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UCA Student Government Association

2009-05-04T07:53:55Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

'''Early 40's'''
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''
*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''

President: Jerry Riddle
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

'''1972'''
President: Townsley
* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

'''1974-1975'''

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

Dorothy Long — served 16 years as Senate Advisor

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:53:41Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

'''Early 40's'''
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''
*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

'''1972'''
President: Townsley
* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

'''1974-1975'''

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

Dorothy Long — served 16 years as Senate Advisor

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:52:53Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

'''Early 40's'''
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''
*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle

Most Memorable Events:
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

Dorothy Long — served 16 years as Senate Advisor

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:52:31Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

'''Early 40's'''

Most Memorable Events:
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''

Most Memorable Events:

*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle

Most Memorable Events:
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

Dorothy Long — served 16 years as Senate Advisor

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:52:16Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

'''Early 40's'''

Most Memorable Events:
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''

Most Memorable Events:

*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle

Most Memorable Events:
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:51:11Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''

Most Memorable Events:

*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle

Most Memorable Events:
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:50:31Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

=History=

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:
*SIC — Student Interest Committee
*5 members appointed by the President
*sponsor receptions, dance, teas
*There was an activity fee, same ratio as now

'''Mid 50's'''

Most Memorable Events:

*Changed Student Council to Student Senate
*Good attendance — weren't allowed to miss
*Dealt with complaints of food, residence hall hours, and dance bands
*Met Monday nights
*Good leadership (mostly Greek in early days)
*Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
*Nelson (2 terms), Mark Thomas

'''1971'''
President: Jerry Riddle

Most Memorable Events:
*Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

=External Links=
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:48:17Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:48:02Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:47:55Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:47:40Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:47:30Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:47:11Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:46:45Z

Zinoviev: /* History */

UCA Student Government Association

2009-05-04T07:44:57Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

====History====

Dorothy Long — served 16 years as Senate Advisor

Early 40's

Most Memorable Events:
SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now
'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:44:46Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

====History====

Dorothy Long — served 16 years as Senate Advisor

Early 40's

Most Memorable Events:

SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2009-05-04T07:44:31Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

====History====

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of [[Wingo Hall]] (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga UCA Student Government Association]

SGA

2009-05-04T07:38:48Z

Zinoviev: redirect

#REDIRECT [[UCA Student Government Association]]

University of Central Arkansas

2009-05-04T07:38:34Z

Zinoviev: /* Student Government Association (SGA) */

[[Image:UCABEARS.JPG|thumb|300px|UCA Bears mascot logo.]]
[[Image:Wingo-hall-postcard.jpg|thumb|300px|Historic postcard view of Wingo Hall.]]
The '''University of Central Arkansas''' (UCA) is a comprehensive public higher education institution located in [[Conway]].

The University of Central Arkansas was founded by the [[General Assembly]] in 1907 as the Arkansas State Normal School. The purpose of the school in those days was to train professional teachers. The first class of 107 students enrolled in 1908. The Normal School originally had seven professors and nine academic departments. The school changed its name to Arkansas State Teachers College in 1925. The school became known as the State College of Arkansas (SCA) in January 1967 to better reflect its new mission to provide training in the liberal arts and healthcare. The [[State Department of Higher Education]] changed the name again to the University of Central Arkansas in 1975.

====Degree Programs and Academics====

UCA offers a number of degree programs including the associate of arts, associate of applied science, bachelor of arts, bachelor of science, bachelor of science in education, bachelor of fine arts, bachelor of business administration, bachelor of music education, master of arts, master of business administration, master of music, master of music education, master of science in education, master of science in nursing, and specialist in education.

*College of Business Administration
*College of Education
*College of Fine Arts and Communication
*College of Health and Behavioral Sciences
*College of Liberal Arts
*College of Natural Sciences and Mathematics

[[Image:Mcalister-hall-sw.JPG|thumb|300px|McAlister Hall, home of the Honors College.]]
====Honors College====

The UCA Honors College was founded by president [[Jefferson D. Farris]] and professor [[Norbert Oscar Schedler]] in 1982. Students in the program pursue their general education course of study in the first two years with other honors students in large groups and small groups. Students who matriculate into the junior year pursue a minor degree in Honors Interdisciplinary Studies. Regular co-curricular activities sponsored by the Honors College include Challenge Week, Issues in the Public Square, High Tables, and Soapboxes.

====Residential Colleges====

*Hughes
*Minton
*State

====University College====

====Academic Outreach====

====Student Government Association (SGA)====

The Student Government Association ([[SGA]]) represents the student body in allocating and administrating student activity funds, advising the administration in regard to student-related policies, cooperating with faculty in determining student obligations and honors, considering all student petitions to SGA, planning and supervising all SGA elections, and approving charters or cancellations of Registered Student Organizations.

The SGA is composed of total of forty senators divided into an Executive Board consisting of a Executive President, Executive Vice-President, Vice-President of Operations, and Vice-President of Finance. SGA representation from each class is as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

====History of UCA====

UCA was founded as the Arkansas State Normal School in 1907 under Arkansas Act 317. Five communities in the state were considered as sites for the new school: Benton, Conway, Fort Smith, Quitman, and Russellville. Conway's winning bid included a cash payment of $50,000 plus land and infrastructure improvements. The city's location in a "dry" county also recommended it. The first building for the college's eight faculty members was completed in September 1908. It was later called the E.E. Cordrey Science Building. Early students received a two-year Licentiate of Instruction degree.

A dormitory for women, Doyne Hall, was finished in 1913. (Women moved into [[McAlister Hall]] in 1934, and men were placed in Doyne.) To facilitate the teaching of teachers in context the school established a Model School where grade school students could be educated and master teachers could be observed. The Administration Building, now known as Main Hall, was constructed in 1919. Many students also participated in the agricultural education programs of the school, reflecting the economic paradigm of the state in the first decades of the twentieth century. Agriculture disappeared from the curriculum in 1948.

The campus began to take its modern shape under the federal works programs undertaken during the New Deal. Ten buildings were erected in the 1930s, including McAlister Hall, [[Wingo Hall]], Ida Waldran Auditorium, the Prince Center, Doyne Annex (Meadors Hall), the President's Home, Commons ([[McCastlain Hall]]), Bernard Hall, the National Youth Administration Building (Baridon Hall), the Home Management House, and a Heating Plant.

====Athletics====

Since 2006 UCA has been a Division I school and a member of the Southland Conference.

====Enrollment figures====

*1908 - 100 (est.)
*1909 - 200 (est.)
*1913 - 312
*1916 - 441
*1917 - 328
*1918 - 302
*1919 - 446
*1921 - 679
*1925 - 871
*1930 - 528
*1931 - 503
*1932 - 502
*1933 - 478
*1934 - 565
*1935 - 649
*1936 - 614
*1937 - 602
*1938 - 713
*1939 - 745

====UCA Presidents====

The University of Central Arkansas has had eight presidents and one interim president:

*[[John James Doyne]] (1908-1917)
*[[Burr Walter Torreyson]] (1917-1930)
*[[Heber L. McAlister]] (1930-1941)
*[[Nolen M. Irby]] (1941-1953)
*[[Silas D. Snow]] (1953-1975)
*[[Jefferson D. Farris]] (1975-1986)
*[[Winfred L. Thompson]] (1988-2001)
*[[Lu Hardin]] (2002-2008)
*[[Tom Courtway]] (interim, 2008-present)

====Notable graduates====

*[[Scottie Pippen]] - former six-time NBA championship player
*[[Hiroyuki Nishimura]] - founder of 2chan, the largest bulletin board system in the world

====Campus Buildings====

*Baridon Hall
*Bernard Hall
*[[Brewer-Hegeman Conference Center]]
*Buffalo Alumni Hall
*Burdick Business Administration
*Carmichael Hall
*Christian Cafeteria
*Denney Hall
*Doyne Health Science Center
*Estes Stadium
*Farris Center
*Farris Hall
*Ferguson Chapel
*Harrin Hall
*Hughes Hall
*Irby Hall
*Laney Hall
*Lewis Science Center
*Mashburn Hall
*[[McAlister Hall]]
*[[McCastlain Hall]]
*Meadors Hall
*Minton Hall
*New Hall
*[[Reynolds Performance Hall]]
*[[Stanley Russ Hall]]
*Schichtl
*Short Hall
*Snow Fine Arts Center
*Student Center
*Thompson Hall
*Torreyson Library
*Ida Waldran Auditorium
*[[Wingo Hall]]

==References==

*Jimmy Bryant, ''The Centennial History of the University of Central Arkansas'' (Virginia Beach, VA: Donning Company, 2008), 9-19, 42-53.

==External links==

[[Category:Higher Education]]
[[Category:UCA]]

Main Page

2009-05-04T07:36:19Z

Zinoviev: nomenclature, really

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<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
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*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
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<td style="width:6%;font-size:80%">
*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
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*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
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*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
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*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

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[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
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[[Image:Clinton-library-41.jpg|thumb|400px|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all but one of the living United States presidents were in attendance.

The Clinton Library opening brought an additional investment of $1 billion to the historic River Market and Argenta districts, as well as vast amounts of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

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The [[Central Little Rock Urban Renewal Project]] began in 1961 as a joint effort of the Urban Progress Association, the Little Rock Housing Authority, Downtown Little Rock Unlimited, the City of Little Rock, and local architects. The Central Litle Rock Project became a national model for urban revitalization in the 1960s. LRHA executive director Dowell Naylor Jr. was the central figure in the Central Little Rock Project.

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<th><h2 style="margin:0;background:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Did you know?</h2>
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[[Ozark Softscape]] was a software company based in Little Rock, Arkansas. The company was run by programmers Bill Bunten, Dan Bunten, Jim Rushing, and Alan Watson. Ozark Softscape made games for Electronic Arts in the 1980s. These games included ''M.U.L.E.'' (1983), ''The Seven Cities of Gold'' (1984), ''Heart of Africa'' (1985), ''Robot Rascals'' (1986), and ''Modem Wars'' (1988). The company operated out of a house in the Broadmoor neighborhood at 27 Lakeshore Drive.
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<h2 style="margin:0;background-color:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">In the news</h2>
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The Arkansas Game and Fish Commission has opened its fourth nature center, a $8.5 million facility located in the city's River Market District. The [[Witt Stephens Jr. Central Arkansas Nature Center]] is located on 3.4 acres on the bank of the Arkansas River and down the street from the Clinton Presidential Library. The 16,232-square-foot facility was named for Stephens, a former commissioner who pushed for the state's conservation sales tax in 1996. [http://www.djournal.com/pages/story.asp?ID=284161&pub=1&div=Sports Read more]
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<h2 style="margin:0;background:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">This month in history</h2>
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<td style="color:#000">
'''2001''' - On March 5, 2001, the [[Clinton Foundation]] agreed to turn over to the House Government Reform Committee the names of 120 donors who gave more than $5,000. Read more about it [http://honors.uca.edu/wiki/index.php/Dan_Burton here].

'''1899''' - The [[Rock Island Bridge]] was constructed by the Choctaw and Memphis Railroad, which received a contract for the bridge on March 21, 1899. More from the [[timeline]]
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[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' David Adams, Saroj Adhikari, Marybeth Allinson, Bekah Baugh, Natalie Bergstrom, Fabia Bertram, Thomas Bertram, Caroline Borden, Blake Bowman, Nicholas Coelho, Megan Davari, Tyler Floyd, Sarah Fodge, Rebecca Harvey, Matthew Hill, Casey Gambill, Divy Goel, Michael Hinds, Katelyn Johnson, Austin Keaster, Genevieve Kimbrough, Brandon King, Lauren Knetzer, John Lenehan, Katie Matthew, LeeAnne Maxey, Carlos Merino, Jeremy Morgan, Maegan Murphy, Patricia O'Neal, Desiree Paulhamus, Brannen Payne, Tim Peterson, Caitlin Porter, Micah Ray, F. John Rickert, Hayley Sebourn, Mark Senia, Kendra Stuart, Stephanie Sun, Robbie Toombs, David Wilkins, Allison Yocum, C. Rutledge Wilson, Geoffrey Wright, John Zagurski

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
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__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

UCA Student Government Association

2008-10-19T02:58:08Z

Zinoviev: /* History */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 208. All students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: [[C. Rutledge Wilson]]

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga UCA Student Government Association]

FranaWiki talk:Community Portal

2008-10-19T00:21:45Z

Zinoviev: clarification

==What is Oral History and Who Does It?==

Originally, oral history was simply defined as a conversational narrative that got archived. David Kyvig has said that “oral history is nothing more than the application of common sense to the pursuit of information.” Thus, we’re going to be sharing lots of rules of thumb, heuristics, in this class.
Oral history, traditionally, is an account of something passed down by word of mouth from one generation to another. Contemporary oral history involves recording or transcribing eyewitness accounts of historical events.

The information passed on has occasionally shown a surprising accuracy over long periods of time. For example, the Iliad, an epic poem of Homer describing the conquest of Troy, was passed down as oral history from perhaps the 8th century BC, until being recorded in writing by Pisistratos. Nonetheless, factual elements of the Iliad were at least partially validated by the discovery of ruins discovered by Heinrich Schliemann in 1870, thought to be those of the city described in the poem.

A famous example of oral history comes from the works of several authors who have, over the span of many hundreds of years, collected folklore which was ultimately put together in a book known as the Old Testament. The New Testament was created by several different original authors whose slightly differing versions of many biblical events were combined. The Bible was therefore nearly entirely created using oral history.

Questions to consider: What are the characteristics of a good oral historian? Is oral history a performance art? What’s the difference between oral history and journalism? Is oral history just for us? Who stands to benefit? Why is it valuable?

Oral histories serve several purposes. In the early days they were about filling gaps in the historical record. Oral historians were creating knowledge that would otherwise not exist. But oral history is so much more than this. Plugging a gap in culture with ideas that are not part of that culture falsifies its shape, because culture really has no gaps. Historians are every day engaged in falsifying culture! It’s called selection bias. At any given time the historical repertoire of culture is narrowly limited, with a limited set of alternative interpretations. Historians “fix” this problem all the time.

The general objective of any archive recording program should be to use oral history methods as a means both documenting and of preserving the past. The process product of such work ought to open up new fields of research. It should also seek to meet the broader educational interests of present and future generation by showing them the conditions of life and the variety of experiences of their parents and grand-parents and reflecting and illustrating characteristics or change which make a particular society or culture distinctive.

In realizing these ends, the absence of documentary and printed records will usually indicate the primary subject on which oral history recording would most usefully be focused. Filling wide or absolute gaps in the historic record are fundamental objectives for a creative recording program and, when they also represent subjects that are only alive in the memories of the very elderly, they are gaps which need to be filled first. However, recording can also be based - even in generally well documented fields - on particular features which are not covered by the existing records. It may be the case that the paper records which have been preserved have, for example, an administrative or hierarchical focus, and that much more information can be added to the historical mosaic of some subjects by oral history recording.

Since oral history has an important role in reflecting the past as well as uncovering it, recordings may also be carried out to preserve a sense of place, time, personality or event. Such recordings may produce little original information but they can create an original sound document, giving color and atmosphere and a feeling for history that, in an important way, transcends the collection of data to give a unique dimension to oral history records.

Oral history is a very interdisciplinary craft. It is employed by historians, archivists, librarians, folklorists, anthropologists, educators, journalists, linguists, and genealogists. The time has passed when historians express doubts that oral history is serious history. Oral history is a respected practice of history; it’s just expensive and requires lots of intellectual responsibility. We will quickly find that we cannot fully understand or exploit the materials we are dealing with if we remain within the narrow confines of methods of our own fields of specialization.

We are going to form a loosely organized professional company here in this classroom to work on the Clinton Presidential Center & Downtown Little Rock Community Memory Project. We hope to communicate to you the skills you will need to create your own rival company when you complete the class. Amanda Allen Associates (AAA). You might be amazed at how oral history can pay. Clients might even partially support you in graduate school. Transcripts can become treasured keepsakes in the hands of clients.

===The History of Oral History===

All history begins with oral accounts dredged up from memories. The first historians in the world were oral historians: Thucydides and Herodotus. History is story plus interpretation, and oral history is no different. Oral history is handmaiden to both social history and archival practice.
The Regional Oral History Office at UC, Berkeley began in the 1860s with the work of publisher Hubert Howe Bancroft, who was interested in the nineteenth-century settlement of California. It was professionalized under Willa Baum beginning in 1958. The Federal Writer’s Project of the WPA began collecting oral narratives in the 1930s. Folklorist B.A. Botkin collected oral histories as part of his Former Slave Narratives project.

The Columbia Oral History Research Office (OHRO) began in 1948 under newspaperman and political historian Allan Nevins. He wanted to engage in the “popularization of history.” Allan Nevins wrote about fifty books, including an eight volume history of the Civil War. Established in 1948, it was the first program of its kind in the nation. It now consists of almost 8,000 taped memoirs and nearly 1,000,000 pages of transcript, and is the oldest and largest organized oral history program in the world. Earliest transcript in archives of the Columbia Oral History Research Office contains a first-hand account of the 1863 draft riots in New York City.

The first presidential library oral history project started at the Truman Library in Independence, MO, in 1960. Several others have followed at the Herbert Hoover Library, the LBJ Library, the Eisenhower Library, and the Clinton Library. They are all interested in politically interesting figures associated with the presidency.

The first meeting of oral historians took place at Lake Arrowhead, California, in 1966. The discussions that began there led to the creation of “Goals & Guidelines” – a code of professional ethics – in 1967-1968. The Oral History Association formed in 1967, and the Oral History Review began its publication in 1973. Because of its origins, oral history reflects its commitment to individualism and social change in America in the 1960s. It’s often been about creating narratives of empowerment. The largest documentation efforts focused on civil rights, women, labor, and local and community history (one effect of the Bicentennial).

As big as oral history has become, it can still seem like a club. Your academic pedigree extends back to both the Columbia and Berkeley ROHO programs. My boss at the Charles Babbage Institute was Arthur Norberg, who was trained at Berkeley. My graduate advisor at Iowa State was trained by Saul Benison who in turn was trained by Allan Nevins. Allan Nevins is now your intellectual great-grandfather.

===Oral History Projects & Collections===

===Who is it For? Interviewing Elites versus Ordinary People===

Oral history can give voice to the voiceless, and for this reason is sometimes grouped with the New Left social histories that began to be produced in the late 1960s. Social history is history “from the bottom up.” The history of elites has meant – until very recently – a history of men wearing neckties is all that is important. New Left history proposes that history can become a tool for social reconstruction. The marginalized of history matter. Indeed, small fish living in great times may have more to say than their fearless leaders who had less time to think than to act.

Non-elite history is a way of understanding patterns of deference and class that have contributed to maintaining the status quo. I found it troubling three semesters ago when I discovered that many of the participants in the Downtown Little Rock project knew each other since they were young people. I. C. Smith, Special Agent in charge for the FBI in Arkansas from 1995 to 1998 and author of an insightful book, ''Inside,'' says that "not more than 1000 people count in Arkansas and in that number only 100 or so really count." I believe him.

Some people have argued that oral history gets at people who are more willing to talk and make better judgments about the record because they are not already jaded. Oral history may actually be most suitable for those who survive by an oral culture in the first place: the homeless, the illiterate, the hardworking who have not time to leave behind records. Is there any such thing as a common person these days? Take a look at the sophistication that goes into garbage recycling these days. This is not a job for stupid people.

Probably the best rule of thumb is to interview the oldest people first. Nursing homes are where biography ends. “Had we but world enough and time, this coyness lady, would be no crime.” Also, interview the most significant people some time down the road after you have collected a load of data from other sources. In other words, move from the periphery to the core. Also, quality is better than quantity. Some people would disagree with me and say that the best thing to do is interview people early in life and then again and again over time. That’s all well and good. A story at each telling can be subtly changed. But how many people have those kinds of resources at their disposal?

===Impact of Oral History on the Individual and Community===

Oral history can be therapeutic by making people participants in history, and encouraging community and talk across generational lines. Particularly for the elderly, reminiscence can be therapeutic. You may even be giving people a history that they have never had, or seen fit to have. Lots of people live only in the present and have no past and no future. You are connecting individuals to other people in the past, present, and future. You can’t really begin to live in the future unless you know where you came from. You are also reminding yourself and the interviewee that every individual is more than one person.

For the individual the oral history process can serve as a sort of trauma therapy. You might expose a crisis brewing in the life of the interviewee. Be very careful with this, as this is not your intent in taking the deposition. You are human and it should be impossible not to get emotionally involved in your subjects, but do not become too emotionally involved. Your safety is of preeminent importance to me as an instructor. Don’t go someplace you don’t feel safe under any circumstances.
Most importantly, oral history can make you more of a human being. Nothing human need really be alien to you anymore if you don’t want it to, and that’s the joy of it. Never forget that history is about people, not objects. The interview is a social occasion. We are being given a gift and must reciprocate. For the time of the interview we are involved in someone else’s life. Oral history is a collective enterprise. It is about forming a community of discourse. Oral history becomes effecter and evidence of community connections. Wisdom is found not in the individual, but in the network. You are “training the network” in completing oral histories. Oral histories depend on source experiences that are created by large groups of people.

==What is Ethnography and Folklore?==

===Ethnography Projects and Collections===

Field-oriented disciplines like ethnography rely on participant observation and may not even take notes in the presence of those they are studying, waiting to write up their notes later from memory. Ethnographers and anthropologists tend to see folk tales and folklore as no less important from the factual recounting of events.

Ethnography (def.) - (from the Greek ethnos = nation and graphein = writing) refers to the qualitative description of human social phenomena, based on fieldwork. Ethnography is a holistic research method founded in the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Probably the most famous ethnography is Coming of Age in Samoa by Margaret Mead. Her book upset many people when it first appeared in 1928. American readers were shocked by her observation that young Samoan women deferred marriage for many years while enjoying casual sex, but eventually married, settled down, and successfully reared their own children.

A person within a literate culture thus has presuppositions that may falsely affect her judgment of the validity of oral history within preliterate cultures. In these cultures children are usually selected and specially trained for the role of historian, and develop extraordinary memory skills known as eidetic or photographic memory. AI expert Marvin Minsky has studied this problem in depth, and argues that no such thing has ever been documented.

Before the development of written language in a given society, oral history is the primary means of conveying information from one generation to the next. The most common form of this transmission is through storytelling and the recitation of epic poetry, with the stories and poems collectively known as the oral tradition of a people. The combination of this oral tradition with morals and rituals passed down by word of mouth is known as the folklore of a society. Although not as prevalent now as in the past, oral history is still very much alive among many North American native groups.

Some anthropologists started collecting recordings (at first especially of American Indian folklore) on phonograph cylinders in the late 19th century. In the 1930s the United States Library of Congress started an oral history program to record traditional folk music, and accounts by surviving witnesses of the American Civil War, Slavery, and other major historical events, onto acetate discs. With the development of audio tape recordings the task of recording memories became easier.

Today, cultural anthropologists like Adam Frank study and interpret cultural diversity through ethnography based on field work. It provides an account of a particular culture, society, or community. The fieldwork usually involves spending a year or more in another society, living with the local people and learning about their ways of life.

Is it possible to be an objective or neutral observer? Ethnographers are usually participant observers. They take part in events they study because it helps with understanding local behavior and thought. The longer one stays, the more they will learn and understand. Staying over one year allows for repetition in events and processes that may have been missed because of unfamiliarity at the beginnings and cultural shock.

Urban sociology is a form of ethnographic field work focused on the study of urban areas where industrial, commercial and residential zones converge. Jane Simonsen’s class on the City as Text might be considered an example of urban sociology. She was trying to get students to understand how to “read a neighborhood” and classify residential streetscapes. I live in a Texas Twenty-Minute home, for example.

Ethnography has been used to study business settings. Groups of workers, managers and so on are different social categories participating in common social systems. Each group shows different characteristic attitudes, behavior patterns and values. Netography or Virtual Ethnography is a new form of ethnography, which involves conducting ethnographic studies on the Internet.
Ethnography is also one of the fields where structural analysis seems dominant. The text becomes symptomatic in the search for the problematic behind the text, the combination of things said and unsaid, which reveal the place of text in the history of theory and science. Structuralism has its modern father in Louis Althusser and his student Michel Foucault. They looked for the fundamental order of things, the lowest common denominators, the history of consciousness, that defined time and space in constructing an ethnomethodology. More recently such objectivism inherent in the work of Althusser has been turned over to more difficult questions of subjectivity. Conversation and narrative are the mediating stages between ideology and fieldwork. You are creating an “ensemble of texts” in the Clinton Library project that are more than the sum of their parts. They inform one another to recompose a culture.

===The Ethnographic Interview===

[http://www.analytictech.com/mb870/Handouts/notes_on_spradley.htm Spradley on The Ethnographic Interview]

The prime objective is always the understanding of the past and its lasting effects upon us as we live our lives. The goal of an ethnography is also to move beyond individual tales to examine the culture itself.

===Folklore Projects and Collections===

Oral historians concentrate on recording personal experiences of the interviewee. Folklore is at the opposite end of the interviewing continuum from oral history. Folklorists collect the traditional stories, songs, and other expressions of the community, whether fact or fiction. Folklorists do not interview; they collect. They can collect jokes, tales, legends, songs, music, dances, plays, games, riddles, peculiar vocabulary, beliefs and customs, cookery, or examples of vernacular architecture. In folklore and ethnography, the oral historian is the person being interviewed (by this we mean the person who carries around the collective history of the community in their head).

==Ethics & Sponsored Projects==

===Ethics===

There is a special code of ethics in this business because you ca create more damage in the name of science than you are really producing for the historical craft. You need to be extra careful because what may slip out in an informal setting is part of a person’s secret life. Most people have a secret life that they don’t reveal, especially to those they are close to. But who are you? The interviewee may feel more comfortable sharing a piece of their secret life with you than with their own family members. There’s a line of propriety here that you are going to have to find.
There’s a great story by John Wyndham about historians from the future who go back in time and study the past. They are not supposed to make any changes in the past because once they interfere they may cause irreparable damage by changing the course of history. You as an oral historian engaging in interviewing will always be transforming the person who is being interviewed. Assume that every time you conduct an interview you will be changing the timeline.

[http://alpha.dickinson.edu/oha/pub_eg.html Evaluation Guidelines of the Oral History Association.]

Oral histories can serve as evidence of crimes. It is possible to libel or defame someone in the process of taking an oral history. Historians do not enjoy client privilege. You cannot defame the dead.

Some of the most well-known oral historians have suffered ethical lapses. Studs Terkel is a Chicago radio host and WPA-era interviewer who authored the bestselling ''Hard Times'' (1970), ''Working'' (1974), and ''The Good War'' (1984). He is notorious for rearranging narrative prose to fit his purposes, and ennoble his subjects.

Alex Haley wrote ''Roots'' (1976), which was turned into the most popular television miniseries in American history. Some have criticized him for producing little better than historical fiction.

===Release Forms/Ownership===

Federal copyright law grants copyright automatically to anyone whose words and ideas are recorded in any tangible form, for a period lasting until seventy years after that person’s death. Interviewees retain the copyright on anything that they said in the interview, just as you retain copyright on your questions asked.

Release forms can become rather full of legal-sounding language, but most oral historians manage to find a form with which they are comfortable. Release forms make it clear to the interviewee, without question, how the interviews will be used, minimizing the chances for misunderstanding. In addition to offering some protection, release forms also remind the oral historian that the interviewee grants us the privilege of using something that does not belong to us.

Your transcripts are unusable for use in productions or research by others unless you have a signed release form. Both you and the interviewee should sign it before the interview takes place. If you must rip up the release form later, so be it. Regardless, the release form “professionalizes” the experience for the interviewee. It is a contract to try hard to recollect things honestly.

===Proposals and Grants===

Most IRB regulations are inappropriate to the purposes of oral history. IRB review may even act as an infringement on academic freedom. Most oral history projects are excluded from IRB review.
The key to IRB approval is “informed consent.” Can an oral history taking cause the subject to be harmed. It can even involve potential defamation of character. Proper oral history taking is technically exempt from IRB review. Informed consent is an ongoing process and negotiation. It is not a piece of paper.

Grant budgets can cover the costs of research, travel, and interview processing. Sources of funds might include Arkansas Heritage Council & SURF. Private grant funds might also be available. The application process can be a major hurdle. That’s why the Sponsored Projects Office is here to help. You will need to supply a catchy title for the project, a project description and justification, explain how it meets the grant funding agency’s guidelines. You may need to engage professional collaborators, or advisors and describe their relevant expertises and how they will help. You will also need to demonstrate a good plan, the expected product of the project, the audience for the result, perhaps a GANTT chart. A budget summary will be required, because you are asking for money. You may need to give a plan for publicity and or distribution to that audience. You may even need an evaluation plan if the project is expected to be a long one.

The official paperwork is the last section you work on but the first section they see. If at all possible type it up. Ask questions about how it should be filled in. Signatures take time to acquire. Make early deadlines for yourself. Give mentors time to fill out their part of the forms. The sections marked optional on forms are not optional. Make your c.v. neat and organized. Polish the work that you have done. Decide what they are lookin gofr (do they want to see work experience? Research projects? Papers? Or Presentations? You must have the official transcript documents as signed by the Registrar. That takes time and money ($3-5 each). The abstracts should be short and to the point. Don’t state conclusions. Make them want to read the written proposal.

In the written component: Know your audience. What kinds of projects are they look for? Do they know the terminology of your project? Footnotes and bibliography do not count against your wordcount or pagecount. If you need to supply background information and it doesn’t fit into the proposal use a footnote. Be concise. Use the appropriate serif font (Arial or Times New Roman) in 12 pt. Make it local. How will your project affect their community? Be sure to include a dissemination of results. Tell them anywhere and everywhere you’d like to present. Put enough into the GANTT chart that you look busy and important. Let them see exactly what they are paying for with Microsoft Visio or Excel. Find or create donors. It shows that other people believe that you are a worthwhile investment. Add up your budget three times to make sure you’ve totaled correctly.

You may want to write the outlines of recommendation letters for the people who you are asking to write for you. The letter should be about the project, why it’s important, and why you are the only one capable of doing it. Have each letter emphasize a different aspect (i.e., why it’s important to the community, why you are qualified, why it’s important to your field) and pair those aspects up with your recommender’s expertise.

==The Scholarly Task of Oral History==

Oral historians are not just glorified reporters, though I think the most remarkable oral historians can learn much from journalists and vice versa. Journalists work under extraordinary pressures, including short deadlines. They are not likely to deposit their notes in archives for further research.

It is always better if the interviewer has some particular interest, experience, or expertise in the subject matter. Take on interviewees and subjects that you feel prepared to take on and learn something about. Play to your personal strengths. Perhaps you will want to search for your own past in conducting oral histories. I think that’s what we all are doing ultimately.

Selecting an interviewee: sometimes the best subject is the most articulate at expressing themselves, has a good memory, and is not so atypical as a consequence as to be different from others in the same position that you might interview. Good social history can be intellectual history too. Most oral histories that get noticed have some sort of conceit. They gravitate towards the “movers” and the “shakers.” I like snowball interviewing, where you ask a good interviewee who they recommend as future interviewees. The danger is that you will lose your sense of purpose and remove yourself from a good stratified sampling of interviewees.

===Sources/Background Research===

Where written sources are available, they should be used as background as well as corroboration. Oral data does not exonerate the historian from searching for and using written documents exhaustively. A cardinal rule is to come to the interview thoroughly informed and then to let the subject do all the talking.

Some of the best places to gather research on your interviewees may be through general Internet searches, the New York Times full-text database, the Google News Archive, and the Newspaper Index full-text database available from the Torreyson Library website.

===Compiling Interview Topics & Questions===

Oral history is about asking good questions. Oral history involves structured interviewing techniques. Have the questions ready on two sheets (the bottom of the second sheet is there for your field notes, sorted in chronological and then subject order as much as possible. People think of their lives primarily in chronological order, or sometimes reverse chronological order. Ask the most general questions first, then work your way to the most specialized. Broach the most controversial subjects last, unless controversy is the subject of the interview. This is called “funnel interviewing.” Money, not sex, is the most sensitive topic in the oral history interview. Ask about victories before talking about losses.

Still, question-asking is individualized and intuitive. Don’t ever let me take that away from you. Ask open-ended questions that require more than a sentence or two in reply. Rationalize your questions as you ask them. Use “how” or “why” rather than “what” questions. Avoid loaded questions where you suggest the answer in advance. Ask yourself how likely are your questions going to be in producing informative answers? The best interview question is: “Can you give me an example?” Second best: “Can you walk me through the events of that day?” Third best: “How did you feel then and how do you feel now?” Aspire to perform a meaty interview.

The very questions that you ask are going to reveal your biases. One way around the problem is to gather questions from other people. Family interview questionnaires listing commonly asked questions may be valuable to your project. Paul Thompson's ''The Voice of the Past'' ends with an appendix listing model questions he asked in interviews:

'''Full name.''' Place and date of birth. Father’s name, place and date of birth, occupation. Mother’s name, place and date of birth, occupation. Grandparents: names, places and dates of birth. Any memories of them? When did family members come to America? What was their physical appearance? What stories have you heard about them? Were you told any stories about other forebears? If so, what were they?

'''Childhood:''' Where did you grow up? Describe the house you lived in. Describe the sort of food you ate. Describe the types of clothes you wore. Describe the games you played as a child (not only sport but things like skipping, marbles, etc). What chores did you have to complete?

'''Family activities:''' What sort of things did your family celebrate? (Christmas, birthdays, etc). Describe a typical family Christmas/birthday and/or another appropriate family gathering. Describe
a common ceremony. What were your family’s attitudes towards alcohol? Smoking? What was the discipline like at home? What sorts of things were your parents strict about? How? Why?

'''Education:''' Where did you go to school? How did you get there? How many classes were there? How
many children in the classroom? Did you have any favorite teachers? Why did you like her/him? Were
there any teachers you disliked? Why? What was the discipline like at school? (strap, other punishments?) How did you feel about being punished? Why? Describe the games you played at school
how old were you when you left school? Why did you leave? What did you do next? Ask the same questions about high school and university, if appropriate.

'''Work:''' What was your first paid job? Where did you work? Describe what you did in your job. Hours of work? Wages? Did you give any to your parents? Did you need special clothes? Equipment? How did you feel about your job? Were you involved in a union? Which? How? What were your relations like with your workmates? With your boss? Were there any problems getting time off? If so, describe them.
Why did you leave? If person interviewed had more than one job, repeat for each.

'''Leisure:''' What did you do in your spare time? (clubs/youth organizations/sports/games/dances/hobbies/cinema/theater/pub?) Describe what was involved. Did you go out in the evenings? What was a good night out when you were young? Did you stick to a group of friends? Did your parents expect to meet your friends? Did your parents disapprove of any of your activities? If so, why?

'''Marriage/Partners:''' How did you meet your partner? How did you feel about him/her? Why? Why did you decide to get married/live together? Was there any pressure from your families? If so, what? Where did you get married? Was it a religious or civil ceremony? Why? Describe what you wore. Was there a reception held and what was it like? Honeymoon? Where? How long? How did you manage the housekeeping after marriage/living together? Who paid the bills? Who decided how the money should be spent? What did you do when you disagreed? How would you describe your relationship? Did you talk to each other and share important things? Did you both have the same ideas about bringing up children? Was there anyone you talked to if you were worried about the children? Did you ask your mother for advice? Reasons?

'''Religion:''' Could you tell me how you spent Saturdays in those days? How about Sundays? Did you have different clothes? Did you play games? Did your parents think it wrong to work or play on Sunday? Did your parents attend a place of worship? Denomination? How often? Both mother and father? Did either hold any position in the church? Did you attend? Did you go to Sunday School? Outings? Choir? Evening classes? Other activities organized by the church? Were you taught to say prayers at night? Did you ever have family prayers? How much would you say religion meant to you as a child?

'''Other things you might want to ask about:''' Interviewee’s experiences during a war. Interviewee’s experiences during a time of other national stress. Moving away from home how did you feel about that? Did you keep in touch with your family? How? Why?

Ask “why not” questions as well as “why” questions. Look for omissions from the dialogue and ask about them. Never say “I know exactly what you mean” even when you do. Always ask these two questions at the end of the interview: “Are there any questions I’ve failed to ask you which you would like to raise?” and “Are there any topics you would like to return to and say more about?”

===Knowledge Database: FranaWiki/Creating/Editing Wikis/Standards that Apply===

Most text does not require any special changes for wiki form. A few basic rules are:

* Do not indent paragraphs. (Indenting may cause your text to appear in a monospaced font.)
* Leave a single blank line between paragraphs.
* To create a horizontal line, type 4 minus/dash/hyphen (-) characters.
* There is no need to encode HTML characters like <, >, or &.
* HTML characters like © and ∞ can be used on pages: do "&copy;" and "&infin;" (version 0.91 and later). See http://www.w3.org/TR/html4/sgml/entities.html.

To mark text as '''bold''', ''italic'' or <code>fixed-width</code>, you can use the HTML <nowiki><b></nowiki>, <nowiki><i></nowiki> and code tags. For example:

<nowiki><b> bold </b></nowiki>,
<nowiki><i> italic </i></nowiki>,
<nowiki><b> <i> bold+italic </i> </b></nowiki>.

Note that MediaWiki (like most Wikis) processes pages line-by-line, so if you want three bold lines of text, you will need to use three separate <nowiki><b>...</b></nowiki> tags. Also note that unclosed or unmatched tags are not removed from the page.

MediaWiki also implements the old "quote style" of text formatting, which is used on several wikis. Briefly:
<pre>
''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''
</pre>

looks like:

''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''

The "quote style" formatting is often confusing, especially when multiple bold and italic sections are mixed on a line.

Headings are delimited by 1-6 equal signs (=). They basically correspond to HTML's <h1> through <h6> tags.
<pre>= Headline size 1 =
== Headline size 2 ==
=== Headline size 3 ===
==== Headline size 4 ====
===== Headline size 5 =====
====== Headline size 6 ======</pre>

Simple lists:
<pre>
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.
</pre>

...which looks like:
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.

Numbered lists:
<pre>
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.
</pre>

...which looks like:
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.

Simple indented text:
<pre>
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level
</pre>

...which looks like:
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level

Term with indented definition: [without a blank line between term and definition]
<pre>
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)
</pre>

...which looks like:
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)

===Life History Forms & Memory Jogging Conferences===

Life histories give the interviewee enough time to relate what both the interviewer seeks and the interviewee wants to tell. The oral historian conducting even a subject-oriented project should seriously consider expanding the scope of its questions to record as much as possible about each interviewee’s life. Interviewers should extend the inquiry beyond their immediate needs to make each interview as complete as possible for the benefit of others.

Researchers can prepare life history forms that they send out to the interviewee in advance of the interview. This allows you to get acquainted with the outline of the interviewee’s lives and then fill in the details with the oral history. At the very least the interviewee should be able to send you a copy of their employment resume, which might help guide the conversation. This can be a good thing and a bad thing, as it lays out a blueprint for the conversation, but also drives the interviewee to the destination before the interview even takes place.

The life history form can contain very little or a great deal, depending on the project's purposes. Personal data is very useful and particularly recommended if the interview is a family history project or if interviews are to be archived for future use. The form needs to contain information that helps scholars understand, use, and interpret the interview. Aside from interviewee’s name, address, telephone number, birthdate, and birthplace, the form might ask for the names, birth dates, and dates of death for parents, siblings, spouses, and children. It could ask for places lived in as well as for education and work histories. It could ask for listings of special skills and for memberships in organizations.

Another possibility is the memory jogging conference, sometimes called the oral history “coffee house,” which involves invited members of the community to an event that is recorded for posterity. Participants can help each other remember things. The downside is the difficult in preparing a faithful transcript of the conversation.

Do as much as you can to research each individual subject, but don’t sweat it if you know more about some participants or subjects than others. Oral history often gets at information you cannot be prepared to receive. Oral history, after all, gets at neglected areas of knowledge.

==Interviewing==

===Professional Demeanor/Public Relations/Correspondence===

It is my job to grease the walls to the corridors of power. The initial correspondence that gets sent will include my name, the name of the Honors College at UCA, as well as your own. Amanda, Eric, and I will also serve as your personal advisory committee on your projects. Each of you will meet with each of us at some point to discuss your particular research agenda and interview plan. I will be available to alert potential gatekeepers to you work and provide suitable introductions where necessary. My job is the set the agenda, raise necessary funds, maintain paperwork, and supervise personnel. We must all work to bridge the gaps between the ivory towers of the academy and the real world.

Your first task after you have identified the interviewee is to contact him by mail. This is still perceived as the most courteous way of contacting someone, and the formality of the request will catch their attention and alert them to its importance. In less than two pages explain in your solicitation letter: (1) who you are, (2) who you represent, (3) what you are interested in doing, (4) why they are important – flattery works!, (5) where and when you might be available, (6) how the interview process works and what the product of the labor will be, (7) emphasize that they will have opportunity to review the manuscript, (8) close with language explaining that you will be calling or emailing them very soon. If you don’t know very much about the interviewee, ask for a c.v. or resume in the solicitation letter or ask about any sources that you might consult in advance of the interview.

Be ready for them to respond that they have nothing of importance to contribute. Have a rebuttal ready. Be persistent about scheduling a particular time frame for the interview. Accept the ground rules that the interviewee ultimately sets, but be prepared for them to break their own rules.
You will need to be able to monitor your own stress level in advance of the interview. Every interview I’ve done I’ve gone into scared. Take three deep breaths. Plant this thought in your mind: This guy is not special. He’s like me.

Prepare a route map in advance so that you will arrive early for the interview appointments. Be aware of special complications like equipment, power cords and outlets, and parking fees. Practice changing tapes and batteries. Dress appropriately, that is, one level of clothing above the level you expect your interviewee to wear.

Once at the interview site, get the equipment set and working as quickly as possible. Many an interview has been ruined by the subject spilling their guts before you can get the recording device turned on. Put the recording device in as unobtrusive a place as possible, giving you easy access to the light that tells you it is still working. Anybody can be technophobic. Check your equipment unobtrusively but regularly. Recording devices almost always have an effect on the interview product. Be aware of tape “leaders.”

Take along two copies of the release form. You and the interviewee should sign both forms. Give one copy to the interviewee. Conduct the interview in a location away from traffic by other people and extraneous noise. Move the interviewee away from behind the desk if possible. Look for unintended clutter in the shot, like an obtrusive note sticking out of a lapel pocket of the interviewee. Control the lighting level. Turn on lights that may be in the shot. Give the interviewee appropriate “head room” and “look space.” Two cameras, one focused on the interviewer and the other on the interviewee, are better than one. Consider having a small portion of the interview take place during a tour of facilities or during a demonstration, or capture some stock footage of the location without the interviewer for cutaway shots in the finished film. People live in an envelope of location and sound. Try and capture some of that.

Try and interview only one person at a time, regardless who may show up to the interview. Group interviews make you the moderator of a discussion, which adds a level of complexity. Also, it will be more difficult to transcribe the resulting interview later. Team interviewing is acceptable, as long as the interviewers know their particular roles. In fact, team interviewing is recommended where video equipment is involved.

===Interviewing Style/Silence/Location/Active Listening===

The best advice I can share is that oral history involves experiential learning, that is, learning by doing. That one of the reasons why this kind of seminar-style class works so well in the Honors College. Oral history is a cooperative learning strategy.

Oral history is a natural habitation for extroverts and conversationalists. Good interviewers are humble, persistent, and know when to be passive or active. Developing personal rapport with your subjects is very important. If at all possible know something semi-trivial about the interviewee that you might share in common. If the interviewee is from Texarkana and you grew up in Texarkana exploit that advantage in breaking the ice. Steer clear of false intimacy, but act sympathetically, be friendly, and above all COURAGEOUS. Don’t be a COWARD, but THINK. The best conversations come out of such contrariety. Don’t fall into acquiescence and don’t engage in too much argument.

You may be surprised at how willing people will be to talk to you because you are a young person. They recognize that you are teachable and open to ideas in ways that your crusty old professors are not. The people whom you are interviewing are going to become your teachers and your teachers are going to know a hell of a lot about their own lives depending on the kinds of questions you pursue. If they aren’t saying much, you are asking the wrong sorts of questions.

I am almost always perceived as more of a threat to interview subjects than you will be. You can ask the embarrassing questions because you are young and naïve! Take advantage of that advantage while being always polite and deferential. You are an emissary of the Honors College and UCA whenever you take an oral history.

At the interview you may be in charge of managing interviewee butterflies. Put the interviewee at ease. Make sure they are comfortable and have water if they want it. Switch off the recording device if they want to say something to you in confidence (“off the record comments”) and then immediately switch it back on.

Ask one open-ended question at a time. Don’t step all over the comments given by the interviewee. You are gregarious but not rude. Give them a chance to fully consider your question before asking a follow up question. Don’t interrupt. This is something that I’ve had to learn as a teacher. Give your students some time to come up with the answers. Remember that professional people and politicians are schooled not to volunteer information.

Be a good listener. Follow up on comments that are made during the interview with sub-questions where necessary or warranted. Show that you know something about the subject matter without trivializing the interview (becoming a “knowit”). Respond by shaking your head, smiling, or responding with one-word affirmatives. Take an occasional note to show interest.
Beware the “well-rehearsed story.” Lots of people have them and will expect to have them recorded for posterity. They will think you want them, and maybe you do. It is better to hear out the interviewee than to interrupt these personal narratives as it will often confuse them. Still, a press release is not an oral history.

The length of the oral history is often dictated by the amount of time you have available to transcribe the tapes. For each hour of interview it may take 2-10 hours to prepare a transcript. Most oral histories do not last more than two hours at one sitting. Beware the lonely interviewee. You are not a psychiatrist. Don’t question the veracity of your subject at the time of the interview. Add a note to your field notes and check on peculiar claims later.

At the end of the interview be sure to thank the interviewee audibly on tape so that this can become part of the final transcript. Let the interviewer know how long the transcription process should take, and what will happen next. Don’t overcommit to anything else. Engage in a little casual banter if it seems appropriate, but leave quickly if they appear busy. Be sure to explain what will happen next.

Allen and Mary Ivey talk about five stages of the interview in counseling psychology. They are applicable here in oral history. Initiating: (1) rapport/structuring; (2) gathering data, or drawing out stories, concerns, problems, and issues; (3) mutual goal setting, as in, what does the interviewee think is most important; (4) working: exploring alternatives and confronting incongruities in the story, working out resolutions; and (5) terminating and generalizing to daily life (leaving behind a new story that you have both created together). Listening is the foundation of both counseling and interviewing. You can use this model to build up your natural style of interviewing. Practice leads to mastery and competence.

People exist in lots of different contexts, and you should make yourself aware of them. The local contexts of the interviewee might be family, neighborhood, or community (which provide safety); institutional contexts include education, religion, government, and work (policies and law); global contexts also impinge on the individual, things like politics, culture, global events, the environment, and the media; finally, the are chronometrical or lifespan contexts like purpose, maintaining a positive attitude, and perpetual goals like life after death. Individuals use all of these contexts in creating and maintaining their coping strategies.

===Interviewer’s Field Notes===

Very soon after the interview, the interviewer should sit down and make notes in an organized fashion, before time dulls the details. The notes are something like the anthropologist’s field notes. The interviewer’s notes tell who, what, when, and where. They add anything that will help the transcriber or future scholars to understand the interview. If the project is in a school setting, teachers or students need to create a form to fit their particular projects’ needs and goals, as well as the students’ abilities.

Immediately following the interview ask for the spellings of proper nouns and names and write them down yourself. This will help you when it is time to prepare the transcript. Also, write down a little bit about the surroundings you encounter as well as thoughts on your own performance. Observe the interviewee in the context of their natural surroundings. What is it like to be this person on a day-to-day basis?

Add any comments you may want to make about the interviewee that took place when the recording device was shut off. These can go into your biographical abstract or in the footnotes. Note the mood of the interviewee before, during, and after the narrative was taken. Think about the concept of intersubjectivity. How did the sharing of the narrative affect the objectivity of the account?

Answer the following questions in your postmortem:

#How did I choose the person to be interviewed? Were the people I interviewed the right ones for my research?
#How did I prepare for the interview? Did I prepare enough?
#What did I use for equipment? Did it work satisfactorily? What changes should I make?
#What kinds of questions did I ask? What kinds of questions worked well? Not so well?
#Where did I conduct the interview? What in the environment affected my interview? How?
#Did my subject want to talk? How did I encourage my subject to talk? What "masks" did my subject wear? Did my subject drop the masks?
#When did I tell my subject the purpose of the interview and how it would be used? Did my plans to use the interview seem to matter to the subject?
#How accurate were my subject's memories?
#How accurate was my subject's reporting of her memories? How do I know? Does it matter?
#Who controlled the interview? How?
#How did I feel while interviewing?
#How did my subject feel while being interviewed?
#Would it be useful and possible to return for another interview?
#How do these results affect my original goals? Do I need to adjust my research design?
#When I transcribe, will I write exactly what was said or will I begin light editing right from the start? How will I decide what to write and what not to write?
#How can I ensure that the transcription is accurate? How can I ensure that the transcription reports what the subject wanted to say?
#Who owns the interview and has the right to decide how the completed interview and transcription will be used?
#Next time, what would I do the same? What would I do differently?

The live performer – both the interviewer and interviewee – when it comes time for the solo, creates as well as performs and so there’s an improvisational air to it. And it’s not the air of the unexpected so much as the air of allowance for something to happen that you don’t plan for. Interviewers should always be prepared to abandon the script. You might notice a “phrase that explodes” and want to immediately follow the explosion with a new avenue of questioning. If this occurs, it is very important to jot down keywords and phrases so that you can create new interview questions on the fly. Keep these interview notes with your field notes. Still, remember that interviews have beginnings, middles, and ends. Don’t abandon the end just because the middle went down an unexpected path.

===Gathering Artifacts/Manuscript Material from Interviewee===

As a rule of thumb decline all attempts on the part of interviewees to give you material in their personal possession that they might later want back. Be sure that the interviewee has access to any copies of texts or artifacts they may give you.

==Photography & Videography==

Media projects result in the development of humanities audiovisual resources, including film and video productions, exhibits, audio productions, slide-tape programs, and websites. Projects will often involve collaboration between humanities scholars and experienced media specialists to produce high-quality resources based on the oral history text and other research. The medium definitely affects the message that is delivered. Memories are recounted with more than words. Transcripts can indicate laughter, sobs, finger pointing, or fist shaking. But some expressions are too complex or subtle to reduce to words.

===Care of Ethnography Lab & Equipment===

Develop a familiarity with the equipment that you will be using. Nothing is more stressful than having some easily remediable problem happen at the interview site.
Electrical power is more reliable than batteries, but also makes your equipment less portable. Always carry along power cords and more tape than you think you may need. If you use a microphone, place it nearer to the participant than to yourself. You have written notes on your own questions, but not on the responses you will receive.
Video Editing Software

==Transcription Processing and Archiving==

Our problem becomes more complicated when we try to write down what has been said. People don't always speak in complete sentences. They repeat themselves and leave things out. They talk in circles and tell fragments of the same story out of chronological sequence. They mumble incoherently and use wrong names. When they speak, they don't use punctuation. How is the transcriber to put spoken words onto paper with a semblance of written coherence without changing the narrator's meaning?
Finally, the transcript does not carry inflections of voice and body language. Therefore the reader of the transcript does not have all of the information that the interviewer had originally. In addition, readers and listeners will add their own interpretations in trying to understand what the narrator said.

Why transcripts? (1) Ease of use, (2) makes interview accessible to more people, (3) increased longevity of the format. Scholars prefer the transcript over the original recording in most cases. The public may be more interested in a brief oral or visual account. Also, the transcription process is important as a way to engage in self-reflection and as a self-training exercise for the next interview.

===Transcription/Processing Transcripts/Footnoting===

Transcribing is more of an art than a science. The first draft of your interview on paper may be pretty indecipherable. The more you do, the more you’ll be able to edit the recording on the fly. Be careful, but remember that time is always running out on you. You stand on the razor’s edge in preparing the transcript.

Why edit, especially given the consequences of turning an oral source into a written document? The written document has authority. You are adding context to the interview. Cleaning up the texts also reduces the dynamic range of the sources, but also makes them usable in many more scholarly contexts. Can the transcript be more “valid” than the source tape? Is the linguistic act itself repressive? Is the transcription process more so? You are disciplining speech here, are you not?

Oral histories should always be honestly critical. This does not mean that you are necessarily criticizing the person being interviewed, but you are editing for comprehension and posterity so be careful. You prepare the first draft of the transcript and edit it. Include both the questions and the answers. Then you pass it along to the interviewee for their corrections and addendums. This courtesy is extended in the interests of fair play (the oral history suddenly becomes concretized or “real” or “alien”) and because the interviewee is a co-author in the process. Be careful that the transcript does not become infringed by someone else’s copyright by the inclusion of published material added to the narrative by the narrator. This does happen. The interviewee may be under the impression that an oral history is synonymous with an autobiographical memoir. It’s not.

Some researchers view transcription as mutilation. Don’t give them excuses to complain. Tamper with the dialogue only to increase comprehension without removing it from its status as an oral document. The interviewee will likely want to “read smart” even if they do not sound articulate or use appropriate syntax on the tape. Do not rearrange whole passages unless reader comprehension demands it, and warn the interviewee about the change.

Project the rhythm of the original interview as much as possible. Correct wrong verb tenses and pronouns. Remove false starts and words broken off in the middle. Eliminate redundancies and confusing digressions. Keep a few crutch expressions and many contractions to preserve the personality of the document and its source. There will invariably remain sentences which are not sentences, odd syntax, and strange punctuation marks when you are finished. The em-dash can become your friend. Preserve the distinctiveness of oral language and testimony.

Some oral historians use orthographic symbol systems to communicate non-verbal responses in the transcription. Researchers in some disciplines use oral histories as linguistic exercises. [Dennis Tedlock has written about oral history as poetry.] Linguists today are concerned with more than just the formalism inherent in generative and transformative grammar. They are concerned with the actual performance and reception of that performance. Linguistics allows us to study the nature of questioning and the nature of the respondent’s answers. We can get at the relationship dynamics between participants and actors in “spontaneous” discourse. Every interview is a social situation that can be dissected. We can concentrate upon the coded, regular and predictable nature of these relations rather than their manipulation, and view them not only as analytical devices but also as relations which have their base in some form of a material reality. We can take the commonplace and make it anthropologically strange. Deborah Tannen and Walter Ong have explored the rules of communication in this way using discourse analysis techniques.

You will be asked only to indicate any important gestures that are not communicated on the tape. Note also long pauses in the transcript that took place during the taping. Add “END OF INTERVIEW” to the end of the transcript.

The auditing step, having someone else listen to the recording while reading through the transcript is the most often overlooked step in all professional oral history. What you will be asked to do is go over the transcript and highlight any missing or obscured dialogue or any missing spellings of words.

Above all the transcription process is an ongoing conversation between you and the subject (with a definite end). Always maintain a good public relations front. Keep open the doors of communication and don’t react negatively immediately to any request they may have. But also impress upon them the importance of the process and the final product. Reserve the right to add footnotes for clarification or where facts contradict in the final draft. Annotation is a very important part of the editorial process.

Put copies of relevant documents or illustrations in an appendix attached to the transcript.

==Archiving & Accessibility==

There is a good chance that this will be the only time an interviewee ever has their thoughts formally recorded. Share a copy of the transcript with the interviewee. Save it in a form that will be accessible for posterity.

Which is more important, the tape or the transcript? I think both are important. Nearly everyone who accesses your interview will be relying on the transcript. However, someone who is trying to draw a personal portrait of the interviewee will want to listen to or watch the source copy. Keep the tape. Orthographics is a poor substitute for the original sound or video recording.

The Internet has thrown open to millions the door to interview transcripts and audio archives. Within reason, put the resources where people can get access to them. The downside of Internet distribution of oral history accounts is the ease of Google-stalking. Uploading is more powerful than publishing. Is uncontrolled and anonymous access desirable? We have the largest archive of material on Arkansas history here at UCA, a good place for depositing oral histories.

==Types of Oral History Products==

Oral history is a means to an end, and not usually an end in itself. The product should reflect the needs of the audience, or what effects you are trying to communicate to that audience. Historians traditionally have written for other historians who are judging their work and opening up publishing opportunities. History is what historians say it is. Professionalization means controlling the borders. Oral history is one way of smuggling things through the borders. The canons of history are very important to learn, but they can also keep you from developing new ones, and can keep good people from ever becoming part of the profession.

History is not just the sum total of discrete experiences. Historians will never be replaced by an audio or videotape. The interview just does not exist by itself without be propped up by others. People don’t just recognize the value of things spontaneously. And though there’s nothing wrong with celebration, celebration of something is not inquiry.

What can you do with oral history? Studs Terkel’s book ''Working: People Talk About What They Do All Day and How They Feel About What They Do'' (1974) was turned into a musical version by Stephen Schwartz in 1980. Terkel was a Jewish American born in 1912. He spent most of his life in Chicago. He worked on the WPA writer’s project and was a radio soap opera performer. His first book was Giants of jazz (1956) about northern migration of black talent into the Chicago area. His second book was Hard Times: An Oral History of the Great Depression. He received the 1985 Pulitzer Prize for The Good War (about World War II). It challenged the notion that WWII was a time of solidarity, goodwill, and unity (unlike Vietnam).

Terkel wrote something of a socialist manifesto. He’s been criticized for his cut-and-paste methods. He probably fabricated some passages out of whole cloth or by putting different stories together into one. He never reveals the original transcripts, often cutting them from 60-70 pages to 6-7 for use. He is an artist more than a professional oral historian. It was sociological commentary. He was highly critical of the stranger society that was beginning to characterize American society and community. He wanted to inspire the voiceless, the powerless, the hopeless. His book revealed a time of long gas lines, high inflation, the loss of confidence, and unemployment. In the musical, the actors seem demoralized, tired, overworked. The meaning of work seems reduced even though work is essential to the human spirit. It features stars early in their careers, like Barry Bostwick, Barbara Hershey, Rita Moreno, Patti LaBelle, Scatman Crothers (from Chico & the Man).

===Transcripts===

Archivists argue for oral histories as primary sources. Social historians say that oral histories are interpretive by nature. In the United States the transcript is the product of oral history. It is a first interpretation, says my intellectual grandfather Saul Benison, filtered through a particular individual experience at a particular moment of time. A minority argue that oral history is just raw material similar to any other source. I take the middle path: Oral history transcripts are limited documents upon which may be constructed a new historical synthesis. In the longest run the interviews themselves will prove much more useful to scholars than the texts grafted upon them. Which brings us to the source tape …

===Audiovisual===

In Canada and the United Kingdom the audiovisual recording is the product of the oral history, and the transcript serves as a guide to the audio tracks. The soundscape is crucial in this practice. Sound qualities captured include surroundability, directionality, and continuity.
Curriculum Development

It may be that one of the ultimate values of oral history is that it is a magnificent way of training a young historian to do history.

Oral history can motivate learners, as students are practicing the social studies “almost without realizing it.” It can help students develop rapport with their elders and become “rooted in the past” and an “active part of the present.” Oral history can suffer from inadequate time for preparation. The Foxfire model for creating a local oral history magazine began in 1966. Encourage practice interviewing on each other.

===Oral History Documentaries/Musicals/Websites/Radio/Interpretive Skits===

There are no limits to the ways in which orality can be presented to a written culture and a visual culture.

==Criticisms of Oral History==

Scholars privilege written documents over other sources because of the presumed precision of thought that can be found in these sources. There are specific grammatical rules governing or structuring all well-written documents. Other types of sources, by contrast, are said to be unsystematic. However, historians have long felt that written documents lack human direction and spontaneity. Pre-censored and prepared for special purposes, they reveal only formal relationships, and are innocent of the lives of the vast numbers of poor and working people.

All sources of evidence need to be tested and verified against other sources. Historians have a rule of thumb: where possible, all facts should be checked three times against different sources.
Oral historians often have an end goal in mind, a hypothesis that will be tested, and this means that bias can creep into the process. Some experts say that it is better to separate out the product of oral history research from the process. That is to say, the people who use the oral histories should not be the same people who take the oral histories. Of course, the problem there is that the people who are taking the oral histories do not have a firm idea of the kinds of questions that might be valuable; it is instead all of equal value.

===The Politics of Community Memory===

Oral history is considered by some historians to be an unreliable source for the study of history. Why are they skeptical? Trained to depend on written records, traditional historians have been known to shudder in horror at the potential problems and inherent weaknesses of oral history. What of the failings of human memory? What of the human tendency to impose a narrative structure on events that may not be closely connected? What of the self-serving motives of the story teller? What of the power relationships between interviewer and interviewee that affect what and how events are reported? What of the differences between the spoken and written word? What of the inaccuracies that creep into meaning when trying to put a conversation onto paper?

Well, many of the same problems arise in using written records. Written sources can carry personal or social biases. Written sources occur within a social context.

What problems do newspapers have? As an example, newspaper accounts contemporary with events often suffer from historical inaccuracy because of the ideological slants of reporters and editorial staff, because of the availability of sources, because of advertisers’ interests, and because of the need to sell interesting stories that the public wants to buy. Yet these same newspaper accounts can be used as historical evidence of people's attitudes and interpretations. Even historical analysis published by professional historians intent on upholding the best standards in their field still falls short of that elusive goal, a complete and totally objective account of events.

Experience within literate cultures indicates that each time anyone reconstructs a memory, there are changes in the memory, but the core of the story is usually retained. Over time, however, minor changes can accumulate until the story becomes unrecognizable.

Other historians consider it to be a valid means for preserving and transmitting history. In oral history projects, an interviewee recalls an event for an interviewer who records the recollections and creates a historical record.

Event --> interviewee --> interviewer --> historical record

Oral history depends upon human memory and the spoken word. The means of collection can vary from taking notes by hand to elaborate electronic aural and video recordings.

Oral historians attempt to record the memories of many different people when researching a given event. Since any given individual may misremember events or distort their account for personal reasons, the historical documentation is considered to reside in the points of agreement of many different sources, rather than the account of any one person.

Who has the best memory of events? When is the best time to interview? Is faulty memory of any interest to the oral historian? The human life span puts boundaries on the subject matter that we collect with oral history. We can only go back one lifetime, so our limits move forward in time with each generation. This leads to the Oral Historian’s Anxiety Syndrome, that panicky realization that irretrievable information is slipping away from us with every moment.

Oral history is now often used when historians investigate history from below. History from below is a form of historical narrative which was developed as a result of the Annales School and popularized in the 1960s. This form of social history focuses on the perspectives of ordinary individuals within society as well as individuals and regions that were not previously considered historically important. This includes women and the working class, as well as regions such as India or Africa.

The Annales was founded and edited by Marc Bloch and Lucien Febvre in 1929, while they were teaching at the University of Strasbourg. These authors quickly became associated with the distinctive Annales approach, which combined geography, history, and the sociology to produce an approach which rejected the predominant emphasis on politics, diplomacy and war of many 19th century historians.

Instead, they pioneered an approach to a study of long-term historical structures (la longue durée) over events. Geography, material culture, and what later Annalistes called mentalities or the psychology of the epoch are also characteristic areas of study. Annales historians sideline the sensational, are reluctant to simply account for events, strive on the contrary to pose and solve problems and want to observe on the long and medium term the evolution of economy, society and civilization.

===Lapses of Memory===

Some critics have said that recording oral history is a terroristic act made upon memory. Different eyewitnesses to history will give different accounts, as is true of witnesses to crimes or accidents. Generally speaking, the longer in the past you are asking someone to describe events the less precision you are going to receive. Memory is best served by capturing events relatively quickly after they occur. “Documents written while events were happening” provide the most reliable evidence. You can counteract some of this by bringing along newspaper clippings, photos, or artifacts to the interview.

People also tend to remember the good times and the bad times, and much less in between. The good old days were horrible old days, and things were far more complex back then than anyone is willing to give them credit for. And what’s more frightening than a million dollars? Their MEMORY is TRUE, even if the TRUTH lies in a different direction. FACTS are not always TRUTH. Memories are the experiences of your subjects; that’s why we call them “memory books” and not “history books.” History is a form of coded memory.

===Intersubjectivity===

The interviewer shares authority with the interviewee in the taking and edition of oral history narratives. The questioner legally becomes the co-author of all oral history audio files and transcripts. The Columbia Oral History program in the early days used to discard the interviewer’s questions in the process of editing the transcripts to eliminate this second author’s views, which they found as unimportant.

The subject may be anxious, too anxious, to please and attempt to tell the interrogator what he or she thought the interviewer wanted to hear. They key is to make your role as co-author unobtrustive. You should always endeavor to keep your own opinions and arguments out of the edited narrative. Intersubjectivity allows for liberating collaborations. You want the knowledge and they want to give it to you. Worse than sentimentalizing and losing perspective is remaining cold and detached. You can’t understand it if you remain outside the situation, sort of a statement about truth as subjectivity. Best case: develop a split personality – one side is empathetic and self-involved, and the other is detached and observant. What we need is a science of the subjective! Are personalities more important than techniques?

Portelli noted that the interview situation is “an exchange between two subjects; literally a mutual sighting.”

===Oral History as First Layer of Interpretation===

When you take down a myth on paper you are freezing it. Taking down the memories of past events can freeze the present. This makes them nostalgia items. A top ten list of favorite pop songs from your teenage years is freezing a myth. The very taking and editing of oral histories provide the first and second layers of interpretation. All history is selection, and the questions you’ve asked are part of that selection process. This means that oral histories are not unsullied primary sources. But then, very few sources accessible to another person are really only primary in nature.

===Presentism/Creating Usable Pasts===

You may encounter people with no past and no future. They will be very presentist in their outlook. It’s always been this way and always will be this way. They will have no concept of history. However, it may be that these very same people have been denied a history. These are people who don’t matter, or don’t think that they matter. Your job might be to give them one.

As much as possible, don’t fall into this trap. Beware recasting the story collected in the interview to fit your present needs. It doesn’t all need to be usable information that you collect. In fact, I’d smell a rat in your transcript if no rambling off-topic narrative occurs. Anecdotes and apocryphal accounts can make your subject more engaging. Don’t assume that anything contradicting your suspicions is necessarily “wrong.” Resist the view that the past is essentially just the pattern, the formwork, for the present.

Each age has its own TRUTH, and they demonstrate it every day by casting and recasting a usable past. Have you ever read the children’s book The Important Book by Margaret Wise Brown (author of Goodnight Moon)?

Can the oral historians overcome the collective unconscious of the population in which we live? Can we stand apart? You will not be able to escape this problem because you live in this time. The documents that we produce are not the product of the age we are investigating. They are the products of the here and now. Ironically, it will be our ultimate failure to manipulate the interviews that will make future analyses by other people possible! But you can become aware of your potential biases. We are taking our interviewees and ourselves on a real-time crash course in Honors Core I. Our best interviews should force people to make their lives anthropologically strange. We should ask people to justify actions and ideas which they in the course of their lives never dreamed needed justification. Most people do not go through life constantly questioning what they do or consciously seeking and weighing their motivations.

===Trivialities===

The historian Barbara Tuchman has discussed the problem of overdocumentation at some length. She has complained that in many cases oral historians are collecing trivia and giving what should have been forgotten a new life by recording it and passing it on to others as history. She compared the tape recorder to “a monster with the appetite of a tapeworm.” There is accuracy, and then on the other hand there is what history should know.

Our problem in modern computerized society is not, except in odd cases, the problem of forgetfulness but rather the problem of being overwhelmed with reminiscences and memories flowing in uninterrupted and seemingly unrelated fashion. We suffer from infoglut and the manifestation of that disease is lack of a systematic view of the world. Memory is a machine trait. Forgetting and selectivity are human traits.

We have a records management problem too. Libraries are bulging with unused collections, presidential archives are crammed with interviews that nobody is going to be allowed to see, and local historical agencies are generating oral testimonies every day that are going to remain unnoticed for generations to come. That’s why you have to be creative, like the folks at the University of Alaska, Fairbanks, who came up with the oral history Project Jukebox idea in 1988.

Tuchman is also concerned that we are enshrining the ordinary in our oral history projects. Is there such a thing as a wisdom of crowds? Or can we defend elite history? Can oral history illuminate power as well as powerlessness?

===Mythmaking===

Mythmaking is a conservative, cohesive force in the universe. It perpetuates culture. Myth is memory that is relatively immune to reinterpretation, but it can acquire its own history over time. Myth has more structure and form than ordinary history. Myths also do not require empirical validation. They are a form of public, collective memory. Ideology is a liberal movement in the universe. It effects radical change. It is a mobilizer. Ideologies are structures in history. “Warren Susman says that “myth sets the stage; ideology gets the show on the road.”

Narrators mobilize myth and ideology to make sense of what happened to them. They create ideologies of potent force to explain the meaning of what had happened to them. Cultural values color testimonies, determine the choice of words, what events to describe, and the significance attached to them. Interviewees will distort the chronology and historical perspective in order to turn them into examples to be followed. History is a very dangerous weapon. It is the weapon we use to indoctrinate our children. It is the way we build ideologies and we all know that wars have arisen out of devotion to certain ideologies.

With great power comes great responsibility. The preparation of the oral history involves bending reality to your will. There is no doubt about it. The myths you are making are also shaping the worldview of the people you encounter.

People tend to make sense of their recollections, and do so more and more as they age. They are trying to make sense of their lives and fit it into an overarching context so that they can make meaning of their thinking and actions. The past “marches in review,” especially for older people. Interviews are often created after the fact and reflect the participants’ self-conscious attempts to preserve what they remember for the future.

People want to make sense out of their lives, even when their actions seem to make little sense in retrospect. Not everyone acts rationally all of the time. As your book says, “Not all human activity is coherent and purposeful.” Also, nonsensical actions can later take on new meaning and become significant all out of proportion to their particular impact at the time they took place.
Some people will take the reconstruction of the past all the way to self-delusion. But if detected this can also teach you something about the historical problem. Some of the most interesting things never happened. The way people view their personal histories is worthy of historical investigation. Mostly, though, people want to survive the interview with some semblance of their soul still intact.
On the other hand, the absence of knowledge about the past perpetuates myths about it, and contributes to maintaining the status quo. Myths may seem to talk about events which to us would have to be imaginary, but even imaginary dialogues are full of things that really happened.

===Digital Obsolescence===

Our generation might be the one most readily and comprehensively documented, and most easily lost forever. Obsolete formats. Costs of preservation. Microcassettes and plaintext are the only universal formats. What will happen when the power goes out?

==Guest Speakers==
* Arkansas Traveler’s Project (contact: Alli Hogue)
* New Urbanism, Gentrification (contact: Patrick Taylor)
* Clinton Library inner workings (contact: Skip Rutherford, Jose Guzzardi, Amanda Harris)
* Clinton Library, Heifer International, Doe's Eat Place visit (contact: David Williams)
* UCA Folklore Collection (contact: Jimmy Bryant)
* Deborah Tannen and linguistic analysis (contact: Amanda Allen)
* Grant Writing (contact: Amanda Allen)
* watch segments of ''Vaginia Monologues, Working''

==Assignments==
* videotape an interview with the sound turned down; look at non-verbal cues
* Give an Overview of an Oral History Project or Collection
* Downtown Revitalization
* Write FranaWiki entries
* Develop your questions
* Develop a common thematic set of questions for project interviews
* Read and Critique an existing Honors College Oral History transcript: Clinton Project, Rick Scott, Women’s Abuse, HCOL history
* In class critiques of oral history interviews
* Improving your methods/Reflecting on Interviews Conducted/Retrospective essay evaluating your performance in the project
* Practice Interviewing on Each Other
* Personal Project
* [http://historymatters.gmu.edu/mse/oral/ Linda Shopes, "Making Sense of Oral History"]
* Clinton Library & Downtown Little Rock Project
* Practice Interviewing on Doctor/Final Exam

== This Page is Too Large ==

It oppresses the soul in its grandiosity and impossible breadth.

FranaWiki talk:Community Portal

2008-10-19T00:21:22Z

Zinoviev: Huge need merely be capitalized. All caps is somewhat rude, I'll concede.

==What is Oral History and Who Does It?==

Originally, oral history was simply defined as a conversational narrative that got archived. David Kyvig has said that “oral history is nothing more than the application of common sense to the pursuit of information.” Thus, we’re going to be sharing lots of rules of thumb, heuristics, in this class.
Oral history, traditionally, is an account of something passed down by word of mouth from one generation to another. Contemporary oral history involves recording or transcribing eyewitness accounts of historical events.

The information passed on has occasionally shown a surprising accuracy over long periods of time. For example, the Iliad, an epic poem of Homer describing the conquest of Troy, was passed down as oral history from perhaps the 8th century BC, until being recorded in writing by Pisistratos. Nonetheless, factual elements of the Iliad were at least partially validated by the discovery of ruins discovered by Heinrich Schliemann in 1870, thought to be those of the city described in the poem.

A famous example of oral history comes from the works of several authors who have, over the span of many hundreds of years, collected folklore which was ultimately put together in a book known as the Old Testament. The New Testament was created by several different original authors whose slightly differing versions of many biblical events were combined. The Bible was therefore nearly entirely created using oral history.

Questions to consider: What are the characteristics of a good oral historian? Is oral history a performance art? What’s the difference between oral history and journalism? Is oral history just for us? Who stands to benefit? Why is it valuable?

Oral histories serve several purposes. In the early days they were about filling gaps in the historical record. Oral historians were creating knowledge that would otherwise not exist. But oral history is so much more than this. Plugging a gap in culture with ideas that are not part of that culture falsifies its shape, because culture really has no gaps. Historians are every day engaged in falsifying culture! It’s called selection bias. At any given time the historical repertoire of culture is narrowly limited, with a limited set of alternative interpretations. Historians “fix” this problem all the time.

The general objective of any archive recording program should be to use oral history methods as a means both documenting and of preserving the past. The process product of such work ought to open up new fields of research. It should also seek to meet the broader educational interests of present and future generation by showing them the conditions of life and the variety of experiences of their parents and grand-parents and reflecting and illustrating characteristics or change which make a particular society or culture distinctive.

In realizing these ends, the absence of documentary and printed records will usually indicate the primary subject on which oral history recording would most usefully be focused. Filling wide or absolute gaps in the historic record are fundamental objectives for a creative recording program and, when they also represent subjects that are only alive in the memories of the very elderly, they are gaps which need to be filled first. However, recording can also be based - even in generally well documented fields - on particular features which are not covered by the existing records. It may be the case that the paper records which have been preserved have, for example, an administrative or hierarchical focus, and that much more information can be added to the historical mosaic of some subjects by oral history recording.

Since oral history has an important role in reflecting the past as well as uncovering it, recordings may also be carried out to preserve a sense of place, time, personality or event. Such recordings may produce little original information but they can create an original sound document, giving color and atmosphere and a feeling for history that, in an important way, transcends the collection of data to give a unique dimension to oral history records.

Oral history is a very interdisciplinary craft. It is employed by historians, archivists, librarians, folklorists, anthropologists, educators, journalists, linguists, and genealogists. The time has passed when historians express doubts that oral history is serious history. Oral history is a respected practice of history; it’s just expensive and requires lots of intellectual responsibility. We will quickly find that we cannot fully understand or exploit the materials we are dealing with if we remain within the narrow confines of methods of our own fields of specialization.

We are going to form a loosely organized professional company here in this classroom to work on the Clinton Presidential Center & Downtown Little Rock Community Memory Project. We hope to communicate to you the skills you will need to create your own rival company when you complete the class. Amanda Allen Associates (AAA). You might be amazed at how oral history can pay. Clients might even partially support you in graduate school. Transcripts can become treasured keepsakes in the hands of clients.

===The History of Oral History===

All history begins with oral accounts dredged up from memories. The first historians in the world were oral historians: Thucydides and Herodotus. History is story plus interpretation, and oral history is no different. Oral history is handmaiden to both social history and archival practice.
The Regional Oral History Office at UC, Berkeley began in the 1860s with the work of publisher Hubert Howe Bancroft, who was interested in the nineteenth-century settlement of California. It was professionalized under Willa Baum beginning in 1958. The Federal Writer’s Project of the WPA began collecting oral narratives in the 1930s. Folklorist B.A. Botkin collected oral histories as part of his Former Slave Narratives project.

The Columbia Oral History Research Office (OHRO) began in 1948 under newspaperman and political historian Allan Nevins. He wanted to engage in the “popularization of history.” Allan Nevins wrote about fifty books, including an eight volume history of the Civil War. Established in 1948, it was the first program of its kind in the nation. It now consists of almost 8,000 taped memoirs and nearly 1,000,000 pages of transcript, and is the oldest and largest organized oral history program in the world. Earliest transcript in archives of the Columbia Oral History Research Office contains a first-hand account of the 1863 draft riots in New York City.

The first presidential library oral history project started at the Truman Library in Independence, MO, in 1960. Several others have followed at the Herbert Hoover Library, the LBJ Library, the Eisenhower Library, and the Clinton Library. They are all interested in politically interesting figures associated with the presidency.

The first meeting of oral historians took place at Lake Arrowhead, California, in 1966. The discussions that began there led to the creation of “Goals & Guidelines” – a code of professional ethics – in 1967-1968. The Oral History Association formed in 1967, and the Oral History Review began its publication in 1973. Because of its origins, oral history reflects its commitment to individualism and social change in America in the 1960s. It’s often been about creating narratives of empowerment. The largest documentation efforts focused on civil rights, women, labor, and local and community history (one effect of the Bicentennial).

As big as oral history has become, it can still seem like a club. Your academic pedigree extends back to both the Columbia and Berkeley ROHO programs. My boss at the Charles Babbage Institute was Arthur Norberg, who was trained at Berkeley. My graduate advisor at Iowa State was trained by Saul Benison who in turn was trained by Allan Nevins. Allan Nevins is now your intellectual great-grandfather.

===Oral History Projects & Collections===

===Who is it For? Interviewing Elites versus Ordinary People===

Oral history can give voice to the voiceless, and for this reason is sometimes grouped with the New Left social histories that began to be produced in the late 1960s. Social history is history “from the bottom up.” The history of elites has meant – until very recently – a history of men wearing neckties is all that is important. New Left history proposes that history can become a tool for social reconstruction. The marginalized of history matter. Indeed, small fish living in great times may have more to say than their fearless leaders who had less time to think than to act.

Non-elite history is a way of understanding patterns of deference and class that have contributed to maintaining the status quo. I found it troubling three semesters ago when I discovered that many of the participants in the Downtown Little Rock project knew each other since they were young people. I. C. Smith, Special Agent in charge for the FBI in Arkansas from 1995 to 1998 and author of an insightful book, ''Inside,'' says that "not more than 1000 people count in Arkansas and in that number only 100 or so really count." I believe him.

Some people have argued that oral history gets at people who are more willing to talk and make better judgments about the record because they are not already jaded. Oral history may actually be most suitable for those who survive by an oral culture in the first place: the homeless, the illiterate, the hardworking who have not time to leave behind records. Is there any such thing as a common person these days? Take a look at the sophistication that goes into garbage recycling these days. This is not a job for stupid people.

Probably the best rule of thumb is to interview the oldest people first. Nursing homes are where biography ends. “Had we but world enough and time, this coyness lady, would be no crime.” Also, interview the most significant people some time down the road after you have collected a load of data from other sources. In other words, move from the periphery to the core. Also, quality is better than quantity. Some people would disagree with me and say that the best thing to do is interview people early in life and then again and again over time. That’s all well and good. A story at each telling can be subtly changed. But how many people have those kinds of resources at their disposal?

===Impact of Oral History on the Individual and Community===

Oral history can be therapeutic by making people participants in history, and encouraging community and talk across generational lines. Particularly for the elderly, reminiscence can be therapeutic. You may even be giving people a history that they have never had, or seen fit to have. Lots of people live only in the present and have no past and no future. You are connecting individuals to other people in the past, present, and future. You can’t really begin to live in the future unless you know where you came from. You are also reminding yourself and the interviewee that every individual is more than one person.

For the individual the oral history process can serve as a sort of trauma therapy. You might expose a crisis brewing in the life of the interviewee. Be very careful with this, as this is not your intent in taking the deposition. You are human and it should be impossible not to get emotionally involved in your subjects, but do not become too emotionally involved. Your safety is of preeminent importance to me as an instructor. Don’t go someplace you don’t feel safe under any circumstances.
Most importantly, oral history can make you more of a human being. Nothing human need really be alien to you anymore if you don’t want it to, and that’s the joy of it. Never forget that history is about people, not objects. The interview is a social occasion. We are being given a gift and must reciprocate. For the time of the interview we are involved in someone else’s life. Oral history is a collective enterprise. It is about forming a community of discourse. Oral history becomes effecter and evidence of community connections. Wisdom is found not in the individual, but in the network. You are “training the network” in completing oral histories. Oral histories depend on source experiences that are created by large groups of people.

==What is Ethnography and Folklore?==

===Ethnography Projects and Collections===

Field-oriented disciplines like ethnography rely on participant observation and may not even take notes in the presence of those they are studying, waiting to write up their notes later from memory. Ethnographers and anthropologists tend to see folk tales and folklore as no less important from the factual recounting of events.

Ethnography (def.) - (from the Greek ethnos = nation and graphein = writing) refers to the qualitative description of human social phenomena, based on fieldwork. Ethnography is a holistic research method founded in the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Probably the most famous ethnography is Coming of Age in Samoa by Margaret Mead. Her book upset many people when it first appeared in 1928. American readers were shocked by her observation that young Samoan women deferred marriage for many years while enjoying casual sex, but eventually married, settled down, and successfully reared their own children.

A person within a literate culture thus has presuppositions that may falsely affect her judgment of the validity of oral history within preliterate cultures. In these cultures children are usually selected and specially trained for the role of historian, and develop extraordinary memory skills known as eidetic or photographic memory. AI expert Marvin Minsky has studied this problem in depth, and argues that no such thing has ever been documented.

Before the development of written language in a given society, oral history is the primary means of conveying information from one generation to the next. The most common form of this transmission is through storytelling and the recitation of epic poetry, with the stories and poems collectively known as the oral tradition of a people. The combination of this oral tradition with morals and rituals passed down by word of mouth is known as the folklore of a society. Although not as prevalent now as in the past, oral history is still very much alive among many North American native groups.

Some anthropologists started collecting recordings (at first especially of American Indian folklore) on phonograph cylinders in the late 19th century. In the 1930s the United States Library of Congress started an oral history program to record traditional folk music, and accounts by surviving witnesses of the American Civil War, Slavery, and other major historical events, onto acetate discs. With the development of audio tape recordings the task of recording memories became easier.

Today, cultural anthropologists like Adam Frank study and interpret cultural diversity through ethnography based on field work. It provides an account of a particular culture, society, or community. The fieldwork usually involves spending a year or more in another society, living with the local people and learning about their ways of life.

Is it possible to be an objective or neutral observer? Ethnographers are usually participant observers. They take part in events they study because it helps with understanding local behavior and thought. The longer one stays, the more they will learn and understand. Staying over one year allows for repetition in events and processes that may have been missed because of unfamiliarity at the beginnings and cultural shock.

Urban sociology is a form of ethnographic field work focused on the study of urban areas where industrial, commercial and residential zones converge. Jane Simonsen’s class on the City as Text might be considered an example of urban sociology. She was trying to get students to understand how to “read a neighborhood” and classify residential streetscapes. I live in a Texas Twenty-Minute home, for example.

Ethnography has been used to study business settings. Groups of workers, managers and so on are different social categories participating in common social systems. Each group shows different characteristic attitudes, behavior patterns and values. Netography or Virtual Ethnography is a new form of ethnography, which involves conducting ethnographic studies on the Internet.
Ethnography is also one of the fields where structural analysis seems dominant. The text becomes symptomatic in the search for the problematic behind the text, the combination of things said and unsaid, which reveal the place of text in the history of theory and science. Structuralism has its modern father in Louis Althusser and his student Michel Foucault. They looked for the fundamental order of things, the lowest common denominators, the history of consciousness, that defined time and space in constructing an ethnomethodology. More recently such objectivism inherent in the work of Althusser has been turned over to more difficult questions of subjectivity. Conversation and narrative are the mediating stages between ideology and fieldwork. You are creating an “ensemble of texts” in the Clinton Library project that are more than the sum of their parts. They inform one another to recompose a culture.

===The Ethnographic Interview===

[http://www.analytictech.com/mb870/Handouts/notes_on_spradley.htm Spradley on The Ethnographic Interview]

The prime objective is always the understanding of the past and its lasting effects upon us as we live our lives. The goal of an ethnography is also to move beyond individual tales to examine the culture itself.

===Folklore Projects and Collections===

Oral historians concentrate on recording personal experiences of the interviewee. Folklore is at the opposite end of the interviewing continuum from oral history. Folklorists collect the traditional stories, songs, and other expressions of the community, whether fact or fiction. Folklorists do not interview; they collect. They can collect jokes, tales, legends, songs, music, dances, plays, games, riddles, peculiar vocabulary, beliefs and customs, cookery, or examples of vernacular architecture. In folklore and ethnography, the oral historian is the person being interviewed (by this we mean the person who carries around the collective history of the community in their head).

==Ethics & Sponsored Projects==

===Ethics===

There is a special code of ethics in this business because you ca create more damage in the name of science than you are really producing for the historical craft. You need to be extra careful because what may slip out in an informal setting is part of a person’s secret life. Most people have a secret life that they don’t reveal, especially to those they are close to. But who are you? The interviewee may feel more comfortable sharing a piece of their secret life with you than with their own family members. There’s a line of propriety here that you are going to have to find.
There’s a great story by John Wyndham about historians from the future who go back in time and study the past. They are not supposed to make any changes in the past because once they interfere they may cause irreparable damage by changing the course of history. You as an oral historian engaging in interviewing will always be transforming the person who is being interviewed. Assume that every time you conduct an interview you will be changing the timeline.

[http://alpha.dickinson.edu/oha/pub_eg.html Evaluation Guidelines of the Oral History Association.]

Oral histories can serve as evidence of crimes. It is possible to libel or defame someone in the process of taking an oral history. Historians do not enjoy client privilege. You cannot defame the dead.

Some of the most well-known oral historians have suffered ethical lapses. Studs Terkel is a Chicago radio host and WPA-era interviewer who authored the bestselling ''Hard Times'' (1970), ''Working'' (1974), and ''The Good War'' (1984). He is notorious for rearranging narrative prose to fit his purposes, and ennoble his subjects.

Alex Haley wrote ''Roots'' (1976), which was turned into the most popular television miniseries in American history. Some have criticized him for producing little better than historical fiction.

===Release Forms/Ownership===

Federal copyright law grants copyright automatically to anyone whose words and ideas are recorded in any tangible form, for a period lasting until seventy years after that person’s death. Interviewees retain the copyright on anything that they said in the interview, just as you retain copyright on your questions asked.

Release forms can become rather full of legal-sounding language, but most oral historians manage to find a form with which they are comfortable. Release forms make it clear to the interviewee, without question, how the interviews will be used, minimizing the chances for misunderstanding. In addition to offering some protection, release forms also remind the oral historian that the interviewee grants us the privilege of using something that does not belong to us.

Your transcripts are unusable for use in productions or research by others unless you have a signed release form. Both you and the interviewee should sign it before the interview takes place. If you must rip up the release form later, so be it. Regardless, the release form “professionalizes” the experience for the interviewee. It is a contract to try hard to recollect things honestly.

===Proposals and Grants===

Most IRB regulations are inappropriate to the purposes of oral history. IRB review may even act as an infringement on academic freedom. Most oral history projects are excluded from IRB review.
The key to IRB approval is “informed consent.” Can an oral history taking cause the subject to be harmed. It can even involve potential defamation of character. Proper oral history taking is technically exempt from IRB review. Informed consent is an ongoing process and negotiation. It is not a piece of paper.

Grant budgets can cover the costs of research, travel, and interview processing. Sources of funds might include Arkansas Heritage Council & SURF. Private grant funds might also be available. The application process can be a major hurdle. That’s why the Sponsored Projects Office is here to help. You will need to supply a catchy title for the project, a project description and justification, explain how it meets the grant funding agency’s guidelines. You may need to engage professional collaborators, or advisors and describe their relevant expertises and how they will help. You will also need to demonstrate a good plan, the expected product of the project, the audience for the result, perhaps a GANTT chart. A budget summary will be required, because you are asking for money. You may need to give a plan for publicity and or distribution to that audience. You may even need an evaluation plan if the project is expected to be a long one.

The official paperwork is the last section you work on but the first section they see. If at all possible type it up. Ask questions about how it should be filled in. Signatures take time to acquire. Make early deadlines for yourself. Give mentors time to fill out their part of the forms. The sections marked optional on forms are not optional. Make your c.v. neat and organized. Polish the work that you have done. Decide what they are lookin gofr (do they want to see work experience? Research projects? Papers? Or Presentations? You must have the official transcript documents as signed by the Registrar. That takes time and money ($3-5 each). The abstracts should be short and to the point. Don’t state conclusions. Make them want to read the written proposal.

In the written component: Know your audience. What kinds of projects are they look for? Do they know the terminology of your project? Footnotes and bibliography do not count against your wordcount or pagecount. If you need to supply background information and it doesn’t fit into the proposal use a footnote. Be concise. Use the appropriate serif font (Arial or Times New Roman) in 12 pt. Make it local. How will your project affect their community? Be sure to include a dissemination of results. Tell them anywhere and everywhere you’d like to present. Put enough into the GANTT chart that you look busy and important. Let them see exactly what they are paying for with Microsoft Visio or Excel. Find or create donors. It shows that other people believe that you are a worthwhile investment. Add up your budget three times to make sure you’ve totaled correctly.

You may want to write the outlines of recommendation letters for the people who you are asking to write for you. The letter should be about the project, why it’s important, and why you are the only one capable of doing it. Have each letter emphasize a different aspect (i.e., why it’s important to the community, why you are qualified, why it’s important to your field) and pair those aspects up with your recommender’s expertise.

==The Scholarly Task of Oral History==

Oral historians are not just glorified reporters, though I think the most remarkable oral historians can learn much from journalists and vice versa. Journalists work under extraordinary pressures, including short deadlines. They are not likely to deposit their notes in archives for further research.

It is always better if the interviewer has some particular interest, experience, or expertise in the subject matter. Take on interviewees and subjects that you feel prepared to take on and learn something about. Play to your personal strengths. Perhaps you will want to search for your own past in conducting oral histories. I think that’s what we all are doing ultimately.

Selecting an interviewee: sometimes the best subject is the most articulate at expressing themselves, has a good memory, and is not so atypical as a consequence as to be different from others in the same position that you might interview. Good social history can be intellectual history too. Most oral histories that get noticed have some sort of conceit. They gravitate towards the “movers” and the “shakers.” I like snowball interviewing, where you ask a good interviewee who they recommend as future interviewees. The danger is that you will lose your sense of purpose and remove yourself from a good stratified sampling of interviewees.

===Sources/Background Research===

Where written sources are available, they should be used as background as well as corroboration. Oral data does not exonerate the historian from searching for and using written documents exhaustively. A cardinal rule is to come to the interview thoroughly informed and then to let the subject do all the talking.

Some of the best places to gather research on your interviewees may be through general Internet searches, the New York Times full-text database, the Google News Archive, and the Newspaper Index full-text database available from the Torreyson Library website.

===Compiling Interview Topics & Questions===

Oral history is about asking good questions. Oral history involves structured interviewing techniques. Have the questions ready on two sheets (the bottom of the second sheet is there for your field notes, sorted in chronological and then subject order as much as possible. People think of their lives primarily in chronological order, or sometimes reverse chronological order. Ask the most general questions first, then work your way to the most specialized. Broach the most controversial subjects last, unless controversy is the subject of the interview. This is called “funnel interviewing.” Money, not sex, is the most sensitive topic in the oral history interview. Ask about victories before talking about losses.

Still, question-asking is individualized and intuitive. Don’t ever let me take that away from you. Ask open-ended questions that require more than a sentence or two in reply. Rationalize your questions as you ask them. Use “how” or “why” rather than “what” questions. Avoid loaded questions where you suggest the answer in advance. Ask yourself how likely are your questions going to be in producing informative answers? The best interview question is: “Can you give me an example?” Second best: “Can you walk me through the events of that day?” Third best: “How did you feel then and how do you feel now?” Aspire to perform a meaty interview.

The very questions that you ask are going to reveal your biases. One way around the problem is to gather questions from other people. Family interview questionnaires listing commonly asked questions may be valuable to your project. Paul Thompson's ''The Voice of the Past'' ends with an appendix listing model questions he asked in interviews:

'''Full name.''' Place and date of birth. Father’s name, place and date of birth, occupation. Mother’s name, place and date of birth, occupation. Grandparents: names, places and dates of birth. Any memories of them? When did family members come to America? What was their physical appearance? What stories have you heard about them? Were you told any stories about other forebears? If so, what were they?

'''Childhood:''' Where did you grow up? Describe the house you lived in. Describe the sort of food you ate. Describe the types of clothes you wore. Describe the games you played as a child (not only sport but things like skipping, marbles, etc). What chores did you have to complete?

'''Family activities:''' What sort of things did your family celebrate? (Christmas, birthdays, etc). Describe a typical family Christmas/birthday and/or another appropriate family gathering. Describe
a common ceremony. What were your family’s attitudes towards alcohol? Smoking? What was the discipline like at home? What sorts of things were your parents strict about? How? Why?

'''Education:''' Where did you go to school? How did you get there? How many classes were there? How
many children in the classroom? Did you have any favorite teachers? Why did you like her/him? Were
there any teachers you disliked? Why? What was the discipline like at school? (strap, other punishments?) How did you feel about being punished? Why? Describe the games you played at school
how old were you when you left school? Why did you leave? What did you do next? Ask the same questions about high school and university, if appropriate.

'''Work:''' What was your first paid job? Where did you work? Describe what you did in your job. Hours of work? Wages? Did you give any to your parents? Did you need special clothes? Equipment? How did you feel about your job? Were you involved in a union? Which? How? What were your relations like with your workmates? With your boss? Were there any problems getting time off? If so, describe them.
Why did you leave? If person interviewed had more than one job, repeat for each.

'''Leisure:''' What did you do in your spare time? (clubs/youth organizations/sports/games/dances/hobbies/cinema/theater/pub?) Describe what was involved. Did you go out in the evenings? What was a good night out when you were young? Did you stick to a group of friends? Did your parents expect to meet your friends? Did your parents disapprove of any of your activities? If so, why?

'''Marriage/Partners:''' How did you meet your partner? How did you feel about him/her? Why? Why did you decide to get married/live together? Was there any pressure from your families? If so, what? Where did you get married? Was it a religious or civil ceremony? Why? Describe what you wore. Was there a reception held and what was it like? Honeymoon? Where? How long? How did you manage the housekeeping after marriage/living together? Who paid the bills? Who decided how the money should be spent? What did you do when you disagreed? How would you describe your relationship? Did you talk to each other and share important things? Did you both have the same ideas about bringing up children? Was there anyone you talked to if you were worried about the children? Did you ask your mother for advice? Reasons?

'''Religion:''' Could you tell me how you spent Saturdays in those days? How about Sundays? Did you have different clothes? Did you play games? Did your parents think it wrong to work or play on Sunday? Did your parents attend a place of worship? Denomination? How often? Both mother and father? Did either hold any position in the church? Did you attend? Did you go to Sunday School? Outings? Choir? Evening classes? Other activities organized by the church? Were you taught to say prayers at night? Did you ever have family prayers? How much would you say religion meant to you as a child?

'''Other things you might want to ask about:''' Interviewee’s experiences during a war. Interviewee’s experiences during a time of other national stress. Moving away from home how did you feel about that? Did you keep in touch with your family? How? Why?

Ask “why not” questions as well as “why” questions. Look for omissions from the dialogue and ask about them. Never say “I know exactly what you mean” even when you do. Always ask these two questions at the end of the interview: “Are there any questions I’ve failed to ask you which you would like to raise?” and “Are there any topics you would like to return to and say more about?”

===Knowledge Database: FranaWiki/Creating/Editing Wikis/Standards that Apply===

Most text does not require any special changes for wiki form. A few basic rules are:

* Do not indent paragraphs. (Indenting may cause your text to appear in a monospaced font.)
* Leave a single blank line between paragraphs.
* To create a horizontal line, type 4 minus/dash/hyphen (-) characters.
* There is no need to encode HTML characters like <, >, or &.
* HTML characters like © and ∞ can be used on pages: do "&copy;" and "&infin;" (version 0.91 and later). See http://www.w3.org/TR/html4/sgml/entities.html.

To mark text as '''bold''', ''italic'' or <code>fixed-width</code>, you can use the HTML <nowiki><b></nowiki>, <nowiki><i></nowiki> and code tags. For example:

<nowiki><b> bold </b></nowiki>,
<nowiki><i> italic </i></nowiki>,
<nowiki><b> <i> bold+italic </i> </b></nowiki>.

Note that MediaWiki (like most Wikis) processes pages line-by-line, so if you want three bold lines of text, you will need to use three separate <nowiki><b>...</b></nowiki> tags. Also note that unclosed or unmatched tags are not removed from the page.

MediaWiki also implements the old "quote style" of text formatting, which is used on several wikis. Briefly:
<pre>
''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''
</pre>

looks like:

''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''

The "quote style" formatting is often confusing, especially when multiple bold and italic sections are mixed on a line.

Headings are delimited by 1-6 equal signs (=). They basically correspond to HTML's <h1> through <h6> tags.
<pre>= Headline size 1 =
== Headline size 2 ==
=== Headline size 3 ===
==== Headline size 4 ====
===== Headline size 5 =====
====== Headline size 6 ======</pre>

Simple lists:
<pre>
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.
</pre>

...which looks like:
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.

Numbered lists:
<pre>
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.
</pre>

...which looks like:
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.

Simple indented text:
<pre>
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level
</pre>

...which looks like:
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level

Term with indented definition: [without a blank line between term and definition]
<pre>
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)
</pre>

...which looks like:
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)

===Life History Forms & Memory Jogging Conferences===

Life histories give the interviewee enough time to relate what both the interviewer seeks and the interviewee wants to tell. The oral historian conducting even a subject-oriented project should seriously consider expanding the scope of its questions to record as much as possible about each interviewee’s life. Interviewers should extend the inquiry beyond their immediate needs to make each interview as complete as possible for the benefit of others.

Researchers can prepare life history forms that they send out to the interviewee in advance of the interview. This allows you to get acquainted with the outline of the interviewee’s lives and then fill in the details with the oral history. At the very least the interviewee should be able to send you a copy of their employment resume, which might help guide the conversation. This can be a good thing and a bad thing, as it lays out a blueprint for the conversation, but also drives the interviewee to the destination before the interview even takes place.

The life history form can contain very little or a great deal, depending on the project's purposes. Personal data is very useful and particularly recommended if the interview is a family history project or if interviews are to be archived for future use. The form needs to contain information that helps scholars understand, use, and interpret the interview. Aside from interviewee’s name, address, telephone number, birthdate, and birthplace, the form might ask for the names, birth dates, and dates of death for parents, siblings, spouses, and children. It could ask for places lived in as well as for education and work histories. It could ask for listings of special skills and for memberships in organizations.

Another possibility is the memory jogging conference, sometimes called the oral history “coffee house,” which involves invited members of the community to an event that is recorded for posterity. Participants can help each other remember things. The downside is the difficult in preparing a faithful transcript of the conversation.

Do as much as you can to research each individual subject, but don’t sweat it if you know more about some participants or subjects than others. Oral history often gets at information you cannot be prepared to receive. Oral history, after all, gets at neglected areas of knowledge.

==Interviewing==

===Professional Demeanor/Public Relations/Correspondence===

It is my job to grease the walls to the corridors of power. The initial correspondence that gets sent will include my name, the name of the Honors College at UCA, as well as your own. Amanda, Eric, and I will also serve as your personal advisory committee on your projects. Each of you will meet with each of us at some point to discuss your particular research agenda and interview plan. I will be available to alert potential gatekeepers to you work and provide suitable introductions where necessary. My job is the set the agenda, raise necessary funds, maintain paperwork, and supervise personnel. We must all work to bridge the gaps between the ivory towers of the academy and the real world.

Your first task after you have identified the interviewee is to contact him by mail. This is still perceived as the most courteous way of contacting someone, and the formality of the request will catch their attention and alert them to its importance. In less than two pages explain in your solicitation letter: (1) who you are, (2) who you represent, (3) what you are interested in doing, (4) why they are important – flattery works!, (5) where and when you might be available, (6) how the interview process works and what the product of the labor will be, (7) emphasize that they will have opportunity to review the manuscript, (8) close with language explaining that you will be calling or emailing them very soon. If you don’t know very much about the interviewee, ask for a c.v. or resume in the solicitation letter or ask about any sources that you might consult in advance of the interview.

Be ready for them to respond that they have nothing of importance to contribute. Have a rebuttal ready. Be persistent about scheduling a particular time frame for the interview. Accept the ground rules that the interviewee ultimately sets, but be prepared for them to break their own rules.
You will need to be able to monitor your own stress level in advance of the interview. Every interview I’ve done I’ve gone into scared. Take three deep breaths. Plant this thought in your mind: This guy is not special. He’s like me.

Prepare a route map in advance so that you will arrive early for the interview appointments. Be aware of special complications like equipment, power cords and outlets, and parking fees. Practice changing tapes and batteries. Dress appropriately, that is, one level of clothing above the level you expect your interviewee to wear.

Once at the interview site, get the equipment set and working as quickly as possible. Many an interview has been ruined by the subject spilling their guts before you can get the recording device turned on. Put the recording device in as unobtrusive a place as possible, giving you easy access to the light that tells you it is still working. Anybody can be technophobic. Check your equipment unobtrusively but regularly. Recording devices almost always have an effect on the interview product. Be aware of tape “leaders.”

Take along two copies of the release form. You and the interviewee should sign both forms. Give one copy to the interviewee. Conduct the interview in a location away from traffic by other people and extraneous noise. Move the interviewee away from behind the desk if possible. Look for unintended clutter in the shot, like an obtrusive note sticking out of a lapel pocket of the interviewee. Control the lighting level. Turn on lights that may be in the shot. Give the interviewee appropriate “head room” and “look space.” Two cameras, one focused on the interviewer and the other on the interviewee, are better than one. Consider having a small portion of the interview take place during a tour of facilities or during a demonstration, or capture some stock footage of the location without the interviewer for cutaway shots in the finished film. People live in an envelope of location and sound. Try and capture some of that.

Try and interview only one person at a time, regardless who may show up to the interview. Group interviews make you the moderator of a discussion, which adds a level of complexity. Also, it will be more difficult to transcribe the resulting interview later. Team interviewing is acceptable, as long as the interviewers know their particular roles. In fact, team interviewing is recommended where video equipment is involved.

===Interviewing Style/Silence/Location/Active Listening===

The best advice I can share is that oral history involves experiential learning, that is, learning by doing. That one of the reasons why this kind of seminar-style class works so well in the Honors College. Oral history is a cooperative learning strategy.

Oral history is a natural habitation for extroverts and conversationalists. Good interviewers are humble, persistent, and know when to be passive or active. Developing personal rapport with your subjects is very important. If at all possible know something semi-trivial about the interviewee that you might share in common. If the interviewee is from Texarkana and you grew up in Texarkana exploit that advantage in breaking the ice. Steer clear of false intimacy, but act sympathetically, be friendly, and above all COURAGEOUS. Don’t be a COWARD, but THINK. The best conversations come out of such contrariety. Don’t fall into acquiescence and don’t engage in too much argument.

You may be surprised at how willing people will be to talk to you because you are a young person. They recognize that you are teachable and open to ideas in ways that your crusty old professors are not. The people whom you are interviewing are going to become your teachers and your teachers are going to know a hell of a lot about their own lives depending on the kinds of questions you pursue. If they aren’t saying much, you are asking the wrong sorts of questions.

I am almost always perceived as more of a threat to interview subjects than you will be. You can ask the embarrassing questions because you are young and naïve! Take advantage of that advantage while being always polite and deferential. You are an emissary of the Honors College and UCA whenever you take an oral history.

At the interview you may be in charge of managing interviewee butterflies. Put the interviewee at ease. Make sure they are comfortable and have water if they want it. Switch off the recording device if they want to say something to you in confidence (“off the record comments”) and then immediately switch it back on.

Ask one open-ended question at a time. Don’t step all over the comments given by the interviewee. You are gregarious but not rude. Give them a chance to fully consider your question before asking a follow up question. Don’t interrupt. This is something that I’ve had to learn as a teacher. Give your students some time to come up with the answers. Remember that professional people and politicians are schooled not to volunteer information.

Be a good listener. Follow up on comments that are made during the interview with sub-questions where necessary or warranted. Show that you know something about the subject matter without trivializing the interview (becoming a “knowit”). Respond by shaking your head, smiling, or responding with one-word affirmatives. Take an occasional note to show interest.
Beware the “well-rehearsed story.” Lots of people have them and will expect to have them recorded for posterity. They will think you want them, and maybe you do. It is better to hear out the interviewee than to interrupt these personal narratives as it will often confuse them. Still, a press release is not an oral history.

The length of the oral history is often dictated by the amount of time you have available to transcribe the tapes. For each hour of interview it may take 2-10 hours to prepare a transcript. Most oral histories do not last more than two hours at one sitting. Beware the lonely interviewee. You are not a psychiatrist. Don’t question the veracity of your subject at the time of the interview. Add a note to your field notes and check on peculiar claims later.

At the end of the interview be sure to thank the interviewee audibly on tape so that this can become part of the final transcript. Let the interviewer know how long the transcription process should take, and what will happen next. Don’t overcommit to anything else. Engage in a little casual banter if it seems appropriate, but leave quickly if they appear busy. Be sure to explain what will happen next.

Allen and Mary Ivey talk about five stages of the interview in counseling psychology. They are applicable here in oral history. Initiating: (1) rapport/structuring; (2) gathering data, or drawing out stories, concerns, problems, and issues; (3) mutual goal setting, as in, what does the interviewee think is most important; (4) working: exploring alternatives and confronting incongruities in the story, working out resolutions; and (5) terminating and generalizing to daily life (leaving behind a new story that you have both created together). Listening is the foundation of both counseling and interviewing. You can use this model to build up your natural style of interviewing. Practice leads to mastery and competence.

People exist in lots of different contexts, and you should make yourself aware of them. The local contexts of the interviewee might be family, neighborhood, or community (which provide safety); institutional contexts include education, religion, government, and work (policies and law); global contexts also impinge on the individual, things like politics, culture, global events, the environment, and the media; finally, the are chronometrical or lifespan contexts like purpose, maintaining a positive attitude, and perpetual goals like life after death. Individuals use all of these contexts in creating and maintaining their coping strategies.

===Interviewer’s Field Notes===

Very soon after the interview, the interviewer should sit down and make notes in an organized fashion, before time dulls the details. The notes are something like the anthropologist’s field notes. The interviewer’s notes tell who, what, when, and where. They add anything that will help the transcriber or future scholars to understand the interview. If the project is in a school setting, teachers or students need to create a form to fit their particular projects’ needs and goals, as well as the students’ abilities.

Immediately following the interview ask for the spellings of proper nouns and names and write them down yourself. This will help you when it is time to prepare the transcript. Also, write down a little bit about the surroundings you encounter as well as thoughts on your own performance. Observe the interviewee in the context of their natural surroundings. What is it like to be this person on a day-to-day basis?

Add any comments you may want to make about the interviewee that took place when the recording device was shut off. These can go into your biographical abstract or in the footnotes. Note the mood of the interviewee before, during, and after the narrative was taken. Think about the concept of intersubjectivity. How did the sharing of the narrative affect the objectivity of the account?

Answer the following questions in your postmortem:

#How did I choose the person to be interviewed? Were the people I interviewed the right ones for my research?
#How did I prepare for the interview? Did I prepare enough?
#What did I use for equipment? Did it work satisfactorily? What changes should I make?
#What kinds of questions did I ask? What kinds of questions worked well? Not so well?
#Where did I conduct the interview? What in the environment affected my interview? How?
#Did my subject want to talk? How did I encourage my subject to talk? What "masks" did my subject wear? Did my subject drop the masks?
#When did I tell my subject the purpose of the interview and how it would be used? Did my plans to use the interview seem to matter to the subject?
#How accurate were my subject's memories?
#How accurate was my subject's reporting of her memories? How do I know? Does it matter?
#Who controlled the interview? How?
#How did I feel while interviewing?
#How did my subject feel while being interviewed?
#Would it be useful and possible to return for another interview?
#How do these results affect my original goals? Do I need to adjust my research design?
#When I transcribe, will I write exactly what was said or will I begin light editing right from the start? How will I decide what to write and what not to write?
#How can I ensure that the transcription is accurate? How can I ensure that the transcription reports what the subject wanted to say?
#Who owns the interview and has the right to decide how the completed interview and transcription will be used?
#Next time, what would I do the same? What would I do differently?

The live performer – both the interviewer and interviewee – when it comes time for the solo, creates as well as performs and so there’s an improvisational air to it. And it’s not the air of the unexpected so much as the air of allowance for something to happen that you don’t plan for. Interviewers should always be prepared to abandon the script. You might notice a “phrase that explodes” and want to immediately follow the explosion with a new avenue of questioning. If this occurs, it is very important to jot down keywords and phrases so that you can create new interview questions on the fly. Keep these interview notes with your field notes. Still, remember that interviews have beginnings, middles, and ends. Don’t abandon the end just because the middle went down an unexpected path.

===Gathering Artifacts/Manuscript Material from Interviewee===

As a rule of thumb decline all attempts on the part of interviewees to give you material in their personal possession that they might later want back. Be sure that the interviewee has access to any copies of texts or artifacts they may give you.

==Photography & Videography==

Media projects result in the development of humanities audiovisual resources, including film and video productions, exhibits, audio productions, slide-tape programs, and websites. Projects will often involve collaboration between humanities scholars and experienced media specialists to produce high-quality resources based on the oral history text and other research. The medium definitely affects the message that is delivered. Memories are recounted with more than words. Transcripts can indicate laughter, sobs, finger pointing, or fist shaking. But some expressions are too complex or subtle to reduce to words.

===Care of Ethnography Lab & Equipment===

Develop a familiarity with the equipment that you will be using. Nothing is more stressful than having some easily remediable problem happen at the interview site.
Electrical power is more reliable than batteries, but also makes your equipment less portable. Always carry along power cords and more tape than you think you may need. If you use a microphone, place it nearer to the participant than to yourself. You have written notes on your own questions, but not on the responses you will receive.
Video Editing Software

==Transcription Processing and Archiving==

Our problem becomes more complicated when we try to write down what has been said. People don't always speak in complete sentences. They repeat themselves and leave things out. They talk in circles and tell fragments of the same story out of chronological sequence. They mumble incoherently and use wrong names. When they speak, they don't use punctuation. How is the transcriber to put spoken words onto paper with a semblance of written coherence without changing the narrator's meaning?
Finally, the transcript does not carry inflections of voice and body language. Therefore the reader of the transcript does not have all of the information that the interviewer had originally. In addition, readers and listeners will add their own interpretations in trying to understand what the narrator said.

Why transcripts? (1) Ease of use, (2) makes interview accessible to more people, (3) increased longevity of the format. Scholars prefer the transcript over the original recording in most cases. The public may be more interested in a brief oral or visual account. Also, the transcription process is important as a way to engage in self-reflection and as a self-training exercise for the next interview.

===Transcription/Processing Transcripts/Footnoting===

Transcribing is more of an art than a science. The first draft of your interview on paper may be pretty indecipherable. The more you do, the more you’ll be able to edit the recording on the fly. Be careful, but remember that time is always running out on you. You stand on the razor’s edge in preparing the transcript.

Why edit, especially given the consequences of turning an oral source into a written document? The written document has authority. You are adding context to the interview. Cleaning up the texts also reduces the dynamic range of the sources, but also makes them usable in many more scholarly contexts. Can the transcript be more “valid” than the source tape? Is the linguistic act itself repressive? Is the transcription process more so? You are disciplining speech here, are you not?

Oral histories should always be honestly critical. This does not mean that you are necessarily criticizing the person being interviewed, but you are editing for comprehension and posterity so be careful. You prepare the first draft of the transcript and edit it. Include both the questions and the answers. Then you pass it along to the interviewee for their corrections and addendums. This courtesy is extended in the interests of fair play (the oral history suddenly becomes concretized or “real” or “alien”) and because the interviewee is a co-author in the process. Be careful that the transcript does not become infringed by someone else’s copyright by the inclusion of published material added to the narrative by the narrator. This does happen. The interviewee may be under the impression that an oral history is synonymous with an autobiographical memoir. It’s not.

Some researchers view transcription as mutilation. Don’t give them excuses to complain. Tamper with the dialogue only to increase comprehension without removing it from its status as an oral document. The interviewee will likely want to “read smart” even if they do not sound articulate or use appropriate syntax on the tape. Do not rearrange whole passages unless reader comprehension demands it, and warn the interviewee about the change.

Project the rhythm of the original interview as much as possible. Correct wrong verb tenses and pronouns. Remove false starts and words broken off in the middle. Eliminate redundancies and confusing digressions. Keep a few crutch expressions and many contractions to preserve the personality of the document and its source. There will invariably remain sentences which are not sentences, odd syntax, and strange punctuation marks when you are finished. The em-dash can become your friend. Preserve the distinctiveness of oral language and testimony.

Some oral historians use orthographic symbol systems to communicate non-verbal responses in the transcription. Researchers in some disciplines use oral histories as linguistic exercises. [Dennis Tedlock has written about oral history as poetry.] Linguists today are concerned with more than just the formalism inherent in generative and transformative grammar. They are concerned with the actual performance and reception of that performance. Linguistics allows us to study the nature of questioning and the nature of the respondent’s answers. We can get at the relationship dynamics between participants and actors in “spontaneous” discourse. Every interview is a social situation that can be dissected. We can concentrate upon the coded, regular and predictable nature of these relations rather than their manipulation, and view them not only as analytical devices but also as relations which have their base in some form of a material reality. We can take the commonplace and make it anthropologically strange. Deborah Tannen and Walter Ong have explored the rules of communication in this way using discourse analysis techniques.

You will be asked only to indicate any important gestures that are not communicated on the tape. Note also long pauses in the transcript that took place during the taping. Add “END OF INTERVIEW” to the end of the transcript.

The auditing step, having someone else listen to the recording while reading through the transcript is the most often overlooked step in all professional oral history. What you will be asked to do is go over the transcript and highlight any missing or obscured dialogue or any missing spellings of words.

Above all the transcription process is an ongoing conversation between you and the subject (with a definite end). Always maintain a good public relations front. Keep open the doors of communication and don’t react negatively immediately to any request they may have. But also impress upon them the importance of the process and the final product. Reserve the right to add footnotes for clarification or where facts contradict in the final draft. Annotation is a very important part of the editorial process.

Put copies of relevant documents or illustrations in an appendix attached to the transcript.

==Archiving & Accessibility==

There is a good chance that this will be the only time an interviewee ever has their thoughts formally recorded. Share a copy of the transcript with the interviewee. Save it in a form that will be accessible for posterity.

Which is more important, the tape or the transcript? I think both are important. Nearly everyone who accesses your interview will be relying on the transcript. However, someone who is trying to draw a personal portrait of the interviewee will want to listen to or watch the source copy. Keep the tape. Orthographics is a poor substitute for the original sound or video recording.

The Internet has thrown open to millions the door to interview transcripts and audio archives. Within reason, put the resources where people can get access to them. The downside of Internet distribution of oral history accounts is the ease of Google-stalking. Uploading is more powerful than publishing. Is uncontrolled and anonymous access desirable? We have the largest archive of material on Arkansas history here at UCA, a good place for depositing oral histories.

==Types of Oral History Products==

Oral history is a means to an end, and not usually an end in itself. The product should reflect the needs of the audience, or what effects you are trying to communicate to that audience. Historians traditionally have written for other historians who are judging their work and opening up publishing opportunities. History is what historians say it is. Professionalization means controlling the borders. Oral history is one way of smuggling things through the borders. The canons of history are very important to learn, but they can also keep you from developing new ones, and can keep good people from ever becoming part of the profession.

History is not just the sum total of discrete experiences. Historians will never be replaced by an audio or videotape. The interview just does not exist by itself without be propped up by others. People don’t just recognize the value of things spontaneously. And though there’s nothing wrong with celebration, celebration of something is not inquiry.

What can you do with oral history? Studs Terkel’s book ''Working: People Talk About What They Do All Day and How They Feel About What They Do'' (1974) was turned into a musical version by Stephen Schwartz in 1980. Terkel was a Jewish American born in 1912. He spent most of his life in Chicago. He worked on the WPA writer’s project and was a radio soap opera performer. His first book was Giants of jazz (1956) about northern migration of black talent into the Chicago area. His second book was Hard Times: An Oral History of the Great Depression. He received the 1985 Pulitzer Prize for The Good War (about World War II). It challenged the notion that WWII was a time of solidarity, goodwill, and unity (unlike Vietnam).

Terkel wrote something of a socialist manifesto. He’s been criticized for his cut-and-paste methods. He probably fabricated some passages out of whole cloth or by putting different stories together into one. He never reveals the original transcripts, often cutting them from 60-70 pages to 6-7 for use. He is an artist more than a professional oral historian. It was sociological commentary. He was highly critical of the stranger society that was beginning to characterize American society and community. He wanted to inspire the voiceless, the powerless, the hopeless. His book revealed a time of long gas lines, high inflation, the loss of confidence, and unemployment. In the musical, the actors seem demoralized, tired, overworked. The meaning of work seems reduced even though work is essential to the human spirit. It features stars early in their careers, like Barry Bostwick, Barbara Hershey, Rita Moreno, Patti LaBelle, Scatman Crothers (from Chico & the Man).

===Transcripts===

Archivists argue for oral histories as primary sources. Social historians say that oral histories are interpretive by nature. In the United States the transcript is the product of oral history. It is a first interpretation, says my intellectual grandfather Saul Benison, filtered through a particular individual experience at a particular moment of time. A minority argue that oral history is just raw material similar to any other source. I take the middle path: Oral history transcripts are limited documents upon which may be constructed a new historical synthesis. In the longest run the interviews themselves will prove much more useful to scholars than the texts grafted upon them. Which brings us to the source tape …

===Audiovisual===

In Canada and the United Kingdom the audiovisual recording is the product of the oral history, and the transcript serves as a guide to the audio tracks. The soundscape is crucial in this practice. Sound qualities captured include surroundability, directionality, and continuity.
Curriculum Development

It may be that one of the ultimate values of oral history is that it is a magnificent way of training a young historian to do history.

Oral history can motivate learners, as students are practicing the social studies “almost without realizing it.” It can help students develop rapport with their elders and become “rooted in the past” and an “active part of the present.” Oral history can suffer from inadequate time for preparation. The Foxfire model for creating a local oral history magazine began in 1966. Encourage practice interviewing on each other.

===Oral History Documentaries/Musicals/Websites/Radio/Interpretive Skits===

There are no limits to the ways in which orality can be presented to a written culture and a visual culture.

==Criticisms of Oral History==

Scholars privilege written documents over other sources because of the presumed precision of thought that can be found in these sources. There are specific grammatical rules governing or structuring all well-written documents. Other types of sources, by contrast, are said to be unsystematic. However, historians have long felt that written documents lack human direction and spontaneity. Pre-censored and prepared for special purposes, they reveal only formal relationships, and are innocent of the lives of the vast numbers of poor and working people.

All sources of evidence need to be tested and verified against other sources. Historians have a rule of thumb: where possible, all facts should be checked three times against different sources.
Oral historians often have an end goal in mind, a hypothesis that will be tested, and this means that bias can creep into the process. Some experts say that it is better to separate out the product of oral history research from the process. That is to say, the people who use the oral histories should not be the same people who take the oral histories. Of course, the problem there is that the people who are taking the oral histories do not have a firm idea of the kinds of questions that might be valuable; it is instead all of equal value.

===The Politics of Community Memory===

Oral history is considered by some historians to be an unreliable source for the study of history. Why are they skeptical? Trained to depend on written records, traditional historians have been known to shudder in horror at the potential problems and inherent weaknesses of oral history. What of the failings of human memory? What of the human tendency to impose a narrative structure on events that may not be closely connected? What of the self-serving motives of the story teller? What of the power relationships between interviewer and interviewee that affect what and how events are reported? What of the differences between the spoken and written word? What of the inaccuracies that creep into meaning when trying to put a conversation onto paper?

Well, many of the same problems arise in using written records. Written sources can carry personal or social biases. Written sources occur within a social context.

What problems do newspapers have? As an example, newspaper accounts contemporary with events often suffer from historical inaccuracy because of the ideological slants of reporters and editorial staff, because of the availability of sources, because of advertisers’ interests, and because of the need to sell interesting stories that the public wants to buy. Yet these same newspaper accounts can be used as historical evidence of people's attitudes and interpretations. Even historical analysis published by professional historians intent on upholding the best standards in their field still falls short of that elusive goal, a complete and totally objective account of events.

Experience within literate cultures indicates that each time anyone reconstructs a memory, there are changes in the memory, but the core of the story is usually retained. Over time, however, minor changes can accumulate until the story becomes unrecognizable.

Other historians consider it to be a valid means for preserving and transmitting history. In oral history projects, an interviewee recalls an event for an interviewer who records the recollections and creates a historical record.

Event --> interviewee --> interviewer --> historical record

Oral history depends upon human memory and the spoken word. The means of collection can vary from taking notes by hand to elaborate electronic aural and video recordings.

Oral historians attempt to record the memories of many different people when researching a given event. Since any given individual may misremember events or distort their account for personal reasons, the historical documentation is considered to reside in the points of agreement of many different sources, rather than the account of any one person.

Who has the best memory of events? When is the best time to interview? Is faulty memory of any interest to the oral historian? The human life span puts boundaries on the subject matter that we collect with oral history. We can only go back one lifetime, so our limits move forward in time with each generation. This leads to the Oral Historian’s Anxiety Syndrome, that panicky realization that irretrievable information is slipping away from us with every moment.

Oral history is now often used when historians investigate history from below. History from below is a form of historical narrative which was developed as a result of the Annales School and popularized in the 1960s. This form of social history focuses on the perspectives of ordinary individuals within society as well as individuals and regions that were not previously considered historically important. This includes women and the working class, as well as regions such as India or Africa.

The Annales was founded and edited by Marc Bloch and Lucien Febvre in 1929, while they were teaching at the University of Strasbourg. These authors quickly became associated with the distinctive Annales approach, which combined geography, history, and the sociology to produce an approach which rejected the predominant emphasis on politics, diplomacy and war of many 19th century historians.

Instead, they pioneered an approach to a study of long-term historical structures (la longue durée) over events. Geography, material culture, and what later Annalistes called mentalities or the psychology of the epoch are also characteristic areas of study. Annales historians sideline the sensational, are reluctant to simply account for events, strive on the contrary to pose and solve problems and want to observe on the long and medium term the evolution of economy, society and civilization.

===Lapses of Memory===

Some critics have said that recording oral history is a terroristic act made upon memory. Different eyewitnesses to history will give different accounts, as is true of witnesses to crimes or accidents. Generally speaking, the longer in the past you are asking someone to describe events the less precision you are going to receive. Memory is best served by capturing events relatively quickly after they occur. “Documents written while events were happening” provide the most reliable evidence. You can counteract some of this by bringing along newspaper clippings, photos, or artifacts to the interview.

People also tend to remember the good times and the bad times, and much less in between. The good old days were horrible old days, and things were far more complex back then than anyone is willing to give them credit for. And what’s more frightening than a million dollars? Their MEMORY is TRUE, even if the TRUTH lies in a different direction. FACTS are not always TRUTH. Memories are the experiences of your subjects; that’s why we call them “memory books” and not “history books.” History is a form of coded memory.

===Intersubjectivity===

The interviewer shares authority with the interviewee in the taking and edition of oral history narratives. The questioner legally becomes the co-author of all oral history audio files and transcripts. The Columbia Oral History program in the early days used to discard the interviewer’s questions in the process of editing the transcripts to eliminate this second author’s views, which they found as unimportant.

The subject may be anxious, too anxious, to please and attempt to tell the interrogator what he or she thought the interviewer wanted to hear. They key is to make your role as co-author unobtrustive. You should always endeavor to keep your own opinions and arguments out of the edited narrative. Intersubjectivity allows for liberating collaborations. You want the knowledge and they want to give it to you. Worse than sentimentalizing and losing perspective is remaining cold and detached. You can’t understand it if you remain outside the situation, sort of a statement about truth as subjectivity. Best case: develop a split personality – one side is empathetic and self-involved, and the other is detached and observant. What we need is a science of the subjective! Are personalities more important than techniques?

Portelli noted that the interview situation is “an exchange between two subjects; literally a mutual sighting.”

===Oral History as First Layer of Interpretation===

When you take down a myth on paper you are freezing it. Taking down the memories of past events can freeze the present. This makes them nostalgia items. A top ten list of favorite pop songs from your teenage years is freezing a myth. The very taking and editing of oral histories provide the first and second layers of interpretation. All history is selection, and the questions you’ve asked are part of that selection process. This means that oral histories are not unsullied primary sources. But then, very few sources accessible to another person are really only primary in nature.

===Presentism/Creating Usable Pasts===

You may encounter people with no past and no future. They will be very presentist in their outlook. It’s always been this way and always will be this way. They will have no concept of history. However, it may be that these very same people have been denied a history. These are people who don’t matter, or don’t think that they matter. Your job might be to give them one.

As much as possible, don’t fall into this trap. Beware recasting the story collected in the interview to fit your present needs. It doesn’t all need to be usable information that you collect. In fact, I’d smell a rat in your transcript if no rambling off-topic narrative occurs. Anecdotes and apocryphal accounts can make your subject more engaging. Don’t assume that anything contradicting your suspicions is necessarily “wrong.” Resist the view that the past is essentially just the pattern, the formwork, for the present.

Each age has its own TRUTH, and they demonstrate it every day by casting and recasting a usable past. Have you ever read the children’s book The Important Book by Margaret Wise Brown (author of Goodnight Moon)?

Can the oral historians overcome the collective unconscious of the population in which we live? Can we stand apart? You will not be able to escape this problem because you live in this time. The documents that we produce are not the product of the age we are investigating. They are the products of the here and now. Ironically, it will be our ultimate failure to manipulate the interviews that will make future analyses by other people possible! But you can become aware of your potential biases. We are taking our interviewees and ourselves on a real-time crash course in Honors Core I. Our best interviews should force people to make their lives anthropologically strange. We should ask people to justify actions and ideas which they in the course of their lives never dreamed needed justification. Most people do not go through life constantly questioning what they do or consciously seeking and weighing their motivations.

===Trivialities===

The historian Barbara Tuchman has discussed the problem of overdocumentation at some length. She has complained that in many cases oral historians are collecing trivia and giving what should have been forgotten a new life by recording it and passing it on to others as history. She compared the tape recorder to “a monster with the appetite of a tapeworm.” There is accuracy, and then on the other hand there is what history should know.

Our problem in modern computerized society is not, except in odd cases, the problem of forgetfulness but rather the problem of being overwhelmed with reminiscences and memories flowing in uninterrupted and seemingly unrelated fashion. We suffer from infoglut and the manifestation of that disease is lack of a systematic view of the world. Memory is a machine trait. Forgetting and selectivity are human traits.

We have a records management problem too. Libraries are bulging with unused collections, presidential archives are crammed with interviews that nobody is going to be allowed to see, and local historical agencies are generating oral testimonies every day that are going to remain unnoticed for generations to come. That’s why you have to be creative, like the folks at the University of Alaska, Fairbanks, who came up with the oral history Project Jukebox idea in 1988.

Tuchman is also concerned that we are enshrining the ordinary in our oral history projects. Is there such a thing as a wisdom of crowds? Or can we defend elite history? Can oral history illuminate power as well as powerlessness?

===Mythmaking===

Mythmaking is a conservative, cohesive force in the universe. It perpetuates culture. Myth is memory that is relatively immune to reinterpretation, but it can acquire its own history over time. Myth has more structure and form than ordinary history. Myths also do not require empirical validation. They are a form of public, collective memory. Ideology is a liberal movement in the universe. It effects radical change. It is a mobilizer. Ideologies are structures in history. “Warren Susman says that “myth sets the stage; ideology gets the show on the road.”

Narrators mobilize myth and ideology to make sense of what happened to them. They create ideologies of potent force to explain the meaning of what had happened to them. Cultural values color testimonies, determine the choice of words, what events to describe, and the significance attached to them. Interviewees will distort the chronology and historical perspective in order to turn them into examples to be followed. History is a very dangerous weapon. It is the weapon we use to indoctrinate our children. It is the way we build ideologies and we all know that wars have arisen out of devotion to certain ideologies.

With great power comes great responsibility. The preparation of the oral history involves bending reality to your will. There is no doubt about it. The myths you are making are also shaping the worldview of the people you encounter.

People tend to make sense of their recollections, and do so more and more as they age. They are trying to make sense of their lives and fit it into an overarching context so that they can make meaning of their thinking and actions. The past “marches in review,” especially for older people. Interviews are often created after the fact and reflect the participants’ self-conscious attempts to preserve what they remember for the future.

People want to make sense out of their lives, even when their actions seem to make little sense in retrospect. Not everyone acts rationally all of the time. As your book says, “Not all human activity is coherent and purposeful.” Also, nonsensical actions can later take on new meaning and become significant all out of proportion to their particular impact at the time they took place.
Some people will take the reconstruction of the past all the way to self-delusion. But if detected this can also teach you something about the historical problem. Some of the most interesting things never happened. The way people view their personal histories is worthy of historical investigation. Mostly, though, people want to survive the interview with some semblance of their soul still intact.
On the other hand, the absence of knowledge about the past perpetuates myths about it, and contributes to maintaining the status quo. Myths may seem to talk about events which to us would have to be imaginary, but even imaginary dialogues are full of things that really happened.

===Digital Obsolescence===

Our generation might be the one most readily and comprehensively documented, and most easily lost forever. Obsolete formats. Costs of preservation. Microcassettes and plaintext are the only universal formats. What will happen when the power goes out?

==Guest Speakers==
* Arkansas Traveler’s Project (contact: Alli Hogue)
* New Urbanism, Gentrification (contact: Patrick Taylor)
* Clinton Library inner workings (contact: Skip Rutherford, Jose Guzzardi, Amanda Harris)
* Clinton Library, Heifer International, Doe's Eat Place visit (contact: David Williams)
* UCA Folklore Collection (contact: Jimmy Bryant)
* Deborah Tannen and linguistic analysis (contact: Amanda Allen)
* Grant Writing (contact: Amanda Allen)
* watch segments of ''Vaginia Monologues, Working''

==Assignments==
* videotape an interview with the sound turned down; look at non-verbal cues
* Give an Overview of an Oral History Project or Collection
* Downtown Revitalization
* Write FranaWiki entries
* Develop your questions
* Develop a common thematic set of questions for project interviews
* Read and Critique an existing Honors College Oral History transcript: Clinton Project, Rick Scott, Women’s Abuse, HCOL history
* In class critiques of oral history interviews
* Improving your methods/Reflecting on Interviews Conducted/Retrospective essay evaluating your performance in the project
* Practice Interviewing on Each Other
* Personal Project
* [http://historymatters.gmu.edu/mse/oral/ Linda Shopes, "Making Sense of Oral History"]
* Clinton Library & Downtown Little Rock Project
* Practice Interviewing on Doctor/Final Exam

== This page is Huge ==

It oppresses the soul in its grandiosity and impossible breadth.

FranaWiki talk:Community Portal

2008-10-19T00:20:49Z

Zinoviev: Everyone's soul. Not just mine.

==What is Oral History and Who Does It?==

Originally, oral history was simply defined as a conversational narrative that got archived. David Kyvig has said that “oral history is nothing more than the application of common sense to the pursuit of information.” Thus, we’re going to be sharing lots of rules of thumb, heuristics, in this class.
Oral history, traditionally, is an account of something passed down by word of mouth from one generation to another. Contemporary oral history involves recording or transcribing eyewitness accounts of historical events.

The information passed on has occasionally shown a surprising accuracy over long periods of time. For example, the Iliad, an epic poem of Homer describing the conquest of Troy, was passed down as oral history from perhaps the 8th century BC, until being recorded in writing by Pisistratos. Nonetheless, factual elements of the Iliad were at least partially validated by the discovery of ruins discovered by Heinrich Schliemann in 1870, thought to be those of the city described in the poem.

A famous example of oral history comes from the works of several authors who have, over the span of many hundreds of years, collected folklore which was ultimately put together in a book known as the Old Testament. The New Testament was created by several different original authors whose slightly differing versions of many biblical events were combined. The Bible was therefore nearly entirely created using oral history.

Questions to consider: What are the characteristics of a good oral historian? Is oral history a performance art? What’s the difference between oral history and journalism? Is oral history just for us? Who stands to benefit? Why is it valuable?

Oral histories serve several purposes. In the early days they were about filling gaps in the historical record. Oral historians were creating knowledge that would otherwise not exist. But oral history is so much more than this. Plugging a gap in culture with ideas that are not part of that culture falsifies its shape, because culture really has no gaps. Historians are every day engaged in falsifying culture! It’s called selection bias. At any given time the historical repertoire of culture is narrowly limited, with a limited set of alternative interpretations. Historians “fix” this problem all the time.

The general objective of any archive recording program should be to use oral history methods as a means both documenting and of preserving the past. The process product of such work ought to open up new fields of research. It should also seek to meet the broader educational interests of present and future generation by showing them the conditions of life and the variety of experiences of their parents and grand-parents and reflecting and illustrating characteristics or change which make a particular society or culture distinctive.

In realizing these ends, the absence of documentary and printed records will usually indicate the primary subject on which oral history recording would most usefully be focused. Filling wide or absolute gaps in the historic record are fundamental objectives for a creative recording program and, when they also represent subjects that are only alive in the memories of the very elderly, they are gaps which need to be filled first. However, recording can also be based - even in generally well documented fields - on particular features which are not covered by the existing records. It may be the case that the paper records which have been preserved have, for example, an administrative or hierarchical focus, and that much more information can be added to the historical mosaic of some subjects by oral history recording.

Since oral history has an important role in reflecting the past as well as uncovering it, recordings may also be carried out to preserve a sense of place, time, personality or event. Such recordings may produce little original information but they can create an original sound document, giving color and atmosphere and a feeling for history that, in an important way, transcends the collection of data to give a unique dimension to oral history records.

Oral history is a very interdisciplinary craft. It is employed by historians, archivists, librarians, folklorists, anthropologists, educators, journalists, linguists, and genealogists. The time has passed when historians express doubts that oral history is serious history. Oral history is a respected practice of history; it’s just expensive and requires lots of intellectual responsibility. We will quickly find that we cannot fully understand or exploit the materials we are dealing with if we remain within the narrow confines of methods of our own fields of specialization.

We are going to form a loosely organized professional company here in this classroom to work on the Clinton Presidential Center & Downtown Little Rock Community Memory Project. We hope to communicate to you the skills you will need to create your own rival company when you complete the class. Amanda Allen Associates (AAA). You might be amazed at how oral history can pay. Clients might even partially support you in graduate school. Transcripts can become treasured keepsakes in the hands of clients.

===The History of Oral History===

All history begins with oral accounts dredged up from memories. The first historians in the world were oral historians: Thucydides and Herodotus. History is story plus interpretation, and oral history is no different. Oral history is handmaiden to both social history and archival practice.
The Regional Oral History Office at UC, Berkeley began in the 1860s with the work of publisher Hubert Howe Bancroft, who was interested in the nineteenth-century settlement of California. It was professionalized under Willa Baum beginning in 1958. The Federal Writer’s Project of the WPA began collecting oral narratives in the 1930s. Folklorist B.A. Botkin collected oral histories as part of his Former Slave Narratives project.

The Columbia Oral History Research Office (OHRO) began in 1948 under newspaperman and political historian Allan Nevins. He wanted to engage in the “popularization of history.” Allan Nevins wrote about fifty books, including an eight volume history of the Civil War. Established in 1948, it was the first program of its kind in the nation. It now consists of almost 8,000 taped memoirs and nearly 1,000,000 pages of transcript, and is the oldest and largest organized oral history program in the world. Earliest transcript in archives of the Columbia Oral History Research Office contains a first-hand account of the 1863 draft riots in New York City.

The first presidential library oral history project started at the Truman Library in Independence, MO, in 1960. Several others have followed at the Herbert Hoover Library, the LBJ Library, the Eisenhower Library, and the Clinton Library. They are all interested in politically interesting figures associated with the presidency.

The first meeting of oral historians took place at Lake Arrowhead, California, in 1966. The discussions that began there led to the creation of “Goals & Guidelines” – a code of professional ethics – in 1967-1968. The Oral History Association formed in 1967, and the Oral History Review began its publication in 1973. Because of its origins, oral history reflects its commitment to individualism and social change in America in the 1960s. It’s often been about creating narratives of empowerment. The largest documentation efforts focused on civil rights, women, labor, and local and community history (one effect of the Bicentennial).

As big as oral history has become, it can still seem like a club. Your academic pedigree extends back to both the Columbia and Berkeley ROHO programs. My boss at the Charles Babbage Institute was Arthur Norberg, who was trained at Berkeley. My graduate advisor at Iowa State was trained by Saul Benison who in turn was trained by Allan Nevins. Allan Nevins is now your intellectual great-grandfather.

===Oral History Projects & Collections===

===Who is it For? Interviewing Elites versus Ordinary People===

Oral history can give voice to the voiceless, and for this reason is sometimes grouped with the New Left social histories that began to be produced in the late 1960s. Social history is history “from the bottom up.” The history of elites has meant – until very recently – a history of men wearing neckties is all that is important. New Left history proposes that history can become a tool for social reconstruction. The marginalized of history matter. Indeed, small fish living in great times may have more to say than their fearless leaders who had less time to think than to act.

Non-elite history is a way of understanding patterns of deference and class that have contributed to maintaining the status quo. I found it troubling three semesters ago when I discovered that many of the participants in the Downtown Little Rock project knew each other since they were young people. I. C. Smith, Special Agent in charge for the FBI in Arkansas from 1995 to 1998 and author of an insightful book, ''Inside,'' says that "not more than 1000 people count in Arkansas and in that number only 100 or so really count." I believe him.

Some people have argued that oral history gets at people who are more willing to talk and make better judgments about the record because they are not already jaded. Oral history may actually be most suitable for those who survive by an oral culture in the first place: the homeless, the illiterate, the hardworking who have not time to leave behind records. Is there any such thing as a common person these days? Take a look at the sophistication that goes into garbage recycling these days. This is not a job for stupid people.

Probably the best rule of thumb is to interview the oldest people first. Nursing homes are where biography ends. “Had we but world enough and time, this coyness lady, would be no crime.” Also, interview the most significant people some time down the road after you have collected a load of data from other sources. In other words, move from the periphery to the core. Also, quality is better than quantity. Some people would disagree with me and say that the best thing to do is interview people early in life and then again and again over time. That’s all well and good. A story at each telling can be subtly changed. But how many people have those kinds of resources at their disposal?

===Impact of Oral History on the Individual and Community===

Oral history can be therapeutic by making people participants in history, and encouraging community and talk across generational lines. Particularly for the elderly, reminiscence can be therapeutic. You may even be giving people a history that they have never had, or seen fit to have. Lots of people live only in the present and have no past and no future. You are connecting individuals to other people in the past, present, and future. You can’t really begin to live in the future unless you know where you came from. You are also reminding yourself and the interviewee that every individual is more than one person.

For the individual the oral history process can serve as a sort of trauma therapy. You might expose a crisis brewing in the life of the interviewee. Be very careful with this, as this is not your intent in taking the deposition. You are human and it should be impossible not to get emotionally involved in your subjects, but do not become too emotionally involved. Your safety is of preeminent importance to me as an instructor. Don’t go someplace you don’t feel safe under any circumstances.
Most importantly, oral history can make you more of a human being. Nothing human need really be alien to you anymore if you don’t want it to, and that’s the joy of it. Never forget that history is about people, not objects. The interview is a social occasion. We are being given a gift and must reciprocate. For the time of the interview we are involved in someone else’s life. Oral history is a collective enterprise. It is about forming a community of discourse. Oral history becomes effecter and evidence of community connections. Wisdom is found not in the individual, but in the network. You are “training the network” in completing oral histories. Oral histories depend on source experiences that are created by large groups of people.

==What is Ethnography and Folklore?==

===Ethnography Projects and Collections===

Field-oriented disciplines like ethnography rely on participant observation and may not even take notes in the presence of those they are studying, waiting to write up their notes later from memory. Ethnographers and anthropologists tend to see folk tales and folklore as no less important from the factual recounting of events.

Ethnography (def.) - (from the Greek ethnos = nation and graphein = writing) refers to the qualitative description of human social phenomena, based on fieldwork. Ethnography is a holistic research method founded in the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Probably the most famous ethnography is Coming of Age in Samoa by Margaret Mead. Her book upset many people when it first appeared in 1928. American readers were shocked by her observation that young Samoan women deferred marriage for many years while enjoying casual sex, but eventually married, settled down, and successfully reared their own children.

A person within a literate culture thus has presuppositions that may falsely affect her judgment of the validity of oral history within preliterate cultures. In these cultures children are usually selected and specially trained for the role of historian, and develop extraordinary memory skills known as eidetic or photographic memory. AI expert Marvin Minsky has studied this problem in depth, and argues that no such thing has ever been documented.

Before the development of written language in a given society, oral history is the primary means of conveying information from one generation to the next. The most common form of this transmission is through storytelling and the recitation of epic poetry, with the stories and poems collectively known as the oral tradition of a people. The combination of this oral tradition with morals and rituals passed down by word of mouth is known as the folklore of a society. Although not as prevalent now as in the past, oral history is still very much alive among many North American native groups.

Some anthropologists started collecting recordings (at first especially of American Indian folklore) on phonograph cylinders in the late 19th century. In the 1930s the United States Library of Congress started an oral history program to record traditional folk music, and accounts by surviving witnesses of the American Civil War, Slavery, and other major historical events, onto acetate discs. With the development of audio tape recordings the task of recording memories became easier.

Today, cultural anthropologists like Adam Frank study and interpret cultural diversity through ethnography based on field work. It provides an account of a particular culture, society, or community. The fieldwork usually involves spending a year or more in another society, living with the local people and learning about their ways of life.

Is it possible to be an objective or neutral observer? Ethnographers are usually participant observers. They take part in events they study because it helps with understanding local behavior and thought. The longer one stays, the more they will learn and understand. Staying over one year allows for repetition in events and processes that may have been missed because of unfamiliarity at the beginnings and cultural shock.

Urban sociology is a form of ethnographic field work focused on the study of urban areas where industrial, commercial and residential zones converge. Jane Simonsen’s class on the City as Text might be considered an example of urban sociology. She was trying to get students to understand how to “read a neighborhood” and classify residential streetscapes. I live in a Texas Twenty-Minute home, for example.

Ethnography has been used to study business settings. Groups of workers, managers and so on are different social categories participating in common social systems. Each group shows different characteristic attitudes, behavior patterns and values. Netography or Virtual Ethnography is a new form of ethnography, which involves conducting ethnographic studies on the Internet.
Ethnography is also one of the fields where structural analysis seems dominant. The text becomes symptomatic in the search for the problematic behind the text, the combination of things said and unsaid, which reveal the place of text in the history of theory and science. Structuralism has its modern father in Louis Althusser and his student Michel Foucault. They looked for the fundamental order of things, the lowest common denominators, the history of consciousness, that defined time and space in constructing an ethnomethodology. More recently such objectivism inherent in the work of Althusser has been turned over to more difficult questions of subjectivity. Conversation and narrative are the mediating stages between ideology and fieldwork. You are creating an “ensemble of texts” in the Clinton Library project that are more than the sum of their parts. They inform one another to recompose a culture.

===The Ethnographic Interview===

[http://www.analytictech.com/mb870/Handouts/notes_on_spradley.htm Spradley on The Ethnographic Interview]

The prime objective is always the understanding of the past and its lasting effects upon us as we live our lives. The goal of an ethnography is also to move beyond individual tales to examine the culture itself.

===Folklore Projects and Collections===

Oral historians concentrate on recording personal experiences of the interviewee. Folklore is at the opposite end of the interviewing continuum from oral history. Folklorists collect the traditional stories, songs, and other expressions of the community, whether fact or fiction. Folklorists do not interview; they collect. They can collect jokes, tales, legends, songs, music, dances, plays, games, riddles, peculiar vocabulary, beliefs and customs, cookery, or examples of vernacular architecture. In folklore and ethnography, the oral historian is the person being interviewed (by this we mean the person who carries around the collective history of the community in their head).

==Ethics & Sponsored Projects==

===Ethics===

There is a special code of ethics in this business because you ca create more damage in the name of science than you are really producing for the historical craft. You need to be extra careful because what may slip out in an informal setting is part of a person’s secret life. Most people have a secret life that they don’t reveal, especially to those they are close to. But who are you? The interviewee may feel more comfortable sharing a piece of their secret life with you than with their own family members. There’s a line of propriety here that you are going to have to find.
There’s a great story by John Wyndham about historians from the future who go back in time and study the past. They are not supposed to make any changes in the past because once they interfere they may cause irreparable damage by changing the course of history. You as an oral historian engaging in interviewing will always be transforming the person who is being interviewed. Assume that every time you conduct an interview you will be changing the timeline.

[http://alpha.dickinson.edu/oha/pub_eg.html Evaluation Guidelines of the Oral History Association.]

Oral histories can serve as evidence of crimes. It is possible to libel or defame someone in the process of taking an oral history. Historians do not enjoy client privilege. You cannot defame the dead.

Some of the most well-known oral historians have suffered ethical lapses. Studs Terkel is a Chicago radio host and WPA-era interviewer who authored the bestselling ''Hard Times'' (1970), ''Working'' (1974), and ''The Good War'' (1984). He is notorious for rearranging narrative prose to fit his purposes, and ennoble his subjects.

Alex Haley wrote ''Roots'' (1976), which was turned into the most popular television miniseries in American history. Some have criticized him for producing little better than historical fiction.

===Release Forms/Ownership===

Federal copyright law grants copyright automatically to anyone whose words and ideas are recorded in any tangible form, for a period lasting until seventy years after that person’s death. Interviewees retain the copyright on anything that they said in the interview, just as you retain copyright on your questions asked.

Release forms can become rather full of legal-sounding language, but most oral historians manage to find a form with which they are comfortable. Release forms make it clear to the interviewee, without question, how the interviews will be used, minimizing the chances for misunderstanding. In addition to offering some protection, release forms also remind the oral historian that the interviewee grants us the privilege of using something that does not belong to us.

Your transcripts are unusable for use in productions or research by others unless you have a signed release form. Both you and the interviewee should sign it before the interview takes place. If you must rip up the release form later, so be it. Regardless, the release form “professionalizes” the experience for the interviewee. It is a contract to try hard to recollect things honestly.

===Proposals and Grants===

Most IRB regulations are inappropriate to the purposes of oral history. IRB review may even act as an infringement on academic freedom. Most oral history projects are excluded from IRB review.
The key to IRB approval is “informed consent.” Can an oral history taking cause the subject to be harmed. It can even involve potential defamation of character. Proper oral history taking is technically exempt from IRB review. Informed consent is an ongoing process and negotiation. It is not a piece of paper.

Grant budgets can cover the costs of research, travel, and interview processing. Sources of funds might include Arkansas Heritage Council & SURF. Private grant funds might also be available. The application process can be a major hurdle. That’s why the Sponsored Projects Office is here to help. You will need to supply a catchy title for the project, a project description and justification, explain how it meets the grant funding agency’s guidelines. You may need to engage professional collaborators, or advisors and describe their relevant expertises and how they will help. You will also need to demonstrate a good plan, the expected product of the project, the audience for the result, perhaps a GANTT chart. A budget summary will be required, because you are asking for money. You may need to give a plan for publicity and or distribution to that audience. You may even need an evaluation plan if the project is expected to be a long one.

The official paperwork is the last section you work on but the first section they see. If at all possible type it up. Ask questions about how it should be filled in. Signatures take time to acquire. Make early deadlines for yourself. Give mentors time to fill out their part of the forms. The sections marked optional on forms are not optional. Make your c.v. neat and organized. Polish the work that you have done. Decide what they are lookin gofr (do they want to see work experience? Research projects? Papers? Or Presentations? You must have the official transcript documents as signed by the Registrar. That takes time and money ($3-5 each). The abstracts should be short and to the point. Don’t state conclusions. Make them want to read the written proposal.

In the written component: Know your audience. What kinds of projects are they look for? Do they know the terminology of your project? Footnotes and bibliography do not count against your wordcount or pagecount. If you need to supply background information and it doesn’t fit into the proposal use a footnote. Be concise. Use the appropriate serif font (Arial or Times New Roman) in 12 pt. Make it local. How will your project affect their community? Be sure to include a dissemination of results. Tell them anywhere and everywhere you’d like to present. Put enough into the GANTT chart that you look busy and important. Let them see exactly what they are paying for with Microsoft Visio or Excel. Find or create donors. It shows that other people believe that you are a worthwhile investment. Add up your budget three times to make sure you’ve totaled correctly.

You may want to write the outlines of recommendation letters for the people who you are asking to write for you. The letter should be about the project, why it’s important, and why you are the only one capable of doing it. Have each letter emphasize a different aspect (i.e., why it’s important to the community, why you are qualified, why it’s important to your field) and pair those aspects up with your recommender’s expertise.

==The Scholarly Task of Oral History==

Oral historians are not just glorified reporters, though I think the most remarkable oral historians can learn much from journalists and vice versa. Journalists work under extraordinary pressures, including short deadlines. They are not likely to deposit their notes in archives for further research.

It is always better if the interviewer has some particular interest, experience, or expertise in the subject matter. Take on interviewees and subjects that you feel prepared to take on and learn something about. Play to your personal strengths. Perhaps you will want to search for your own past in conducting oral histories. I think that’s what we all are doing ultimately.

Selecting an interviewee: sometimes the best subject is the most articulate at expressing themselves, has a good memory, and is not so atypical as a consequence as to be different from others in the same position that you might interview. Good social history can be intellectual history too. Most oral histories that get noticed have some sort of conceit. They gravitate towards the “movers” and the “shakers.” I like snowball interviewing, where you ask a good interviewee who they recommend as future interviewees. The danger is that you will lose your sense of purpose and remove yourself from a good stratified sampling of interviewees.

===Sources/Background Research===

Where written sources are available, they should be used as background as well as corroboration. Oral data does not exonerate the historian from searching for and using written documents exhaustively. A cardinal rule is to come to the interview thoroughly informed and then to let the subject do all the talking.

Some of the best places to gather research on your interviewees may be through general Internet searches, the New York Times full-text database, the Google News Archive, and the Newspaper Index full-text database available from the Torreyson Library website.

===Compiling Interview Topics & Questions===

Oral history is about asking good questions. Oral history involves structured interviewing techniques. Have the questions ready on two sheets (the bottom of the second sheet is there for your field notes, sorted in chronological and then subject order as much as possible. People think of their lives primarily in chronological order, or sometimes reverse chronological order. Ask the most general questions first, then work your way to the most specialized. Broach the most controversial subjects last, unless controversy is the subject of the interview. This is called “funnel interviewing.” Money, not sex, is the most sensitive topic in the oral history interview. Ask about victories before talking about losses.

Still, question-asking is individualized and intuitive. Don’t ever let me take that away from you. Ask open-ended questions that require more than a sentence or two in reply. Rationalize your questions as you ask them. Use “how” or “why” rather than “what” questions. Avoid loaded questions where you suggest the answer in advance. Ask yourself how likely are your questions going to be in producing informative answers? The best interview question is: “Can you give me an example?” Second best: “Can you walk me through the events of that day?” Third best: “How did you feel then and how do you feel now?” Aspire to perform a meaty interview.

The very questions that you ask are going to reveal your biases. One way around the problem is to gather questions from other people. Family interview questionnaires listing commonly asked questions may be valuable to your project. Paul Thompson's ''The Voice of the Past'' ends with an appendix listing model questions he asked in interviews:

'''Full name.''' Place and date of birth. Father’s name, place and date of birth, occupation. Mother’s name, place and date of birth, occupation. Grandparents: names, places and dates of birth. Any memories of them? When did family members come to America? What was their physical appearance? What stories have you heard about them? Were you told any stories about other forebears? If so, what were they?

'''Childhood:''' Where did you grow up? Describe the house you lived in. Describe the sort of food you ate. Describe the types of clothes you wore. Describe the games you played as a child (not only sport but things like skipping, marbles, etc). What chores did you have to complete?

'''Family activities:''' What sort of things did your family celebrate? (Christmas, birthdays, etc). Describe a typical family Christmas/birthday and/or another appropriate family gathering. Describe
a common ceremony. What were your family’s attitudes towards alcohol? Smoking? What was the discipline like at home? What sorts of things were your parents strict about? How? Why?

'''Education:''' Where did you go to school? How did you get there? How many classes were there? How
many children in the classroom? Did you have any favorite teachers? Why did you like her/him? Were
there any teachers you disliked? Why? What was the discipline like at school? (strap, other punishments?) How did you feel about being punished? Why? Describe the games you played at school
how old were you when you left school? Why did you leave? What did you do next? Ask the same questions about high school and university, if appropriate.

'''Work:''' What was your first paid job? Where did you work? Describe what you did in your job. Hours of work? Wages? Did you give any to your parents? Did you need special clothes? Equipment? How did you feel about your job? Were you involved in a union? Which? How? What were your relations like with your workmates? With your boss? Were there any problems getting time off? If so, describe them.
Why did you leave? If person interviewed had more than one job, repeat for each.

'''Leisure:''' What did you do in your spare time? (clubs/youth organizations/sports/games/dances/hobbies/cinema/theater/pub?) Describe what was involved. Did you go out in the evenings? What was a good night out when you were young? Did you stick to a group of friends? Did your parents expect to meet your friends? Did your parents disapprove of any of your activities? If so, why?

'''Marriage/Partners:''' How did you meet your partner? How did you feel about him/her? Why? Why did you decide to get married/live together? Was there any pressure from your families? If so, what? Where did you get married? Was it a religious or civil ceremony? Why? Describe what you wore. Was there a reception held and what was it like? Honeymoon? Where? How long? How did you manage the housekeeping after marriage/living together? Who paid the bills? Who decided how the money should be spent? What did you do when you disagreed? How would you describe your relationship? Did you talk to each other and share important things? Did you both have the same ideas about bringing up children? Was there anyone you talked to if you were worried about the children? Did you ask your mother for advice? Reasons?

'''Religion:''' Could you tell me how you spent Saturdays in those days? How about Sundays? Did you have different clothes? Did you play games? Did your parents think it wrong to work or play on Sunday? Did your parents attend a place of worship? Denomination? How often? Both mother and father? Did either hold any position in the church? Did you attend? Did you go to Sunday School? Outings? Choir? Evening classes? Other activities organized by the church? Were you taught to say prayers at night? Did you ever have family prayers? How much would you say religion meant to you as a child?

'''Other things you might want to ask about:''' Interviewee’s experiences during a war. Interviewee’s experiences during a time of other national stress. Moving away from home how did you feel about that? Did you keep in touch with your family? How? Why?

Ask “why not” questions as well as “why” questions. Look for omissions from the dialogue and ask about them. Never say “I know exactly what you mean” even when you do. Always ask these two questions at the end of the interview: “Are there any questions I’ve failed to ask you which you would like to raise?” and “Are there any topics you would like to return to and say more about?”

===Knowledge Database: FranaWiki/Creating/Editing Wikis/Standards that Apply===

Most text does not require any special changes for wiki form. A few basic rules are:

* Do not indent paragraphs. (Indenting may cause your text to appear in a monospaced font.)
* Leave a single blank line between paragraphs.
* To create a horizontal line, type 4 minus/dash/hyphen (-) characters.
* There is no need to encode HTML characters like <, >, or &.
* HTML characters like © and ∞ can be used on pages: do "&copy;" and "&infin;" (version 0.91 and later). See http://www.w3.org/TR/html4/sgml/entities.html.

To mark text as '''bold''', ''italic'' or <code>fixed-width</code>, you can use the HTML <nowiki><b></nowiki>, <nowiki><i></nowiki> and code tags. For example:

<nowiki><b> bold </b></nowiki>,
<nowiki><i> italic </i></nowiki>,
<nowiki><b> <i> bold+italic </i> </b></nowiki>.

Note that MediaWiki (like most Wikis) processes pages line-by-line, so if you want three bold lines of text, you will need to use three separate <nowiki><b>...</b></nowiki> tags. Also note that unclosed or unmatched tags are not removed from the page.

MediaWiki also implements the old "quote style" of text formatting, which is used on several wikis. Briefly:
<pre>
''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''
</pre>

looks like:

''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''

The "quote style" formatting is often confusing, especially when multiple bold and italic sections are mixed on a line.

Headings are delimited by 1-6 equal signs (=). They basically correspond to HTML's <h1> through <h6> tags.
<pre>= Headline size 1 =
== Headline size 2 ==
=== Headline size 3 ===
==== Headline size 4 ====
===== Headline size 5 =====
====== Headline size 6 ======</pre>

Simple lists:
<pre>
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.
</pre>

...which looks like:
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.

Numbered lists:
<pre>
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.
</pre>

...which looks like:
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.

Simple indented text:
<pre>
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level
</pre>

...which looks like:
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level

Term with indented definition: [without a blank line between term and definition]
<pre>
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)
</pre>

...which looks like:
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)

===Life History Forms & Memory Jogging Conferences===

Life histories give the interviewee enough time to relate what both the interviewer seeks and the interviewee wants to tell. The oral historian conducting even a subject-oriented project should seriously consider expanding the scope of its questions to record as much as possible about each interviewee’s life. Interviewers should extend the inquiry beyond their immediate needs to make each interview as complete as possible for the benefit of others.

Researchers can prepare life history forms that they send out to the interviewee in advance of the interview. This allows you to get acquainted with the outline of the interviewee’s lives and then fill in the details with the oral history. At the very least the interviewee should be able to send you a copy of their employment resume, which might help guide the conversation. This can be a good thing and a bad thing, as it lays out a blueprint for the conversation, but also drives the interviewee to the destination before the interview even takes place.

The life history form can contain very little or a great deal, depending on the project's purposes. Personal data is very useful and particularly recommended if the interview is a family history project or if interviews are to be archived for future use. The form needs to contain information that helps scholars understand, use, and interpret the interview. Aside from interviewee’s name, address, telephone number, birthdate, and birthplace, the form might ask for the names, birth dates, and dates of death for parents, siblings, spouses, and children. It could ask for places lived in as well as for education and work histories. It could ask for listings of special skills and for memberships in organizations.

Another possibility is the memory jogging conference, sometimes called the oral history “coffee house,” which involves invited members of the community to an event that is recorded for posterity. Participants can help each other remember things. The downside is the difficult in preparing a faithful transcript of the conversation.

Do as much as you can to research each individual subject, but don’t sweat it if you know more about some participants or subjects than others. Oral history often gets at information you cannot be prepared to receive. Oral history, after all, gets at neglected areas of knowledge.

==Interviewing==

===Professional Demeanor/Public Relations/Correspondence===

It is my job to grease the walls to the corridors of power. The initial correspondence that gets sent will include my name, the name of the Honors College at UCA, as well as your own. Amanda, Eric, and I will also serve as your personal advisory committee on your projects. Each of you will meet with each of us at some point to discuss your particular research agenda and interview plan. I will be available to alert potential gatekeepers to you work and provide suitable introductions where necessary. My job is the set the agenda, raise necessary funds, maintain paperwork, and supervise personnel. We must all work to bridge the gaps between the ivory towers of the academy and the real world.

Your first task after you have identified the interviewee is to contact him by mail. This is still perceived as the most courteous way of contacting someone, and the formality of the request will catch their attention and alert them to its importance. In less than two pages explain in your solicitation letter: (1) who you are, (2) who you represent, (3) what you are interested in doing, (4) why they are important – flattery works!, (5) where and when you might be available, (6) how the interview process works and what the product of the labor will be, (7) emphasize that they will have opportunity to review the manuscript, (8) close with language explaining that you will be calling or emailing them very soon. If you don’t know very much about the interviewee, ask for a c.v. or resume in the solicitation letter or ask about any sources that you might consult in advance of the interview.

Be ready for them to respond that they have nothing of importance to contribute. Have a rebuttal ready. Be persistent about scheduling a particular time frame for the interview. Accept the ground rules that the interviewee ultimately sets, but be prepared for them to break their own rules.
You will need to be able to monitor your own stress level in advance of the interview. Every interview I’ve done I’ve gone into scared. Take three deep breaths. Plant this thought in your mind: This guy is not special. He’s like me.

Prepare a route map in advance so that you will arrive early for the interview appointments. Be aware of special complications like equipment, power cords and outlets, and parking fees. Practice changing tapes and batteries. Dress appropriately, that is, one level of clothing above the level you expect your interviewee to wear.

Once at the interview site, get the equipment set and working as quickly as possible. Many an interview has been ruined by the subject spilling their guts before you can get the recording device turned on. Put the recording device in as unobtrusive a place as possible, giving you easy access to the light that tells you it is still working. Anybody can be technophobic. Check your equipment unobtrusively but regularly. Recording devices almost always have an effect on the interview product. Be aware of tape “leaders.”

Take along two copies of the release form. You and the interviewee should sign both forms. Give one copy to the interviewee. Conduct the interview in a location away from traffic by other people and extraneous noise. Move the interviewee away from behind the desk if possible. Look for unintended clutter in the shot, like an obtrusive note sticking out of a lapel pocket of the interviewee. Control the lighting level. Turn on lights that may be in the shot. Give the interviewee appropriate “head room” and “look space.” Two cameras, one focused on the interviewer and the other on the interviewee, are better than one. Consider having a small portion of the interview take place during a tour of facilities or during a demonstration, or capture some stock footage of the location without the interviewer for cutaway shots in the finished film. People live in an envelope of location and sound. Try and capture some of that.

Try and interview only one person at a time, regardless who may show up to the interview. Group interviews make you the moderator of a discussion, which adds a level of complexity. Also, it will be more difficult to transcribe the resulting interview later. Team interviewing is acceptable, as long as the interviewers know their particular roles. In fact, team interviewing is recommended where video equipment is involved.

===Interviewing Style/Silence/Location/Active Listening===

The best advice I can share is that oral history involves experiential learning, that is, learning by doing. That one of the reasons why this kind of seminar-style class works so well in the Honors College. Oral history is a cooperative learning strategy.

Oral history is a natural habitation for extroverts and conversationalists. Good interviewers are humble, persistent, and know when to be passive or active. Developing personal rapport with your subjects is very important. If at all possible know something semi-trivial about the interviewee that you might share in common. If the interviewee is from Texarkana and you grew up in Texarkana exploit that advantage in breaking the ice. Steer clear of false intimacy, but act sympathetically, be friendly, and above all COURAGEOUS. Don’t be a COWARD, but THINK. The best conversations come out of such contrariety. Don’t fall into acquiescence and don’t engage in too much argument.

You may be surprised at how willing people will be to talk to you because you are a young person. They recognize that you are teachable and open to ideas in ways that your crusty old professors are not. The people whom you are interviewing are going to become your teachers and your teachers are going to know a hell of a lot about their own lives depending on the kinds of questions you pursue. If they aren’t saying much, you are asking the wrong sorts of questions.

I am almost always perceived as more of a threat to interview subjects than you will be. You can ask the embarrassing questions because you are young and naïve! Take advantage of that advantage while being always polite and deferential. You are an emissary of the Honors College and UCA whenever you take an oral history.

At the interview you may be in charge of managing interviewee butterflies. Put the interviewee at ease. Make sure they are comfortable and have water if they want it. Switch off the recording device if they want to say something to you in confidence (“off the record comments”) and then immediately switch it back on.

Ask one open-ended question at a time. Don’t step all over the comments given by the interviewee. You are gregarious but not rude. Give them a chance to fully consider your question before asking a follow up question. Don’t interrupt. This is something that I’ve had to learn as a teacher. Give your students some time to come up with the answers. Remember that professional people and politicians are schooled not to volunteer information.

Be a good listener. Follow up on comments that are made during the interview with sub-questions where necessary or warranted. Show that you know something about the subject matter without trivializing the interview (becoming a “knowit”). Respond by shaking your head, smiling, or responding with one-word affirmatives. Take an occasional note to show interest.
Beware the “well-rehearsed story.” Lots of people have them and will expect to have them recorded for posterity. They will think you want them, and maybe you do. It is better to hear out the interviewee than to interrupt these personal narratives as it will often confuse them. Still, a press release is not an oral history.

The length of the oral history is often dictated by the amount of time you have available to transcribe the tapes. For each hour of interview it may take 2-10 hours to prepare a transcript. Most oral histories do not last more than two hours at one sitting. Beware the lonely interviewee. You are not a psychiatrist. Don’t question the veracity of your subject at the time of the interview. Add a note to your field notes and check on peculiar claims later.

At the end of the interview be sure to thank the interviewee audibly on tape so that this can become part of the final transcript. Let the interviewer know how long the transcription process should take, and what will happen next. Don’t overcommit to anything else. Engage in a little casual banter if it seems appropriate, but leave quickly if they appear busy. Be sure to explain what will happen next.

Allen and Mary Ivey talk about five stages of the interview in counseling psychology. They are applicable here in oral history. Initiating: (1) rapport/structuring; (2) gathering data, or drawing out stories, concerns, problems, and issues; (3) mutual goal setting, as in, what does the interviewee think is most important; (4) working: exploring alternatives and confronting incongruities in the story, working out resolutions; and (5) terminating and generalizing to daily life (leaving behind a new story that you have both created together). Listening is the foundation of both counseling and interviewing. You can use this model to build up your natural style of interviewing. Practice leads to mastery and competence.

People exist in lots of different contexts, and you should make yourself aware of them. The local contexts of the interviewee might be family, neighborhood, or community (which provide safety); institutional contexts include education, religion, government, and work (policies and law); global contexts also impinge on the individual, things like politics, culture, global events, the environment, and the media; finally, the are chronometrical or lifespan contexts like purpose, maintaining a positive attitude, and perpetual goals like life after death. Individuals use all of these contexts in creating and maintaining their coping strategies.

===Interviewer’s Field Notes===

Very soon after the interview, the interviewer should sit down and make notes in an organized fashion, before time dulls the details. The notes are something like the anthropologist’s field notes. The interviewer’s notes tell who, what, when, and where. They add anything that will help the transcriber or future scholars to understand the interview. If the project is in a school setting, teachers or students need to create a form to fit their particular projects’ needs and goals, as well as the students’ abilities.

Immediately following the interview ask for the spellings of proper nouns and names and write them down yourself. This will help you when it is time to prepare the transcript. Also, write down a little bit about the surroundings you encounter as well as thoughts on your own performance. Observe the interviewee in the context of their natural surroundings. What is it like to be this person on a day-to-day basis?

Add any comments you may want to make about the interviewee that took place when the recording device was shut off. These can go into your biographical abstract or in the footnotes. Note the mood of the interviewee before, during, and after the narrative was taken. Think about the concept of intersubjectivity. How did the sharing of the narrative affect the objectivity of the account?

Answer the following questions in your postmortem:

#How did I choose the person to be interviewed? Were the people I interviewed the right ones for my research?
#How did I prepare for the interview? Did I prepare enough?
#What did I use for equipment? Did it work satisfactorily? What changes should I make?
#What kinds of questions did I ask? What kinds of questions worked well? Not so well?
#Where did I conduct the interview? What in the environment affected my interview? How?
#Did my subject want to talk? How did I encourage my subject to talk? What "masks" did my subject wear? Did my subject drop the masks?
#When did I tell my subject the purpose of the interview and how it would be used? Did my plans to use the interview seem to matter to the subject?
#How accurate were my subject's memories?
#How accurate was my subject's reporting of her memories? How do I know? Does it matter?
#Who controlled the interview? How?
#How did I feel while interviewing?
#How did my subject feel while being interviewed?
#Would it be useful and possible to return for another interview?
#How do these results affect my original goals? Do I need to adjust my research design?
#When I transcribe, will I write exactly what was said or will I begin light editing right from the start? How will I decide what to write and what not to write?
#How can I ensure that the transcription is accurate? How can I ensure that the transcription reports what the subject wanted to say?
#Who owns the interview and has the right to decide how the completed interview and transcription will be used?
#Next time, what would I do the same? What would I do differently?

The live performer – both the interviewer and interviewee – when it comes time for the solo, creates as well as performs and so there’s an improvisational air to it. And it’s not the air of the unexpected so much as the air of allowance for something to happen that you don’t plan for. Interviewers should always be prepared to abandon the script. You might notice a “phrase that explodes” and want to immediately follow the explosion with a new avenue of questioning. If this occurs, it is very important to jot down keywords and phrases so that you can create new interview questions on the fly. Keep these interview notes with your field notes. Still, remember that interviews have beginnings, middles, and ends. Don’t abandon the end just because the middle went down an unexpected path.

===Gathering Artifacts/Manuscript Material from Interviewee===

As a rule of thumb decline all attempts on the part of interviewees to give you material in their personal possession that they might later want back. Be sure that the interviewee has access to any copies of texts or artifacts they may give you.

==Photography & Videography==

Media projects result in the development of humanities audiovisual resources, including film and video productions, exhibits, audio productions, slide-tape programs, and websites. Projects will often involve collaboration between humanities scholars and experienced media specialists to produce high-quality resources based on the oral history text and other research. The medium definitely affects the message that is delivered. Memories are recounted with more than words. Transcripts can indicate laughter, sobs, finger pointing, or fist shaking. But some expressions are too complex or subtle to reduce to words.

===Care of Ethnography Lab & Equipment===

Develop a familiarity with the equipment that you will be using. Nothing is more stressful than having some easily remediable problem happen at the interview site.
Electrical power is more reliable than batteries, but also makes your equipment less portable. Always carry along power cords and more tape than you think you may need. If you use a microphone, place it nearer to the participant than to yourself. You have written notes on your own questions, but not on the responses you will receive.
Video Editing Software

==Transcription Processing and Archiving==

Our problem becomes more complicated when we try to write down what has been said. People don't always speak in complete sentences. They repeat themselves and leave things out. They talk in circles and tell fragments of the same story out of chronological sequence. They mumble incoherently and use wrong names. When they speak, they don't use punctuation. How is the transcriber to put spoken words onto paper with a semblance of written coherence without changing the narrator's meaning?
Finally, the transcript does not carry inflections of voice and body language. Therefore the reader of the transcript does not have all of the information that the interviewer had originally. In addition, readers and listeners will add their own interpretations in trying to understand what the narrator said.

Why transcripts? (1) Ease of use, (2) makes interview accessible to more people, (3) increased longevity of the format. Scholars prefer the transcript over the original recording in most cases. The public may be more interested in a brief oral or visual account. Also, the transcription process is important as a way to engage in self-reflection and as a self-training exercise for the next interview.

===Transcription/Processing Transcripts/Footnoting===

Transcribing is more of an art than a science. The first draft of your interview on paper may be pretty indecipherable. The more you do, the more you’ll be able to edit the recording on the fly. Be careful, but remember that time is always running out on you. You stand on the razor’s edge in preparing the transcript.

Why edit, especially given the consequences of turning an oral source into a written document? The written document has authority. You are adding context to the interview. Cleaning up the texts also reduces the dynamic range of the sources, but also makes them usable in many more scholarly contexts. Can the transcript be more “valid” than the source tape? Is the linguistic act itself repressive? Is the transcription process more so? You are disciplining speech here, are you not?

Oral histories should always be honestly critical. This does not mean that you are necessarily criticizing the person being interviewed, but you are editing for comprehension and posterity so be careful. You prepare the first draft of the transcript and edit it. Include both the questions and the answers. Then you pass it along to the interviewee for their corrections and addendums. This courtesy is extended in the interests of fair play (the oral history suddenly becomes concretized or “real” or “alien”) and because the interviewee is a co-author in the process. Be careful that the transcript does not become infringed by someone else’s copyright by the inclusion of published material added to the narrative by the narrator. This does happen. The interviewee may be under the impression that an oral history is synonymous with an autobiographical memoir. It’s not.

Some researchers view transcription as mutilation. Don’t give them excuses to complain. Tamper with the dialogue only to increase comprehension without removing it from its status as an oral document. The interviewee will likely want to “read smart” even if they do not sound articulate or use appropriate syntax on the tape. Do not rearrange whole passages unless reader comprehension demands it, and warn the interviewee about the change.

Project the rhythm of the original interview as much as possible. Correct wrong verb tenses and pronouns. Remove false starts and words broken off in the middle. Eliminate redundancies and confusing digressions. Keep a few crutch expressions and many contractions to preserve the personality of the document and its source. There will invariably remain sentences which are not sentences, odd syntax, and strange punctuation marks when you are finished. The em-dash can become your friend. Preserve the distinctiveness of oral language and testimony.

Some oral historians use orthographic symbol systems to communicate non-verbal responses in the transcription. Researchers in some disciplines use oral histories as linguistic exercises. [Dennis Tedlock has written about oral history as poetry.] Linguists today are concerned with more than just the formalism inherent in generative and transformative grammar. They are concerned with the actual performance and reception of that performance. Linguistics allows us to study the nature of questioning and the nature of the respondent’s answers. We can get at the relationship dynamics between participants and actors in “spontaneous” discourse. Every interview is a social situation that can be dissected. We can concentrate upon the coded, regular and predictable nature of these relations rather than their manipulation, and view them not only as analytical devices but also as relations which have their base in some form of a material reality. We can take the commonplace and make it anthropologically strange. Deborah Tannen and Walter Ong have explored the rules of communication in this way using discourse analysis techniques.

You will be asked only to indicate any important gestures that are not communicated on the tape. Note also long pauses in the transcript that took place during the taping. Add “END OF INTERVIEW” to the end of the transcript.

The auditing step, having someone else listen to the recording while reading through the transcript is the most often overlooked step in all professional oral history. What you will be asked to do is go over the transcript and highlight any missing or obscured dialogue or any missing spellings of words.

Above all the transcription process is an ongoing conversation between you and the subject (with a definite end). Always maintain a good public relations front. Keep open the doors of communication and don’t react negatively immediately to any request they may have. But also impress upon them the importance of the process and the final product. Reserve the right to add footnotes for clarification or where facts contradict in the final draft. Annotation is a very important part of the editorial process.

Put copies of relevant documents or illustrations in an appendix attached to the transcript.

==Archiving & Accessibility==

There is a good chance that this will be the only time an interviewee ever has their thoughts formally recorded. Share a copy of the transcript with the interviewee. Save it in a form that will be accessible for posterity.

Which is more important, the tape or the transcript? I think both are important. Nearly everyone who accesses your interview will be relying on the transcript. However, someone who is trying to draw a personal portrait of the interviewee will want to listen to or watch the source copy. Keep the tape. Orthographics is a poor substitute for the original sound or video recording.

The Internet has thrown open to millions the door to interview transcripts and audio archives. Within reason, put the resources where people can get access to them. The downside of Internet distribution of oral history accounts is the ease of Google-stalking. Uploading is more powerful than publishing. Is uncontrolled and anonymous access desirable? We have the largest archive of material on Arkansas history here at UCA, a good place for depositing oral histories.

==Types of Oral History Products==

Oral history is a means to an end, and not usually an end in itself. The product should reflect the needs of the audience, or what effects you are trying to communicate to that audience. Historians traditionally have written for other historians who are judging their work and opening up publishing opportunities. History is what historians say it is. Professionalization means controlling the borders. Oral history is one way of smuggling things through the borders. The canons of history are very important to learn, but they can also keep you from developing new ones, and can keep good people from ever becoming part of the profession.

History is not just the sum total of discrete experiences. Historians will never be replaced by an audio or videotape. The interview just does not exist by itself without be propped up by others. People don’t just recognize the value of things spontaneously. And though there’s nothing wrong with celebration, celebration of something is not inquiry.

What can you do with oral history? Studs Terkel’s book ''Working: People Talk About What They Do All Day and How They Feel About What They Do'' (1974) was turned into a musical version by Stephen Schwartz in 1980. Terkel was a Jewish American born in 1912. He spent most of his life in Chicago. He worked on the WPA writer’s project and was a radio soap opera performer. His first book was Giants of jazz (1956) about northern migration of black talent into the Chicago area. His second book was Hard Times: An Oral History of the Great Depression. He received the 1985 Pulitzer Prize for The Good War (about World War II). It challenged the notion that WWII was a time of solidarity, goodwill, and unity (unlike Vietnam).

Terkel wrote something of a socialist manifesto. He’s been criticized for his cut-and-paste methods. He probably fabricated some passages out of whole cloth or by putting different stories together into one. He never reveals the original transcripts, often cutting them from 60-70 pages to 6-7 for use. He is an artist more than a professional oral historian. It was sociological commentary. He was highly critical of the stranger society that was beginning to characterize American society and community. He wanted to inspire the voiceless, the powerless, the hopeless. His book revealed a time of long gas lines, high inflation, the loss of confidence, and unemployment. In the musical, the actors seem demoralized, tired, overworked. The meaning of work seems reduced even though work is essential to the human spirit. It features stars early in their careers, like Barry Bostwick, Barbara Hershey, Rita Moreno, Patti LaBelle, Scatman Crothers (from Chico & the Man).

===Transcripts===

Archivists argue for oral histories as primary sources. Social historians say that oral histories are interpretive by nature. In the United States the transcript is the product of oral history. It is a first interpretation, says my intellectual grandfather Saul Benison, filtered through a particular individual experience at a particular moment of time. A minority argue that oral history is just raw material similar to any other source. I take the middle path: Oral history transcripts are limited documents upon which may be constructed a new historical synthesis. In the longest run the interviews themselves will prove much more useful to scholars than the texts grafted upon them. Which brings us to the source tape …

===Audiovisual===

In Canada and the United Kingdom the audiovisual recording is the product of the oral history, and the transcript serves as a guide to the audio tracks. The soundscape is crucial in this practice. Sound qualities captured include surroundability, directionality, and continuity.
Curriculum Development

It may be that one of the ultimate values of oral history is that it is a magnificent way of training a young historian to do history.

Oral history can motivate learners, as students are practicing the social studies “almost without realizing it.” It can help students develop rapport with their elders and become “rooted in the past” and an “active part of the present.” Oral history can suffer from inadequate time for preparation. The Foxfire model for creating a local oral history magazine began in 1966. Encourage practice interviewing on each other.

===Oral History Documentaries/Musicals/Websites/Radio/Interpretive Skits===

There are no limits to the ways in which orality can be presented to a written culture and a visual culture.

==Criticisms of Oral History==

Scholars privilege written documents over other sources because of the presumed precision of thought that can be found in these sources. There are specific grammatical rules governing or structuring all well-written documents. Other types of sources, by contrast, are said to be unsystematic. However, historians have long felt that written documents lack human direction and spontaneity. Pre-censored and prepared for special purposes, they reveal only formal relationships, and are innocent of the lives of the vast numbers of poor and working people.

All sources of evidence need to be tested and verified against other sources. Historians have a rule of thumb: where possible, all facts should be checked three times against different sources.
Oral historians often have an end goal in mind, a hypothesis that will be tested, and this means that bias can creep into the process. Some experts say that it is better to separate out the product of oral history research from the process. That is to say, the people who use the oral histories should not be the same people who take the oral histories. Of course, the problem there is that the people who are taking the oral histories do not have a firm idea of the kinds of questions that might be valuable; it is instead all of equal value.

===The Politics of Community Memory===

Oral history is considered by some historians to be an unreliable source for the study of history. Why are they skeptical? Trained to depend on written records, traditional historians have been known to shudder in horror at the potential problems and inherent weaknesses of oral history. What of the failings of human memory? What of the human tendency to impose a narrative structure on events that may not be closely connected? What of the self-serving motives of the story teller? What of the power relationships between interviewer and interviewee that affect what and how events are reported? What of the differences between the spoken and written word? What of the inaccuracies that creep into meaning when trying to put a conversation onto paper?

Well, many of the same problems arise in using written records. Written sources can carry personal or social biases. Written sources occur within a social context.

What problems do newspapers have? As an example, newspaper accounts contemporary with events often suffer from historical inaccuracy because of the ideological slants of reporters and editorial staff, because of the availability of sources, because of advertisers’ interests, and because of the need to sell interesting stories that the public wants to buy. Yet these same newspaper accounts can be used as historical evidence of people's attitudes and interpretations. Even historical analysis published by professional historians intent on upholding the best standards in their field still falls short of that elusive goal, a complete and totally objective account of events.

Experience within literate cultures indicates that each time anyone reconstructs a memory, there are changes in the memory, but the core of the story is usually retained. Over time, however, minor changes can accumulate until the story becomes unrecognizable.

Other historians consider it to be a valid means for preserving and transmitting history. In oral history projects, an interviewee recalls an event for an interviewer who records the recollections and creates a historical record.

Event --> interviewee --> interviewer --> historical record

Oral history depends upon human memory and the spoken word. The means of collection can vary from taking notes by hand to elaborate electronic aural and video recordings.

Oral historians attempt to record the memories of many different people when researching a given event. Since any given individual may misremember events or distort their account for personal reasons, the historical documentation is considered to reside in the points of agreement of many different sources, rather than the account of any one person.

Who has the best memory of events? When is the best time to interview? Is faulty memory of any interest to the oral historian? The human life span puts boundaries on the subject matter that we collect with oral history. We can only go back one lifetime, so our limits move forward in time with each generation. This leads to the Oral Historian’s Anxiety Syndrome, that panicky realization that irretrievable information is slipping away from us with every moment.

Oral history is now often used when historians investigate history from below. History from below is a form of historical narrative which was developed as a result of the Annales School and popularized in the 1960s. This form of social history focuses on the perspectives of ordinary individuals within society as well as individuals and regions that were not previously considered historically important. This includes women and the working class, as well as regions such as India or Africa.

The Annales was founded and edited by Marc Bloch and Lucien Febvre in 1929, while they were teaching at the University of Strasbourg. These authors quickly became associated with the distinctive Annales approach, which combined geography, history, and the sociology to produce an approach which rejected the predominant emphasis on politics, diplomacy and war of many 19th century historians.

Instead, they pioneered an approach to a study of long-term historical structures (la longue durée) over events. Geography, material culture, and what later Annalistes called mentalities or the psychology of the epoch are also characteristic areas of study. Annales historians sideline the sensational, are reluctant to simply account for events, strive on the contrary to pose and solve problems and want to observe on the long and medium term the evolution of economy, society and civilization.

===Lapses of Memory===

Some critics have said that recording oral history is a terroristic act made upon memory. Different eyewitnesses to history will give different accounts, as is true of witnesses to crimes or accidents. Generally speaking, the longer in the past you are asking someone to describe events the less precision you are going to receive. Memory is best served by capturing events relatively quickly after they occur. “Documents written while events were happening” provide the most reliable evidence. You can counteract some of this by bringing along newspaper clippings, photos, or artifacts to the interview.

People also tend to remember the good times and the bad times, and much less in between. The good old days were horrible old days, and things were far more complex back then than anyone is willing to give them credit for. And what’s more frightening than a million dollars? Their MEMORY is TRUE, even if the TRUTH lies in a different direction. FACTS are not always TRUTH. Memories are the experiences of your subjects; that’s why we call them “memory books” and not “history books.” History is a form of coded memory.

===Intersubjectivity===

The interviewer shares authority with the interviewee in the taking and edition of oral history narratives. The questioner legally becomes the co-author of all oral history audio files and transcripts. The Columbia Oral History program in the early days used to discard the interviewer’s questions in the process of editing the transcripts to eliminate this second author’s views, which they found as unimportant.

The subject may be anxious, too anxious, to please and attempt to tell the interrogator what he or she thought the interviewer wanted to hear. They key is to make your role as co-author unobtrustive. You should always endeavor to keep your own opinions and arguments out of the edited narrative. Intersubjectivity allows for liberating collaborations. You want the knowledge and they want to give it to you. Worse than sentimentalizing and losing perspective is remaining cold and detached. You can’t understand it if you remain outside the situation, sort of a statement about truth as subjectivity. Best case: develop a split personality – one side is empathetic and self-involved, and the other is detached and observant. What we need is a science of the subjective! Are personalities more important than techniques?

Portelli noted that the interview situation is “an exchange between two subjects; literally a mutual sighting.”

===Oral History as First Layer of Interpretation===

When you take down a myth on paper you are freezing it. Taking down the memories of past events can freeze the present. This makes them nostalgia items. A top ten list of favorite pop songs from your teenage years is freezing a myth. The very taking and editing of oral histories provide the first and second layers of interpretation. All history is selection, and the questions you’ve asked are part of that selection process. This means that oral histories are not unsullied primary sources. But then, very few sources accessible to another person are really only primary in nature.

===Presentism/Creating Usable Pasts===

You may encounter people with no past and no future. They will be very presentist in their outlook. It’s always been this way and always will be this way. They will have no concept of history. However, it may be that these very same people have been denied a history. These are people who don’t matter, or don’t think that they matter. Your job might be to give them one.

As much as possible, don’t fall into this trap. Beware recasting the story collected in the interview to fit your present needs. It doesn’t all need to be usable information that you collect. In fact, I’d smell a rat in your transcript if no rambling off-topic narrative occurs. Anecdotes and apocryphal accounts can make your subject more engaging. Don’t assume that anything contradicting your suspicions is necessarily “wrong.” Resist the view that the past is essentially just the pattern, the formwork, for the present.

Each age has its own TRUTH, and they demonstrate it every day by casting and recasting a usable past. Have you ever read the children’s book The Important Book by Margaret Wise Brown (author of Goodnight Moon)?

Can the oral historians overcome the collective unconscious of the population in which we live? Can we stand apart? You will not be able to escape this problem because you live in this time. The documents that we produce are not the product of the age we are investigating. They are the products of the here and now. Ironically, it will be our ultimate failure to manipulate the interviews that will make future analyses by other people possible! But you can become aware of your potential biases. We are taking our interviewees and ourselves on a real-time crash course in Honors Core I. Our best interviews should force people to make their lives anthropologically strange. We should ask people to justify actions and ideas which they in the course of their lives never dreamed needed justification. Most people do not go through life constantly questioning what they do or consciously seeking and weighing their motivations.

===Trivialities===

The historian Barbara Tuchman has discussed the problem of overdocumentation at some length. She has complained that in many cases oral historians are collecing trivia and giving what should have been forgotten a new life by recording it and passing it on to others as history. She compared the tape recorder to “a monster with the appetite of a tapeworm.” There is accuracy, and then on the other hand there is what history should know.

Our problem in modern computerized society is not, except in odd cases, the problem of forgetfulness but rather the problem of being overwhelmed with reminiscences and memories flowing in uninterrupted and seemingly unrelated fashion. We suffer from infoglut and the manifestation of that disease is lack of a systematic view of the world. Memory is a machine trait. Forgetting and selectivity are human traits.

We have a records management problem too. Libraries are bulging with unused collections, presidential archives are crammed with interviews that nobody is going to be allowed to see, and local historical agencies are generating oral testimonies every day that are going to remain unnoticed for generations to come. That’s why you have to be creative, like the folks at the University of Alaska, Fairbanks, who came up with the oral history Project Jukebox idea in 1988.

Tuchman is also concerned that we are enshrining the ordinary in our oral history projects. Is there such a thing as a wisdom of crowds? Or can we defend elite history? Can oral history illuminate power as well as powerlessness?

===Mythmaking===

Mythmaking is a conservative, cohesive force in the universe. It perpetuates culture. Myth is memory that is relatively immune to reinterpretation, but it can acquire its own history over time. Myth has more structure and form than ordinary history. Myths also do not require empirical validation. They are a form of public, collective memory. Ideology is a liberal movement in the universe. It effects radical change. It is a mobilizer. Ideologies are structures in history. “Warren Susman says that “myth sets the stage; ideology gets the show on the road.”

Narrators mobilize myth and ideology to make sense of what happened to them. They create ideologies of potent force to explain the meaning of what had happened to them. Cultural values color testimonies, determine the choice of words, what events to describe, and the significance attached to them. Interviewees will distort the chronology and historical perspective in order to turn them into examples to be followed. History is a very dangerous weapon. It is the weapon we use to indoctrinate our children. It is the way we build ideologies and we all know that wars have arisen out of devotion to certain ideologies.

With great power comes great responsibility. The preparation of the oral history involves bending reality to your will. There is no doubt about it. The myths you are making are also shaping the worldview of the people you encounter.

People tend to make sense of their recollections, and do so more and more as they age. They are trying to make sense of their lives and fit it into an overarching context so that they can make meaning of their thinking and actions. The past “marches in review,” especially for older people. Interviews are often created after the fact and reflect the participants’ self-conscious attempts to preserve what they remember for the future.

People want to make sense out of their lives, even when their actions seem to make little sense in retrospect. Not everyone acts rationally all of the time. As your book says, “Not all human activity is coherent and purposeful.” Also, nonsensical actions can later take on new meaning and become significant all out of proportion to their particular impact at the time they took place.
Some people will take the reconstruction of the past all the way to self-delusion. But if detected this can also teach you something about the historical problem. Some of the most interesting things never happened. The way people view their personal histories is worthy of historical investigation. Mostly, though, people want to survive the interview with some semblance of their soul still intact.
On the other hand, the absence of knowledge about the past perpetuates myths about it, and contributes to maintaining the status quo. Myths may seem to talk about events which to us would have to be imaginary, but even imaginary dialogues are full of things that really happened.

===Digital Obsolescence===

Our generation might be the one most readily and comprehensively documented, and most easily lost forever. Obsolete formats. Costs of preservation. Microcassettes and plaintext are the only universal formats. What will happen when the power goes out?

==Guest Speakers==
* Arkansas Traveler’s Project (contact: Alli Hogue)
* New Urbanism, Gentrification (contact: Patrick Taylor)
* Clinton Library inner workings (contact: Skip Rutherford, Jose Guzzardi, Amanda Harris)
* Clinton Library, Heifer International, Doe's Eat Place visit (contact: David Williams)
* UCA Folklore Collection (contact: Jimmy Bryant)
* Deborah Tannen and linguistic analysis (contact: Amanda Allen)
* Grant Writing (contact: Amanda Allen)
* watch segments of ''Vaginia Monologues, Working''

==Assignments==
* videotape an interview with the sound turned down; look at non-verbal cues
* Give an Overview of an Oral History Project or Collection
* Downtown Revitalization
* Write FranaWiki entries
* Develop your questions
* Develop a common thematic set of questions for project interviews
* Read and Critique an existing Honors College Oral History transcript: Clinton Project, Rick Scott, Women’s Abuse, HCOL history
* In class critiques of oral history interviews
* Improving your methods/Reflecting on Interviews Conducted/Retrospective essay evaluating your performance in the project
* Practice Interviewing on Each Other
* Personal Project
* [http://historymatters.gmu.edu/mse/oral/ Linda Shopes, "Making Sense of Oral History"]
* Clinton Library & Downtown Little Rock Project
* Practice Interviewing on Doctor/Final Exam

== This page is HUGE ==

It oppresses the soul in its grandiosity and impossible breadth.

FranaWiki talk:Community Portal

2008-10-19T00:20:10Z

Zinoviev: New section: This page is HUGE

==What is Oral History and Who Does It?==

Originally, oral history was simply defined as a conversational narrative that got archived. David Kyvig has said that “oral history is nothing more than the application of common sense to the pursuit of information.” Thus, we’re going to be sharing lots of rules of thumb, heuristics, in this class.
Oral history, traditionally, is an account of something passed down by word of mouth from one generation to another. Contemporary oral history involves recording or transcribing eyewitness accounts of historical events.

The information passed on has occasionally shown a surprising accuracy over long periods of time. For example, the Iliad, an epic poem of Homer describing the conquest of Troy, was passed down as oral history from perhaps the 8th century BC, until being recorded in writing by Pisistratos. Nonetheless, factual elements of the Iliad were at least partially validated by the discovery of ruins discovered by Heinrich Schliemann in 1870, thought to be those of the city described in the poem.

A famous example of oral history comes from the works of several authors who have, over the span of many hundreds of years, collected folklore which was ultimately put together in a book known as the Old Testament. The New Testament was created by several different original authors whose slightly differing versions of many biblical events were combined. The Bible was therefore nearly entirely created using oral history.

Questions to consider: What are the characteristics of a good oral historian? Is oral history a performance art? What’s the difference between oral history and journalism? Is oral history just for us? Who stands to benefit? Why is it valuable?

Oral histories serve several purposes. In the early days they were about filling gaps in the historical record. Oral historians were creating knowledge that would otherwise not exist. But oral history is so much more than this. Plugging a gap in culture with ideas that are not part of that culture falsifies its shape, because culture really has no gaps. Historians are every day engaged in falsifying culture! It’s called selection bias. At any given time the historical repertoire of culture is narrowly limited, with a limited set of alternative interpretations. Historians “fix” this problem all the time.

The general objective of any archive recording program should be to use oral history methods as a means both documenting and of preserving the past. The process product of such work ought to open up new fields of research. It should also seek to meet the broader educational interests of present and future generation by showing them the conditions of life and the variety of experiences of their parents and grand-parents and reflecting and illustrating characteristics or change which make a particular society or culture distinctive.

In realizing these ends, the absence of documentary and printed records will usually indicate the primary subject on which oral history recording would most usefully be focused. Filling wide or absolute gaps in the historic record are fundamental objectives for a creative recording program and, when they also represent subjects that are only alive in the memories of the very elderly, they are gaps which need to be filled first. However, recording can also be based - even in generally well documented fields - on particular features which are not covered by the existing records. It may be the case that the paper records which have been preserved have, for example, an administrative or hierarchical focus, and that much more information can be added to the historical mosaic of some subjects by oral history recording.

Since oral history has an important role in reflecting the past as well as uncovering it, recordings may also be carried out to preserve a sense of place, time, personality or event. Such recordings may produce little original information but they can create an original sound document, giving color and atmosphere and a feeling for history that, in an important way, transcends the collection of data to give a unique dimension to oral history records.

Oral history is a very interdisciplinary craft. It is employed by historians, archivists, librarians, folklorists, anthropologists, educators, journalists, linguists, and genealogists. The time has passed when historians express doubts that oral history is serious history. Oral history is a respected practice of history; it’s just expensive and requires lots of intellectual responsibility. We will quickly find that we cannot fully understand or exploit the materials we are dealing with if we remain within the narrow confines of methods of our own fields of specialization.

We are going to form a loosely organized professional company here in this classroom to work on the Clinton Presidential Center & Downtown Little Rock Community Memory Project. We hope to communicate to you the skills you will need to create your own rival company when you complete the class. Amanda Allen Associates (AAA). You might be amazed at how oral history can pay. Clients might even partially support you in graduate school. Transcripts can become treasured keepsakes in the hands of clients.

===The History of Oral History===

All history begins with oral accounts dredged up from memories. The first historians in the world were oral historians: Thucydides and Herodotus. History is story plus interpretation, and oral history is no different. Oral history is handmaiden to both social history and archival practice.
The Regional Oral History Office at UC, Berkeley began in the 1860s with the work of publisher Hubert Howe Bancroft, who was interested in the nineteenth-century settlement of California. It was professionalized under Willa Baum beginning in 1958. The Federal Writer’s Project of the WPA began collecting oral narratives in the 1930s. Folklorist B.A. Botkin collected oral histories as part of his Former Slave Narratives project.

The Columbia Oral History Research Office (OHRO) began in 1948 under newspaperman and political historian Allan Nevins. He wanted to engage in the “popularization of history.” Allan Nevins wrote about fifty books, including an eight volume history of the Civil War. Established in 1948, it was the first program of its kind in the nation. It now consists of almost 8,000 taped memoirs and nearly 1,000,000 pages of transcript, and is the oldest and largest organized oral history program in the world. Earliest transcript in archives of the Columbia Oral History Research Office contains a first-hand account of the 1863 draft riots in New York City.

The first presidential library oral history project started at the Truman Library in Independence, MO, in 1960. Several others have followed at the Herbert Hoover Library, the LBJ Library, the Eisenhower Library, and the Clinton Library. They are all interested in politically interesting figures associated with the presidency.

The first meeting of oral historians took place at Lake Arrowhead, California, in 1966. The discussions that began there led to the creation of “Goals & Guidelines” – a code of professional ethics – in 1967-1968. The Oral History Association formed in 1967, and the Oral History Review began its publication in 1973. Because of its origins, oral history reflects its commitment to individualism and social change in America in the 1960s. It’s often been about creating narratives of empowerment. The largest documentation efforts focused on civil rights, women, labor, and local and community history (one effect of the Bicentennial).

As big as oral history has become, it can still seem like a club. Your academic pedigree extends back to both the Columbia and Berkeley ROHO programs. My boss at the Charles Babbage Institute was Arthur Norberg, who was trained at Berkeley. My graduate advisor at Iowa State was trained by Saul Benison who in turn was trained by Allan Nevins. Allan Nevins is now your intellectual great-grandfather.

===Oral History Projects & Collections===

===Who is it For? Interviewing Elites versus Ordinary People===

Oral history can give voice to the voiceless, and for this reason is sometimes grouped with the New Left social histories that began to be produced in the late 1960s. Social history is history “from the bottom up.” The history of elites has meant – until very recently – a history of men wearing neckties is all that is important. New Left history proposes that history can become a tool for social reconstruction. The marginalized of history matter. Indeed, small fish living in great times may have more to say than their fearless leaders who had less time to think than to act.

Non-elite history is a way of understanding patterns of deference and class that have contributed to maintaining the status quo. I found it troubling three semesters ago when I discovered that many of the participants in the Downtown Little Rock project knew each other since they were young people. I. C. Smith, Special Agent in charge for the FBI in Arkansas from 1995 to 1998 and author of an insightful book, ''Inside,'' says that "not more than 1000 people count in Arkansas and in that number only 100 or so really count." I believe him.

Some people have argued that oral history gets at people who are more willing to talk and make better judgments about the record because they are not already jaded. Oral history may actually be most suitable for those who survive by an oral culture in the first place: the homeless, the illiterate, the hardworking who have not time to leave behind records. Is there any such thing as a common person these days? Take a look at the sophistication that goes into garbage recycling these days. This is not a job for stupid people.

Probably the best rule of thumb is to interview the oldest people first. Nursing homes are where biography ends. “Had we but world enough and time, this coyness lady, would be no crime.” Also, interview the most significant people some time down the road after you have collected a load of data from other sources. In other words, move from the periphery to the core. Also, quality is better than quantity. Some people would disagree with me and say that the best thing to do is interview people early in life and then again and again over time. That’s all well and good. A story at each telling can be subtly changed. But how many people have those kinds of resources at their disposal?

===Impact of Oral History on the Individual and Community===

Oral history can be therapeutic by making people participants in history, and encouraging community and talk across generational lines. Particularly for the elderly, reminiscence can be therapeutic. You may even be giving people a history that they have never had, or seen fit to have. Lots of people live only in the present and have no past and no future. You are connecting individuals to other people in the past, present, and future. You can’t really begin to live in the future unless you know where you came from. You are also reminding yourself and the interviewee that every individual is more than one person.

For the individual the oral history process can serve as a sort of trauma therapy. You might expose a crisis brewing in the life of the interviewee. Be very careful with this, as this is not your intent in taking the deposition. You are human and it should be impossible not to get emotionally involved in your subjects, but do not become too emotionally involved. Your safety is of preeminent importance to me as an instructor. Don’t go someplace you don’t feel safe under any circumstances.
Most importantly, oral history can make you more of a human being. Nothing human need really be alien to you anymore if you don’t want it to, and that’s the joy of it. Never forget that history is about people, not objects. The interview is a social occasion. We are being given a gift and must reciprocate. For the time of the interview we are involved in someone else’s life. Oral history is a collective enterprise. It is about forming a community of discourse. Oral history becomes effecter and evidence of community connections. Wisdom is found not in the individual, but in the network. You are “training the network” in completing oral histories. Oral histories depend on source experiences that are created by large groups of people.

==What is Ethnography and Folklore?==

===Ethnography Projects and Collections===

Field-oriented disciplines like ethnography rely on participant observation and may not even take notes in the presence of those they are studying, waiting to write up their notes later from memory. Ethnographers and anthropologists tend to see folk tales and folklore as no less important from the factual recounting of events.

Ethnography (def.) - (from the Greek ethnos = nation and graphein = writing) refers to the qualitative description of human social phenomena, based on fieldwork. Ethnography is a holistic research method founded in the idea that a system's properties cannot necessarily be accurately understood independently of each other. The genre has both formal and historical connections to travel writing and colonial office reports. Probably the most famous ethnography is Coming of Age in Samoa by Margaret Mead. Her book upset many people when it first appeared in 1928. American readers were shocked by her observation that young Samoan women deferred marriage for many years while enjoying casual sex, but eventually married, settled down, and successfully reared their own children.

A person within a literate culture thus has presuppositions that may falsely affect her judgment of the validity of oral history within preliterate cultures. In these cultures children are usually selected and specially trained for the role of historian, and develop extraordinary memory skills known as eidetic or photographic memory. AI expert Marvin Minsky has studied this problem in depth, and argues that no such thing has ever been documented.

Before the development of written language in a given society, oral history is the primary means of conveying information from one generation to the next. The most common form of this transmission is through storytelling and the recitation of epic poetry, with the stories and poems collectively known as the oral tradition of a people. The combination of this oral tradition with morals and rituals passed down by word of mouth is known as the folklore of a society. Although not as prevalent now as in the past, oral history is still very much alive among many North American native groups.

Some anthropologists started collecting recordings (at first especially of American Indian folklore) on phonograph cylinders in the late 19th century. In the 1930s the United States Library of Congress started an oral history program to record traditional folk music, and accounts by surviving witnesses of the American Civil War, Slavery, and other major historical events, onto acetate discs. With the development of audio tape recordings the task of recording memories became easier.

Today, cultural anthropologists like Adam Frank study and interpret cultural diversity through ethnography based on field work. It provides an account of a particular culture, society, or community. The fieldwork usually involves spending a year or more in another society, living with the local people and learning about their ways of life.

Is it possible to be an objective or neutral observer? Ethnographers are usually participant observers. They take part in events they study because it helps with understanding local behavior and thought. The longer one stays, the more they will learn and understand. Staying over one year allows for repetition in events and processes that may have been missed because of unfamiliarity at the beginnings and cultural shock.

Urban sociology is a form of ethnographic field work focused on the study of urban areas where industrial, commercial and residential zones converge. Jane Simonsen’s class on the City as Text might be considered an example of urban sociology. She was trying to get students to understand how to “read a neighborhood” and classify residential streetscapes. I live in a Texas Twenty-Minute home, for example.

Ethnography has been used to study business settings. Groups of workers, managers and so on are different social categories participating in common social systems. Each group shows different characteristic attitudes, behavior patterns and values. Netography or Virtual Ethnography is a new form of ethnography, which involves conducting ethnographic studies on the Internet.
Ethnography is also one of the fields where structural analysis seems dominant. The text becomes symptomatic in the search for the problematic behind the text, the combination of things said and unsaid, which reveal the place of text in the history of theory and science. Structuralism has its modern father in Louis Althusser and his student Michel Foucault. They looked for the fundamental order of things, the lowest common denominators, the history of consciousness, that defined time and space in constructing an ethnomethodology. More recently such objectivism inherent in the work of Althusser has been turned over to more difficult questions of subjectivity. Conversation and narrative are the mediating stages between ideology and fieldwork. You are creating an “ensemble of texts” in the Clinton Library project that are more than the sum of their parts. They inform one another to recompose a culture.

===The Ethnographic Interview===

[http://www.analytictech.com/mb870/Handouts/notes_on_spradley.htm Spradley on The Ethnographic Interview]

The prime objective is always the understanding of the past and its lasting effects upon us as we live our lives. The goal of an ethnography is also to move beyond individual tales to examine the culture itself.

===Folklore Projects and Collections===

Oral historians concentrate on recording personal experiences of the interviewee. Folklore is at the opposite end of the interviewing continuum from oral history. Folklorists collect the traditional stories, songs, and other expressions of the community, whether fact or fiction. Folklorists do not interview; they collect. They can collect jokes, tales, legends, songs, music, dances, plays, games, riddles, peculiar vocabulary, beliefs and customs, cookery, or examples of vernacular architecture. In folklore and ethnography, the oral historian is the person being interviewed (by this we mean the person who carries around the collective history of the community in their head).

==Ethics & Sponsored Projects==

===Ethics===

There is a special code of ethics in this business because you ca create more damage in the name of science than you are really producing for the historical craft. You need to be extra careful because what may slip out in an informal setting is part of a person’s secret life. Most people have a secret life that they don’t reveal, especially to those they are close to. But who are you? The interviewee may feel more comfortable sharing a piece of their secret life with you than with their own family members. There’s a line of propriety here that you are going to have to find.
There’s a great story by John Wyndham about historians from the future who go back in time and study the past. They are not supposed to make any changes in the past because once they interfere they may cause irreparable damage by changing the course of history. You as an oral historian engaging in interviewing will always be transforming the person who is being interviewed. Assume that every time you conduct an interview you will be changing the timeline.

[http://alpha.dickinson.edu/oha/pub_eg.html Evaluation Guidelines of the Oral History Association.]

Oral histories can serve as evidence of crimes. It is possible to libel or defame someone in the process of taking an oral history. Historians do not enjoy client privilege. You cannot defame the dead.

Some of the most well-known oral historians have suffered ethical lapses. Studs Terkel is a Chicago radio host and WPA-era interviewer who authored the bestselling ''Hard Times'' (1970), ''Working'' (1974), and ''The Good War'' (1984). He is notorious for rearranging narrative prose to fit his purposes, and ennoble his subjects.

Alex Haley wrote ''Roots'' (1976), which was turned into the most popular television miniseries in American history. Some have criticized him for producing little better than historical fiction.

===Release Forms/Ownership===

Federal copyright law grants copyright automatically to anyone whose words and ideas are recorded in any tangible form, for a period lasting until seventy years after that person’s death. Interviewees retain the copyright on anything that they said in the interview, just as you retain copyright on your questions asked.

Release forms can become rather full of legal-sounding language, but most oral historians manage to find a form with which they are comfortable. Release forms make it clear to the interviewee, without question, how the interviews will be used, minimizing the chances for misunderstanding. In addition to offering some protection, release forms also remind the oral historian that the interviewee grants us the privilege of using something that does not belong to us.

Your transcripts are unusable for use in productions or research by others unless you have a signed release form. Both you and the interviewee should sign it before the interview takes place. If you must rip up the release form later, so be it. Regardless, the release form “professionalizes” the experience for the interviewee. It is a contract to try hard to recollect things honestly.

===Proposals and Grants===

Most IRB regulations are inappropriate to the purposes of oral history. IRB review may even act as an infringement on academic freedom. Most oral history projects are excluded from IRB review.
The key to IRB approval is “informed consent.” Can an oral history taking cause the subject to be harmed. It can even involve potential defamation of character. Proper oral history taking is technically exempt from IRB review. Informed consent is an ongoing process and negotiation. It is not a piece of paper.

Grant budgets can cover the costs of research, travel, and interview processing. Sources of funds might include Arkansas Heritage Council & SURF. Private grant funds might also be available. The application process can be a major hurdle. That’s why the Sponsored Projects Office is here to help. You will need to supply a catchy title for the project, a project description and justification, explain how it meets the grant funding agency’s guidelines. You may need to engage professional collaborators, or advisors and describe their relevant expertises and how they will help. You will also need to demonstrate a good plan, the expected product of the project, the audience for the result, perhaps a GANTT chart. A budget summary will be required, because you are asking for money. You may need to give a plan for publicity and or distribution to that audience. You may even need an evaluation plan if the project is expected to be a long one.

The official paperwork is the last section you work on but the first section they see. If at all possible type it up. Ask questions about how it should be filled in. Signatures take time to acquire. Make early deadlines for yourself. Give mentors time to fill out their part of the forms. The sections marked optional on forms are not optional. Make your c.v. neat and organized. Polish the work that you have done. Decide what they are lookin gofr (do they want to see work experience? Research projects? Papers? Or Presentations? You must have the official transcript documents as signed by the Registrar. That takes time and money ($3-5 each). The abstracts should be short and to the point. Don’t state conclusions. Make them want to read the written proposal.

In the written component: Know your audience. What kinds of projects are they look for? Do they know the terminology of your project? Footnotes and bibliography do not count against your wordcount or pagecount. If you need to supply background information and it doesn’t fit into the proposal use a footnote. Be concise. Use the appropriate serif font (Arial or Times New Roman) in 12 pt. Make it local. How will your project affect their community? Be sure to include a dissemination of results. Tell them anywhere and everywhere you’d like to present. Put enough into the GANTT chart that you look busy and important. Let them see exactly what they are paying for with Microsoft Visio or Excel. Find or create donors. It shows that other people believe that you are a worthwhile investment. Add up your budget three times to make sure you’ve totaled correctly.

You may want to write the outlines of recommendation letters for the people who you are asking to write for you. The letter should be about the project, why it’s important, and why you are the only one capable of doing it. Have each letter emphasize a different aspect (i.e., why it’s important to the community, why you are qualified, why it’s important to your field) and pair those aspects up with your recommender’s expertise.

==The Scholarly Task of Oral History==

Oral historians are not just glorified reporters, though I think the most remarkable oral historians can learn much from journalists and vice versa. Journalists work under extraordinary pressures, including short deadlines. They are not likely to deposit their notes in archives for further research.

It is always better if the interviewer has some particular interest, experience, or expertise in the subject matter. Take on interviewees and subjects that you feel prepared to take on and learn something about. Play to your personal strengths. Perhaps you will want to search for your own past in conducting oral histories. I think that’s what we all are doing ultimately.

Selecting an interviewee: sometimes the best subject is the most articulate at expressing themselves, has a good memory, and is not so atypical as a consequence as to be different from others in the same position that you might interview. Good social history can be intellectual history too. Most oral histories that get noticed have some sort of conceit. They gravitate towards the “movers” and the “shakers.” I like snowball interviewing, where you ask a good interviewee who they recommend as future interviewees. The danger is that you will lose your sense of purpose and remove yourself from a good stratified sampling of interviewees.

===Sources/Background Research===

Where written sources are available, they should be used as background as well as corroboration. Oral data does not exonerate the historian from searching for and using written documents exhaustively. A cardinal rule is to come to the interview thoroughly informed and then to let the subject do all the talking.

Some of the best places to gather research on your interviewees may be through general Internet searches, the New York Times full-text database, the Google News Archive, and the Newspaper Index full-text database available from the Torreyson Library website.

===Compiling Interview Topics & Questions===

Oral history is about asking good questions. Oral history involves structured interviewing techniques. Have the questions ready on two sheets (the bottom of the second sheet is there for your field notes, sorted in chronological and then subject order as much as possible. People think of their lives primarily in chronological order, or sometimes reverse chronological order. Ask the most general questions first, then work your way to the most specialized. Broach the most controversial subjects last, unless controversy is the subject of the interview. This is called “funnel interviewing.” Money, not sex, is the most sensitive topic in the oral history interview. Ask about victories before talking about losses.

Still, question-asking is individualized and intuitive. Don’t ever let me take that away from you. Ask open-ended questions that require more than a sentence or two in reply. Rationalize your questions as you ask them. Use “how” or “why” rather than “what” questions. Avoid loaded questions where you suggest the answer in advance. Ask yourself how likely are your questions going to be in producing informative answers? The best interview question is: “Can you give me an example?” Second best: “Can you walk me through the events of that day?” Third best: “How did you feel then and how do you feel now?” Aspire to perform a meaty interview.

The very questions that you ask are going to reveal your biases. One way around the problem is to gather questions from other people. Family interview questionnaires listing commonly asked questions may be valuable to your project. Paul Thompson's ''The Voice of the Past'' ends with an appendix listing model questions he asked in interviews:

'''Full name.''' Place and date of birth. Father’s name, place and date of birth, occupation. Mother’s name, place and date of birth, occupation. Grandparents: names, places and dates of birth. Any memories of them? When did family members come to America? What was their physical appearance? What stories have you heard about them? Were you told any stories about other forebears? If so, what were they?

'''Childhood:''' Where did you grow up? Describe the house you lived in. Describe the sort of food you ate. Describe the types of clothes you wore. Describe the games you played as a child (not only sport but things like skipping, marbles, etc). What chores did you have to complete?

'''Family activities:''' What sort of things did your family celebrate? (Christmas, birthdays, etc). Describe a typical family Christmas/birthday and/or another appropriate family gathering. Describe
a common ceremony. What were your family’s attitudes towards alcohol? Smoking? What was the discipline like at home? What sorts of things were your parents strict about? How? Why?

'''Education:''' Where did you go to school? How did you get there? How many classes were there? How
many children in the classroom? Did you have any favorite teachers? Why did you like her/him? Were
there any teachers you disliked? Why? What was the discipline like at school? (strap, other punishments?) How did you feel about being punished? Why? Describe the games you played at school
how old were you when you left school? Why did you leave? What did you do next? Ask the same questions about high school and university, if appropriate.

'''Work:''' What was your first paid job? Where did you work? Describe what you did in your job. Hours of work? Wages? Did you give any to your parents? Did you need special clothes? Equipment? How did you feel about your job? Were you involved in a union? Which? How? What were your relations like with your workmates? With your boss? Were there any problems getting time off? If so, describe them.
Why did you leave? If person interviewed had more than one job, repeat for each.

'''Leisure:''' What did you do in your spare time? (clubs/youth organizations/sports/games/dances/hobbies/cinema/theater/pub?) Describe what was involved. Did you go out in the evenings? What was a good night out when you were young? Did you stick to a group of friends? Did your parents expect to meet your friends? Did your parents disapprove of any of your activities? If so, why?

'''Marriage/Partners:''' How did you meet your partner? How did you feel about him/her? Why? Why did you decide to get married/live together? Was there any pressure from your families? If so, what? Where did you get married? Was it a religious or civil ceremony? Why? Describe what you wore. Was there a reception held and what was it like? Honeymoon? Where? How long? How did you manage the housekeeping after marriage/living together? Who paid the bills? Who decided how the money should be spent? What did you do when you disagreed? How would you describe your relationship? Did you talk to each other and share important things? Did you both have the same ideas about bringing up children? Was there anyone you talked to if you were worried about the children? Did you ask your mother for advice? Reasons?

'''Religion:''' Could you tell me how you spent Saturdays in those days? How about Sundays? Did you have different clothes? Did you play games? Did your parents think it wrong to work or play on Sunday? Did your parents attend a place of worship? Denomination? How often? Both mother and father? Did either hold any position in the church? Did you attend? Did you go to Sunday School? Outings? Choir? Evening classes? Other activities organized by the church? Were you taught to say prayers at night? Did you ever have family prayers? How much would you say religion meant to you as a child?

'''Other things you might want to ask about:''' Interviewee’s experiences during a war. Interviewee’s experiences during a time of other national stress. Moving away from home how did you feel about that? Did you keep in touch with your family? How? Why?

Ask “why not” questions as well as “why” questions. Look for omissions from the dialogue and ask about them. Never say “I know exactly what you mean” even when you do. Always ask these two questions at the end of the interview: “Are there any questions I’ve failed to ask you which you would like to raise?” and “Are there any topics you would like to return to and say more about?”

===Knowledge Database: FranaWiki/Creating/Editing Wikis/Standards that Apply===

Most text does not require any special changes for wiki form. A few basic rules are:

* Do not indent paragraphs. (Indenting may cause your text to appear in a monospaced font.)
* Leave a single blank line between paragraphs.
* To create a horizontal line, type 4 minus/dash/hyphen (-) characters.
* There is no need to encode HTML characters like <, >, or &.
* HTML characters like © and ∞ can be used on pages: do "&copy;" and "&infin;" (version 0.91 and later). See http://www.w3.org/TR/html4/sgml/entities.html.

To mark text as '''bold''', ''italic'' or <code>fixed-width</code>, you can use the HTML <nowiki><b></nowiki>, <nowiki><i></nowiki> and code tags. For example:

<nowiki><b> bold </b></nowiki>,
<nowiki><i> italic </i></nowiki>,
<nowiki><b> <i> bold+italic </i> </b></nowiki>.

Note that MediaWiki (like most Wikis) processes pages line-by-line, so if you want three bold lines of text, you will need to use three separate <nowiki><b>...</b></nowiki> tags. Also note that unclosed or unmatched tags are not removed from the page.

MediaWiki also implements the old "quote style" of text formatting, which is used on several wikis. Briefly:
<pre>
''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''
</pre>

looks like:

''Two single quotes are italics'',
'''three single quotes are bold''',
'''''five single quotes are bold and italic.'''''

The "quote style" formatting is often confusing, especially when multiple bold and italic sections are mixed on a line.

Headings are delimited by 1-6 equal signs (=). They basically correspond to HTML's <h1> through <h6> tags.
<pre>= Headline size 1 =
== Headline size 2 ==
=== Headline size 3 ===
==== Headline size 4 ====
===== Headline size 5 =====
====== Headline size 6 ======</pre>

Simple lists:
<pre>
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.
</pre>

...which looks like:
* Text for a bulleted list item.
** Text for second-level list.
*** Text for third level, etc.

Numbered lists:
<pre>
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.
</pre>

...which looks like:
# Text for a numbered list item.
## Text for second-level list.
### Text for third level, etc.
## Another Text for the second level.

Simple indented text:
<pre>
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level
</pre>

...which looks like:
: Text to be indented (quote-block)
:: Text indented more
::: Text indented to third level

Term with indented definition: [without a blank line between term and definition]
<pre>
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)
</pre>

...which looks like:
;Term:Definition (indented)
:;Term (indented):Definition (indented two levels)
::;Term (indented twice):Definition (indented to third level)

===Life History Forms & Memory Jogging Conferences===

Life histories give the interviewee enough time to relate what both the interviewer seeks and the interviewee wants to tell. The oral historian conducting even a subject-oriented project should seriously consider expanding the scope of its questions to record as much as possible about each interviewee’s life. Interviewers should extend the inquiry beyond their immediate needs to make each interview as complete as possible for the benefit of others.

Researchers can prepare life history forms that they send out to the interviewee in advance of the interview. This allows you to get acquainted with the outline of the interviewee’s lives and then fill in the details with the oral history. At the very least the interviewee should be able to send you a copy of their employment resume, which might help guide the conversation. This can be a good thing and a bad thing, as it lays out a blueprint for the conversation, but also drives the interviewee to the destination before the interview even takes place.

The life history form can contain very little or a great deal, depending on the project's purposes. Personal data is very useful and particularly recommended if the interview is a family history project or if interviews are to be archived for future use. The form needs to contain information that helps scholars understand, use, and interpret the interview. Aside from interviewee’s name, address, telephone number, birthdate, and birthplace, the form might ask for the names, birth dates, and dates of death for parents, siblings, spouses, and children. It could ask for places lived in as well as for education and work histories. It could ask for listings of special skills and for memberships in organizations.

Another possibility is the memory jogging conference, sometimes called the oral history “coffee house,” which involves invited members of the community to an event that is recorded for posterity. Participants can help each other remember things. The downside is the difficult in preparing a faithful transcript of the conversation.

Do as much as you can to research each individual subject, but don’t sweat it if you know more about some participants or subjects than others. Oral history often gets at information you cannot be prepared to receive. Oral history, after all, gets at neglected areas of knowledge.

==Interviewing==

===Professional Demeanor/Public Relations/Correspondence===

It is my job to grease the walls to the corridors of power. The initial correspondence that gets sent will include my name, the name of the Honors College at UCA, as well as your own. Amanda, Eric, and I will also serve as your personal advisory committee on your projects. Each of you will meet with each of us at some point to discuss your particular research agenda and interview plan. I will be available to alert potential gatekeepers to you work and provide suitable introductions where necessary. My job is the set the agenda, raise necessary funds, maintain paperwork, and supervise personnel. We must all work to bridge the gaps between the ivory towers of the academy and the real world.

Your first task after you have identified the interviewee is to contact him by mail. This is still perceived as the most courteous way of contacting someone, and the formality of the request will catch their attention and alert them to its importance. In less than two pages explain in your solicitation letter: (1) who you are, (2) who you represent, (3) what you are interested in doing, (4) why they are important – flattery works!, (5) where and when you might be available, (6) how the interview process works and what the product of the labor will be, (7) emphasize that they will have opportunity to review the manuscript, (8) close with language explaining that you will be calling or emailing them very soon. If you don’t know very much about the interviewee, ask for a c.v. or resume in the solicitation letter or ask about any sources that you might consult in advance of the interview.

Be ready for them to respond that they have nothing of importance to contribute. Have a rebuttal ready. Be persistent about scheduling a particular time frame for the interview. Accept the ground rules that the interviewee ultimately sets, but be prepared for them to break their own rules.
You will need to be able to monitor your own stress level in advance of the interview. Every interview I’ve done I’ve gone into scared. Take three deep breaths. Plant this thought in your mind: This guy is not special. He’s like me.

Prepare a route map in advance so that you will arrive early for the interview appointments. Be aware of special complications like equipment, power cords and outlets, and parking fees. Practice changing tapes and batteries. Dress appropriately, that is, one level of clothing above the level you expect your interviewee to wear.

Once at the interview site, get the equipment set and working as quickly as possible. Many an interview has been ruined by the subject spilling their guts before you can get the recording device turned on. Put the recording device in as unobtrusive a place as possible, giving you easy access to the light that tells you it is still working. Anybody can be technophobic. Check your equipment unobtrusively but regularly. Recording devices almost always have an effect on the interview product. Be aware of tape “leaders.”

Take along two copies of the release form. You and the interviewee should sign both forms. Give one copy to the interviewee. Conduct the interview in a location away from traffic by other people and extraneous noise. Move the interviewee away from behind the desk if possible. Look for unintended clutter in the shot, like an obtrusive note sticking out of a lapel pocket of the interviewee. Control the lighting level. Turn on lights that may be in the shot. Give the interviewee appropriate “head room” and “look space.” Two cameras, one focused on the interviewer and the other on the interviewee, are better than one. Consider having a small portion of the interview take place during a tour of facilities or during a demonstration, or capture some stock footage of the location without the interviewer for cutaway shots in the finished film. People live in an envelope of location and sound. Try and capture some of that.

Try and interview only one person at a time, regardless who may show up to the interview. Group interviews make you the moderator of a discussion, which adds a level of complexity. Also, it will be more difficult to transcribe the resulting interview later. Team interviewing is acceptable, as long as the interviewers know their particular roles. In fact, team interviewing is recommended where video equipment is involved.

===Interviewing Style/Silence/Location/Active Listening===

The best advice I can share is that oral history involves experiential learning, that is, learning by doing. That one of the reasons why this kind of seminar-style class works so well in the Honors College. Oral history is a cooperative learning strategy.

Oral history is a natural habitation for extroverts and conversationalists. Good interviewers are humble, persistent, and know when to be passive or active. Developing personal rapport with your subjects is very important. If at all possible know something semi-trivial about the interviewee that you might share in common. If the interviewee is from Texarkana and you grew up in Texarkana exploit that advantage in breaking the ice. Steer clear of false intimacy, but act sympathetically, be friendly, and above all COURAGEOUS. Don’t be a COWARD, but THINK. The best conversations come out of such contrariety. Don’t fall into acquiescence and don’t engage in too much argument.

You may be surprised at how willing people will be to talk to you because you are a young person. They recognize that you are teachable and open to ideas in ways that your crusty old professors are not. The people whom you are interviewing are going to become your teachers and your teachers are going to know a hell of a lot about their own lives depending on the kinds of questions you pursue. If they aren’t saying much, you are asking the wrong sorts of questions.

I am almost always perceived as more of a threat to interview subjects than you will be. You can ask the embarrassing questions because you are young and naïve! Take advantage of that advantage while being always polite and deferential. You are an emissary of the Honors College and UCA whenever you take an oral history.

At the interview you may be in charge of managing interviewee butterflies. Put the interviewee at ease. Make sure they are comfortable and have water if they want it. Switch off the recording device if they want to say something to you in confidence (“off the record comments”) and then immediately switch it back on.

Ask one open-ended question at a time. Don’t step all over the comments given by the interviewee. You are gregarious but not rude. Give them a chance to fully consider your question before asking a follow up question. Don’t interrupt. This is something that I’ve had to learn as a teacher. Give your students some time to come up with the answers. Remember that professional people and politicians are schooled not to volunteer information.

Be a good listener. Follow up on comments that are made during the interview with sub-questions where necessary or warranted. Show that you know something about the subject matter without trivializing the interview (becoming a “knowit”). Respond by shaking your head, smiling, or responding with one-word affirmatives. Take an occasional note to show interest.
Beware the “well-rehearsed story.” Lots of people have them and will expect to have them recorded for posterity. They will think you want them, and maybe you do. It is better to hear out the interviewee than to interrupt these personal narratives as it will often confuse them. Still, a press release is not an oral history.

The length of the oral history is often dictated by the amount of time you have available to transcribe the tapes. For each hour of interview it may take 2-10 hours to prepare a transcript. Most oral histories do not last more than two hours at one sitting. Beware the lonely interviewee. You are not a psychiatrist. Don’t question the veracity of your subject at the time of the interview. Add a note to your field notes and check on peculiar claims later.

At the end of the interview be sure to thank the interviewee audibly on tape so that this can become part of the final transcript. Let the interviewer know how long the transcription process should take, and what will happen next. Don’t overcommit to anything else. Engage in a little casual banter if it seems appropriate, but leave quickly if they appear busy. Be sure to explain what will happen next.

Allen and Mary Ivey talk about five stages of the interview in counseling psychology. They are applicable here in oral history. Initiating: (1) rapport/structuring; (2) gathering data, or drawing out stories, concerns, problems, and issues; (3) mutual goal setting, as in, what does the interviewee think is most important; (4) working: exploring alternatives and confronting incongruities in the story, working out resolutions; and (5) terminating and generalizing to daily life (leaving behind a new story that you have both created together). Listening is the foundation of both counseling and interviewing. You can use this model to build up your natural style of interviewing. Practice leads to mastery and competence.

People exist in lots of different contexts, and you should make yourself aware of them. The local contexts of the interviewee might be family, neighborhood, or community (which provide safety); institutional contexts include education, religion, government, and work (policies and law); global contexts also impinge on the individual, things like politics, culture, global events, the environment, and the media; finally, the are chronometrical or lifespan contexts like purpose, maintaining a positive attitude, and perpetual goals like life after death. Individuals use all of these contexts in creating and maintaining their coping strategies.

===Interviewer’s Field Notes===

Very soon after the interview, the interviewer should sit down and make notes in an organized fashion, before time dulls the details. The notes are something like the anthropologist’s field notes. The interviewer’s notes tell who, what, when, and where. They add anything that will help the transcriber or future scholars to understand the interview. If the project is in a school setting, teachers or students need to create a form to fit their particular projects’ needs and goals, as well as the students’ abilities.

Immediately following the interview ask for the spellings of proper nouns and names and write them down yourself. This will help you when it is time to prepare the transcript. Also, write down a little bit about the surroundings you encounter as well as thoughts on your own performance. Observe the interviewee in the context of their natural surroundings. What is it like to be this person on a day-to-day basis?

Add any comments you may want to make about the interviewee that took place when the recording device was shut off. These can go into your biographical abstract or in the footnotes. Note the mood of the interviewee before, during, and after the narrative was taken. Think about the concept of intersubjectivity. How did the sharing of the narrative affect the objectivity of the account?

Answer the following questions in your postmortem:

#How did I choose the person to be interviewed? Were the people I interviewed the right ones for my research?
#How did I prepare for the interview? Did I prepare enough?
#What did I use for equipment? Did it work satisfactorily? What changes should I make?
#What kinds of questions did I ask? What kinds of questions worked well? Not so well?
#Where did I conduct the interview? What in the environment affected my interview? How?
#Did my subject want to talk? How did I encourage my subject to talk? What "masks" did my subject wear? Did my subject drop the masks?
#When did I tell my subject the purpose of the interview and how it would be used? Did my plans to use the interview seem to matter to the subject?
#How accurate were my subject's memories?
#How accurate was my subject's reporting of her memories? How do I know? Does it matter?
#Who controlled the interview? How?
#How did I feel while interviewing?
#How did my subject feel while being interviewed?
#Would it be useful and possible to return for another interview?
#How do these results affect my original goals? Do I need to adjust my research design?
#When I transcribe, will I write exactly what was said or will I begin light editing right from the start? How will I decide what to write and what not to write?
#How can I ensure that the transcription is accurate? How can I ensure that the transcription reports what the subject wanted to say?
#Who owns the interview and has the right to decide how the completed interview and transcription will be used?
#Next time, what would I do the same? What would I do differently?

The live performer – both the interviewer and interviewee – when it comes time for the solo, creates as well as performs and so there’s an improvisational air to it. And it’s not the air of the unexpected so much as the air of allowance for something to happen that you don’t plan for. Interviewers should always be prepared to abandon the script. You might notice a “phrase that explodes” and want to immediately follow the explosion with a new avenue of questioning. If this occurs, it is very important to jot down keywords and phrases so that you can create new interview questions on the fly. Keep these interview notes with your field notes. Still, remember that interviews have beginnings, middles, and ends. Don’t abandon the end just because the middle went down an unexpected path.

===Gathering Artifacts/Manuscript Material from Interviewee===

As a rule of thumb decline all attempts on the part of interviewees to give you material in their personal possession that they might later want back. Be sure that the interviewee has access to any copies of texts or artifacts they may give you.

==Photography & Videography==

Media projects result in the development of humanities audiovisual resources, including film and video productions, exhibits, audio productions, slide-tape programs, and websites. Projects will often involve collaboration between humanities scholars and experienced media specialists to produce high-quality resources based on the oral history text and other research. The medium definitely affects the message that is delivered. Memories are recounted with more than words. Transcripts can indicate laughter, sobs, finger pointing, or fist shaking. But some expressions are too complex or subtle to reduce to words.

===Care of Ethnography Lab & Equipment===

Develop a familiarity with the equipment that you will be using. Nothing is more stressful than having some easily remediable problem happen at the interview site.
Electrical power is more reliable than batteries, but also makes your equipment less portable. Always carry along power cords and more tape than you think you may need. If you use a microphone, place it nearer to the participant than to yourself. You have written notes on your own questions, but not on the responses you will receive.
Video Editing Software

==Transcription Processing and Archiving==

Our problem becomes more complicated when we try to write down what has been said. People don't always speak in complete sentences. They repeat themselves and leave things out. They talk in circles and tell fragments of the same story out of chronological sequence. They mumble incoherently and use wrong names. When they speak, they don't use punctuation. How is the transcriber to put spoken words onto paper with a semblance of written coherence without changing the narrator's meaning?
Finally, the transcript does not carry inflections of voice and body language. Therefore the reader of the transcript does not have all of the information that the interviewer had originally. In addition, readers and listeners will add their own interpretations in trying to understand what the narrator said.

Why transcripts? (1) Ease of use, (2) makes interview accessible to more people, (3) increased longevity of the format. Scholars prefer the transcript over the original recording in most cases. The public may be more interested in a brief oral or visual account. Also, the transcription process is important as a way to engage in self-reflection and as a self-training exercise for the next interview.

===Transcription/Processing Transcripts/Footnoting===

Transcribing is more of an art than a science. The first draft of your interview on paper may be pretty indecipherable. The more you do, the more you’ll be able to edit the recording on the fly. Be careful, but remember that time is always running out on you. You stand on the razor’s edge in preparing the transcript.

Why edit, especially given the consequences of turning an oral source into a written document? The written document has authority. You are adding context to the interview. Cleaning up the texts also reduces the dynamic range of the sources, but also makes them usable in many more scholarly contexts. Can the transcript be more “valid” than the source tape? Is the linguistic act itself repressive? Is the transcription process more so? You are disciplining speech here, are you not?

Oral histories should always be honestly critical. This does not mean that you are necessarily criticizing the person being interviewed, but you are editing for comprehension and posterity so be careful. You prepare the first draft of the transcript and edit it. Include both the questions and the answers. Then you pass it along to the interviewee for their corrections and addendums. This courtesy is extended in the interests of fair play (the oral history suddenly becomes concretized or “real” or “alien”) and because the interviewee is a co-author in the process. Be careful that the transcript does not become infringed by someone else’s copyright by the inclusion of published material added to the narrative by the narrator. This does happen. The interviewee may be under the impression that an oral history is synonymous with an autobiographical memoir. It’s not.

Some researchers view transcription as mutilation. Don’t give them excuses to complain. Tamper with the dialogue only to increase comprehension without removing it from its status as an oral document. The interviewee will likely want to “read smart” even if they do not sound articulate or use appropriate syntax on the tape. Do not rearrange whole passages unless reader comprehension demands it, and warn the interviewee about the change.

Project the rhythm of the original interview as much as possible. Correct wrong verb tenses and pronouns. Remove false starts and words broken off in the middle. Eliminate redundancies and confusing digressions. Keep a few crutch expressions and many contractions to preserve the personality of the document and its source. There will invariably remain sentences which are not sentences, odd syntax, and strange punctuation marks when you are finished. The em-dash can become your friend. Preserve the distinctiveness of oral language and testimony.

Some oral historians use orthographic symbol systems to communicate non-verbal responses in the transcription. Researchers in some disciplines use oral histories as linguistic exercises. [Dennis Tedlock has written about oral history as poetry.] Linguists today are concerned with more than just the formalism inherent in generative and transformative grammar. They are concerned with the actual performance and reception of that performance. Linguistics allows us to study the nature of questioning and the nature of the respondent’s answers. We can get at the relationship dynamics between participants and actors in “spontaneous” discourse. Every interview is a social situation that can be dissected. We can concentrate upon the coded, regular and predictable nature of these relations rather than their manipulation, and view them not only as analytical devices but also as relations which have their base in some form of a material reality. We can take the commonplace and make it anthropologically strange. Deborah Tannen and Walter Ong have explored the rules of communication in this way using discourse analysis techniques.

You will be asked only to indicate any important gestures that are not communicated on the tape. Note also long pauses in the transcript that took place during the taping. Add “END OF INTERVIEW” to the end of the transcript.

The auditing step, having someone else listen to the recording while reading through the transcript is the most often overlooked step in all professional oral history. What you will be asked to do is go over the transcript and highlight any missing or obscured dialogue or any missing spellings of words.

Above all the transcription process is an ongoing conversation between you and the subject (with a definite end). Always maintain a good public relations front. Keep open the doors of communication and don’t react negatively immediately to any request they may have. But also impress upon them the importance of the process and the final product. Reserve the right to add footnotes for clarification or where facts contradict in the final draft. Annotation is a very important part of the editorial process.

Put copies of relevant documents or illustrations in an appendix attached to the transcript.

==Archiving & Accessibility==

There is a good chance that this will be the only time an interviewee ever has their thoughts formally recorded. Share a copy of the transcript with the interviewee. Save it in a form that will be accessible for posterity.

Which is more important, the tape or the transcript? I think both are important. Nearly everyone who accesses your interview will be relying on the transcript. However, someone who is trying to draw a personal portrait of the interviewee will want to listen to or watch the source copy. Keep the tape. Orthographics is a poor substitute for the original sound or video recording.

The Internet has thrown open to millions the door to interview transcripts and audio archives. Within reason, put the resources where people can get access to them. The downside of Internet distribution of oral history accounts is the ease of Google-stalking. Uploading is more powerful than publishing. Is uncontrolled and anonymous access desirable? We have the largest archive of material on Arkansas history here at UCA, a good place for depositing oral histories.

==Types of Oral History Products==

Oral history is a means to an end, and not usually an end in itself. The product should reflect the needs of the audience, or what effects you are trying to communicate to that audience. Historians traditionally have written for other historians who are judging their work and opening up publishing opportunities. History is what historians say it is. Professionalization means controlling the borders. Oral history is one way of smuggling things through the borders. The canons of history are very important to learn, but they can also keep you from developing new ones, and can keep good people from ever becoming part of the profession.

History is not just the sum total of discrete experiences. Historians will never be replaced by an audio or videotape. The interview just does not exist by itself without be propped up by others. People don’t just recognize the value of things spontaneously. And though there’s nothing wrong with celebration, celebration of something is not inquiry.

What can you do with oral history? Studs Terkel’s book ''Working: People Talk About What They Do All Day and How They Feel About What They Do'' (1974) was turned into a musical version by Stephen Schwartz in 1980. Terkel was a Jewish American born in 1912. He spent most of his life in Chicago. He worked on the WPA writer’s project and was a radio soap opera performer. His first book was Giants of jazz (1956) about northern migration of black talent into the Chicago area. His second book was Hard Times: An Oral History of the Great Depression. He received the 1985 Pulitzer Prize for The Good War (about World War II). It challenged the notion that WWII was a time of solidarity, goodwill, and unity (unlike Vietnam).

Terkel wrote something of a socialist manifesto. He’s been criticized for his cut-and-paste methods. He probably fabricated some passages out of whole cloth or by putting different stories together into one. He never reveals the original transcripts, often cutting them from 60-70 pages to 6-7 for use. He is an artist more than a professional oral historian. It was sociological commentary. He was highly critical of the stranger society that was beginning to characterize American society and community. He wanted to inspire the voiceless, the powerless, the hopeless. His book revealed a time of long gas lines, high inflation, the loss of confidence, and unemployment. In the musical, the actors seem demoralized, tired, overworked. The meaning of work seems reduced even though work is essential to the human spirit. It features stars early in their careers, like Barry Bostwick, Barbara Hershey, Rita Moreno, Patti LaBelle, Scatman Crothers (from Chico & the Man).

===Transcripts===

Archivists argue for oral histories as primary sources. Social historians say that oral histories are interpretive by nature. In the United States the transcript is the product of oral history. It is a first interpretation, says my intellectual grandfather Saul Benison, filtered through a particular individual experience at a particular moment of time. A minority argue that oral history is just raw material similar to any other source. I take the middle path: Oral history transcripts are limited documents upon which may be constructed a new historical synthesis. In the longest run the interviews themselves will prove much more useful to scholars than the texts grafted upon them. Which brings us to the source tape …

===Audiovisual===

In Canada and the United Kingdom the audiovisual recording is the product of the oral history, and the transcript serves as a guide to the audio tracks. The soundscape is crucial in this practice. Sound qualities captured include surroundability, directionality, and continuity.
Curriculum Development

It may be that one of the ultimate values of oral history is that it is a magnificent way of training a young historian to do history.

Oral history can motivate learners, as students are practicing the social studies “almost without realizing it.” It can help students develop rapport with their elders and become “rooted in the past” and an “active part of the present.” Oral history can suffer from inadequate time for preparation. The Foxfire model for creating a local oral history magazine began in 1966. Encourage practice interviewing on each other.

===Oral History Documentaries/Musicals/Websites/Radio/Interpretive Skits===

There are no limits to the ways in which orality can be presented to a written culture and a visual culture.

==Criticisms of Oral History==

Scholars privilege written documents over other sources because of the presumed precision of thought that can be found in these sources. There are specific grammatical rules governing or structuring all well-written documents. Other types of sources, by contrast, are said to be unsystematic. However, historians have long felt that written documents lack human direction and spontaneity. Pre-censored and prepared for special purposes, they reveal only formal relationships, and are innocent of the lives of the vast numbers of poor and working people.

All sources of evidence need to be tested and verified against other sources. Historians have a rule of thumb: where possible, all facts should be checked three times against different sources.
Oral historians often have an end goal in mind, a hypothesis that will be tested, and this means that bias can creep into the process. Some experts say that it is better to separate out the product of oral history research from the process. That is to say, the people who use the oral histories should not be the same people who take the oral histories. Of course, the problem there is that the people who are taking the oral histories do not have a firm idea of the kinds of questions that might be valuable; it is instead all of equal value.

===The Politics of Community Memory===

Oral history is considered by some historians to be an unreliable source for the study of history. Why are they skeptical? Trained to depend on written records, traditional historians have been known to shudder in horror at the potential problems and inherent weaknesses of oral history. What of the failings of human memory? What of the human tendency to impose a narrative structure on events that may not be closely connected? What of the self-serving motives of the story teller? What of the power relationships between interviewer and interviewee that affect what and how events are reported? What of the differences between the spoken and written word? What of the inaccuracies that creep into meaning when trying to put a conversation onto paper?

Well, many of the same problems arise in using written records. Written sources can carry personal or social biases. Written sources occur within a social context.

What problems do newspapers have? As an example, newspaper accounts contemporary with events often suffer from historical inaccuracy because of the ideological slants of reporters and editorial staff, because of the availability of sources, because of advertisers’ interests, and because of the need to sell interesting stories that the public wants to buy. Yet these same newspaper accounts can be used as historical evidence of people's attitudes and interpretations. Even historical analysis published by professional historians intent on upholding the best standards in their field still falls short of that elusive goal, a complete and totally objective account of events.

Experience within literate cultures indicates that each time anyone reconstructs a memory, there are changes in the memory, but the core of the story is usually retained. Over time, however, minor changes can accumulate until the story becomes unrecognizable.

Other historians consider it to be a valid means for preserving and transmitting history. In oral history projects, an interviewee recalls an event for an interviewer who records the recollections and creates a historical record.

Event --> interviewee --> interviewer --> historical record

Oral history depends upon human memory and the spoken word. The means of collection can vary from taking notes by hand to elaborate electronic aural and video recordings.

Oral historians attempt to record the memories of many different people when researching a given event. Since any given individual may misremember events or distort their account for personal reasons, the historical documentation is considered to reside in the points of agreement of many different sources, rather than the account of any one person.

Who has the best memory of events? When is the best time to interview? Is faulty memory of any interest to the oral historian? The human life span puts boundaries on the subject matter that we collect with oral history. We can only go back one lifetime, so our limits move forward in time with each generation. This leads to the Oral Historian’s Anxiety Syndrome, that panicky realization that irretrievable information is slipping away from us with every moment.

Oral history is now often used when historians investigate history from below. History from below is a form of historical narrative which was developed as a result of the Annales School and popularized in the 1960s. This form of social history focuses on the perspectives of ordinary individuals within society as well as individuals and regions that were not previously considered historically important. This includes women and the working class, as well as regions such as India or Africa.

The Annales was founded and edited by Marc Bloch and Lucien Febvre in 1929, while they were teaching at the University of Strasbourg. These authors quickly became associated with the distinctive Annales approach, which combined geography, history, and the sociology to produce an approach which rejected the predominant emphasis on politics, diplomacy and war of many 19th century historians.

Instead, they pioneered an approach to a study of long-term historical structures (la longue durée) over events. Geography, material culture, and what later Annalistes called mentalities or the psychology of the epoch are also characteristic areas of study. Annales historians sideline the sensational, are reluctant to simply account for events, strive on the contrary to pose and solve problems and want to observe on the long and medium term the evolution of economy, society and civilization.

===Lapses of Memory===

Some critics have said that recording oral history is a terroristic act made upon memory. Different eyewitnesses to history will give different accounts, as is true of witnesses to crimes or accidents. Generally speaking, the longer in the past you are asking someone to describe events the less precision you are going to receive. Memory is best served by capturing events relatively quickly after they occur. “Documents written while events were happening” provide the most reliable evidence. You can counteract some of this by bringing along newspaper clippings, photos, or artifacts to the interview.

People also tend to remember the good times and the bad times, and much less in between. The good old days were horrible old days, and things were far more complex back then than anyone is willing to give them credit for. And what’s more frightening than a million dollars? Their MEMORY is TRUE, even if the TRUTH lies in a different direction. FACTS are not always TRUTH. Memories are the experiences of your subjects; that’s why we call them “memory books” and not “history books.” History is a form of coded memory.

===Intersubjectivity===

The interviewer shares authority with the interviewee in the taking and edition of oral history narratives. The questioner legally becomes the co-author of all oral history audio files and transcripts. The Columbia Oral History program in the early days used to discard the interviewer’s questions in the process of editing the transcripts to eliminate this second author’s views, which they found as unimportant.

The subject may be anxious, too anxious, to please and attempt to tell the interrogator what he or she thought the interviewer wanted to hear. They key is to make your role as co-author unobtrustive. You should always endeavor to keep your own opinions and arguments out of the edited narrative. Intersubjectivity allows for liberating collaborations. You want the knowledge and they want to give it to you. Worse than sentimentalizing and losing perspective is remaining cold and detached. You can’t understand it if you remain outside the situation, sort of a statement about truth as subjectivity. Best case: develop a split personality – one side is empathetic and self-involved, and the other is detached and observant. What we need is a science of the subjective! Are personalities more important than techniques?

Portelli noted that the interview situation is “an exchange between two subjects; literally a mutual sighting.”

===Oral History as First Layer of Interpretation===

When you take down a myth on paper you are freezing it. Taking down the memories of past events can freeze the present. This makes them nostalgia items. A top ten list of favorite pop songs from your teenage years is freezing a myth. The very taking and editing of oral histories provide the first and second layers of interpretation. All history is selection, and the questions you’ve asked are part of that selection process. This means that oral histories are not unsullied primary sources. But then, very few sources accessible to another person are really only primary in nature.

===Presentism/Creating Usable Pasts===

You may encounter people with no past and no future. They will be very presentist in their outlook. It’s always been this way and always will be this way. They will have no concept of history. However, it may be that these very same people have been denied a history. These are people who don’t matter, or don’t think that they matter. Your job might be to give them one.

As much as possible, don’t fall into this trap. Beware recasting the story collected in the interview to fit your present needs. It doesn’t all need to be usable information that you collect. In fact, I’d smell a rat in your transcript if no rambling off-topic narrative occurs. Anecdotes and apocryphal accounts can make your subject more engaging. Don’t assume that anything contradicting your suspicions is necessarily “wrong.” Resist the view that the past is essentially just the pattern, the formwork, for the present.

Each age has its own TRUTH, and they demonstrate it every day by casting and recasting a usable past. Have you ever read the children’s book The Important Book by Margaret Wise Brown (author of Goodnight Moon)?

Can the oral historians overcome the collective unconscious of the population in which we live? Can we stand apart? You will not be able to escape this problem because you live in this time. The documents that we produce are not the product of the age we are investigating. They are the products of the here and now. Ironically, it will be our ultimate failure to manipulate the interviews that will make future analyses by other people possible! But you can become aware of your potential biases. We are taking our interviewees and ourselves on a real-time crash course in Honors Core I. Our best interviews should force people to make their lives anthropologically strange. We should ask people to justify actions and ideas which they in the course of their lives never dreamed needed justification. Most people do not go through life constantly questioning what they do or consciously seeking and weighing their motivations.

===Trivialities===

The historian Barbara Tuchman has discussed the problem of overdocumentation at some length. She has complained that in many cases oral historians are collecing trivia and giving what should have been forgotten a new life by recording it and passing it on to others as history. She compared the tape recorder to “a monster with the appetite of a tapeworm.” There is accuracy, and then on the other hand there is what history should know.

Our problem in modern computerized society is not, except in odd cases, the problem of forgetfulness but rather the problem of being overwhelmed with reminiscences and memories flowing in uninterrupted and seemingly unrelated fashion. We suffer from infoglut and the manifestation of that disease is lack of a systematic view of the world. Memory is a machine trait. Forgetting and selectivity are human traits.

We have a records management problem too. Libraries are bulging with unused collections, presidential archives are crammed with interviews that nobody is going to be allowed to see, and local historical agencies are generating oral testimonies every day that are going to remain unnoticed for generations to come. That’s why you have to be creative, like the folks at the University of Alaska, Fairbanks, who came up with the oral history Project Jukebox idea in 1988.

Tuchman is also concerned that we are enshrining the ordinary in our oral history projects. Is there such a thing as a wisdom of crowds? Or can we defend elite history? Can oral history illuminate power as well as powerlessness?

===Mythmaking===

Mythmaking is a conservative, cohesive force in the universe. It perpetuates culture. Myth is memory that is relatively immune to reinterpretation, but it can acquire its own history over time. Myth has more structure and form than ordinary history. Myths also do not require empirical validation. They are a form of public, collective memory. Ideology is a liberal movement in the universe. It effects radical change. It is a mobilizer. Ideologies are structures in history. “Warren Susman says that “myth sets the stage; ideology gets the show on the road.”

Narrators mobilize myth and ideology to make sense of what happened to them. They create ideologies of potent force to explain the meaning of what had happened to them. Cultural values color testimonies, determine the choice of words, what events to describe, and the significance attached to them. Interviewees will distort the chronology and historical perspective in order to turn them into examples to be followed. History is a very dangerous weapon. It is the weapon we use to indoctrinate our children. It is the way we build ideologies and we all know that wars have arisen out of devotion to certain ideologies.

With great power comes great responsibility. The preparation of the oral history involves bending reality to your will. There is no doubt about it. The myths you are making are also shaping the worldview of the people you encounter.

People tend to make sense of their recollections, and do so more and more as they age. They are trying to make sense of their lives and fit it into an overarching context so that they can make meaning of their thinking and actions. The past “marches in review,” especially for older people. Interviews are often created after the fact and reflect the participants’ self-conscious attempts to preserve what they remember for the future.

People want to make sense out of their lives, even when their actions seem to make little sense in retrospect. Not everyone acts rationally all of the time. As your book says, “Not all human activity is coherent and purposeful.” Also, nonsensical actions can later take on new meaning and become significant all out of proportion to their particular impact at the time they took place.
Some people will take the reconstruction of the past all the way to self-delusion. But if detected this can also teach you something about the historical problem. Some of the most interesting things never happened. The way people view their personal histories is worthy of historical investigation. Mostly, though, people want to survive the interview with some semblance of their soul still intact.
On the other hand, the absence of knowledge about the past perpetuates myths about it, and contributes to maintaining the status quo. Myths may seem to talk about events which to us would have to be imaginary, but even imaginary dialogues are full of things that really happened.

===Digital Obsolescence===

Our generation might be the one most readily and comprehensively documented, and most easily lost forever. Obsolete formats. Costs of preservation. Microcassettes and plaintext are the only universal formats. What will happen when the power goes out?

==Guest Speakers==
* Arkansas Traveler’s Project (contact: Alli Hogue)
* New Urbanism, Gentrification (contact: Patrick Taylor)
* Clinton Library inner workings (contact: Skip Rutherford, Jose Guzzardi, Amanda Harris)
* Clinton Library, Heifer International, Doe's Eat Place visit (contact: David Williams)
* UCA Folklore Collection (contact: Jimmy Bryant)
* Deborah Tannen and linguistic analysis (contact: Amanda Allen)
* Grant Writing (contact: Amanda Allen)
* watch segments of ''Vaginia Monologues, Working''

==Assignments==
* videotape an interview with the sound turned down; look at non-verbal cues
* Give an Overview of an Oral History Project or Collection
* Downtown Revitalization
* Write FranaWiki entries
* Develop your questions
* Develop a common thematic set of questions for project interviews
* Read and Critique an existing Honors College Oral History transcript: Clinton Project, Rick Scott, Women’s Abuse, HCOL history
* In class critiques of oral history interviews
* Improving your methods/Reflecting on Interviews Conducted/Retrospective essay evaluating your performance in the project
* Practice Interviewing on Each Other
* Personal Project
* [http://historymatters.gmu.edu/mse/oral/ Linda Shopes, "Making Sense of Oral History"]
* Clinton Library & Downtown Little Rock Project
* Practice Interviewing on Doctor/Final Exam

== This page is HUGE ==

It oppresses my soul in its grandiosity and impossible breadth.

FranaWiki:Community Portal

2008-10-19T00:18:28Z

Zinoviev: /* Collaborators */

==Collaborators==
* Oral History Methods: Phil Frana
* Administration, Grantmaking, Professional Best Practices: Amanda Allen
* Consultant: C. Rutledge Wilson
* Administrative Assistant: Blake Bowman
* Video Production: Eric Deitz
* Production Assistant: Allison Yocum
* Photography: James Hyde
* Interviews: Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow
* Wiki Administration: Thomas Bertram
* Knowledge Engineer: Megan Davari
* Wiki authors:
* 2008 students: Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum, Zinoviev

==Class Syllabus: Oral History and Digital Video Production (Spring 2008)==

*Instructors: Phil Frana, Amanda Allen, Eric Deitz
*Class Meets: New Hall Classroom, MWF 9-10 AM

Find Phil Frana at 303A McAlister Hall or in the Ethnography Lab. Appointments made in advance are always welcome. Email Phil at pfrana@uca.edu. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=658 Phil]. Call him at (501) 450-3498. Amanda Allen may be contacted at Amanda@ucahonors.org. Her HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=273 Amanda]. Eric Deitz may be contacted at edfilms.inc@gmail.com. His HCOL username is [http://honors.uca.edu/hcol/private.php?do=newpm&u=819 filmboy2008]. His phone number is (501) 749-6758.

'''Course Description'''

Want to do something hands-on next semester? Make history by listening to the stories people tell? Learn the theory and practice of oral history. This course is divided into several overlapping areas of study: basic ethnographic fieldwork and historical analysis; approaches to memory; instructional and interpretive strategies; interviewing, editing, and documenting; folk study; archives and documentation; public uses; oral history and new digital media; and the new oral history of commerce and technology.

In addition to an individual project of your choice, you will participate in the Clinton Presidential Center Oral History Project. How exactly did the Clinton Library come to Little Rock? Who contributed to the effort and what controversies did they face? How were the architects selected? What’s the relationship between the Clinton Library, the School of Public Service, and the Foundation? What difference has the Library made in the lives of musicians and artists? How has it transformed Downtown Little Rock and the economy of Central Arkansas generally? Come find out. Class meets in the New Hall ethnography lab, with occasional forays to Little Rock.

'''Assigned Readings'''

*Thomas L. Charlton, Lois E. Myers, and Rebecca Sharpless, eds., ''History of Oral History: Foundations and Methodology'' (AltaMira, 2007). ISBN 0759102309.
*Deborah Escobar, ''Creating History Documentaries: A Step-By-Step Guide to Video Projects in the Classroom'' (Prufrock Press, 2001). ISBN 1882664760.
*Donald A. Ritchie, ''Doing Oral History: A Practical Guide,'' 2nd ed. (Oxford UP, 2003). ISBN 0195154339.

'''Aims, Outcomes, and Assessment'''

This class is an active collaboratory practicing oral history methods, including basic ethnographic and historical principles; approaches to memory; instructional and interpretive strategies; interviewing editing, and documenting; folk study; public uses; and cybermedia. This course focuses on the collection and analysis of oral narratives as evidence of the past. In addition to completing our work, we will examine both practical and theoretical material regarding the challenges and possibilities of oral history. Our aim is to study oral narrative and oral history in several contexts for use by scholars in many disciplines. The course’s central theme is the representation of democratic beliefs as applied to oral history in contemporary Little Rock Downtown revitalization.

In addition to reading assignments and discussion, you will produce for this class research-grade oral histories with associated notes and appendices and -- as a group project -- make significant contributions to the Clinton Presidential Center & Downtown Little Rock Memory Project. You cannot pass this course without submitting all assignments. The breakdown in assigning a final grade will be determined as follows: group participation (25%), individual project (25%), group project (25%), and individual class presentations & assignments (25%).

'''Assignments'''

* research plan: pursue an individual oral history project by conducting interviews, transcribing, and editing the source media (individual project)
* contribute to the Clinton Library & Downtown Little Rock Project by conducting interviews, transcribing, and editing the source media (group project)
* write weekly FranaWiki entries (class assignment)
* give an overview of an oral history project or collection (class assignment)
* show mastery the principles of downtown and neighborhood revitalization (class presentation)
* study non-verbal cues (class assignment)
* develop a common thematic set of questions for project interviews (group project)
* read and critique an existing Honors College Oral History transcript (class assignment)
* in-class critiques of oral history interviews (class assignment)
* improve your interviewing skills and evaluate your own performance (class presentation)
* practice interviewing on each other and on a mystery guest (class assignment)
* reports from the field (group & individual projects)

''Final Presentation:'' Your final presentation will be delivered in the form of an audio or video podcast, or as a radio interview on KCON 1230 AM or KUCA 91.3 FM. All final presentations will be produced with MP3 or MPEG-4 editing software. (group project)

'''Grading, Attendance'''

Three or more unexcused absences will automatically result in a lowered grade. Missing a class in which you are the assigned leader will also result in a lowered grade. Grading scale:

''Potential realized''

*A – Superior contributions befitting the caliber of a UCA Honors scholar.

''Potential not yet realized''

*B – Contributions acceptable, but lacking clarity, consistency, or continuity. Contributions brief; class attendance less than stellar.
*C – Fails in commitment to make acceptable contributions in one or more areas.
*D – Fails in commitment to make contributions in many or nearly all areas.
*F – Systematically fails to attend, share ideas, read, or write.

'''Plagiarism Policy'''

Plagiarism is defined here as the “stealing of passages either word for word or in substance, from the writings of another and publishing them as one’s own.” You are plagiarizing when you present an idea or interpretation that you did not originate without acknowledgment. You are plagiarizing when you copy and incorporate someone else’s work into your own without setting it off with quotation marks and identifying the source. You are also plagiarizing when you borrow from someone else’s work and simply change a few words before adding it to your own work. Plagiarism is a serious violation of academic ethics and constitutes grounds for disciplinary action (refer to your UCA Student Handbook in this regard).

'''Other Student Conduct'''

Note also the general standards for student conduct, including the university’s sexual harassment policy, in your current student handbook. The University of Central Arkansas adheres to the requirements of the Americans with Disabilities Act. If you need an accommodation under this Act due to a disability, please contact the UCA Office of Disability Services, (501) 450-3135.

'''Ethnography Lab Information'''

Comprising computers, camcorders, DVD camcorders, and digital voice recorders, the Ethnography Lab is located in New Hall, where it shares space with the Honors College's Publications Office. The Ethnography Lab supports student, staff, and faculty projects that involve interactions with and observations of people. The equipment is available for any course-related project that involves interviewing, filming, or photographing human activities. The lab's computers have user-friendly video and sound editing software as well as Microsoft Office and internet access. When not in use by the Publications Office, scanners are also available.

Students, faculty, and staff may check out equipment on a first come, first serve basis throughout the semester and for longer periods during summer and holidays. To check out equipment or use the lab facilities, please contact Adam Frank at afrank@uca.edu or (501) 450-3486.

==Class Schedule/Assignments==
Assignments indicated in brackets thus []. Assignments are due on dates listed.

*January 10 (F) - What is Oral History and Who Does It? [Ritchie, ch. 1]

*January 14 (M) - Oral History Projects and Collections [pick a oral history collection (see below) and be prepared to describe it; Charlton, ch. 1]
*January 16 (W) - The Scholarly Task of Oral History [Ritchie, ch. 4]
*January 18 (F) - Interviewing [wiki entry due] [Charlton, ch. 5; Ritchie, ch. 3]

*January 21 (M) - Martin Luther King Jr. Holiday
*January 23 (W) - Critique an Existing Clinton Library Interview [critique due]
*January 25 (F) - Practice Interviewing on Each Other [wiki entry due]

*January 28 (M) - Practice Interview with Mr. X
*January 30 (W) - Research Design: Elites versus Ordinary People [Ritchie, ch. 2; Charlton, ch. 2]
*February 1 (F) - Develop a Common Set of Project Questions [wiki entry due] [Charlton, ch. 3]

*February 4 (M) - Videography [page through all of Escobar by this date]
*February 6 (W) - Sponsored Projects and Grant Writing [Ritchie, p. 215-221, 252-255; Charlton, ch. 4]
*February 8 (F) - Ethics/Impact of Oral History on Individual & Community/Accessibility [wiki entry due; Charlton, ch. 4]

*February 11 (M) - Video Editing Basics [Ritchie, ch. 5]
*February 13 (W) - Video Editing Basics
*February 15 (F) - Ethnography and Folklore [wiki entry due]

*February 18 (M) - Transcription exercise [Charlton, ch. 7]
*February 20 (W) - Watch Interview & Edit a Transcript [critique due]
*February 22 (F) - Guest Speaker: Jimmy Bryant on UCA Archives Oral Histories [wiki entry due; Ritchie, ch. 5; Charlton, ch. 6]

*February 25 (M) - Personal research plans [personal research plan due]
*February 27 (W) - Criticisms of Oral History
*February 29 (F) - Guest Speaker: Patrick Taylor on New Urbanism [wiki entry due]

*March 3 (M) - Downtown Revitalization: Little Rock as Case Study [summary of article due]
*March 5 (W) - Guest Speaker: Jose Guzzardi
*March 7 (F) - Deborah Tannen and Communication Styles [wiki entry due]

*March 10 (M) - Types of Oral History Products [Ritchie, ch. 7]
*March 12 (W) - Types of Oral History Products, part deux/[http://web.ku.edu/idea/ International Dialects of English Archive] [Ritchie, ch. 8]
*March 14 (F) - Clinton Library & Heifer Visit [wiki entry due]

*March 17 (M) - Reflective Analyses
*March 19 (W) - Reports from the field
*March 21 (F) - Reports from the field [wiki entry due]

*March 24 - Spring Break
*March 26 - Spring Break
*March 28 - Spring Break

*March 31 (M) - Reports from the field [transcript due]
*April 2 (W) - Reports from the field
*April 4 (F) - [wiki entry due]

*April 7 (M) - Reports from the field
*April 9 (W) - Reports from the field
*April 11 (F) - Reports from the field [wiki entry due]

*April 14 (M) - Reports from the field
*April 16 (W) - Reports from the field
*April 18 (F) - Reports from the field [wiki entry due]

*April 21 (M) - Reports from the field
*April 23 (W) - [all transcript & portfolios due]
*April 25 - Study Day

*April 28-May 2 - Final Examination Interview

==Organizations & Publications==
*[http://alpha.dickinson.edu/oha/ '''Oral History Association''']
*[http://caliber.ucpress.net/loi/ohr ''Oral History Review'']
*[http://alpha.dickinson.edu/oha/pub_nl.html ''OHA Newsletter'']

*[http://www.ncph.org/ '''National Council on Public History''']
*[http://www.ncph.org/PublicationsResources/ThePublicHistorian/tabid/311/Default.aspx ''The Public Historian'']
*[http://www.ncph.org/PublicationsResources/PublicHistoryNews/tabid/314/Default.aspx ''Public History News'']

*[http://www.afsnet.org/ '''American Folklore Society''']
*[http://www.afsnet.org/publications/jaf.cfm ''Journal of American Folklore'']
*[http://www.afsnet.org/publications/AFSnews.cfm ''AFS News'']

*[http://www.aaslh.org/ '''American Association for State and Local History''']
*[http://www.aaslh.org/historynews.htm History News]

*[http://www.albany.edu/jmmh/ ''Journal for MultiMedia History'']

'''H-Net Discussion Networks'''
*[http://www.h-net.org/~local/ H-Local (Local History)]
*[http://www.h-net.org/~oralhist/ H-Oralhist (Oral History)]
*[http://www.h-net.org/~pcaaca/ H-PCAACA (Popular Culture)]
*[http://www.h-net.org/~public/ H-Public (Public History)]

*[http://library.ucsc.edu/reg-hist/ohalist.html Oral History Association Electronic Listserv]

==Oral History Bibliography==
'''Fieldwork'''

*James Clifford, “Partial Truths,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Robert Darnton, “Writing News and Telling Stories,” ''Daedalus'' 104 (Spring 1975): 175-94.

*Micaela Di Leonardo, "Oral History as Ethnographic Encounter," ''Oral History Review'' 15 (1987): 1-20.

*Ronald J. Grele, "Listen to Their Voices: Two Case Studies in the Interpretation of Oral History Interviews," in ''Envelopes of Sound,''pp. 212-41.

*Mary Louise Pratt, “Fieldwork in Common Places,” in ''Writing Culture: The Poetics and Politics of Ethnography,'' eds. James Clifford and George E. Marcus, University of California Press, 1990.

*Carl Wilmsen, "For the Record: Editing and the Production of Meaning in Oral History," ''Oral History Review'' 28 (Winter-Spring 2001): 65-86.

*Valerie Yow, "'Do I Like Them Too Much?': Effects of the Oral History Interview on the Interviewer and Vice-Versa," ''Oral History Review'' 24 (Summer 1997): 55-79.

'''Museums'''

*Anna Green, "Returning History to the Community: Oral History in a Museum Setting," ''Oral History Review'' 24 (Winter 1997): 53-72.

'''Education'''

*Lynne Hamer, "Oralized History: History Teachers as Oral History Tellers," ''Oral History Review'' 27 (Summer-Fall 2000): 19-40.

*Grace Huerta and Leslie Flemmer, "Using Student-Generated Oral History Research in the Secondary Classroom," ''Clearing House'' 74 (2000): 105-10.

*Barry A. Lanman and George L. Mehaffy, ''Oral History in the Secondary School Classroom,'' Oral History Association, 1989.

*Charles R. Lee and Kathryn L. Nasstrom, eds. "Practice and Pedagogy: Oral History in the Classroom," ''Oral History Review'' 25 (Summer-Fall 1998): entire issue, 1-117.

*N.C. Marchart, "Doing Oral History in the Elementary Grades," ''Social Education'' 43 (1979): 479-80.

*G.L. Mehaffy, "Oral History in Elementary Classrooms," ''Social Education'' 48 (1984): 470-2.

*Fay D. Metcalf and Matthew T. Downey, ''Using Local History in the Classroom,'' American Association for State and Local History, 1982.

*Laurie Mercier and Madeline Buckendorf, ''Using Oral History in Community History Projects,'' Oral History Association, 1992.

*David L. Moore, "Between Cultures: Oral History of Hmong Teenagers in Minneapolis," ''Vietnam Generation'' 2 (1990): 38-52.

*Charles T. Morrissey, "Oral History Interviews: Does Age Make a Difference?" ''Oral History Association Newsletter'' 35 (Fall 2001): 11.

*John Neuenschwander, "Oral History in the High School Classroom," ''Oral History Review'' 3 (1975): 59-61.

*Irma M. Olmedo, "Junior Historians: Doing Oral History with ESL and Bilingual Students," ''TESOL Journal'' (Summer 1993).

*A. Sears, "Enriching Social Studies with Interviews," ''History and Social Science Teache''r 25 (1990): 67-71.

*Thad Sitton, et al., ''Oral History: A Guide for Teachers and Others,'' University of Texas Press, 1983.

*Margaret Sullivan, "Into Community Classrooms: Another Use for Oral History," ''Oral History Review'' 2 (1974): 52-8.

*Eliot Wigginton, "Foxfire Grows Up," ''Harvard Educational Review'' 59 (February 1989): 24-49.

'''Business & Technology Studies'''

*John Bodnar, "Power and Memory in Oral History: Workers and Managers at Studebaker," ''Journal of American History'' 75 (1989): 1201-21.

*Thomas Dublin, "Gender and Economic Decline: The Pennsylvania Anthracite Region, 1920-1970," ''Oral History Review'' 27 (Winter-Spring 2000): 81-98.

*Andrew J. Dunar and Dennis McBride, ''Building Hoover Dam: An Oral History of the Great Depression,'' University of Nevada Press, 2001.

*Laurie Graham, ''On the Line at Subaru-Isuzu: The Japanese Model and the American Worker,'' Cornell University Press, 1995.

*Jacquelyn Dowd Hall, ''Like a Family: The Making of a Southern Cotton Mill World,'' University of North Carolina Press, 1987.

*Michael Hoberman, "High Crimes and Fallen Factories: Nostalgic Utopianism in an Eclipsed New England Industrial Town," ''Oral History Review'' 28 (Winter-Spring 2001): 17-40.

*Roger Horowitz and Rick Halpern, "Work, Race, and Identity: Self-Representation in the Narratives of Black Packinghouse Workers," ''Oral History Review'' 26 (Winter-Spring 1999): 23-43.

*Thomas E. Leary and Elizabeth C. Sholes, ''From Fire to Rust: Business, Technology, and Work at the Lackawanna Steel Plant, 1899-1983,'' Buffalo and Erie County Historical Society, 1987.

*Katrina Mason, ''Children of Los Alamos: An Oral History of the Town Where the Atomic Age Began,'' Twayne Publishers, 1995.

'''Rural Studies'''

*Michael A. Gordon, "Oral Documentation and the Sustainable Agriculture Movement in Wisconsin," ''Public Historian'' 11 (Fall 1989): 83-98.

*Lu Ann Jones and Nancy Grey Osterud, "'If I Must Say So Myself': Oral Histories of Rural Women," ''Oral History Review'' 17 (Fall 1989): 1-23.

*Melissa Walker, "Calling the Men Out from the Boys: Concepts of Success in the Recollections of a Southern Farmer," ''Oral History Review'' 27 (Summer-Fall 2000): 1-18.

'''Memory'''

*John Bodnar, "Generational Memory in an American Town," ''Journal of Interdisciplinary History'' 26 (1996): 619-37.

*John Neuenschwander, "Remembrance of Things Past: Oral Historians and Long-Term Memory," ''Oral History Review'' 6 (1978): 45-53.

'''Law'''

*Joseph Romney, "Legal Considerations in Oral History," ''Oral History Review'' 1 (1973): 66-76.

*John Neuenschwander, "Oral History and the Law: An Update," ''Oral History Association Newsletter'' 31 (Winter 1997): 4-6.

==Selected Oral History Websites==
*[http://www.duke.edu/web/hst195.15/ American Communities: African American Experiences in Durham, NC]
*[http://www-cds.aas.duke.edu/btv/ Behind the Veil: Documenting African American Life in the Jim Crow South]
*[http://bancroft.berkeley.edu/ROHO/ Bancroft Library Oral History Online]
*[http://blackout.gmu.edu/ The Blackout History Project]
*[http://www.cbi.umn.edu/oh/ Charles Babbage Institute Oral History Program]
*[http://archive.computerhistory.org/search/oh/oral_history.php Computer History Museum Oral History Archive]
*[http://historymatters.gmu.edu/browse/manypasts/ History Matters: Browse Many Pasts]
*[http://www.tulane.edu/~lmiller/OralHistoryIntroduction.html Hogan Jazz Archive]
*[http://invention.smithsonian.org/resources/fa_comporalhist_index.aspx Invention History at the Lemelson Center: Oral and Video History]
*[http://www.nersc.gov/~deboni/Computer.history/ Lawrence Livermore National Laboratory Oral and Pictorial History Project]
*[http://www.lib.umd.edu/LAB/transcript.html Library of American Broadcasting Transcripts]
*[http://www.usm.edu/msoralhistory/ Mississippi Oral History Project]
*[http://murmurtoronto.ca/ Murmur Toronto]
*[http://www.mysticseaport.org/library/collections/sound.cfm Mystic Seaport Oral History Collections]
*[http://www.nasm.si.edu/nasm/dsh/oralhistory.html National Air and Space Museum Oral History Project]
*[http://sloan.stanford.edu/MouseSite/ Sloan MouseSite]
*[http://www.vhf.org Survivors of the Shoah Visual History Foundation]
*[http://www.usm.edu/crdp/ University of Southern Mississippi Civil Rights Documentation Project]
*[http://www.stg.brown.edu/projects/1968/ The Whole World Was Watching: An Oral History of 1968]
*[http://lib.iastate.edu/spcl/wise/Oral%20Histories/neh.html Women in Science and Engineering Oral History Project]
*[http://faculty.buffalostate.edu/fishlm/folksongs/ The Vietnam Veterans Oral History and Folklore Project]
*[http://memory.loc.gov/ammem/wpaintro/exhome.html Voices from the Thirties: Life Histories from the Federal Writers’ Project]

==Downtown Revitalization, Sustainability, Smart Growth, and Historic Preservation Resources==
*[http://www.nemw.org/DowntownRevital.pdf Barbara Wells, ''Downtown Revitalization in Urban Neighborhoods and Small Cities'']

Barbara Wells introduces the term "infill development," which she describes to be the creative use of vacant or underused land and buildings. She cites some of the most common design principles to sucessfully infill develop in an urban or small-town setting. One of which is to make downtown areas more pedestrian-friendly. Another method would be to reclaim blighted or abandoned areas and connect these areas to mainstream transportation and utilities services. Still another method would be to provide open, kid-friendly spaces for recreation.

Wells then begins evaluating various urban neighborhoods' and small cities' revitalization initiatives in this manner: 1)Features of the area 2)Challenges the area faced 3)Turning point towards revitalization 4)Approach taken to revitalize 5)Results of the revitalization. One example of this systematic process would be the Kinzie Industrial Corridor in Chicago. Features of the area include direct access to three different highways and the Chicago El and bus lines. It used to be a thriving commercial center. The challenge was to improve the area's appearance because it took a hit during the 1968 (race?) riots. The turing point was when Chicago began bringing jobs and residential tracts into the area. Chicago's approach was multi-faceted, but centered on acquiring former manufacturing parcels that adjoins cites the city already owns. Results of the project include new manufacturing centers, like a seafood distribution plant, a greenhouse, and an equipment maker. These busineses create jobs and foster further growth.

Not only is Wells concerned with high density urban areas, but also small towns. One example of a small-town that was revitalized would be Peterborough, New Hampshire. This town of 5500 simply had very little activity--there was very little downtown to speak of. A group called Downtown 2000 committed themselves to revitalizing Peterborough. After several projects, including pedestrian-friendly walkways and streetscaping, the area began to have some vitality. Some rundown warehouses, for example, were converted into the Depot Square Commercial area.
*[http://www.brookings.edu/metro/pubs/20050307_12steps.pdf Christopher Leinberger, ''Turning Around Downtown - Twelve Steps to Revitalization'']
*[http://cted.wa.gov/_cted/documents/ID_160_Publications.pdf Washington State Downtown Revitalization Program, ''Organizing a Successful Downtown Revitalization Program Using the Main Street Approach'']

The Washington State Downtown Revitalization is a project that outlines
everything from the important (how to organize and begin downtown
revitalization) to the practical (sample budgets) to the paltry (public
relation ideas such as logos). The plan employs the Main Street Approach, a
program so widely used-US numbers include 40 states and 1,2000 cities-that
the name is trademarked.

These high numbers imply that the Main Street Approach must be working,
which begs the question of how the program is set up. In short, it is
centered upon four core aims: organization, promotion, design, and economic
restructuring (4). Underlying these four points lies the notion of
community. The literature for the Washington project includes a list of 11
reasons for why downtowns are significant-naturally, all relate back to
fostering community.

The WSDR project also touches on many other issues within this 67-page
document; topics include a starting checklist, an operating statement,
advice on locating financial support, potential benefits, a format for
efficient board meetings, job descriptions for project members, and even a
sample press release. If readers are not yet convinced of imminent downtown
success stories, the article concludes with a section entitled "75 Great
Ideas for Downtown," which includes gems such as Number 41: "Save an
endangered building!" and Number 56: "Hold a street dance!" Hidden within
the list lies number 10: "Join the National Main Street network. The current
cost is $195 per year."

*[http://www.eda.gov/ImageCache/EDAPublic/documents/pdfdocs/meyer_2epdf/v1/meyer.pdf Peter Meter & H. Wade VanLandingham, ''Reclamation and Economic Regeneration of Brownfields'']
*[http://www.ruralpa.org/downtown.pdf Martin Shields and Tracey Farrigan, ''Welcome Back Downtown: A Guide to Revitalizing Pennsylvania's Small Downtowns'']

This article is about revitalizing smaller communities’ downtown revitalization. In the first chapter Martin Shields and Tracey Farrigan explain that no community is too small or rundown to start revitalization. The only problem with smaller communities is that there is a smaller budget to work with. Revitalizing downtown will help the community attract jobs, shopping, and entertainment.

There are specific steps to the process of revitalization. The first is to set up a committee; it is important to include the community. This group should hold meetings regularly to keep on track with the revitalization plans. This article explains how a community understands its strengths, weaknesses, and places of opportunities. Create a plan of priorities and stick to this plan.

This article not only gives a clear direction that smaller communities can take on the revitalization process, but it also gives helpful hints to larger communities. I feel like Arkansas is one large small community. Even though there is a lot of diversity, even large cities (such as Little Rock) can have a small town atmosphere. Also, the authors gave an appendix with further readings on the subject. This article is a helpful source to anybody wanting to understand the process of revitalization.

*[http://www.businessofgovernment.org/pdfs/Mitchell.pdf Jerry Mitchell, Business Improvement Districts and Innovative Service Delivery]
*[http://www.downtowndevelopment.com/perspectives.php Downtown Research and Development Center, various issues of ''Downtown Idea Exchange'']
*[http://ncppp.org/resources/papers/NCPPP_HDRTI2.pdf HDR, ''Street Cars and Economic Development'']

Most people think they know what streetcars are; the modern bus's out-of-date predecessor. But they are much more. In America prior to World War II, they were recognized as a tool used for shaping cities and connecting an urban populace with itself. These typically privately funded streetcars provided cheap, efficient transportation to inner city visitors, and ensured that the businesses which flocked around the route had a steady customer base.

After World War II, streetcar usage in the U.S. began a sharp decline for several reasons. While after economic hard times caused usual routine maintenance to be deferred for extended periods of time, their old design as well is at fault. Previously, these had been built in the middle of the road in cities, requiring people to get on and off it at the center of traffic and taking up much space. With the rise of automobiles and the post-war economic boom, suburban flight was also a problem that the system was not ready to handle. The 'coup de tat', however, was performed by a corporation called National City Lines. This corporation's only mission was to buy up as many deteriorating streetcar operations as it could, and systematically dismantle them and replace them with buses. It is no wonder then that the backers of National City Lines were Standard Oil, General Motors, and Firestone Tires.

Today, as inner-cities have fallen apart, a variety of transportation approaches have been looked into to attempt to revitalize downtown districts across America. Although their have been advances in light railway systems lately, their disruptively large physical size, required high speeds, and sheer expense prevent them from being viable for most communities. Instead, these have been relegated to transit for in and out of large cities such as Dallas and Denver. Trolley-styled buses have been put into use in many places(even Little Rock), but the main problem is that the facade is blatant—people(and more importantly tourists) recognize that they are buses and, for better or worse, reject the idea of riding them due to popular social stigma.

As each attempt for smaller cities failed, or at best did not reach its expected mark, the streetcar then finally has begun to make a resurgence in its only true market: inner cities. Small, mid, and even sometimes large-size cities have begun to rediscover the benefits of having charming mass transit again. Smaller and less obtrusive than light rails, and many times cheaper as well, European style streetcars at the same time dodge the stigma attached to buses and have a higher rider-capacity to boot. In Portland alone, a transit initiative has wrought a 5-mile streetcar circuit that connects students at a university to shop owners downtown to families in a nearby neighborhood to workers in the city's major hospital to commuters on the light rail system to visitors at the local entertainment and cultural spots. Professionals, students, kids, and tourists all ride in the same vehicle, interconnecting the entire community to itself. The success in Portland has been repeated over and over in America in such cities as Tampa, FL and Atlanta, GA as well. The reason is that communities and businesses have finally come to terms with the fact that friendly, effective mass transit is the bloodline of a healthy downtown economy. As was known in the early parts of the 20th century, streetcars tie customers in or around the city to its shops and promote interest in inner-city housing, causing the cycle to grow and repeat itself.

The only hurdles to developing a streetcar strategy are obvious. For one, though they may be cheaper than light rail systems, they are still very expensive, especially at the start up. Millions upon millions of early investment into a major project like this is risky business; the only way to get through this is to promote local business initiative, and, if necessary, apply for federal aid from the Federal Transit Administration. The latter relates to the second problem in that as every city and situation is unique, so is every streetcar plan complicated and different. As its job is to connect as many people to as many places as effectively as possible, plots to create these circuits can very quickly become frustrating and difficult to organize. The FTA appreciates communities taking the initiative in the early stages though, and looks favorably upon these projects when considering funding.

While the FTA is helpful, others think the federal government can do more to help local transit ideas bloom into fruition. At the time of the writing, Congress was considering creating a streetcar program within the FTA, expanding federal funding to small projects, and easing the regulations and criteria to apply for such funds. If such legislation passed, there would surely be a boom in city transit systems in the future, and the engineering firm HDR would be ready to handle those projects.

*[http://www.metroplan.org/includes/pdfs/datacenter/Econ2006.pdf Metroplan, ''Metrotrends: Economic Review & Outlook 2006'']
*[http://www.brookings.edu/es/urban/gentrification/gentrification.pdf Maureen Kennedy & Paul Leonard, ''Dealing with Neighborhood Change'']
*[http://www.nga.org/cda/files/062501ARTSDEV.pdf Phil Psilos & Kathleen Rapp, ''The Role of the Arts in Economic Development'']
*[http://www.iedconline.org/Downloads/Smart_Growth.pdf Alex Iams & Pearl Kaplan, eds., ''Economic Development & Smart Growth'']
*[http://egov.oregon.gov/LCD/docs/publications/commmixedusecode.pdf Oregon Downtown Development Association, ''Commercial & Mixed Use Development'']

==Other Mediawiki Memory Projects==
*[http://secondlife.wikia.com/wiki/Main_Page Second Life Wikia]
*[http://www.lrchmemory.org/wiki/index.php?title=Main_Page Little Rock Central High Memory Project]
*[http://tmbw.net/wiki/Main_Page This Might Be a Wiki: The They Might Be Giants Knowledge Base]

==Class Wiki==
Consult the [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for information on using the wiki software.

* [http://www.mediawiki.org/wiki/Manual:FAQ MediaWiki FAQ]
* [http://lists.wikimedia.org/mailman/listinfo/mediawiki-announce MediaWiki release mailing list]
* [http://en.wikiversity.org/wiki/MediaWiki_Project MediaWiki Project at Wikiversity]

Honors College

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#REDIRECT [[UCA Honors College]]

Uca honors

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Honors college

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#REDIRECT [[UCA Honors College]]

UCA Honors College

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The '''[[University of Central Arkansas|UCA]] Honors College''' is an interdisciplinary program at the [[University of Central Arkansas]]. The program was founded in 1982 by professor of philosophy Dr. [[Norbert O. Schedler]]. One of the first Honors Colleges (in contrast to numerous Honors Programs) in the country, the UCA Honors College leads to the receipt of a minor in Interdisciplinary Studies. Successful completion of the minor requires a senior thesis or a supplemental senior project such as a performance, exhibit, or other creative work. The Honors program derives its pedagogical underpinnings from the traditional small liberal arts college. It prides itself on small class sizes, intimate teacher/student relationships, and intense study of a variety of interdisciplinary subjects.

===Course Work===
The Interdisciplinary Studies Minor is satisfied by the completion of a two-tiered system of courses. The first tier of Honors courses makes up the Honors Program. These four courses are considered the core classes and the credit from these classes is applied to the students' general education requirements. During the second semester of their sophomore year, students wishing to continue to the Honors College must successfully complete a sophomore lecture on a subject of their choice. The student must also meet certain GPA requirements to continue in the Honors College, the second tier of Honors course work. The 15 credits in the second tier of the program satisfy the requirements of the Interdisciplinary Studies Minor. In satisfying the minor requirements, students develop their own curriculum by selecting from a variety of course offerings. For completion of the minor the student will complete 2 Junior Seminars, 1 Senior Seminar, at least one Oxford tutorial, and Senior Thesis.
Upper level courses are offered in subjects such as religion, gender studies, constitutional law, ecology, storytelling, the history of science, etc.

===Co-curricular Activities===
The UCA Honors College offers a number of activities that supplement their standard course load they call these co-curricular events. These include [[Hightable]]s, a series of lectures given by visiting academics; [[Soapbox]]es, a series of discussion groups led by Honors students or faculty; a weekly meditation group; and a Foreign Film Series. These events are usually and hour to two hours in length and happen regularly throughout the semester.

The UCA Honors College also hosts two special events on a bi-annual basis. The first of these is called [[Issues in the Public Square]]. It is a weeklong series of lectures and discussion groups concentrating on a single theme. Events are led by students, faculty, and visiting academics. The second of these special events is called [[Challenge Week]]; this event falls on alternating years from Issues in the Public Square. Historically Challenge Week was a weeklong event but in recent years it has been expanded to two weeks to accommodate the increased number of speakers that are invited. Each Challenge Week concentrates on a theme, recent topics include ecology, intelligent design, and the cultural conflict in America. A number of guest speakers are invited for each Challenge Week, these lecturers are expert in their field and are the core of the events schedule. Hightables, Soapboxes, and roundtable discussions on related topics supplement these speakers. Past guest lecturers have included George McGovern, Ralph Nader, Ann Coulter, Michael Moore, Manning Marable, and Robert F. Kennedy, Jr.

==External links==
*[http://www.uca.edu/divisions/academic/honors/ UCA Honors College Page]

UCA Honors College

2008-10-19T00:06:08Z

Zinoviev:

The '''[[University of Central Arkansas|UCA]] Honors College''' is an interdisciplinary program at the [[University of Central Arkansas]]. The program was founded in 1982 by professor of philosophy Dr. [[Norbert O. Schedler]]. One of the first Honors Colleges (in contrast to numerous Honors Programs) in the country, the UCA Honors College leads to the receipt of a minor in Interdisciplinary Studies. Successful completion of the minor requires a senior thesis or a supplemental senior project such as a performance, exhibit, or other creative work. The Honors program derives its pedagogical underpinnings from the traditional small liberal arts college. It prides itself on small class sizes, intimate teacher/student relationships, and intense study of a variety of interdisciplinary subjects.

===Course Work===
The Interdisciplinary Studies Minor is satisfied by the completion of a two-tiered system of courses. The first tier of Honors courses makes up the Honors Program. These four courses are considered the core classes and the credit from these classes is applied to the students' general education requirements. During the second semester of their sophomore year, students wishing to continue to the Honors College must successfully complete a sophomore lecture on a subject of their choice. The student must also meet certain GPA requirements to continue in the Honors College, the second tier of Honors course work. The 15 credits in the second tier of the program satisfy the requirements of the Interdisciplinary Studies Minor. In satisfying the minor requirements, students develop their own curriculum by selecting from a variety of course offerings. For completion of the minor the student will complete 2 Junior Seminars, 1 Senior Seminar, at least one Oxford tutorial, and Senior Thesis.
Upper level courses are offered in subjects such as religion, gender studies, constitutional law, ecology, storytelling, the history of science, etc.

===Co-curricular Activities===
The UCA Honors College offers a number of activities that supplement their standard course load they call these co-curricular events. These include [[Hightable]]s, a series of lectures given by visiting academics; [[Soapbox]]es, a series of discussion groups led by Honors students or faculty; a weekly meditation group; and a Foreign Film Series. These events are usually and hour to two hours in length and happen regularly throughout the semester.

The UCA Honors College also hosts two special events on a bi-annual basis. The first of these is called [[Issues in the Public Square]]. It is a weeklong series of lectures and discussion groups concentrating on a single theme. Events are led by students, faculty, and visiting academics. The second of these special events is called [[Challenge Week]]; this event falls on alternating years from Issues in the Public Square. Historically Challenge Week was a weeklong event but in recent years it has been expanded to two weeks to accommodate the increased number of speakers that are invited. Each Challenge Week concentrates on a theme, recent topics include [[ecology]], [[intelligent design]], and the cultural conflict in America. A number of guest speakers are invited for each Challenge Week, these lecturers are expert in their field and are the core of the events schedule. Hightables, Soapboxes, and roundtable discussions on related topics supplement these speakers. Past guest lecturers have included George McGovern, Ralph Nader, Ann Coulter, Michael Moore, Manning Marable, and Robert F. Kennedy, Jr.

==External links==
*[http://www.uca.edu/divisions/academic/honors/ UCA Honors College Page]

UCA Honors College

2008-10-19T00:05:49Z

Zinoviev: New page: The '''UCA Honors College''' is an interdisciplinary program at the University of Central Arkansas. The program was founded in 1982 by professor...

The '''[[University of Central Arkansas|UCA]] [[Honors College]]''' is an interdisciplinary program at the [[University of Central Arkansas]]. The program was founded in 1982 by professor of philosophy Dr. [[Norbert O. Schedler]]. One of the first Honors Colleges (in contrast to numerous Honors Programs) in the country, the UCA Honors College leads to the receipt of a minor in Interdisciplinary Studies. Successful completion of the minor requires a senior thesis or a supplemental senior project such as a performance, exhibit, or other creative work. The Honors program derives its pedagogical underpinnings from the traditional small liberal arts college. It prides itself on small class sizes, intimate teacher/student relationships, and intense study of a variety of interdisciplinary subjects.

===Course Work===
The Interdisciplinary Studies Minor is satisfied by the completion of a two-tiered system of courses. The first tier of Honors courses makes up the Honors Program. These four courses are considered the core classes and the credit from these classes is applied to the students' general education requirements. During the second semester of their sophomore year, students wishing to continue to the Honors College must successfully complete a sophomore lecture on a subject of their choice. The student must also meet certain GPA requirements to continue in the Honors College, the second tier of Honors course work. The 15 credits in the second tier of the program satisfy the requirements of the Interdisciplinary Studies Minor. In satisfying the minor requirements, students develop their own curriculum by selecting from a variety of course offerings. For completion of the minor the student will complete 2 Junior Seminars, 1 Senior Seminar, at least one Oxford tutorial, and Senior Thesis.
Upper level courses are offered in subjects such as religion, gender studies, constitutional law, ecology, storytelling, the history of science, etc.

===Co-curricular Activities===
The UCA Honors College offers a number of activities that supplement their standard course load they call these co-curricular events. These include [[Hightable]]s, a series of lectures given by visiting academics; [[Soapbox]]es, a series of discussion groups led by Honors students or faculty; a weekly meditation group; and a Foreign Film Series. These events are usually and hour to two hours in length and happen regularly throughout the semester.

The UCA Honors College also hosts two special events on a bi-annual basis. The first of these is called [[Issues in the Public Square]]. It is a weeklong series of lectures and discussion groups concentrating on a single theme. Events are led by students, faculty, and visiting academics. The second of these special events is called [[Challenge Week]]; this event falls on alternating years from Issues in the Public Square. Historically Challenge Week was a weeklong event but in recent years it has been expanded to two weeks to accommodate the increased number of speakers that are invited. Each Challenge Week concentrates on a theme, recent topics include [[ecology]], [[intelligent design]], and the cultural conflict in America. A number of guest speakers are invited for each Challenge Week, these lecturers are expert in their field and are the core of the events schedule. Hightables, Soapboxes, and roundtable discussions on related topics supplement these speakers. Past guest lecturers have included George McGovern, Ralph Nader, Ann Coulter, Michael Moore, Manning Marable, and Robert F. Kennedy, Jr.

==External links==
*[http://www.uca.edu/divisions/academic/honors/ UCA Honors College Page]

University of Central Arkansas

2008-10-19T00:02:39Z

Zinoviev: /* Academics */

[[Image:UCALogo.jpg|lright|thumb|100px|UCA Logo]]
The '''University of Central Arkansas''' is a state-run institution located in the city of [[Conway]], the seat of [[Faulkner County]], north of [[Little Rock]] and is the second  largest university by enrollment in Arkansas, and the third largest college system in the state. The school is most respected for its programs in Education, Occupational Therapy, and Physical Therapy. It is also the home of the [[UCA Honors College]] as well as four Residential Colleges.

==History and Mission [http://archives.uca.edu/uca_History/a_brief_history_of_uca.htm A Brief History of UCA]==
[[Image:GardensUCA.JPG|lright|thumb|250px|Flowers looking towards the south, central part of campus.]]
The Arkansas State Legislature created The Arkansas State Normal School (now known as UCA) in 1907. The purpose of The Arkansas State Normal School was to properly train students to become professional teachers and rid Arkansas of haphazard schoolteachers. Classes began in 1908 with nine academic departments, one building on 80 acres, 107 students and seven faculty members. Two faculty members taught in two departments and President Doyne taught pedagogy and Latin.

In 1925, Arkansas State Normal School became known as Arkansas State Teachers College. The change in names accurately reflected the main program of instruction and mission of the institution. Arkansas State Teachers College was known for decades as the premier teacher training college in the State of Arkansas.

By 1967, the mission of Arkansas State Teachers College had changed. Though teacher training was still an important part of the institution’s mission, other fields began to expand in liberal arts studies and in the emerging field of health care. To recognize the institution’s existing academic diversity another name change was in order. In January 1967, Arkansas State Teachers College became State College of Arkansas.

President Silas Snow, who championed the name change in 1967, organized State College of Arkansas along university lines in preparation for still yet another name change. State College of Arkansas grew rapidly and offered an ever-widening range of degree programs. By January of 1975, Snow’s efforts were realized as the State Department of Higher Education recommended State College of Arkansas be known as The University of Central Arkansas (UCA).

==Enrollment==

UCA has a Fall 2008 enrollment of 12,959, the largest in its history, and an increase of 2.7 percent over its enrollment one year earlier, which was 12,619.

In the September 19, 2007 edition of ''The Echo'' (campus newspaper), the fall 2007 enrollment was listed at 12,619. [http://www.ucaecho.net/stories/index.php?id=618] In fall 2006, 12,330 students were enrolled at UCA. [http://www.uca.edu/research/cardfall2006.php] UCA's enrollment has increased by over 30% in the past five years and 46% over the past four years. In fall 2002, UCA had an enrollment of approximately 8,500. [http://www.uca.edu/web/weblog/index.php?itemid=1473] In fall 2005, students come from 38 states and 55 countries. Full fall 2005 enrollment statistics can be found [http://www.uca.edu/research/factbook05.php here].

==Traditions==
[[Image:Oldmainuca.JPG|left|thumb|250px|Main Hall, the oldest building on campus.]]
<br />'''UCA Colors -''' The colors for UCA were decided the first year and according to an article in the November 24th, 1908 edition of the Log Cabin Democrat, were said to be purple and silver. President Doyne assigned the task of developing school colors to W.O. Wilson and Ida Waldran in 1908. Wilson was wearing a gray sweater and Waldran was wearing a purple scarf. They chose the colors based upon the color of the clothing they were wearing that day. Both Wilson and Waldran thought that purple and gray complemented each other. Today the official colors for all UCA sports teams are purple and gray.

'''UCA Mascot''' - It wasn’t until 1920 that the UCA athletic teams had a mascot. According to Dr. Ted Worley, author of A History of The Arkansas State Teachers College, the UCA teams from 1908-1919 were referred to by many names, including: Tutors, Teachers, Pedagogues, Pea-Pickers and Normalites. In 1920 the Bears became the mascot for the teams. However, it wasn’t until April 7, 1921 that the teams were called “Bears” in print. Dr. Worley also quoted sources as saying the Bear was an appropriate symbol for the school because Arkansas’ nickname was the “Bear State.” The women's teams were known as the Bearettes for several years. The name of Sugar Bear came later. Victor E. Bear came about in 1999 and Victoria E. Bear came soon after. Bruce D. Bear became the newest addition to the UCA family in 2006

'''Main Hall''' – is the oldest building on campus. This building was completed in 1919 and was built by George Donaghey, the man for whom Donaghey Avenue is named and a former governor of the State of Arkansas. After the building was built it served a dual role as the administration building and as a classroom building. It continued to serve as the administration building until the 1960s.

'''World War II Marker''' - UCA's World War II Memorial was dedicated in October 2003. The memorial contains the names and branch of service of forty-six UCA Alumni who were killed during World War II. The memorial is a permanent reminder of those UCA Alumni who gave their lives fighting for their country.

'''Senior Legacy Walk Brick Campaign''' -The Senior Walk is located in the courtyard in front of the Student Center. Each year, graduates will have the opportunity to purchase bricks as part of their class year. For $100, graduates can purchase a brick that will be inscribed with his/her name or the name of a graduate that a purchaser want to honor.

==UCA Presidents==
[[Image:Torreysonlibrary.JPG |left|thumb|250px|Torreyson Library, named after Burr Walter Torreyson.]]
[[John James Doyne]] 1908-1917

[[Burr Walter Torreyson]] 1917-1930

[[Heber L. McAlister]] 1930-1941

[[Nolen M. Irby]] 1941-1953

[[Silas D. Snow]] 1953-1975

[[Jefferson D. Farris]] 1975-1986

[[Winfred L. Thompson]] 1988-2001

[[Lu Hardin]] 2002-2008

After President Thompson resigned the presidency he was replaced on an interim basis on December 21, 2001 by Dr. John smith, vice-president of financial services. Smith served in this capacity until September 22, 2002. Hardin took the reins at UCA on September 23, 2002. He has a Bachelor of Arts with high honors from Arkansas Tech University and a Juris Doctorate from the University of Arkansas Law School. Hardin served as an Arkansas State Senator for 14 years and was chairman of the Senate Education Committee and also served on the Joint Budget Committee and Legislative Council. He chaired the Arkansas Advisory Council for Vocational Education and served 12 years as a Professor of Legal Studies at Arkansas Tech University. In addition, he was a trial attorney for 10 years. Prior to becoming UCA’s eighth president, Hardin was Director of the Department of Higher Education for six years. [http://archives.uca.edu/uca_History/eighth_president.htm Eighth President] President Lu Hardin announced his resignation at the August 28, 2008 Board of Trustee's meeting and just before Tom Courtway, UCA Vice President and General Counsel, was named Interim President.

==Academics==
[[Image:Snowfineartscenter.JPG|right|thumb|300px|Snow Fine Arts Center]]
The University has 6 distinct colleges offering over 75 majors.[http://www.uca.edu/uca/acaddepts.php] These colleges are: The College of Business, the College of Education, the College of Fine Arts and Communications, the College of Health and Behavioral Sciences, the College of Liberal Arts, and the College of Natural Sciences and Mathematics.

The university is famous for its innovative Honors College, which has received national recognition for its excellence. Small classes, distinguished faculty, TAG and URGE grants for students, high ACT and SAT scores, and outstanding medical and graduate school admission rates are hallmarks of the College. The Carnegie Foundation said the [[UCA Honors College]] was "One of the most widely imitated programs in the country," and former U.S. Secretary of Education Terrell Bell described the Honors College as being "An Ivy League education at a bargain basement price."[http://www.uca.edu/divisions/academic/honors/index1.php?nav=p&sec=pro&pg=about]

In 2006, ''U.S. News & World Report'' ranked UCA 61st in the South in academic excellence. This marks the first year that UCA has been ranked. UCA was the only public Arkansas university in that category. [http://www.uca.edu/web/weblog/index.php?itemid=1473]

==The Colleges==
The University of Central Arkansas in Conway, AR, comprises six colleges. In addition to the programs offered at the colleges, it has a study abroad program. Students may, for example, study Literature in Italy and U.K., healthcare in China or Sociology in Africa. Credits earned at several foreign universities may be credited towards a degree at UCA.
[[Image:Irby Court Yard.JPG|left|thumb|300px|The courtyard outside of Irby Hall.]]
'''College of Fine Arts and Communication'''
The College of Fine Arts and Communication offers five fields of study for a degree. Available disciplines include public relations, communications, art and writing. Many of the college's degrees enable graduates to work or teach in their chosen profession. The college offers both bachelor and graduate programs.

'''College of Natural Sciences and Mathematics'''
This college offers six fields of study in physical and natural sciences. Undergraduate programs include those in biology, chemistry, computer science, pre-medicine, pre-engineering and pre-veterinary science. The college offers both bachelor and master's degrees.

'''College of Business Administration'''
Business students attending the University of Central Arkansas can pursue an associate, graduate, bachelor or MBA degree through this college. It offers four major fields of study, including accounting, finance, information systems and marketing.

'''College of Health and Behavioral Sciences'''
This college offers bachelor and graduate degrees in health, education, counseling, military science, nursing, therapy and speech pathology. ROTC students at the University of Central Arkansas attend this college for training as a commissioned officer. Courses are also available in fitness and exercise.

'''College of Liberal Arts'''
There are seven fields of study available at the College of Liberal Arts. The college offers graduate and bachelor degrees. Available fields of study include philosophy, foreign language, political science, geography and history.

'''College of Education'''
The College of Education offers University of Central Arkansas students Ph.D., bachelor and master's degree programs. These programs provide the skills required to work in teaching, educational administration and curriculum development.

==Residential Colleges==
[[Image:Studentcenteruca.JPG|left|thumb|300px|The Student Center. Went through a major remodeling in the summer of 2008..]]
There are currently four residential colleges[http://www.uca.edu/divisions/academic/undergradstudies/Residential/#advantage]at UCA. The four RC are Hughes Hall(97), State Residential College (99), Minton (05) and Short/Denny (2006).

Residential colleges are more than just places to live. They are co-educational learning communities in which students and their professors interact closely with one another. By living in the same residence hall as a faculty member, and taking classes with other college members, residential college students form academic connections which enrich the entire educational experience.

Any student admitted to UCA is eligible to apply for admission to the Residential Colleges. The program is open to students in all majors and programs. Students generally enter a residential learning community the first semester of their freshman year.

The UCA Residential College Program is a community of learners that was implemented in 1997 to educate the whole student. To do this, the program provides each student with opportunities to develop her or his academic, professional, and societal lives.

Academically, the RC college program expects their graduates to: know themselves as discerning thinkers who are able to evaluate and interpret complex information from a variety of sources, have a strong commitment to making learning a life-long process, express themselves thoughtfully and with meaning in a variety of contexts
[[Image:Studentcentercourtyard.JPG|right|thumb|300px|The courtyard outside of the Student Center.]]
Professionally, the RC college program expects their: work well in teams, including those of varied composition; building consensus and working with dissension; utilize learned technological skills in ways which further and enhance their careers; act creatively, ethically, and with initiative.

Socially, the RC college program expects their: demonstrate a sense of commitment to local and global concerns; contribute their time, talents, and efforts in service to the community; recognize themselves as part of a diverse and ever-changing world.

Because "the end depends upon the beginning," the UCA Residential College Program dedicates its faculty and resources to making the transitions from high school to college and college-to-career both meaningful and successful. By offering a space for conversations about things that matter, we build the communalities and connections so essential to our education and our society.

==Drama and Theater Arts==

The University of Central Arkansas is Arkansas's premiere dramatic school. The program promotes active student involvement in all areas of production including acting, stage management, scenery, costumes, lights, sound, props, and management. The theater program participates annually in the Kennedy Center American College Theatre Festival and has walked away with numerous awards. UCA also holds the annual Arkansas High School Audition Day which is a chance for any High School senior interested in majoring in theater to audition before most of the theater programs in the state of Arkansas. Also, UCA Theatre is accredited by the National Association of Schools of Theatre. This accreditation assures students and parents that the UCA Theatre program meets professional standards of quality in theater education and training as set forth by the Association.
[http://www.uca.edu/theatre/ www.uca.edu/theatre]

==Public Appearances==

UCA Public Appearances is a division of the University’s College of Fine Arts & Communication. Its primary responsibilities are to manage the Donald W. Reynolds Performance Hall--a 1200-seat, state-of-the-art theater--and to develop and present performing arts programming in the hall.

The Reynolds Performance Hall opened on September 15, 2000, with a sold-out concert by the late Ray Charles. Since then, the theater has hosted numerous celebrities, including the Temptations, Ms. Gladys Knight, the Irish tenor Ronan Tynan, The Golden Dragon Acrobats, Frankie Valli & the Four Seasons, mezzo-soprano Denyce Graves, Dallas Cowboys owner Jerry Jones, and many national and international touring companies.

A three-person full-time staff, two part-time staff, and numerous student workers are employed by Public Appearances.

In 2004, UCA Public Appearances created UCA Ticket Central, which provides ticketing services for all ticketed events on the campus. UCA Ticket Central serves Public Appearances, Athletics (football & basketball), UCA Theatre, the Conway Symphony Orchestra, Student Activities events, and events sponsored by organizations within and outside the University.

UCA Public Appearances is supported by State funds, funds generated by the UCA Performing Arts fees, grants, ticket sales, and donations.

[http://www.uca.edu/publicappearances/ www.uca.edu/publicappearances]

==Athletics==
[[Image:UCABEARS.JPG|thumb|right|Central Arkansas Bears logo]]
The University of Central Arkansas participates in 14 NCAA Division I Varsity Sports and one College Subvision (formerly I-AA football), supported by the efforts of a diverse group of over 300 male and female student-athletes. Its men's teams are called the Bears and the women's are the Sugar Bears.

UCA presently competes in seven men's sports (American football, basketball, baseball, soccer, golf, cross country and track) and eight women's sports (basketball, softball, volleyball, soccer, tennis, golf, cross country and track).

From 1993 to 2006, UCA competed in the West Division of the Gulf South Conference. In 2005-2006, UCA's men's athletic teams won the conference's All Sports Trophy. However, on July 1, 2006, UCA moved to the Southland Conference, which is Division I-AA in football and Division I in all other sports. UCA plans to be a full Division I member by September 10, 2010.

Prior to moving to Division II, UCA competed in NAIA Division I for most sports, winning the national football championship three times (1984 {co-champs}, 1985 {co-champs} and 1991) and finishing runner-up once (1976). Between 1979 and 1992, UCA won or shared 13 out of 14 Arkansas Intercollegiate Conference championships (AIC) and went to the playoffs 12 times in that span. A number of former Bears have found success in the NFL, including [[Landon Trusty]], [[Willie Davis (wide receiver)|Willie Davis]], Tyree Davis, Dave Burnette, Curtis Burrow, Andre Collins, David Evans, and most notably [[Monte Coleman]].

The most famous athlete in school history is unquestionably [[Scottie Pippen]]. Pippen was a 6'2" walk-on his first year at UCA, but by the time his sophomore year rolled around, he had grown to 6'7", and would be a starter for the next three seasons. Scottie was drafted by the Seattle SuperSonics with the 5th pick in the 1987 NBA draft, and then traded to the Chicago Bulls for Olden Polynice. Polynice was never a major factor in the NBA, but Scottie won six world championships (1991–1993 and 1996–1998) while playing for the Bulls (1987 - 1998) alongside Michael Jordan. Not long after his retirement, Pippen was voted as one of the NBA's Top 50 Players of All-Time, and the Chicago Bulls retired his jersey number (#33). His jersey at UCA is also retired, and hangs in the rafters. Pippen also played for the Houston Rockets (1998 - 1999) and the Portland Trail Blazers (1999–2003). Pippen is retired, and lives with his family in Ft. Lauderdale, Florida.

<gallery>


</gallery>

<gallery>


</gallery>

===Fight Song===
''UCA Fight Song''

Go-Go-Fight Bears

You will lead us on to victory

Hey, go-fight-win team

Bears will charge the field and never yield

So, GO BEARS, GO!

We've got the spir-it, and we'll show our colors

Here tonight-so let's cheer

The Purple and the Gray Team

The Mighty BEARS will win the FIGHT!

==Greek Life==
Approximately 10% of UCA's students are members of one of the 20 Greek organizations hosted by the campus. Greek life was established on 1915. The organizations also devote thousands of man-hours and dollars to local charities each year.

List of Greek Organizations at UCA

'''Interfraternity'''
Pi Kappa Alpha,
Phi Sigma Kappa,
Sigma Tau Gamma,
Kappa Sigma,
Sigma Nu,
Sigma Phi Epsilon,
and Phi Lambda Chi

'''Panhellenic Council'''
Alpha Sigma Alpha,
Delta Zeta,
Alpha Sigma Tau,
Sigma Kappa,
Sigma Sigma Sigma

'''National Pan-Hellenic Council'''
Alpha Phi Alpha,
Kappa Alpha Psi,
Omega Psi Phi,
Phi Beta Sigma,
Iota Phi Theta,
Alpha Kappa Alpha,
Delta Sigma Theta,
Zeta Phi Beta,
Sigma Gamma Rho

==Registered Student Organizations==
The University is home to more than 200 registered student organizations, with more forming every year.

Notable other RSO's include Young Democrats, College Libertarians, College Republicans, Sigma Alpha Lambda Honors Society, Student Council for Exceptional Children, PRISM, Business and Information Technology (BIT), Computer Science Club, Model UN, Campus Dialogue, Pre-Med Society, and a myriad of religious organizations.

Also, there are minority-focused organizations such as Griot Society, Minority Mentorship, Students for the Propagation of Black Culture (SPBC), S.U.A.A.W., Black Men United (BMU)

==Student Government Association==

The [[Student Government Association]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance.
SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives.
Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==External links==
===Administration & programs===
* [http://www.uca.edu/ University of Central Arkansas]
* [http://www.ucasports.com/ UCA Sports]
* [http://www.uca.edu/honors UCA Honors College]
* [http://www.ucaecho.net// ''The Echo''], the official UCA student newspaper
* [http://www.uca.edu/bands/ UCA Bands]
* [http://uca.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=29051&catalogId=10001&langId=-1 UCA Bookstore]

===Student organizations & outreach===
* [http://www.ucafans.com/ UCAfans.com, Where to talk about the Bears & Sugar Bears]
* [http://www.ucakappasigma.com/ Nu Kappa Chapter of Kappa Sigma]
* [http://www.ucaphisig.com/ Epsilon Mu Chapter of Phi Sigma Kappa Fraternity]
* [http://www.lambdaphi.net/ Lambda Phi Chapter of Sigma Nu Fraternity]
* [http://www.ucasigep.com/ AR Zeta Chapter of Sigma Phi Epsilon]
* [http://www.geocities.com/uca_alphas/ Theta Psi Chapter of Alpha Phi Alpha Fraternity]
* [http://www.ucadeltazeta.com/ Epsilon Xi Chapter of Delta Zeta Sorority]
* [http://www.epsilonphi.com/ Epsilon Phi Chapter of Pi Kappa Alpha]
* [http://www.conwaybcm.com/ Baptist Collegiate Ministry]
* [http://www.uca.edu/org/prism UCA PRISM Gay-Straight Alliance]
* [http://www.salhonors.org/uca Sigma Alpha Lambda Honors Society]
* [http://www.geocities.com/kkpsiepsilonbeta/ Epsilon Beta Chapter of Kappa Kappa Psi Fraternity]
* [http://www.uca.edu/org/tbs/ Gamma Tau Chapter of Tau Beta Sigma Sorority]
* [http://www.arkansasiotas.com/ Gamma Upsilon Chapter of Iota Phi Theta Fraternity]

University of Central Arkansas

2008-10-19T00:00:33Z

Zinoviev:

[[Image:UCALogo.jpg|lright|thumb|100px|UCA Logo]]
The '''University of Central Arkansas''' is a state-run institution located in the city of [[Conway]], the seat of [[Faulkner County]], north of [[Little Rock]] and is the second  largest university by enrollment in Arkansas, and the third largest college system in the state. The school is most respected for its programs in Education, Occupational Therapy, and Physical Therapy. It is also the home of the [[UCA Honors College]] as well as four Residential Colleges.

==History and Mission [http://archives.uca.edu/uca_History/a_brief_history_of_uca.htm A Brief History of UCA]==
[[Image:GardensUCA.JPG|lright|thumb|250px|Flowers looking towards the south, central part of campus.]]
The Arkansas State Legislature created The Arkansas State Normal School (now known as UCA) in 1907. The purpose of The Arkansas State Normal School was to properly train students to become professional teachers and rid Arkansas of haphazard schoolteachers. Classes began in 1908 with nine academic departments, one building on 80 acres, 107 students and seven faculty members. Two faculty members taught in two departments and President Doyne taught pedagogy and Latin.

In 1925, Arkansas State Normal School became known as Arkansas State Teachers College. The change in names accurately reflected the main program of instruction and mission of the institution. Arkansas State Teachers College was known for decades as the premier teacher training college in the State of Arkansas.

By 1967, the mission of Arkansas State Teachers College had changed. Though teacher training was still an important part of the institution’s mission, other fields began to expand in liberal arts studies and in the emerging field of health care. To recognize the institution’s existing academic diversity another name change was in order. In January 1967, Arkansas State Teachers College became State College of Arkansas.

President Silas Snow, who championed the name change in 1967, organized State College of Arkansas along university lines in preparation for still yet another name change. State College of Arkansas grew rapidly and offered an ever-widening range of degree programs. By January of 1975, Snow’s efforts were realized as the State Department of Higher Education recommended State College of Arkansas be known as The University of Central Arkansas (UCA).

==Enrollment==

UCA has a Fall 2008 enrollment of 12,959, the largest in its history, and an increase of 2.7 percent over its enrollment one year earlier, which was 12,619.

In the September 19, 2007 edition of ''The Echo'' (campus newspaper), the fall 2007 enrollment was listed at 12,619. [http://www.ucaecho.net/stories/index.php?id=618] In fall 2006, 12,330 students were enrolled at UCA. [http://www.uca.edu/research/cardfall2006.php] UCA's enrollment has increased by over 30% in the past five years and 46% over the past four years. In fall 2002, UCA had an enrollment of approximately 8,500. [http://www.uca.edu/web/weblog/index.php?itemid=1473] In fall 2005, students come from 38 states and 55 countries. Full fall 2005 enrollment statistics can be found [http://www.uca.edu/research/factbook05.php here].

==Traditions==
[[Image:Oldmainuca.JPG|left|thumb|250px|Main Hall, the oldest building on campus.]]
<br />'''UCA Colors -''' The colors for UCA were decided the first year and according to an article in the November 24th, 1908 edition of the Log Cabin Democrat, were said to be purple and silver. President Doyne assigned the task of developing school colors to W.O. Wilson and Ida Waldran in 1908. Wilson was wearing a gray sweater and Waldran was wearing a purple scarf. They chose the colors based upon the color of the clothing they were wearing that day. Both Wilson and Waldran thought that purple and gray complemented each other. Today the official colors for all UCA sports teams are purple and gray.

'''UCA Mascot''' - It wasn’t until 1920 that the UCA athletic teams had a mascot. According to Dr. Ted Worley, author of A History of The Arkansas State Teachers College, the UCA teams from 1908-1919 were referred to by many names, including: Tutors, Teachers, Pedagogues, Pea-Pickers and Normalites. In 1920 the Bears became the mascot for the teams. However, it wasn’t until April 7, 1921 that the teams were called “Bears” in print. Dr. Worley also quoted sources as saying the Bear was an appropriate symbol for the school because Arkansas’ nickname was the “Bear State.” The women's teams were known as the Bearettes for several years. The name of Sugar Bear came later. Victor E. Bear came about in 1999 and Victoria E. Bear came soon after. Bruce D. Bear became the newest addition to the UCA family in 2006

'''Main Hall''' – is the oldest building on campus. This building was completed in 1919 and was built by George Donaghey, the man for whom Donaghey Avenue is named and a former governor of the State of Arkansas. After the building was built it served a dual role as the administration building and as a classroom building. It continued to serve as the administration building until the 1960s.

'''World War II Marker''' - UCA's World War II Memorial was dedicated in October 2003. The memorial contains the names and branch of service of forty-six UCA Alumni who were killed during World War II. The memorial is a permanent reminder of those UCA Alumni who gave their lives fighting for their country.

'''Senior Legacy Walk Brick Campaign''' -The Senior Walk is located in the courtyard in front of the Student Center. Each year, graduates will have the opportunity to purchase bricks as part of their class year. For $100, graduates can purchase a brick that will be inscribed with his/her name or the name of a graduate that a purchaser want to honor.

==UCA Presidents==
[[Image:Torreysonlibrary.JPG |left|thumb|250px|Torreyson Library, named after Burr Walter Torreyson.]]
[[John James Doyne]] 1908-1917

[[Burr Walter Torreyson]] 1917-1930

[[Heber L. McAlister]] 1930-1941

[[Nolen M. Irby]] 1941-1953

[[Silas D. Snow]] 1953-1975

[[Jefferson D. Farris]] 1975-1986

[[Winfred L. Thompson]] 1988-2001

[[Lu Hardin]] 2002-2008

After President Thompson resigned the presidency he was replaced on an interim basis on December 21, 2001 by Dr. John smith, vice-president of financial services. Smith served in this capacity until September 22, 2002. Hardin took the reins at UCA on September 23, 2002. He has a Bachelor of Arts with high honors from Arkansas Tech University and a Juris Doctorate from the University of Arkansas Law School. Hardin served as an Arkansas State Senator for 14 years and was chairman of the Senate Education Committee and also served on the Joint Budget Committee and Legislative Council. He chaired the Arkansas Advisory Council for Vocational Education and served 12 years as a Professor of Legal Studies at Arkansas Tech University. In addition, he was a trial attorney for 10 years. Prior to becoming UCA’s eighth president, Hardin was Director of the Department of Higher Education for six years. [http://archives.uca.edu/uca_History/eighth_president.htm Eighth President] President Lu Hardin announced his resignation at the August 28, 2008 Board of Trustee's meeting and just before Tom Courtway, UCA Vice President and General Counsel, was named Interim President.

==Academics==
[[Image:Snowfineartscenter.JPG|right|thumb|300px|Snow Fine Arts Center]]
The University has 6 distinct colleges offering over 75 majors.[http://www.uca.edu/uca/acaddepts.php] These colleges are: The College of Business, the College of Education, the College of Fine Arts and Communications, the College of Health and Behavioral Sciences, the College of Liberal Arts, and the College of Natural Sciences and Mathematics.

The university is famous for its innovative Honors College, which has received national recognition for its excellence. Small classes, distinguished faculty, TAG and URGE grants for students, high ACT and SAT scores, and outstanding medical and graduate school admission rates are hallmarks of the College. The Carnegie Foundation said the UCA Honors College was "One of the most widely imitated programs in the country," and former U.S. Secretary of Education Terrell Bell described the Honors College as being "An Ivy League education at a bargain basement price."[http://www.uca.edu/divisions/academic/honors/index1.php?nav=p&sec=pro&pg=about]

In 2006, ''U.S. News & World Report'' ranked UCA 61st in the South in academic excellence. This marks the first year that UCA has been ranked. UCA was the only public Arkansas university in that category. [http://www.uca.edu/web/weblog/index.php?itemid=1473]

==The Colleges==
The University of Central Arkansas in Conway, AR, comprises six colleges. In addition to the programs offered at the colleges, it has a study abroad program. Students may, for example, study Literature in Italy and U.K., healthcare in China or Sociology in Africa. Credits earned at several foreign universities may be credited towards a degree at UCA.
[[Image:Irby Court Yard.JPG|left|thumb|300px|The courtyard outside of Irby Hall.]]
'''College of Fine Arts and Communication'''
The College of Fine Arts and Communication offers five fields of study for a degree. Available disciplines include public relations, communications, art and writing. Many of the college's degrees enable graduates to work or teach in their chosen profession. The college offers both bachelor and graduate programs.

'''College of Natural Sciences and Mathematics'''
This college offers six fields of study in physical and natural sciences. Undergraduate programs include those in biology, chemistry, computer science, pre-medicine, pre-engineering and pre-veterinary science. The college offers both bachelor and master's degrees.

'''College of Business Administration'''
Business students attending the University of Central Arkansas can pursue an associate, graduate, bachelor or MBA degree through this college. It offers four major fields of study, including accounting, finance, information systems and marketing.

'''College of Health and Behavioral Sciences'''
This college offers bachelor and graduate degrees in health, education, counseling, military science, nursing, therapy and speech pathology. ROTC students at the University of Central Arkansas attend this college for training as a commissioned officer. Courses are also available in fitness and exercise.

'''College of Liberal Arts'''
There are seven fields of study available at the College of Liberal Arts. The college offers graduate and bachelor degrees. Available fields of study include philosophy, foreign language, political science, geography and history.

'''College of Education'''
The College of Education offers University of Central Arkansas students Ph.D., bachelor and master's degree programs. These programs provide the skills required to work in teaching, educational administration and curriculum development.

==Residential Colleges==
[[Image:Studentcenteruca.JPG|left|thumb|300px|The Student Center. Went through a major remodeling in the summer of 2008..]]
There are currently four residential colleges[http://www.uca.edu/divisions/academic/undergradstudies/Residential/#advantage]at UCA. The four RC are Hughes Hall(97), State Residential College (99), Minton (05) and Short/Denny (2006).

Residential colleges are more than just places to live. They are co-educational learning communities in which students and their professors interact closely with one another. By living in the same residence hall as a faculty member, and taking classes with other college members, residential college students form academic connections which enrich the entire educational experience.

Any student admitted to UCA is eligible to apply for admission to the Residential Colleges. The program is open to students in all majors and programs. Students generally enter a residential learning community the first semester of their freshman year.

The UCA Residential College Program is a community of learners that was implemented in 1997 to educate the whole student. To do this, the program provides each student with opportunities to develop her or his academic, professional, and societal lives.

Academically, the RC college program expects their graduates to: know themselves as discerning thinkers who are able to evaluate and interpret complex information from a variety of sources, have a strong commitment to making learning a life-long process, express themselves thoughtfully and with meaning in a variety of contexts
[[Image:Studentcentercourtyard.JPG|right|thumb|300px|The courtyard outside of the Student Center.]]
Professionally, the RC college program expects their: work well in teams, including those of varied composition; building consensus and working with dissension; utilize learned technological skills in ways which further and enhance their careers; act creatively, ethically, and with initiative.

Socially, the RC college program expects their: demonstrate a sense of commitment to local and global concerns; contribute their time, talents, and efforts in service to the community; recognize themselves as part of a diverse and ever-changing world.

Because "the end depends upon the beginning," the UCA Residential College Program dedicates its faculty and resources to making the transitions from high school to college and college-to-career both meaningful and successful. By offering a space for conversations about things that matter, we build the communalities and connections so essential to our education and our society.

==Drama and Theater Arts==

The University of Central Arkansas is Arkansas's premiere dramatic school. The program promotes active student involvement in all areas of production including acting, stage management, scenery, costumes, lights, sound, props, and management. The theater program participates annually in the Kennedy Center American College Theatre Festival and has walked away with numerous awards. UCA also holds the annual Arkansas High School Audition Day which is a chance for any High School senior interested in majoring in theater to audition before most of the theater programs in the state of Arkansas. Also, UCA Theatre is accredited by the National Association of Schools of Theatre. This accreditation assures students and parents that the UCA Theatre program meets professional standards of quality in theater education and training as set forth by the Association.
[http://www.uca.edu/theatre/ www.uca.edu/theatre]

==Public Appearances==

UCA Public Appearances is a division of the University’s College of Fine Arts & Communication. Its primary responsibilities are to manage the Donald W. Reynolds Performance Hall--a 1200-seat, state-of-the-art theater--and to develop and present performing arts programming in the hall.

The Reynolds Performance Hall opened on September 15, 2000, with a sold-out concert by the late Ray Charles. Since then, the theater has hosted numerous celebrities, including the Temptations, Ms. Gladys Knight, the Irish tenor Ronan Tynan, The Golden Dragon Acrobats, Frankie Valli & the Four Seasons, mezzo-soprano Denyce Graves, Dallas Cowboys owner Jerry Jones, and many national and international touring companies.

A three-person full-time staff, two part-time staff, and numerous student workers are employed by Public Appearances.

In 2004, UCA Public Appearances created UCA Ticket Central, which provides ticketing services for all ticketed events on the campus. UCA Ticket Central serves Public Appearances, Athletics (football & basketball), UCA Theatre, the Conway Symphony Orchestra, Student Activities events, and events sponsored by organizations within and outside the University.

UCA Public Appearances is supported by State funds, funds generated by the UCA Performing Arts fees, grants, ticket sales, and donations.

[http://www.uca.edu/publicappearances/ www.uca.edu/publicappearances]

==Athletics==
[[Image:UCABEARS.JPG|thumb|right|Central Arkansas Bears logo]]
The University of Central Arkansas participates in 14 NCAA Division I Varsity Sports and one College Subvision (formerly I-AA football), supported by the efforts of a diverse group of over 300 male and female student-athletes. Its men's teams are called the Bears and the women's are the Sugar Bears.

UCA presently competes in seven men's sports (American football, basketball, baseball, soccer, golf, cross country and track) and eight women's sports (basketball, softball, volleyball, soccer, tennis, golf, cross country and track).

From 1993 to 2006, UCA competed in the West Division of the Gulf South Conference. In 2005-2006, UCA's men's athletic teams won the conference's All Sports Trophy. However, on July 1, 2006, UCA moved to the Southland Conference, which is Division I-AA in football and Division I in all other sports. UCA plans to be a full Division I member by September 10, 2010.

Prior to moving to Division II, UCA competed in NAIA Division I for most sports, winning the national football championship three times (1984 {co-champs}, 1985 {co-champs} and 1991) and finishing runner-up once (1976). Between 1979 and 1992, UCA won or shared 13 out of 14 Arkansas Intercollegiate Conference championships (AIC) and went to the playoffs 12 times in that span. A number of former Bears have found success in the NFL, including [[Landon Trusty]], [[Willie Davis (wide receiver)|Willie Davis]], Tyree Davis, Dave Burnette, Curtis Burrow, Andre Collins, David Evans, and most notably [[Monte Coleman]].

The most famous athlete in school history is unquestionably [[Scottie Pippen]]. Pippen was a 6'2" walk-on his first year at UCA, but by the time his sophomore year rolled around, he had grown to 6'7", and would be a starter for the next three seasons. Scottie was drafted by the Seattle SuperSonics with the 5th pick in the 1987 NBA draft, and then traded to the Chicago Bulls for Olden Polynice. Polynice was never a major factor in the NBA, but Scottie won six world championships (1991–1993 and 1996–1998) while playing for the Bulls (1987 - 1998) alongside Michael Jordan. Not long after his retirement, Pippen was voted as one of the NBA's Top 50 Players of All-Time, and the Chicago Bulls retired his jersey number (#33). His jersey at UCA is also retired, and hangs in the rafters. Pippen also played for the Houston Rockets (1998 - 1999) and the Portland Trail Blazers (1999–2003). Pippen is retired, and lives with his family in Ft. Lauderdale, Florida.

<gallery>


</gallery>

<gallery>


</gallery>

===Fight Song===
''UCA Fight Song''

Go-Go-Fight Bears

You will lead us on to victory

Hey, go-fight-win team

Bears will charge the field and never yield

So, GO BEARS, GO!

We've got the spir-it, and we'll show our colors

Here tonight-so let's cheer

The Purple and the Gray Team

The Mighty BEARS will win the FIGHT!

==Greek Life==
Approximately 10% of UCA's students are members of one of the 20 Greek organizations hosted by the campus. Greek life was established on 1915. The organizations also devote thousands of man-hours and dollars to local charities each year.

List of Greek Organizations at UCA

'''Interfraternity'''
Pi Kappa Alpha,
Phi Sigma Kappa,
Sigma Tau Gamma,
Kappa Sigma,
Sigma Nu,
Sigma Phi Epsilon,
and Phi Lambda Chi

'''Panhellenic Council'''
Alpha Sigma Alpha,
Delta Zeta,
Alpha Sigma Tau,
Sigma Kappa,
Sigma Sigma Sigma

'''National Pan-Hellenic Council'''
Alpha Phi Alpha,
Kappa Alpha Psi,
Omega Psi Phi,
Phi Beta Sigma,
Iota Phi Theta,
Alpha Kappa Alpha,
Delta Sigma Theta,
Zeta Phi Beta,
Sigma Gamma Rho

==Registered Student Organizations==
The University is home to more than 200 registered student organizations, with more forming every year.

Notable other RSO's include Young Democrats, College Libertarians, College Republicans, Sigma Alpha Lambda Honors Society, Student Council for Exceptional Children, PRISM, Business and Information Technology (BIT), Computer Science Club, Model UN, Campus Dialogue, Pre-Med Society, and a myriad of religious organizations.

Also, there are minority-focused organizations such as Griot Society, Minority Mentorship, Students for the Propagation of Black Culture (SPBC), S.U.A.A.W., Black Men United (BMU)

==Student Government Association==

The [[Student Government Association]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance.
SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives.
Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==External links==
===Administration & programs===
* [http://www.uca.edu/ University of Central Arkansas]
* [http://www.ucasports.com/ UCA Sports]
* [http://www.uca.edu/honors UCA Honors College]
* [http://www.ucaecho.net// ''The Echo''], the official UCA student newspaper
* [http://www.uca.edu/bands/ UCA Bands]
* [http://uca.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=29051&catalogId=10001&langId=-1 UCA Bookstore]

===Student organizations & outreach===
* [http://www.ucafans.com/ UCAfans.com, Where to talk about the Bears & Sugar Bears]
* [http://www.ucakappasigma.com/ Nu Kappa Chapter of Kappa Sigma]
* [http://www.ucaphisig.com/ Epsilon Mu Chapter of Phi Sigma Kappa Fraternity]
* [http://www.lambdaphi.net/ Lambda Phi Chapter of Sigma Nu Fraternity]
* [http://www.ucasigep.com/ AR Zeta Chapter of Sigma Phi Epsilon]
* [http://www.geocities.com/uca_alphas/ Theta Psi Chapter of Alpha Phi Alpha Fraternity]
* [http://www.ucadeltazeta.com/ Epsilon Xi Chapter of Delta Zeta Sorority]
* [http://www.epsilonphi.com/ Epsilon Phi Chapter of Pi Kappa Alpha]
* [http://www.conwaybcm.com/ Baptist Collegiate Ministry]
* [http://www.uca.edu/org/prism UCA PRISM Gay-Straight Alliance]
* [http://www.salhonors.org/uca Sigma Alpha Lambda Honors Society]
* [http://www.geocities.com/kkpsiepsilonbeta/ Epsilon Beta Chapter of Kappa Kappa Psi Fraternity]
* [http://www.uca.edu/org/tbs/ Gamma Tau Chapter of Tau Beta Sigma Sorority]
* [http://www.arkansasiotas.com/ Gamma Upsilon Chapter of Iota Phi Theta Fraternity]

University of Central Arkansas

2008-10-18T23:59:49Z

Zinoviev:

[[Image:UCALogo.jpg|lright|thumb|100px|UCA Logo.]]
The '''University of Central Arkansas''' is a state-run institution located in the city of [[Conway]], the seat of [[Faulkner County]], north of [[Little Rock]] and is the second  largest university by enrollment in Arkansas, and the third largest college system in the state. The school is most respected for its programs in Education, Occupational Therapy, and Physical Therapy. It is also the home of the [[UCA Honors College]] as well as four Residential Colleges.

==History and Mission [http://archives.uca.edu/uca_History/a_brief_history_of_uca.htm A Brief History of UCA]==
[[Image:GardensUCA.JPG|lright|thumb|250px|Flowers looking towards the south, central part of campus.]]
The Arkansas State Legislature created The Arkansas State Normal School (now known as UCA) in 1907. The purpose of The Arkansas State Normal School was to properly train students to become professional teachers and rid Arkansas of haphazard schoolteachers. Classes began in 1908 with nine academic departments, one building on 80 acres, 107 students and seven faculty members. Two faculty members taught in two departments and President Doyne taught pedagogy and Latin.

In 1925, Arkansas State Normal School became known as Arkansas State Teachers College. The change in names accurately reflected the main program of instruction and mission of the institution. Arkansas State Teachers College was known for decades as the premier teacher training college in the State of Arkansas.

By 1967, the mission of Arkansas State Teachers College had changed. Though teacher training was still an important part of the institution’s mission, other fields began to expand in liberal arts studies and in the emerging field of health care. To recognize the institution’s existing academic diversity another name change was in order. In January 1967, Arkansas State Teachers College became State College of Arkansas.

President Silas Snow, who championed the name change in 1967, organized State College of Arkansas along university lines in preparation for still yet another name change. State College of Arkansas grew rapidly and offered an ever-widening range of degree programs. By January of 1975, Snow’s efforts were realized as the State Department of Higher Education recommended State College of Arkansas be known as The University of Central Arkansas (UCA).

==Enrollment==

UCA has a Fall 2008 enrollment of 12,959, the largest in its history, and an increase of 2.7 percent over its enrollment one year earlier, which was 12,619.

In the September 19, 2007 edition of ''The Echo'' (campus newspaper), the fall 2007 enrollment was listed at 12,619. [http://www.ucaecho.net/stories/index.php?id=618] In fall 2006, 12,330 students were enrolled at UCA. [http://www.uca.edu/research/cardfall2006.php] UCA's enrollment has increased by over 30% in the past five years and 46% over the past four years. In fall 2002, UCA had an enrollment of approximately 8,500. [http://www.uca.edu/web/weblog/index.php?itemid=1473] In fall 2005, students come from 38 states and 55 countries. Full fall 2005 enrollment statistics can be found [http://www.uca.edu/research/factbook05.php here].

==Traditions==
[[Image:Oldmainuca.JPG|left|thumb|250px|Main Hall, the oldest building on campus.]]
<br />'''UCA Colors -''' The colors for UCA were decided the first year and according to an article in the November 24th, 1908 edition of the Log Cabin Democrat, were said to be purple and silver. President Doyne assigned the task of developing school colors to W.O. Wilson and Ida Waldran in 1908. Wilson was wearing a gray sweater and Waldran was wearing a purple scarf. They chose the colors based upon the color of the clothing they were wearing that day. Both Wilson and Waldran thought that purple and gray complemented each other. Today the official colors for all UCA sports teams are purple and gray.

'''UCA Mascot''' - It wasn’t until 1920 that the UCA athletic teams had a mascot. According to Dr. Ted Worley, author of A History of The Arkansas State Teachers College, the UCA teams from 1908-1919 were referred to by many names, including: Tutors, Teachers, Pedagogues, Pea-Pickers and Normalites. In 1920 the Bears became the mascot for the teams. However, it wasn’t until April 7, 1921 that the teams were called “Bears” in print. Dr. Worley also quoted sources as saying the Bear was an appropriate symbol for the school because Arkansas’ nickname was the “Bear State.” The women's teams were known as the Bearettes for several years. The name of Sugar Bear came later. Victor E. Bear came about in 1999 and Victoria E. Bear came soon after. Bruce D. Bear became the newest addition to the UCA family in 2006

'''Main Hall''' – is the oldest building on campus. This building was completed in 1919 and was built by George Donaghey, the man for whom Donaghey Avenue is named and a former governor of the State of Arkansas. After the building was built it served a dual role as the administration building and as a classroom building. It continued to serve as the administration building until the 1960s.

'''World War II Marker''' - UCA's World War II Memorial was dedicated in October 2003. The memorial contains the names and branch of service of forty-six UCA Alumni who were killed during World War II. The memorial is a permanent reminder of those UCA Alumni who gave their lives fighting for their country.

'''Senior Legacy Walk Brick Campaign''' -The Senior Walk is located in the courtyard in front of the Student Center. Each year, graduates will have the opportunity to purchase bricks as part of their class year. For $100, graduates can purchase a brick that will be inscribed with his/her name or the name of a graduate that a purchaser want to honor.

==UCA Presidents==
[[Image:Torreysonlibrary.JPG |left|thumb|250px|Torreyson Library, named after Burr Walter Torreyson.]]
[[John James Doyne]] 1908-1917

[[Burr Walter Torreyson]] 1917-1930

[[Heber L. McAlister]] 1930-1941

[[Nolen M. Irby]] 1941-1953

[[Silas D. Snow]] 1953-1975

[[Jefferson D. Farris]] 1975-1986

[[Winfred L. Thompson]] 1988-2001

[[Lu Hardin]] 2002-2008

After President Thompson resigned the presidency he was replaced on an interim basis on December 21, 2001 by Dr. John smith, vice-president of financial services. Smith served in this capacity until September 22, 2002. Hardin took the reins at UCA on September 23, 2002. He has a Bachelor of Arts with high honors from Arkansas Tech University and a Juris Doctorate from the University of Arkansas Law School. Hardin served as an Arkansas State Senator for 14 years and was chairman of the Senate Education Committee and also served on the Joint Budget Committee and Legislative Council. He chaired the Arkansas Advisory Council for Vocational Education and served 12 years as a Professor of Legal Studies at Arkansas Tech University. In addition, he was a trial attorney for 10 years. Prior to becoming UCA’s eighth president, Hardin was Director of the Department of Higher Education for six years. [http://archives.uca.edu/uca_History/eighth_president.htm Eighth President] President Lu Hardin announced his resignation at the August 28, 2008 Board of Trustee's meeting and just before Tom Courtway, UCA Vice President and General Counsel, was named Interim President.

==Academics==
[[Image:Snowfineartscenter.JPG|right|thumb|300px|Snow Fine Arts Center]]
The University has 6 distinct colleges offering over 75 majors.[http://www.uca.edu/uca/acaddepts.php] These colleges are: The College of Business, the College of Education, the College of Fine Arts and Communications, the College of Health and Behavioral Sciences, the College of Liberal Arts, and the College of Natural Sciences and Mathematics.

The university is famous for its innovative Honors College, which has received national recognition for its excellence. Small classes, distinguished faculty, TAG and URGE grants for students, high ACT and SAT scores, and outstanding medical and graduate school admission rates are hallmarks of the College. The Carnegie Foundation said the UCA Honors College was "One of the most widely imitated programs in the country," and former U.S. Secretary of Education Terrell Bell described the Honors College as being "An Ivy League education at a bargain basement price."[http://www.uca.edu/divisions/academic/honors/index1.php?nav=p&sec=pro&pg=about]

In 2006, ''U.S. News & World Report'' ranked UCA 61st in the South in academic excellence. This marks the first year that UCA has been ranked. UCA was the only public Arkansas university in that category. [http://www.uca.edu/web/weblog/index.php?itemid=1473]

==The Colleges==
The University of Central Arkansas in Conway, AR, comprises six colleges. In addition to the programs offered at the colleges, it has a study abroad program. Students may, for example, study Literature in Italy and U.K., healthcare in China or Sociology in Africa. Credits earned at several foreign universities may be credited towards a degree at UCA.
[[Image:Irby Court Yard.JPG|left|thumb|300px|The courtyard outside of Irby Hall.]]
'''College of Fine Arts and Communication'''
The College of Fine Arts and Communication offers five fields of study for a degree. Available disciplines include public relations, communications, art and writing. Many of the college's degrees enable graduates to work or teach in their chosen profession. The college offers both bachelor and graduate programs.

'''College of Natural Sciences and Mathematics'''
This college offers six fields of study in physical and natural sciences. Undergraduate programs include those in biology, chemistry, computer science, pre-medicine, pre-engineering and pre-veterinary science. The college offers both bachelor and master's degrees.

'''College of Business Administration'''
Business students attending the University of Central Arkansas can pursue an associate, graduate, bachelor or MBA degree through this college. It offers four major fields of study, including accounting, finance, information systems and marketing.

'''College of Health and Behavioral Sciences'''
This college offers bachelor and graduate degrees in health, education, counseling, military science, nursing, therapy and speech pathology. ROTC students at the University of Central Arkansas attend this college for training as a commissioned officer. Courses are also available in fitness and exercise.

'''College of Liberal Arts'''
There are seven fields of study available at the College of Liberal Arts. The college offers graduate and bachelor degrees. Available fields of study include philosophy, foreign language, political science, geography and history.

'''College of Education'''
The College of Education offers University of Central Arkansas students Ph.D., bachelor and master's degree programs. These programs provide the skills required to work in teaching, educational administration and curriculum development.

==Residential Colleges==
[[Image:Studentcenteruca.JPG|left|thumb|300px|The Student Center. Went through a major remodeling in the summer of 2008..]]
There are currently four residential colleges[http://www.uca.edu/divisions/academic/undergradstudies/Residential/#advantage]at UCA. The four RC are Hughes Hall(97), State Residential College (99), Minton (05) and Short/Denny (2006).

Residential colleges are more than just places to live. They are co-educational learning communities in which students and their professors interact closely with one another. By living in the same residence hall as a faculty member, and taking classes with other college members, residential college students form academic connections which enrich the entire educational experience.

Any student admitted to UCA is eligible to apply for admission to the Residential Colleges. The program is open to students in all majors and programs. Students generally enter a residential learning community the first semester of their freshman year.

The UCA Residential College Program is a community of learners that was implemented in 1997 to educate the whole student. To do this, the program provides each student with opportunities to develop her or his academic, professional, and societal lives.

Academically, the RC college program expects their graduates to: know themselves as discerning thinkers who are able to evaluate and interpret complex information from a variety of sources, have a strong commitment to making learning a life-long process, express themselves thoughtfully and with meaning in a variety of contexts
[[Image:Studentcentercourtyard.JPG|right|thumb|300px|The courtyard outside of the Student Center.]]
Professionally, the RC college program expects their: work well in teams, including those of varied composition; building consensus and working with dissension; utilize learned technological skills in ways which further and enhance their careers; act creatively, ethically, and with initiative.

Socially, the RC college program expects their: demonstrate a sense of commitment to local and global concerns; contribute their time, talents, and efforts in service to the community; recognize themselves as part of a diverse and ever-changing world.

Because "the end depends upon the beginning," the UCA Residential College Program dedicates its faculty and resources to making the transitions from high school to college and college-to-career both meaningful and successful. By offering a space for conversations about things that matter, we build the communalities and connections so essential to our education and our society.

==Drama and Theater Arts==

The University of Central Arkansas is Arkansas's premiere dramatic school. The program promotes active student involvement in all areas of production including acting, stage management, scenery, costumes, lights, sound, props, and management. The theater program participates annually in the Kennedy Center American College Theatre Festival and has walked away with numerous awards. UCA also holds the annual Arkansas High School Audition Day which is a chance for any High School senior interested in majoring in theater to audition before most of the theater programs in the state of Arkansas. Also, UCA Theatre is accredited by the National Association of Schools of Theatre. This accreditation assures students and parents that the UCA Theatre program meets professional standards of quality in theater education and training as set forth by the Association.
[http://www.uca.edu/theatre/ www.uca.edu/theatre]

==Public Appearances==

UCA Public Appearances is a division of the University’s College of Fine Arts & Communication. Its primary responsibilities are to manage the Donald W. Reynolds Performance Hall--a 1200-seat, state-of-the-art theater--and to develop and present performing arts programming in the hall.

The Reynolds Performance Hall opened on September 15, 2000, with a sold-out concert by the late Ray Charles. Since then, the theater has hosted numerous celebrities, including the Temptations, Ms. Gladys Knight, the Irish tenor Ronan Tynan, The Golden Dragon Acrobats, Frankie Valli & the Four Seasons, mezzo-soprano Denyce Graves, Dallas Cowboys owner Jerry Jones, and many national and international touring companies.

A three-person full-time staff, two part-time staff, and numerous student workers are employed by Public Appearances.

In 2004, UCA Public Appearances created UCA Ticket Central, which provides ticketing services for all ticketed events on the campus. UCA Ticket Central serves Public Appearances, Athletics (football & basketball), UCA Theatre, the Conway Symphony Orchestra, Student Activities events, and events sponsored by organizations within and outside the University.

UCA Public Appearances is supported by State funds, funds generated by the UCA Performing Arts fees, grants, ticket sales, and donations.

[http://www.uca.edu/publicappearances/ www.uca.edu/publicappearances]

==Athletics==
[[Image:UCABEARS.JPG|thumb|right|Central Arkansas Bears logo]]
The University of Central Arkansas participates in 14 NCAA Division I Varsity Sports and one College Subvision (formerly I-AA football), supported by the efforts of a diverse group of over 300 male and female student-athletes. Its men's teams are called the Bears and the women's are the Sugar Bears.

UCA presently competes in seven men's sports (American football, basketball, baseball, soccer, golf, cross country and track) and eight women's sports (basketball, softball, volleyball, soccer, tennis, golf, cross country and track).

From 1993 to 2006, UCA competed in the West Division of the Gulf South Conference. In 2005-2006, UCA's men's athletic teams won the conference's All Sports Trophy. However, on July 1, 2006, UCA moved to the Southland Conference, which is Division I-AA in football and Division I in all other sports. UCA plans to be a full Division I member by September 10, 2010.

Prior to moving to Division II, UCA competed in NAIA Division I for most sports, winning the national football championship three times (1984 {co-champs}, 1985 {co-champs} and 1991) and finishing runner-up once (1976). Between 1979 and 1992, UCA won or shared 13 out of 14 Arkansas Intercollegiate Conference championships (AIC) and went to the playoffs 12 times in that span. A number of former Bears have found success in the NFL, including [[Landon Trusty]], [[Willie Davis (wide receiver)|Willie Davis]], Tyree Davis, Dave Burnette, Curtis Burrow, Andre Collins, David Evans, and most notably [[Monte Coleman]].

The most famous athlete in school history is unquestionably [[Scottie Pippen]]. Pippen was a 6'2" walk-on his first year at UCA, but by the time his sophomore year rolled around, he had grown to 6'7", and would be a starter for the next three seasons. Scottie was drafted by the Seattle SuperSonics with the 5th pick in the 1987 NBA draft, and then traded to the Chicago Bulls for Olden Polynice. Polynice was never a major factor in the NBA, but Scottie won six world championships (1991–1993 and 1996–1998) while playing for the Bulls (1987 - 1998) alongside Michael Jordan. Not long after his retirement, Pippen was voted as one of the NBA's Top 50 Players of All-Time, and the Chicago Bulls retired his jersey number (#33). His jersey at UCA is also retired, and hangs in the rafters. Pippen also played for the Houston Rockets (1998 - 1999) and the Portland Trail Blazers (1999–2003). Pippen is retired, and lives with his family in Ft. Lauderdale, Florida.

<gallery>


</gallery>

<gallery>


</gallery>

===Fight Song===
''UCA Fight Song''

Go-Go-Fight Bears

You will lead us on to victory

Hey, go-fight-win team

Bears will charge the field and never yield

So, GO BEARS, GO!

We've got the spir-it, and we'll show our colors

Here tonight-so let's cheer

The Purple and the Gray Team

The Mighty BEARS will win the FIGHT!

==Greek Life==
Approximately 10% of UCA's students are members of one of the 20 Greek organizations hosted by the campus. Greek life was established on 1915. The organizations also devote thousands of man-hours and dollars to local charities each year.

List of Greek Organizations at UCA

'''Interfraternity'''
Pi Kappa Alpha,
Phi Sigma Kappa,
Sigma Tau Gamma,
Kappa Sigma,
Sigma Nu,
Sigma Phi Epsilon,
and Phi Lambda Chi

'''Panhellenic Council'''
Alpha Sigma Alpha,
Delta Zeta,
Alpha Sigma Tau,
Sigma Kappa,
Sigma Sigma Sigma

'''National Pan-Hellenic Council'''
Alpha Phi Alpha,
Kappa Alpha Psi,
Omega Psi Phi,
Phi Beta Sigma,
Iota Phi Theta,
Alpha Kappa Alpha,
Delta Sigma Theta,
Zeta Phi Beta,
Sigma Gamma Rho

==Registered Student Organizations==
The University is home to more than 200 registered student organizations, with more forming every year.

Notable other RSO's include Young Democrats, College Libertarians, College Republicans, Sigma Alpha Lambda Honors Society, Student Council for Exceptional Children, PRISM, Business and Information Technology (BIT), Computer Science Club, Model UN, Campus Dialogue, Pre-Med Society, and a myriad of religious organizations.

Also, there are minority-focused organizations such as Griot Society, Minority Mentorship, Students for the Propagation of Black Culture (SPBC), S.U.A.A.W., Black Men United (BMU)

==Student Government Association==

The [[Student Government Association]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance.
SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives.
Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==External links==
===Administration & programs===
* [http://www.uca.edu/ University of Central Arkansas]
* [http://www.ucasports.com/ UCA Sports]
* [http://www.uca.edu/honors UCA Honors College]
* [http://www.ucaecho.net// ''The Echo''], the official UCA student newspaper
* [http://www.uca.edu/bands/ UCA Bands]
* [http://uca.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=29051&catalogId=10001&langId=-1 UCA Bookstore]

===Student organizations & outreach===
* [http://www.ucafans.com/ UCAfans.com, Where to talk about the Bears & Sugar Bears]
* [http://www.ucakappasigma.com/ Nu Kappa Chapter of Kappa Sigma]
* [http://www.ucaphisig.com/ Epsilon Mu Chapter of Phi Sigma Kappa Fraternity]
* [http://www.lambdaphi.net/ Lambda Phi Chapter of Sigma Nu Fraternity]
* [http://www.ucasigep.com/ AR Zeta Chapter of Sigma Phi Epsilon]
* [http://www.geocities.com/uca_alphas/ Theta Psi Chapter of Alpha Phi Alpha Fraternity]
* [http://www.ucadeltazeta.com/ Epsilon Xi Chapter of Delta Zeta Sorority]
* [http://www.epsilonphi.com/ Epsilon Phi Chapter of Pi Kappa Alpha]
* [http://www.conwaybcm.com/ Baptist Collegiate Ministry]
* [http://www.uca.edu/org/prism UCA PRISM Gay-Straight Alliance]
* [http://www.salhonors.org/uca Sigma Alpha Lambda Honors Society]
* [http://www.geocities.com/kkpsiepsilonbeta/ Epsilon Beta Chapter of Kappa Kappa Psi Fraternity]
* [http://www.uca.edu/org/tbs/ Gamma Tau Chapter of Tau Beta Sigma Sorority]
* [http://www.arkansasiotas.com/ Gamma Upsilon Chapter of Iota Phi Theta Fraternity]

University of Central Arkansas

2008-10-18T23:58:36Z

Zinoviev:

[[Image:UCALogo.jpg|100px|UCA Logo]]
The '''University of Central Arkansas''' is a state-run institution located in the city of [[Conway]], the seat of [[Faulkner County]], north of [[Little Rock]] and is the second  largest university by enrollment in Arkansas, and the third largest college system in the state. The school is most respected for its programs in Education, Occupational Therapy, and Physical Therapy. It is also the home of the [[UCA Honors College]] as well as four Residential Colleges.

==History and Mission [http://archives.uca.edu/uca_History/a_brief_history_of_uca.htm A Brief History of UCA]==
[[Image:GardensUCA.JPG|lright|thumb|250px|Flowers looking towards the south, central part of campus.]]
The Arkansas State Legislature created The Arkansas State Normal School (now known as UCA) in 1907. The purpose of The Arkansas State Normal School was to properly train students to become professional teachers and rid Arkansas of haphazard schoolteachers. Classes began in 1908 with nine academic departments, one building on 80 acres, 107 students and seven faculty members. Two faculty members taught in two departments and President Doyne taught pedagogy and Latin.

In 1925, Arkansas State Normal School became known as Arkansas State Teachers College. The change in names accurately reflected the main program of instruction and mission of the institution. Arkansas State Teachers College was known for decades as the premier teacher training college in the State of Arkansas.

By 1967, the mission of Arkansas State Teachers College had changed. Though teacher training was still an important part of the institution’s mission, other fields began to expand in liberal arts studies and in the emerging field of health care. To recognize the institution’s existing academic diversity another name change was in order. In January 1967, Arkansas State Teachers College became State College of Arkansas.

President Silas Snow, who championed the name change in 1967, organized State College of Arkansas along university lines in preparation for still yet another name change. State College of Arkansas grew rapidly and offered an ever-widening range of degree programs. By January of 1975, Snow’s efforts were realized as the State Department of Higher Education recommended State College of Arkansas be known as The University of Central Arkansas (UCA).

==Enrollment==

UCA has a Fall 2008 enrollment of 12,959, the largest in its history, and an increase of 2.7 percent over its enrollment one year earlier, which was 12,619.

In the September 19, 2007 edition of ''The Echo'' (campus newspaper), the fall 2007 enrollment was listed at 12,619. [http://www.ucaecho.net/stories/index.php?id=618] In fall 2006, 12,330 students were enrolled at UCA. [http://www.uca.edu/research/cardfall2006.php] UCA's enrollment has increased by over 30% in the past five years and 46% over the past four years. In fall 2002, UCA had an enrollment of approximately 8,500. [http://www.uca.edu/web/weblog/index.php?itemid=1473] In fall 2005, students come from 38 states and 55 countries. Full fall 2005 enrollment statistics can be found [http://www.uca.edu/research/factbook05.php here].

==Traditions==
[[Image:Oldmainuca.JPG|left|thumb|250px|Main Hall, the oldest building on campus.]]
<br />'''UCA Colors -''' The colors for UCA were decided the first year and according to an article in the November 24th, 1908 edition of the Log Cabin Democrat, were said to be purple and silver. President Doyne assigned the task of developing school colors to W.O. Wilson and Ida Waldran in 1908. Wilson was wearing a gray sweater and Waldran was wearing a purple scarf. They chose the colors based upon the color of the clothing they were wearing that day. Both Wilson and Waldran thought that purple and gray complemented each other. Today the official colors for all UCA sports teams are purple and gray.

'''UCA Mascot''' - It wasn’t until 1920 that the UCA athletic teams had a mascot. According to Dr. Ted Worley, author of A History of The Arkansas State Teachers College, the UCA teams from 1908-1919 were referred to by many names, including: Tutors, Teachers, Pedagogues, Pea-Pickers and Normalites. In 1920 the Bears became the mascot for the teams. However, it wasn’t until April 7, 1921 that the teams were called “Bears” in print. Dr. Worley also quoted sources as saying the Bear was an appropriate symbol for the school because Arkansas’ nickname was the “Bear State.” The women's teams were known as the Bearettes for several years. The name of Sugar Bear came later. Victor E. Bear came about in 1999 and Victoria E. Bear came soon after. Bruce D. Bear became the newest addition to the UCA family in 2006

'''Main Hall''' – is the oldest building on campus. This building was completed in 1919 and was built by George Donaghey, the man for whom Donaghey Avenue is named and a former governor of the State of Arkansas. After the building was built it served a dual role as the administration building and as a classroom building. It continued to serve as the administration building until the 1960s.

'''World War II Marker''' - UCA's World War II Memorial was dedicated in October 2003. The memorial contains the names and branch of service of forty-six UCA Alumni who were killed during World War II. The memorial is a permanent reminder of those UCA Alumni who gave their lives fighting for their country.

'''Senior Legacy Walk Brick Campaign''' -The Senior Walk is located in the courtyard in front of the Student Center. Each year, graduates will have the opportunity to purchase bricks as part of their class year. For $100, graduates can purchase a brick that will be inscribed with his/her name or the name of a graduate that a purchaser want to honor.

==UCA Presidents==
[[Image:Torreysonlibrary.JPG |left|thumb|250px|Torreyson Library, named after Burr Walter Torreyson.]]
[[John James Doyne]] 1908-1917

[[Burr Walter Torreyson]] 1917-1930

[[Heber L. McAlister]] 1930-1941

[[Nolen M. Irby]] 1941-1953

[[Silas D. Snow]] 1953-1975

[[Jefferson D. Farris]] 1975-1986

[[Winfred L. Thompson]] 1988-2001

[[Lu Hardin]] 2002-2008

After President Thompson resigned the presidency he was replaced on an interim basis on December 21, 2001 by Dr. John smith, vice-president of financial services. Smith served in this capacity until September 22, 2002. Hardin took the reins at UCA on September 23, 2002. He has a Bachelor of Arts with high honors from Arkansas Tech University and a Juris Doctorate from the University of Arkansas Law School. Hardin served as an Arkansas State Senator for 14 years and was chairman of the Senate Education Committee and also served on the Joint Budget Committee and Legislative Council. He chaired the Arkansas Advisory Council for Vocational Education and served 12 years as a Professor of Legal Studies at Arkansas Tech University. In addition, he was a trial attorney for 10 years. Prior to becoming UCA’s eighth president, Hardin was Director of the Department of Higher Education for six years. [http://archives.uca.edu/uca_History/eighth_president.htm Eighth President] President Lu Hardin announced his resignation at the August 28, 2008 Board of Trustee's meeting and just before Tom Courtway, UCA Vice President and General Counsel, was named Interim President.

==Academics==
[[Image:Snowfineartscenter.JPG|right|thumb|300px|Snow Fine Arts Center]]
The University has 6 distinct colleges offering over 75 majors.[http://www.uca.edu/uca/acaddepts.php] These colleges are: The College of Business, the College of Education, the College of Fine Arts and Communications, the College of Health and Behavioral Sciences, the College of Liberal Arts, and the College of Natural Sciences and Mathematics.

The university is famous for its innovative Honors College, which has received national recognition for its excellence. Small classes, distinguished faculty, TAG and URGE grants for students, high ACT and SAT scores, and outstanding medical and graduate school admission rates are hallmarks of the College. The Carnegie Foundation said the UCA Honors College was "One of the most widely imitated programs in the country," and former U.S. Secretary of Education Terrell Bell described the Honors College as being "An Ivy League education at a bargain basement price."[http://www.uca.edu/divisions/academic/honors/index1.php?nav=p&sec=pro&pg=about]

In 2006, ''U.S. News & World Report'' ranked UCA 61st in the South in academic excellence. This marks the first year that UCA has been ranked. UCA was the only public Arkansas university in that category. [http://www.uca.edu/web/weblog/index.php?itemid=1473]

==The Colleges==
The University of Central Arkansas in Conway, AR, comprises six colleges. In addition to the programs offered at the colleges, it has a study abroad program. Students may, for example, study Literature in Italy and U.K., healthcare in China or Sociology in Africa. Credits earned at several foreign universities may be credited towards a degree at UCA.
[[Image:Irby Court Yard.JPG|left|thumb|300px|The courtyard outside of Irby Hall.]]
'''College of Fine Arts and Communication'''
The College of Fine Arts and Communication offers five fields of study for a degree. Available disciplines include public relations, communications, art and writing. Many of the college's degrees enable graduates to work or teach in their chosen profession. The college offers both bachelor and graduate programs.

'''College of Natural Sciences and Mathematics'''
This college offers six fields of study in physical and natural sciences. Undergraduate programs include those in biology, chemistry, computer science, pre-medicine, pre-engineering and pre-veterinary science. The college offers both bachelor and master's degrees.

'''College of Business Administration'''
Business students attending the University of Central Arkansas can pursue an associate, graduate, bachelor or MBA degree through this college. It offers four major fields of study, including accounting, finance, information systems and marketing.

'''College of Health and Behavioral Sciences'''
This college offers bachelor and graduate degrees in health, education, counseling, military science, nursing, therapy and speech pathology. ROTC students at the University of Central Arkansas attend this college for training as a commissioned officer. Courses are also available in fitness and exercise.

'''College of Liberal Arts'''
There are seven fields of study available at the College of Liberal Arts. The college offers graduate and bachelor degrees. Available fields of study include philosophy, foreign language, political science, geography and history.

'''College of Education'''
The College of Education offers University of Central Arkansas students Ph.D., bachelor and master's degree programs. These programs provide the skills required to work in teaching, educational administration and curriculum development.

==Residential Colleges==
[[Image:Studentcenteruca.JPG|left|thumb|300px|The Student Center. Went through a major remodeling in the summer of 2008..]]
There are currently four residential colleges[http://www.uca.edu/divisions/academic/undergradstudies/Residential/#advantage]at UCA. The four RC are Hughes Hall(97), State Residential College (99), Minton (05) and Short/Denny (2006).

Residential colleges are more than just places to live. They are co-educational learning communities in which students and their professors interact closely with one another. By living in the same residence hall as a faculty member, and taking classes with other college members, residential college students form academic connections which enrich the entire educational experience.

Any student admitted to UCA is eligible to apply for admission to the Residential Colleges. The program is open to students in all majors and programs. Students generally enter a residential learning community the first semester of their freshman year.

The UCA Residential College Program is a community of learners that was implemented in 1997 to educate the whole student. To do this, the program provides each student with opportunities to develop her or his academic, professional, and societal lives.

Academically, the RC college program expects their graduates to: know themselves as discerning thinkers who are able to evaluate and interpret complex information from a variety of sources, have a strong commitment to making learning a life-long process, express themselves thoughtfully and with meaning in a variety of contexts
[[Image:Studentcentercourtyard.JPG|right|thumb|300px|The courtyard outside of the Student Center.]]
Professionally, the RC college program expects their: work well in teams, including those of varied composition; building consensus and working with dissension; utilize learned technological skills in ways which further and enhance their careers; act creatively, ethically, and with initiative.

Socially, the RC college program expects their: demonstrate a sense of commitment to local and global concerns; contribute their time, talents, and efforts in service to the community; recognize themselves as part of a diverse and ever-changing world.

Because "the end depends upon the beginning," the UCA Residential College Program dedicates its faculty and resources to making the transitions from high school to college and college-to-career both meaningful and successful. By offering a space for conversations about things that matter, we build the communalities and connections so essential to our education and our society.

==Drama and Theater Arts==

The University of Central Arkansas is Arkansas's premiere dramatic school. The program promotes active student involvement in all areas of production including acting, stage management, scenery, costumes, lights, sound, props, and management. The theater program participates annually in the Kennedy Center American College Theatre Festival and has walked away with numerous awards. UCA also holds the annual Arkansas High School Audition Day which is a chance for any High School senior interested in majoring in theater to audition before most of the theater programs in the state of Arkansas. Also, UCA Theatre is accredited by the National Association of Schools of Theatre. This accreditation assures students and parents that the UCA Theatre program meets professional standards of quality in theater education and training as set forth by the Association.
[http://www.uca.edu/theatre/ www.uca.edu/theatre]

==Public Appearances==

UCA Public Appearances is a division of the University’s College of Fine Arts & Communication. Its primary responsibilities are to manage the Donald W. Reynolds Performance Hall--a 1200-seat, state-of-the-art theater--and to develop and present performing arts programming in the hall.

The Reynolds Performance Hall opened on September 15, 2000, with a sold-out concert by the late Ray Charles. Since then, the theater has hosted numerous celebrities, including the Temptations, Ms. Gladys Knight, the Irish tenor Ronan Tynan, The Golden Dragon Acrobats, Frankie Valli & the Four Seasons, mezzo-soprano Denyce Graves, Dallas Cowboys owner Jerry Jones, and many national and international touring companies.

A three-person full-time staff, two part-time staff, and numerous student workers are employed by Public Appearances.

In 2004, UCA Public Appearances created UCA Ticket Central, which provides ticketing services for all ticketed events on the campus. UCA Ticket Central serves Public Appearances, Athletics (football & basketball), UCA Theatre, the Conway Symphony Orchestra, Student Activities events, and events sponsored by organizations within and outside the University.

UCA Public Appearances is supported by State funds, funds generated by the UCA Performing Arts fees, grants, ticket sales, and donations.

[http://www.uca.edu/publicappearances/ www.uca.edu/publicappearances]

==Athletics==
[[Image:UCABEARS.JPG|thumb|right|Central Arkansas Bears logo]]
The University of Central Arkansas participates in 14 NCAA Division I Varsity Sports and one College Subvision (formerly I-AA football), supported by the efforts of a diverse group of over 300 male and female student-athletes. Its men's teams are called the Bears and the women's are the Sugar Bears.

UCA presently competes in seven men's sports (American football, basketball, baseball, soccer, golf, cross country and track) and eight women's sports (basketball, softball, volleyball, soccer, tennis, golf, cross country and track).

From 1993 to 2006, UCA competed in the West Division of the Gulf South Conference. In 2005-2006, UCA's men's athletic teams won the conference's All Sports Trophy. However, on July 1, 2006, UCA moved to the Southland Conference, which is Division I-AA in football and Division I in all other sports. UCA plans to be a full Division I member by September 10, 2010.

Prior to moving to Division II, UCA competed in NAIA Division I for most sports, winning the national football championship three times (1984 {co-champs}, 1985 {co-champs} and 1991) and finishing runner-up once (1976). Between 1979 and 1992, UCA won or shared 13 out of 14 Arkansas Intercollegiate Conference championships (AIC) and went to the playoffs 12 times in that span. A number of former Bears have found success in the NFL, including [[Landon Trusty]], [[Willie Davis (wide receiver)|Willie Davis]], Tyree Davis, Dave Burnette, Curtis Burrow, Andre Collins, David Evans, and most notably [[Monte Coleman]].

The most famous athlete in school history is unquestionably [[Scottie Pippen]]. Pippen was a 6'2" walk-on his first year at UCA, but by the time his sophomore year rolled around, he had grown to 6'7", and would be a starter for the next three seasons. Scottie was drafted by the Seattle SuperSonics with the 5th pick in the 1987 NBA draft, and then traded to the Chicago Bulls for Olden Polynice. Polynice was never a major factor in the NBA, but Scottie won six world championships (1991–1993 and 1996–1998) while playing for the Bulls (1987 - 1998) alongside Michael Jordan. Not long after his retirement, Pippen was voted as one of the NBA's Top 50 Players of All-Time, and the Chicago Bulls retired his jersey number (#33). His jersey at UCA is also retired, and hangs in the rafters. Pippen also played for the Houston Rockets (1998 - 1999) and the Portland Trail Blazers (1999–2003). Pippen is retired, and lives with his family in Ft. Lauderdale, Florida.

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===Fight Song===
''UCA Fight Song''

Go-Go-Fight Bears

You will lead us on to victory

Hey, go-fight-win team

Bears will charge the field and never yield

So, GO BEARS, GO!

We've got the spir-it, and we'll show our colors

Here tonight-so let's cheer

The Purple and the Gray Team

The Mighty BEARS will win the FIGHT!

==Greek Life==
Approximately 10% of UCA's students are members of one of the 20 Greek organizations hosted by the campus. Greek life was established on 1915. The organizations also devote thousands of man-hours and dollars to local charities each year.

List of Greek Organizations at UCA

'''Interfraternity'''
Pi Kappa Alpha,
Phi Sigma Kappa,
Sigma Tau Gamma,
Kappa Sigma,
Sigma Nu,
Sigma Phi Epsilon,
and Phi Lambda Chi

'''Panhellenic Council'''
Alpha Sigma Alpha,
Delta Zeta,
Alpha Sigma Tau,
Sigma Kappa,
Sigma Sigma Sigma

'''National Pan-Hellenic Council'''
Alpha Phi Alpha,
Kappa Alpha Psi,
Omega Psi Phi,
Phi Beta Sigma,
Iota Phi Theta,
Alpha Kappa Alpha,
Delta Sigma Theta,
Zeta Phi Beta,
Sigma Gamma Rho

==Registered Student Organizations==
The University is home to more than 200 registered student organizations, with more forming every year.

Notable other RSO's include Young Democrats, College Libertarians, College Republicans, Sigma Alpha Lambda Honors Society, Student Council for Exceptional Children, PRISM, Business and Information Technology (BIT), Computer Science Club, Model UN, Campus Dialogue, Pre-Med Society, and a myriad of religious organizations.

Also, there are minority-focused organizations such as Griot Society, Minority Mentorship, Students for the Propagation of Black Culture (SPBC), S.U.A.A.W., Black Men United (BMU)

==Student Government Association==

The [[Student Government Association]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance.
SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives.
Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==External links==
===Administration & programs===
* [http://www.uca.edu/ University of Central Arkansas]
* [http://www.ucasports.com/ UCA Sports]
* [http://www.uca.edu/honors UCA Honors College]
* [http://www.ucaecho.net// ''The Echo''], the official UCA student newspaper
* [http://www.uca.edu/bands/ UCA Bands]
* [http://uca.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=29051&catalogId=10001&langId=-1 UCA Bookstore]

===Student organizations & outreach===
* [http://www.ucafans.com/ UCAfans.com, Where to talk about the Bears & Sugar Bears]
* [http://www.ucakappasigma.com/ Nu Kappa Chapter of Kappa Sigma]
* [http://www.ucaphisig.com/ Epsilon Mu Chapter of Phi Sigma Kappa Fraternity]
* [http://www.lambdaphi.net/ Lambda Phi Chapter of Sigma Nu Fraternity]
* [http://www.ucasigep.com/ AR Zeta Chapter of Sigma Phi Epsilon]
* [http://www.geocities.com/uca_alphas/ Theta Psi Chapter of Alpha Phi Alpha Fraternity]
* [http://www.ucadeltazeta.com/ Epsilon Xi Chapter of Delta Zeta Sorority]
* [http://www.epsilonphi.com/ Epsilon Phi Chapter of Pi Kappa Alpha]
* [http://www.conwaybcm.com/ Baptist Collegiate Ministry]
* [http://www.uca.edu/org/prism UCA PRISM Gay-Straight Alliance]
* [http://www.salhonors.org/uca Sigma Alpha Lambda Honors Society]
* [http://www.geocities.com/kkpsiepsilonbeta/ Epsilon Beta Chapter of Kappa Kappa Psi Fraternity]
* [http://www.uca.edu/org/tbs/ Gamma Tau Chapter of Tau Beta Sigma Sorority]
* [http://www.arkansasiotas.com/ Gamma Upsilon Chapter of Iota Phi Theta Fraternity]

Main Page

2008-10-18T23:56:08Z

Zinoviev:

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<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
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*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
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*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
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*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
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*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
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*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

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[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
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[[Image:Clinton-library-41.jpg|thumb|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all but one of the living United States presidents were in attendance.

The Clinton Library opening brought an additional investment of $1 billion to the historic River Market and Argenta districts, as well as vast amounts of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

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[[Ceilings Plus]] created environmentally friendly metal and bamboo ceilings for the [[Clinton Library]]. The perforated and non-perforated aluminum ceiling panels are made primarily from recycled soda cans (~75 percent). The custom-made Arboreal® carbonized bamboo ceiling covers 9,000 square feet. [[Polshek Partnership]] selected bamboo for the ceilings as it is a "rapidly renewable" building material. The aluminum and bamboo ceilings helped the Library achieve [[LEED]] certification by the U.S. Green Building Council.
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The [[Arkansas Museum of Discovery]] is a children's science and history museum in the heart of the Little Rock [[River Market]]. The museum was founded on Main Street in 1927 by Julia Burnell (Bernie) Smade Babcock under the name of the Museum of Natural History and Antiquities. The original artifacts were donated by missionaries. One of the most popular artifacts on display was the so-called "Head of a Chicago Criminal."
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'''[[Acxiom]] Corp. of Little Rock''' recently won the 2008 American Architecture Award for the design of its Data Center. According to [[Reese Rowland]] of [[Polk Stanley Rowland Curzon Porter Architects]] LTD, the company that designed the building, it is the second American Architecture Award the Little Rock firm has received in the past two years. The first was for the design of [[Heifer International]]'s headquarters. [http://www.arkansasbusiness.com/article.aspx?aid=109099.54928.121228 Read more]
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'''1999''' - [[ALLTEL Arena]], an 18,000 seat multi-purpose facility, opens in October 1999 at a cost of $71 million.

'''2007''' - In October 2007 [[Metroplan]] begings studying the possibility of extending the [[River Rail]] streetcar line from the eastern terminus on the grounds of the [[Clinton Presidential Center]] to the [[Little Rock National Airport]]. More from the [[timeline]]
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[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
*'''Consultant:''' C. Rutledge Wilson
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Maegan Murphy, Micah Ray, Allison Yocum, Zinoviev

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
</table>
__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

Main Page

2008-10-18T23:54:54Z

Zinoviev:

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<td style="width:100%;text-align:center;color:#000;background-color:#F1F8FD;">
<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
</td>
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*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
</td>
<td style="width:6%;font-size:80%">
*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
</td>
<td style="width:6%;font-size:80%">
*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
</td>
<td style="width:6%;font-size:80%">
*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
</td>
<td style="width:20%;font-size:80%">
*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

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[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
</td>
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</table>
[[Image:Clinton-library-41.jpg|thumb|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all but one of the living United States presidents were in attendance.

The Clinton Library opening brought an additional investment of $1 billion to the historic River Market and Argenta districts, as well as vast amounts of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

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<h2 style="margin:0;background-color:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Featured article</h2>
</th>
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<td style="color:#000;">
[[Ceilings Plus]] created environmentally friendly metal and bamboo ceilings for the [[Clinton Library]]. The perforated and non-perforated aluminum ceiling panels are made primarily from recycled soda cans (~75 percent). The custom-made Arboreal® carbonized bamboo ceiling covers 9,000 square feet. [[Polshek Partnership]] selected bamboo for the ceilings as it is a "rapidly renewable" building material. The aluminum and bamboo ceilings helped the Library achieve [[LEED]] certification by the U.S. Green Building Council.
</td>
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<tr>
<th><h2 style="margin:0;background:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Did you know?</h2>
</th>
</tr>
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<td style="color:#000;">
The [[Arkansas Museum of Discovery]] is a children's science and history museum in the heart of the Little Rock [[River Market]]. The museum was founded on Main Street in 1927 by Julia Burnell (Bernie) Smade Babcock under the name of the Museum of Natural History and Antiquities. The original artifacts were donated by missionaries. One of the most popular artifacts on display was the so-called "Head of a Chicago Criminal."
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<th>
<h2 style="margin:0;background-color:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">In the news</h2>
</th>
</tr>
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<td style="color:#000">
'''[[Acxiom]] Corp. of Little Rock''' recently won the 2008 American Architecture Award for the design of its Data Center. According to [[Reese Rowland]] of [[Polk Stanley Rowland Curzon Porter Architects]] LTD, the company that designed the building, it is the second American Architecture Award the Little Rock firm has received in the past two years. The first was for the design of [[Heifer International]]'s headquarters. [http://www.arkansasbusiness.com/article.aspx?aid=109099.54928.121228 Read more]
</td>
</tr>
<tr>
<th>
<h2 style="margin:0;background:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">This month in history</h2>
</th>
</tr>
<tr>
<td style="color:#000">
'''1999''' - [[ALLTEL Arena]], an 18,000 seat multi-purpose facility, opens in October 1999 at a cost of $71 million.

'''2007''' - In October 2007 [[Metroplan]] begings studying the possibility of extending the [[River Rail]] streetcar line from the eastern terminus on the grounds of the [[Clinton Presidential Center]] to the [[Little Rock National Airport]]. More from the [[timeline]]
</td>
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</td>
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</table>

<table align="center" width="100%" style="text-align:center">
[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Maegan Murphy, Micah Ray, Allison Yocum, Zinoviev

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
</table>
__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

Main Page

2008-10-18T23:48:12Z

Zinoviev: Sloppy. Redundant.

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<td style="width:100%;text-align:center;color:#000;background-color:#F1F8FD;">
<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
</td>
</tr>
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</td>
<td width="60%" style="color:#000;">
<table cellspacing="2" style="background-color:#F1F8FD;margin-left:5%;">
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*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
</td>
<td style="width:6%;font-size:80%">
*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
</td>
<td style="width:6%;font-size:80%">
*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
</td>
<td style="width:6%;font-size:80%">
*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
</td>
<td style="width:20%;font-size:80%">
*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

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</table>
</td>
</tr>
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<table class="MainPageBG" style="width:100%;background:none;">
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<td style="width:55%;font-size:95%;text-align:left;white-space:nowrap;color:#000;">
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<td style="width:10%;font-size:95%;text-align:right;white-space:nowrap;color:#000;">
[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
</td>
</tr>
</table>
[[Image:Clinton-library-41.jpg|thumb|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all but one of the living United States presidents were in attendance.

The Clinton Library opening brought an additional investment of $1 billion to the historic River Market and Argenta districts, as well as vast amounts of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

<table class="MainPageBG" style="border-spacing:8px;">
<tr>

<td class="MainPageBG" style="width:55%;border:1px solid #CDDADB;background-color:#EDFAFB;vertical-align:top;color:#000;">
<table width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top;background-color:#EDFAFB;">
<tr>
<th>
<h2 style="margin:0;background-color:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Featured article</h2>
</th>
</tr>
<tr>
<td style="color:#000;">
[[Ceilings Plus]] created environmentally friendly metal and bamboo ceilings for the [[Clinton Library]]. The perforated and non-perforated aluminum ceiling panels are made primarily from recycled soda cans (~75 percent). The custom-made Arboreal® carbonized bamboo ceiling covers 9,000 square feet. [[Polshek Partnership]] selected bamboo for the ceilings as it is a "rapidly renewable" building material. The aluminum and bamboo ceilings helped the Library achieve [[LEED]] certification by the U.S. Green Building Council.
</td>
</tr>
<tr>
<th><h2 style="margin:0;background:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Did you know?</h2>
</th>
</tr>
<tr>
<td style="color:#000;">
The [[Arkansas Museum of Discovery]] is a children's science and history museum in the heart of the Little Rock [[River Market]]. The museum was founded on Main Street in 1927 by Julia Burnell (Bernie) Smade Babcock under the name of the Museum of Natural History and Antiquities. The original artifacts were donated by missionaries. One of the most popular artifacts on display was the so-called "Head of a Chicago Criminal."
</td>
</tr>
</table>

<td class="MainPageBG" style="width:45%;border:0.1px solid #D1DFF3;background-color:#D6E3F2;vertical-align:top;">
<table width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top;background-color:#f5faff;">
<tr>
<th>
<h2 style="margin:0;background-color:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">In the news</h2>
</th>
</tr>
<tr>
<td style="color:#000">
'''[[Acxiom]] Corp. of Little Rock''' recently won the 2008 American Architecture Award for the design of its Data Center. According to [[Reese Rowland]] of [[Polk Stanley Rowland Curzon Porter Architects]] LTD, the company that designed the building, it is the second American Architecture Award the Little Rock firm has received in the past two years. The first was for the design of [[Heifer International]]'s headquarters. [http://www.arkansasbusiness.com/article.aspx?aid=109099.54928.121228 Read more]
</td>
</tr>
<tr>
<th>
<h2 style="margin:0;background:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">This month in history</h2>
</th>
</tr>
<tr>
<td style="color:#000">
'''1999''' - [[ALLTEL Arena]], an 18,000 seat multi-purpose facility, opens in October 1999 at a cost of $71 million.

'''2007''' - In October 2007 [[Metroplan]] begings studying the possibility of extending the [[River Rail]] streetcar line from the eastern terminus on the grounds of the [[Clinton Presidential Center]] to the [[Little Rock National Airport]]. More from the [[timeline]]
</td>
</tr>
</table>
</td>
</tr>
</table>

<table align="center" width="100%" style="text-align:center">
[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Maegan Murphy, Micah Ray, Allison Yocum

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
</table>
__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

Main Page

2008-10-18T23:46:52Z

Zinoviev: minor stylistic edit

<table class="MainPageBG" style="width:100%;margin-top:+.7em;background-color:#F1F8FD;border:1px solid #ccc;">
<tr>
<td width="40%">
<table style="width:100%;border:none;background-color:#F1F8FD;">
<tr cellspacing="0" cellpadding="0">
<td style="width:100%;text-align:center;color:#000;background-color:#F1F8FD;">
<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
</td>
</tr>
</table>
</td>
<td width="60%" style="color:#000;">
<table cellspacing="2" style="background-color:#F1F8FD;margin-left:5%;">
<tr>
<td style="width:6%;font-size:80%;">
*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
</td>
<td style="width:6%;font-size:80%">
*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
</td>
<td style="width:6%;font-size:80%">
*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
</td>
<td style="width:6%;font-size:80%">
*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
</td>
<td style="width:20%;font-size:80%">
*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

</td>
</tr>
</table>
</td>
</tr>
</table>

<table class="MainPageBG" style="width:100%;background:none;">
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<td style="width:55%;font-size:95%;text-align:left;white-space:nowrap;color:#000;">
</td>
<td style="width:10%;font-size:95%;text-align:right;white-space:nowrap;color:#000;">
[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
</td>
</tr>
</table>
[[Image:Clinton-library-41.jpg|thumb|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all but one of the living United States presidents were in attendance.

The Clinton Library opening brought in an additional investment of $1 billion into the historic River Market and Argenta districts, as well as vast throngs of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

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</th>
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<td style="color:#000;">
[[Ceilings Plus]] created environmentally friendly metal and bamboo ceilings for the [[Clinton Library]]. The perforated and non-perforated aluminum ceiling panels are made primarily from recycled soda cans (~75 percent). The custom-made Arboreal® carbonized bamboo ceiling covers 9,000 square feet. [[Polshek Partnership]] selected bamboo for the ceilings as it is a "rapidly renewable" building material. The aluminum and bamboo ceilings helped the Library achieve [[LEED]] certification by the U.S. Green Building Council.
</td>
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<tr>
<th><h2 style="margin:0;background:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Did you know?</h2>
</th>
</tr>
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<td style="color:#000;">
The [[Arkansas Museum of Discovery]] is a children's science and history museum in the heart of the Little Rock [[River Market]]. The museum was founded on Main Street in 1927 by Julia Burnell (Bernie) Smade Babcock under the name of the Museum of Natural History and Antiquities. The original artifacts were donated by missionaries. One of the most popular artifacts on display was the so-called "Head of a Chicago Criminal."
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</th>
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<td style="color:#000">
'''[[Acxiom]] Corp. of Little Rock''' recently won the 2008 American Architecture Award for the design of its Data Center. According to [[Reese Rowland]] of [[Polk Stanley Rowland Curzon Porter Architects]] LTD, the company that designed the building, it is the second American Architecture Award the Little Rock firm has received in the past two years. The first was for the design of [[Heifer International]]'s headquarters. [http://www.arkansasbusiness.com/article.aspx?aid=109099.54928.121228 Read more]
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<th>
<h2 style="margin:0;background:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">This month in history</h2>
</th>
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<td style="color:#000">
'''1999''' - [[ALLTEL Arena]], an 18,000 seat multi-purpose facility, opens in October 1999 at a cost of $71 million.

'''2007''' - In October 2007 [[Metroplan]] begings studying the possibility of extending the [[River Rail]] streetcar line from the eastern terminus on the grounds of the [[Clinton Presidential Center]] to the [[Little Rock National Airport]]. More from the [[timeline]]
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<table align="center" width="100%" style="text-align:center">
[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Maegan Murphy, Micah Ray, Allison Yocum

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
</table>
__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

Main Page

2008-10-18T23:45:36Z

Zinoviev:

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<h2 style="font-size:140%;border:none;margin:0px;padding:.1em;color:#000;">Welcome to</h2>
<div style="top:+0.2em;font-size: 180%">Little Rock Renaissance</div>
<div id="articlecount" style="width:100%;text-align:center;font-size:85%;">[[Special:Statistics|{{NUMBEROFARTICLES}}]] articles created by contributors</div>
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*[[River Market]]
*[[Clinton Presidential Center]]
*[[Historic Arkansas Museum]]
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*[[City of Little Rock]]
*[[Dickey-Stephens Park]]
*[[City of North Little Rock]]
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*[[Heifer International]]
*[[Arkansas Studies Institute]]
*[[River Trail]]
*[[Arkansas State Capitol]]
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*[[Arkansas Symphony Orchestra]]
*[[Little Rock Marathon]]
*[[‎Junction Bridge]]
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*[[Arkansas Arts Center]]
*[[Arkansas Museum of Discovery]]
*[[Little Rock Convention and Visitors Bureau]]
*[[Little Rock Zoo]]

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[[Special:Categories|Categories]] '''·''' [[Special:Newpages|New Pages]] '''·''' [[Special:Popularpages|Popular Pages]] '''·''' [[Special:Allpages|A–Z index]] '''·''' [[Bibliography]] '''·''' [[Timeline]]
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[[Image:Clinton-library-41.jpg|thumb|Exterior of Clinton Library. Photo by James Hyde.]]
On November 18th, 2004, Little Rock capped a seven-year effort to bring the Clinton Presidential Center to Little Rock with the largest celebration ever hosted in the state of Arkansas. There were 40,000 invited guests, a performance by Bono and The Edge, and a gigantic fireworks display over six bridges spanning the Arkansas River. Foreign dignitaries, politicians, and celebrities came for the Library dedication ceremony, and all living United States presidents, but one, were in attendance.

The Clinton Library opening brought in an additional investment of $1 billion into the historic River Market and Argenta districts, as well as vast throngs of visitors from around the world. Citizens, business leaders, and government officials have worked tirelessly to restore the luster of our downtowns on both sides of the river, adding beautiful streetscapes, waterfront attractions, urban lifestyle choices, and safe living spaces.

But how exactly did this library come to Little Rock? Who contributed to the downtown revitalization effort, and what challenges did they face? How have these changes contributed to the economic well-being of Central Arkansas generally? In January 2006 students in the [http://honors.uca.edu Honors College] at the University of Central Arkansas began a project to find out. This experimental wiki democratizes our heritage by preserving and reflecting on the memories of the people who made it happen, as well as important places, events, and signposts along the way.

'''Little Rock Renaissance needs your help''' in developing this electronic textbook ("e-text"). We want you to make ''public knowledge'' by making ''knowledge public''. Sharing on the wiki is easy. The only thing you need to do is create a [http://honors.uca.edu/wiki/index.php?title=Special:Userlogin&type=signup login]. We’ll approve you as an [http://honors.uca.edu/wiki/index.php/Help:Contents editor]. Consider using your real name as a username; we want to credit your contributions on the front page, and we want you to see the pictures. Or simply browse through the wiki and be amazed at what you didn't know about the rebirth of the Little Rock metro area.

'''Where to start exercising your curiosity?''' We recommend the pages on the [[Clinton Presidential Center]], the [[Little Rock River Market]], and the [[Argenta Historic District]]. Then surf over to pages on specific attractions like the [[Arkansas Arts Center]], [[Historic Arkansas Museum]], or [[Little Rock Zoo]]. Check out the subject page on [http://honors.uca.edu/wiki/index.php?title=Category:Restaurants&action=edit restaurants], and then make a reservation at one of the many [http://honors.uca.edu/wiki/index.php?title=Category:Hotels&action=edit local hotels] to attend [[Riverfest]] or the [[Arkansas Literary Festival]], watch the [[Arkansas Travelers]] play ball, or see the [[Inland Maritime Museum]]. Let's get connected with our community and our heritage and enrich our experience of the Little Rock Metro area in this collaborative enterprise!

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</th>
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[[Ceilings Plus]] created environmentally friendly metal and bamboo ceilings for the [[Clinton Library]]. The perforated and non-perforated aluminum ceiling panels are made primarily from recycled soda cans (~75 percent). The custom-made Arboreal® carbonized bamboo ceiling covers 9,000 square feet. [[Polshek Partnership]] selected bamboo for the ceilings as it is a "rapidly renewable" building material. The aluminum and bamboo ceilings helped the Library achieve [[LEED]] certification by the U.S. Green Building Council.
</td>
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<th><h2 style="margin:0;background:#cef2e0;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3bfb1;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">Did you know?</h2>
</th>
</tr>
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<td style="color:#000;">
The [[Arkansas Museum of Discovery]] is a children's science and history museum in the heart of the Little Rock [[River Market]]. The museum was founded on Main Street in 1927 by Julia Burnell (Bernie) Smade Babcock under the name of the Museum of Natural History and Antiquities. The original artifacts were donated by missionaries. One of the most popular artifacts on display was the so-called "Head of a Chicago Criminal."
</td>
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</th>
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'''[[Acxiom]] Corp. of Little Rock''' recently won the 2008 American Architecture Award for the design of its Data Center. According to [[Reese Rowland]] of [[Polk Stanley Rowland Curzon Porter Architects]] LTD, the company that designed the building, it is the second American Architecture Award the Little Rock firm has received in the past two years. The first was for the design of [[Heifer International]]'s headquarters. [http://www.arkansasbusiness.com/article.aspx?aid=109099.54928.121228 Read more]
</td>
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<th>
<h2 style="margin:0;background:#cedff2;font-family:sans-serif;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding-left:0.4em;padding-top:0.2em;padding-bottom:0.2em;">This month in history</h2>
</th>
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<td style="color:#000">
'''1999''' - [[ALLTEL Arena]], an 18,000 seat multi-purpose facility, opens in October 1999 at a cost of $71 million.

'''2007''' - In October 2007 [[Metroplan]] begings studying the possibility of extending the [[River Rail]] streetcar line from the eastern terminus on the grounds of the [[Clinton Presidential Center]] to the [[Little Rock National Airport]]. More from the [[timeline]]
</td>
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<table align="center" width="100%" style="text-align:center">
[[Image:LittleRock_panorama.jpg|thumb|1280 px|Little Rock panorama, looking west from Clinton Presidential Center and Park. Photo by Nima Kasraie.]]
==Project Collaborators==

* '''Team Leader, Oral History Methods:''' Phil Frana '''[pfrana at uca dot edu]'''
* '''Administration, Grantmaking, Professional Best Practices:''' Amanda Allen
* '''Video Production:''' Eric Deitz
* '''Administrative Assistant:''' Blake Bowman
* '''Production Assistant:''' Allison Yocum
* '''Photography:''' James Hyde, Casey Gambill, Megan Davari, Amanda Allen, Allison Hogue, Nathan Smith, Katy Simers, Wade Fuqua, Nathan Scarborough, Spencer Smith, Austin Keaster, Elizabeth Youngblood, Caroline Borden, Elizabeth Housley
* '''Interviews:''' Courtney Bennett, Ben Dobbs, John Greene, James Hyde, Adam Lucas, Ryan Morrow, Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Allison Yocum
* '''Wiki Administration:''' Thomas Bertram
* '''Knowledge Engineer:''' Megan Davari
* '''Wiki authors:''' Fabia Bertram, Blake Bowman, Nicholas Coelho, Megan Davari, Casey Gambill, John Lenehan, Jeremy Morgan, Maegan Murphy, Micah Ray, Allison Yocum

==Other links of interest==

*[http://www.clintonpresidentialcenter.org/ Clinton Presidential Center site]
*[http://www.clintonlibrary.gov/index.html Clinton Presidential Library & Museum site]
*[http://arkansasglobecoming.com/ Arkansas Globecoming]
*[http://www.littlerock.org/ City of Little Rock site]
*[http://www.rivermarket.info/ Little Rock River Market site]
*[http://www.downtownlr.com/ Downtown Little Rock Partnership site]
*[http://www.downtownlittlerock.com/index.cfm Downtown Little Rock stories from the ''Arkansas Times'']
*[http://encyclopediaofarkansas.net/ Encyclopedia of Arkansas History & Culture]
</table>
__NOTOC__ __NOEDITSECTION__
----
<div style="font-size: small; text-align: center;margin-top:10px;">FranaWiki and Little Rock Renaissance are products of the [http://honors.uca.edu Honors College] at the [http://www.uca.edu University of Central Arkansas]. All rights reserved.</div>

User:Zinoviev

2008-10-18T23:39:55Z

Zinoviev:

'''Zinoviev''' is the alter-ego of rogue scholar and general misanthropist [[C. Rutledge Wilson]].

User:Zinoviev

2008-10-18T23:39:39Z

Zinoviev: New page: '''Zinoviev''' is the alter-ego of rogue scholar and general misanthropist C. Rutledge Wilson.

'''Zinoviev''' is the alter-ego of rogue scholar and general misanthropist C. Rutledge Wilson.

UCA Student Government Association

2008-10-18T23:37:17Z

Zinoviev: /* External Links */

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga UCA Student Government Association]

UCA Student Government Association

2008-10-18T23:36:53Z

Zinoviev:

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

==External Links==
* [http://www.uca.edu/sga University of Central Arkansas SGA]

UCA Student Government Association

2008-10-18T23:35:16Z

Zinoviev:

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. It exists to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

UCA

2008-10-18T23:34:39Z

Zinoviev: Redirecting to University of Central Arkansas

#REDIRECT [[University of Central Arkansas]]

UCA Student Government Association

2008-10-18T23:34:15Z

Zinoviev:

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at [[UCA]]. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

UCA Student Government Association

2008-10-18T23:34:01Z

Zinoviev:

The '''Student Government Association''' of the [[University of Central Arkansas]], SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter

UCA Student Government Association

2008-10-18T23:33:24Z

Zinoviev: /* Purpose */

The '''Student Government Association''', SGA, represents the student body at all times and in all circumstances, in areas such as: allocating and administrating student activity funds; advising the administration in regard to student-related policies; cooperating with faculty in determining student obligations and honors; considering all student petitions to SGA; planning and supervising all SGA elections; and approving charters or cancellations of RSOs.

The SGA was created to represent student interests on campus and push for initiatives that are beneficial for the student body. We are here to make sure that students are the number one priority in every decision made at UCA. The Slogan of SGA is: Students First!

The SGA is composed of total of forty senators divided into: "The Executive Board" consisting of a Executive President, Executive Vice-President, Vice-President of Operations, Vice-President of Finance. SGA representation from each class shall be as follows: President, Vice-President, Five (5) Representatives. Additional Members: Five (5) Senators at Large, Three (3) Graduate Senators.

The full Senate meets every Monday at 5 pm in Student Center 215 and all students are invited to attend. This is the time when all the classes and committees come together, under the direction of the Executive Board, to report on goals and projects that are being carried out by the body. Any student can be appointed to a committee.

==History==

Dorothy Long — served 16 years as Senate Advisor

'''Early 40's'''

Most Memorable Events:

* SIC — Student Interest Committee
* 5 members appointed by the President
* (sponsor receptions, dance, teas)
* There was an activity fee, same ratio as now

'''End of 40's'''

Most Memorable Events:

* Students concerned, wanted to start a Senate
* Student Council organized
* Managed activities
* Worked with Royal Rooters closely
* * Issue — Getting Student Center
* Always sponsored pageant, pep rallies, Homecoming, elections
* Retreat at Mt. View, Petit Jean

'''Mid 50's'''

Most Memorable Events:

* Changed Student Council to Student Senate
* Good attendance — weren't allowed to miss
* Dealt with complaints of food, residence hall hours, and dance bands
* Met Monday nights
* Good leadership (mostly Greek in early days)
* Some of the leadership — Art Dunaway, Phil Logan, Jerry Riddle, Sheffield
* Nelson (2 terms), Mark Thomas

1971

President: Jerry Riddle

Most Memorable Events:

* Senators met with Hendrix senators, merge programs
* Bike racks
* Gym hours
* "Chase" concert
* Dorm Awareness Week
* Marquee
* Homecoming Dance
* Senator absences a problem

1972

President: Townsley

Most Memorable Events:

* Served as guides for freshmen orientation
* Wrote resolution to city (Little Rock) barring rock concert
* Poll concerning women's rights (regarding residence hail)
* Stay-On-Campus Weekend
* Motorcycles not allowed on campus
* Black faculty
* Sadie Hawkins Week
* ZZ Top Concert
* Arts Festival
* Cancel afternoon classes in November to vote
* Voted to allow non-senators right to speak

1974-1975

President: Mike Felts

Most Memorable Events:

* Week to achieve "University" status (State College of Arkansas)
* Work with Royal Rooters
* Living conditions of Wingo Hall (for married couples)
* Invited UALR president to speak on their Book Program
* Grading system
* Black faculty
* Tennis courts flooding
* Clocks on campus

1977-1978

President: Michael Jones

Most Memorable Events:

* Most Memorable Events:
* Dances after football games
* Parking meters, ice machines in residence halls
* Canoes
* Space for motorcycles
* Senate radio program each week (15 minutes)
* Requested drawings to update Student Center
* Open Student Center for Sunday
* Books
* Purchase curtains for center
* Speed breakers
* Lighting by Library
* Funding of religious organizations questionable
* Student Affairs gives Senate a Fish Fry
* "Fireball" Concert

1978-1979

President: Kelly Erstine

Most Memorable Events:

* Most Memorable Events:
* Executive meets with President 7:00 A.M. weekly
* Left turn signal at Donaghey and Bruce
* Hire additional workers in residence halls
* Proposal -- not have nine weeks grades sent home
* Bear Football Appreciation Day
* Senate meet in lobby of State Hall
* Questionnaire on residence hall visitation

1979-1980

President: George Platt

Most Memorable Events:

* Proposal for separate entertainment board
* Assisted with SOS program (served as staff)
* Free donuts/coffee during registration
* Purchase a portable stage
* Want to delete organization funding
* Want to print a directory
* Student survey
* Book exchange
* Graduation policy (don't have to attend)
* Human Rights Committee Resolution

1980-1981

President: David Moody

Most Memorable Events:

* Most Memorable Events:
* Basketball goals in parking lots
* Ohio Players Concert
* Dances
* Registration on campus for voters
* Clock for Student Center
* Purchase typewriters
* Button machine
* Daycare Center proposal for students
* Fund Pep Band
* Demerit System
* Organization funding

1981-1982

President: Mike Erwin

Most Memorable Events:

* Blood Drive
* Concert "Air Supply"
* Sponsor ROTC Race
* Miss UCA Pageant
* Hall & Oates
* $2000.00 construction Fitness Trail
* Senator-At-Large a big issue
* Voted one of three advisors-Finance Advisor
* Senate Lounge

1982-1983

President: Tab Townsell

Most Memorable Events:

* Resolution football team move to East side
* Ice machine survey
* Extend Student Center hours
* Allocated money for safe
* Miss UCA Pageant
* Organization funding
* Sponsored forum on tuition, room & board

1983-1984

President: Curtis Barnett

Most Memorable Events:

* $5000.00 to beautify Irby Lawn, passed
* UCA Birthday Party
* University Sing
* Parking Issue
* Commodores Concert
* Fund intramurals -- $1.00 of activity fee (motion failed)
* Lower Summer Senate activity fee from $7.50 to $5.00
* Gerald Ford — Speaker on campus
* Fee distribution an issue

1984-1985

President: Doug Stanley

Most Memorable Events:

* Cancer Society Project
* Review issues of MTV
* President Farris host dinner for senators
* Jeffrey Osborne Concert
* Vortex funding
* University Sing, Air Band
* Change machine
* Allocate $6200.00 intramurals
* Lee Greenwood Concert
* Runway lights purchased

1985-1986

President: Ginny Lyke

Most Memorable Events:

* Organization funding an issue
* Senators Day
* Hours extended in Farris Center
* Senate Column in ECHO weekly
* Extend Library hours
* Stamp machine in Student Center
* Day at the Races
* Printer for Library
* Proposed to redistribute activity fee

1986-1987

President: Carl Young

Most Memorable Events:

* Move Senate offices
* Senate brochure
* Senate questionnaire during registration
* Better lighting proposed
* Ice machines
* Food drive for needy
* Vice President for Administration (McCormack) guest speaker
* Access to Westgate
* Name the streets

1988-1995 History Missing

1996-1997 President: Matt Jordan

Vice President: Ben Claybaker

Treasurer: Erin Burns

Secretary: Carrie Johnson

Most Memorable Events:

* Reduced the number of visitor parking spaces
* Decreased number of parking meter spaces by Christian Cafeteria
* Student Activity Fee — SGA General Funding changed from 85% to 75%
* SGA Operating Budget changed from 10% to 20%
* Purchased computers for Student Activity Center
* Constitution revised and amended by Student Government and the student body
* "State of the University Address" by President Thompson once a semester
* Bus to ASU (carried students to ASU vs UCA game in Jonesboro, AR)
* "Spirit Night"(gave $500 to the most spirited Greek/Non-Greek Group)
* Consideration of hiring 2 Media Relations people to work for SGA
* Letting them write articles for the ECHO, etc. Maybe paying them by giving them a book scholarship
* Vie Snyder Forum-discussion about Clinton's financial aid advisor
* Senator of the Week (wrote an article in the ECHO about SGA)

1997-1998

President: Ben Claybaker

Vice President: Valerie Beavers

Treasurer: Jonathan Ross

Secretary: Sonya Bell

Most Memorable Events:

* Newsletter released 2 times per semester—SGA Insider
* Publication Fee $5.00 per semester implemented
* Director. of University Promotions created
* "SGA TV Program" on Channel 6
* (First) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria
* (ARAMARK). Those students living on campus used their meal plans to eat, and
* SGA covered the costs for all other students, faculty, and staff to eat. Students
* running for a candidacy in the SGA elections had a forum/discussion that day.
* Ida Waldron Sound System
* SGA funded the sound system for Ida Waldron Auditorium in the amount of $10,974.57
* Cafeteria Hours extended Monday through Thursday until 9:00 P.M.
* Library Hours on Sunday opened earlier starting at 1:00 P.M. instead of 2:00 P.M.
* WF/WP Policy (wanted to discard WFIWP and have only W "withdrawn ")
* Installed crosswalk on Farris Street
* Two Buses (carried students to ASU vs. UCA game in Jonesboro, AR)
* Bought 94 tickets for the ASU game
* "Welcome Week"
* Brought in DJ $1500.00 and a "Fitness Fair" $2595.00

1998-1999

President: Doris Clark

Vice President: Jonathan Ross

Vice President of Finance: Ben Claybaker

Vice President of Operations: Desiree Mauppins

Most Memorable Events:

* Stipend of $100.00 given to each senator from SGA General Operating Budget
* "Welcome Week"
* Afrodesia (band) $1800.00
* "SGA Fun Fest" $2600.00
* Put a ban on all Credit Card Distributions from the Student Center
* Goo-Goo Doll Concert (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA. SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment.(Students help to choose what concert to bring to UCA each year.)
* Martin Luther King/Labor Day Observance Days
* SGA wrote a letter to administration and all RSOs requesting their support for these days off from school. No decision was made over this school term.
* Created (Temporary) Transit System at UCA (two drop off points at Main and Mashburn running from 7:50 A.M. to 1:50 P.M.)
* Renovation of the flower beds by Ferguson Chapel by SGA
* Sponsored Blood Drive
* Bear Statue $3000.00
* SGA sponsored Tailgate Party for last home football game
* Withdrawal Policy work continues--See 1997-1998
* Sympathy Letter to be written by the Vice President of SGA to the family of any deceased student, staff, or faculty member of the UCA community
* (Second) "Students First Day"
* There was a cookout on Student Center Square hosted by the Christian Cafeteria (ARAMARK). Those students living on campus used their meal plans to eat, and SGA covered the costs for all other students, faculty, and staff to eat. Students running for a candidacy in the SGA Elections had a forum/discussion that day. Local band provided entertainment.
* SGA was granted licensure for KCON 1230
* SGA purchased buttons for KCON 1230 AM to be distributed to UCA Community
* Discussion of a $4.00 radio fee in addition to SAFA funding to help support KCON 1230 A.M. Survey sent out to students about a $3, $4, or $5 fee for the radio.

1999-2000

President: Heather Harmon

Vice President: Desiree Mauppins

Vice President of Finance: Courtney Sarratt

Vice President of Operations: Taryn Chambers

Most Memorable Events:

* (Temporary) Transit System stopped at UCA. City of Conway doing research on City Transit
* Constitution revised and amended by Student Government and the student body
* Committees were outlined, described, and provided with essential information pertaining to their function
* Set aside $10,000.00 to put a television monitor in 5 buildings (Macastlain, Lewis
* Science Center, Business Burdick Administration, Cafeteria, and Herrin Hall). This money included one monitor, the stand, and wiring to the entire building.
* "End of the Year Report" established and implemented for all classes, committees, and Executive board
* SGA composite picture taken and framed
* Guidelines for Emergency Funding and SAFA were established and implemented.
* Discussion ofmoving the SGA desk area
* Gave away $50.00 gift certificate to an individual who attended 5 soccer and volleyball games
* Discussion of purchasing and hanging banners for the organizations in the Student Center
* Discussion of distribution list to all students from SGA
* Martin Luther King and Labor Day holidays were granted to students with the obligation of making up these two days sometime within the year
* SGA sponsored free pizza for the winner of the downtown pep rally during homecoming week. Purchased tumblers and key chains for homecoming
* SGA won 1999 Homecoming Banner Competition
* Computers were purchased for the SGA offices
* SGA gave 4 computers (after having them repaired) to the Learning Resource Center.
* Painted Election boxes
* Discussion about putting maps around campus
* Discussion about putting phones around campus to call on campus and into residence halls
* Health Service Fee $5.00 per semester passed
* KCON Fee $4.00 per semester passed
* SGA co-sponsored "Super Bowl" party with ARAMARK.
* "Welcome Week" - allocated $3250.00 to fund a presentation by David Coleman
* "Bear Backer Discount Book" began, but not completed
* Destiny's Child (your student activity fee paid for this concert. SGA allocates almost half of its Student Activity Fee Funds to Student Activities Board, which was once the Vice President of Entertainment on SGA ~ SGA decided to branch off the Vice President of Entertainment to form another group to focus on entertainment. Students help to choose what concert to bring to UCA each year.)
* "SGA Fun Day" in conjunction with (Third) "Students First Day"
* 4 inflatable, snow cone booth, and DJ were present for entertainment
* Creation of Victor E. Bear in conjunction with Beth Branscum and her committee

2000-2001

President: Desiree Mauppins

Vice President: Anthony Turner

Vice President of Finance: Eric Thompson

Vice President of Operations: Brandon Hill

Most Memorable Events:

* "Faculty Appreciation Day": $5.00 voucher to eat in Student Center Food Court
* Letters were written and distributed to Administration, Faculty, and Staff welcoming them back to UCA and informing them of the 2000-2001 SGA
* First day back to school in the fall, SGA sponsored a snow cone/karaoke day on Student Center Square.
* Helped with "Purple Power Week" September 4-9, 2000. SGA gave away shirts, cups, etc.
* Purchased purple and white shirts to distribute to freshman during "Welcome Week" and to the UCA Community throughout the school year. It also served as a visibility tool for SGA.
* Name badges purchased for all senators to help the student body identify their class representatives
* Promoted SGA and Elections: stuffed on campus mail boxes, hung fliers in all buildings and residence halls, used table tents in Cafeteria and Student Center Food Court, publicized on KCON 1230 AM, advertised in ECHO, Channel 6, SCTV, promoted it during Welcome Week to all freshman, stuffed all handbooks, had signs visible during fee payment week, and had Victor E. Bear driving around campus on his purple putter holding signs about the elections.
* Advertised BearMail
* SGA encouraged all professors, departments, organizations, and residence halls to use BearMail as a communication tool
* SGA has a BearMail account set up for the purpose of communicating with organizations, administrators, faculty, staff, and students who care to know what is being discussed
* Removed Purple Bear and its white block from Estes Stadium
* Rearranged SGA desk area
* Offices were repainted
* Discussion on changing Registration process
* Discussion on implementing an academic dead day or days
* Discussion on changing the current email with our social security numbers to a friendly name based system
* Discussion on improving recycling program here on UCA campus
* Discussion on restarting a SGA publication to help inform students about what is going on administratively that effects them and knowing that SGA represents their voice and opinions
* Discussion on starting a TV/KCON program by SGA to help inform students

2002-2003

President: Courtney Shearer

Vice-President: Ortavius Wright

VP of Operations: Mandy Maples

VP of Finance: Lindsey Wygal

2003-2004

President: Ortavius Wright

Vice-President: Justin Partee

VP of Operations: Lindsey Eaves

VP of Finance: Chris Walter

2004-2005

President: Chris Walter

Vice-President: Michelle Bridges

VP of Operations: Rudy Ledbetter

VP of Finance: Adam Rose

2005-2006

President: Maximiliano Carranza

Vice-President: Phillip Worley

VP of Operations: Elizabeth Kimble

VP of Finance: Jarred Lee

Most Memorable Events:

* 24 hour study room: SGA worked on establishing a 24 hour study room on campus. After much discussion a place was selected in the Library and both SGA and the President's Office contributed funds to the project. The Lab was schedule to open on Fall 2006.
* Advised the administration to move the track from next to the HPER to the soccer complex to create more parking on campus.
* Expanded the hours of the Food Court and the meal equivalencies that could be used.
* Greek Row
* MPC and SC Expansion
* Financial System – Moved all emergency fund allocations out of full senate and into the finance committee. This freed up much needed space in Senate meeting to talk about student issues.
* Implemented an open forum in each full senate meeting that allows students to come to SGA meeting and voice their concerns.
* Passed a resolution to hire student workers to work in the SGA office and the RSO center.
* Crosswalks
* Worked with the Physical plant to have more Handicap Signs to be placed all over campus.
* AAC
* Reflective Parking Lines
* Purchased a bulletin board to be placed in front of the cafeteria.
* Umbrella Bags – We bought umbrella bags and stands to be placed in high traffic areas to keep the campus clean.
* Clock
* Student Savings Club.
* Survey students on food services on campus.
* Bussed people from Conway to LR for the War Memorial Game.
* HYPE Night
* Bowling Night
* Homecoming Cookout
* Gave out 3,800 shirts
* Lighting Tours
* Bought 1000 tickets for students for D-II playoffs.
* Students First Day.

2006-2007

President: Maximiliano Carranza

Vice-President: Haley Heath

VP of Operations: Lisa Porterfield

VP of Finance: Matt Henry

2007-2008

President: Haley Heath

Vice-President: Nathan "Drew" Aylesworth

VP of Operations: Lisa Porterfield; Drew Williams

VP of Finance: Roby Butler

2008-2009

President: Nathan "Drew" Aylesworth

Vice-President: Cody Rutledge Wilson

VP of Operations: Kellie Cortiana

VP of Finance: Caitlin Porter