting local economies can also be part and parcel of an environmental policy, so making sure that there's lots of locally owned businesses and that those businesses are supported in environmental practices. So we have that. I also think we have a lot of students who are committed to veganism, vegetarianism, we try to make sure that our community events accommodate peoples dietary restrictions.

Um and also I I think I mean at certain points, and I'm not sure right now that there have been groups of students who do vegan events, and so you know, we have two community kitchens on complex and we also have two cafes. And so, like one of the things that would be really interesting is if you wanted to actually participate in doing community events that support veganism. An education around vegan cooking and vegan sourcing, and those kinds of things we would love that.

No.

Yeah, I was gonna say that we also it's been a trend in the past couple of years. People who are interested in holistic health and Wellness and on complex we've got meditationen, a movement room. That function is one so I have students this year who every Wednesday did, uh, put on a meditation for people to come and join in to do. And students who are interested and sort of Wellness in terms of interpersonal relationships. Who do that work with each other?

In different places on complex. So it's something that your academic classes in the way that you contract can help support you learning more about that, and then you can apply that learning to how you're building community.

Already another question and so is it possible to get in contact with the recent Johnson student to talk more about their experience in the program?

Yep.

Yeah, and then.

Yes, Hi Harper, I've met Harper before. Uhm, so Maggie is your person, you're gonna want to reach out to Maggie Maggie, do you want to put your email address up with?

Yes, I've got plenty of Johnson students, Johnson alums who are just sitting at home.

Feeling puzzles and staring into space and I'm sure would be thrilled to talk to anyone and everyone about how great Johnson is.

Also, a plug for Maggie. She's like the best human being, so talk to her. She's great.

And if you email Maggie with a few of your interests she can put you in touch with a current student or a recent alumni who has maybe some similar interests as you do and who could talk to you about the types of opportunities that they took advantage of when they were Johnson students.

I'm I'm sure that all of you will be hearing from me one way or another. Particular feeds admitted your supplemental applications and you have questions at the end. I'll be calling you to answer them, and I've got access to lots and lots of graduation contracts.

So true.

From students who have completed their education already. So if you let me know what your interests are, I'm always happy to send you a file so you can read about Watt. Somebody else is education was like and see the classes that they chose. Who's interrupt my intersect with yours? They won't be perfectly matched because they're all different, but if you give me some things that you're interested in, I can show you how other people came out those questions while they were here, and what types of stuff they did.

Yeah.

Awesome.

Love you.

You're my girl alright so I have another question here so it says if we do choose the transfer into Johnston by the end of our first year, do we have to complete an application? That's a good question.

No, what will ask you to do is meet with MG Maloney, who's our assistant director in Johnson and um, depending on who your advisor is, there's lots of professors all across the college who are very familiar with advising for Johnston. Until you may stick with your your advisor that you have. Or you might switch to a, uh, Johnston, a more experienced Johnston Advisor.

And Angie will help you figure out that process. Uhm, no problem. And so it's not really that we have a separate application. But in order to transfer into Johnston you would. You would write your sophomore contract in in um, in concert with your advisors. Kind of recommendations. And then you would bring that contract to your committee. So the committee in fact serves as that. The body who says, Oh yes, this is a viable plan for Johnston degree, so you don't really have a separate application except that that sophomore contract is.

You know it's a project.

It's.

Good projects.

It's important we do a lot and a lot of students asked to perspective. Students ask. Well, if I'm making my whole education by myself like how am I supposed to do that. I don't know how to do that a man. So what is great about Johnson is that we know that it's hard an we provide lots of resources to help you. So the advising relationship is one, so making sure you have a really good relationship with your advisor. Meeting with them frequently.

Communicating with them via email to so that they can help you as much as possible. Shape that document as well as Johnson students who are.

Above you and grade right who are able to offer mentorship to you and what's great about the buildings is that unlike all freshman holes, of which there are many on this campus, Johnson students of all years live in beacons and hold. So you have the opportunity to get to know people who have a lot more experience in Johnson than you do, but maybe have interests that are similar who are able to help you. And the same thing is true of Johnson Seminars. Instead of being separated into 100, two, 100, or 300 level, right?

Um, anybody can take a Johnston class at anytime and you all figure out how to approach the material together, but individually.

So even though everyone is unique and creating a unique path, you're not learning in isolation, right? You're learning a community, and people are there to help you.

How?

Well, yeah but Lucas.

Hope we lost all say Oh.

When you born.

That's right, we. We can also see the chat, so if anyone has questions you can, you can still ask them. Um, Lucas, I'm glad we were. We were able.

Yeah, we got you.

Question it didn't seem confusing to us, but we're just we're we're pretty familiar with with questions.

It's clear.

It's the main part of what you and I do all day and answer questions.

Answer questions.

Yeah we do. Well when were together to propose to answering separately.

It's true.

They were happy to answer anything else but people.

American.

I'm kind of I'm sad not to be able to see the faces Bowser here. Hate to say we miss you, um, and kind of hear the stories of what you're going through right now. It must be incredibly disruptive to have this happen at the end of your senior year, and I just, you know, we are graduating a class just like you're graduating an. It's both incredibly sad to have to have said goodbye to everyone, and then at the same time we're all meeting.

That

Their meetings and an reconnecting with everyone this way. So um, it's disconcerting out to see you, but I also just want to say I hope that you're all well and that things, though they may not be the way you envisioned them will at some point soon kind of come back to it a new normal but but that will will have an opportunity to see you all and meet you.

Yes, agreed.

Yeah, already well I think.

I'm not seeing any other questions. Thank you so much for asking your questions for being here with us up again. If you have anything else, please feel free to email me. My email is provided somewhere in that chat. Mac provided hers as well, so feel free to stay connected with us. Any parting words.

Thank you everyone, thank still say.

Thank you so much.

I'm fine, thank you.

All right?

I think that I think we're done. Are we done?

I'm not.

Oh yeah, I think we're leaving yeah, uhm, and will talk to all of them. I'm looking at their names pop up on the chat as if that's where their faces are, but yes, goodbye, thanks for coming.

Hello.

Everybody. If anyone still here.