22nd Annual Research and Creative Inquiry Forum

Faculty: Terri Hessler, PhD 

This paper looks at my experiences in France and Morocco and how they relate to Muslim culture, immigration, racism, feminism, and the law. By comparing both countries, I explore how Muslim identity is treated differently depending on whether Muslims are the majority or a minority, and how women experience inequality in different ways. In France, especially in Marseille, immigration from North Africa has played a huge role in shaping the culture of the city. Marseille is known as a main entry point for immigrants from countries like Morocco. Because of this, it has a large Muslim population. Even though France promotes equality and secularism, many Muslim immigrants and their children still face racism and discrimination. Muslim identity is often treated as something separate from "French" identity. Laws that ban hijabs in public schools and face coverings in public spaces are said to protect secularism, but they mainly impact Muslim women. These laws can make Muslim women feel targeted and excluded rather than included. In daily life, discrimination can also show up in job opportunities, housing, and how people are treated in public spaces. In Morocco, Islam is the main religion, so Muslim identity is not marginalized in the same way. However, women still face unfair treatment in many areas of life. Even though there have been legal reforms women still often deal with strong social expectations and traditional gender roles. Feminist movements in Morocco are pushing for better protections against violence, more equal rights in marriage and divorce, and more opportunities in education and work. While progress has been made, women can still experience pressure and limitations that affect their independence. In France, Muslim identity is often racialized and regulated by law, especially in immigrant communities like Marseille. In Morocco, the issue is less about religious identity and more about gender inequality within a Muslim-majority society. Looking at both countries helps show how law, culture, and identity are connected and how they shape people’s everyday experiences. 

Faculty: Madeline Sharp 

This project reflects on my study abroad experience through Ohio State’s Office of International Affairs program, Between France and Morocco: Diversity of the Francophone World. The program revolved around the course History 3089 (Colonialism in the Francophone World) and provided the opportunity to investigate the effects of colonialism on the ground between two countries. Over the course of this program, I traveled to Paris, Aix-en-Provence, Marseille, Casablanca, Rabat, and Marrakesh, where I explored how history, culture, language, religion, and identity shape daily life across different regions connected by the French language. The purpose of this project was to gain first-hand exposure to global perspectives, develop intercultural awareness, and better understand how colonial history and cultural traditions continue to influence modern societies. In France, I observed the role of secularism, immigration, and cultural integration within a European context. Visiting major cities allowed me to see how diverse communities coexist and how history continues to influence social dynamics today. Museums, mosques, cathedrals, historical landmarks, and guided tours provided insight into France’s political and cultural evolution, while everyday interactions revealed how multiculturalism shapes contemporary French identity. These experiences encouraged me to reflect on the challenges and opportunities that arise in diverse societies. In Morocco, the experience was especially meaningful due to the strong presence of Islamic culture, tradition, and hospitality. Visiting mosques, medinas, and historical sites in Casablanca, Rabat, and Marrakesh allowed me to see how religion, history, and daily life are deeply interconnected. I gained a greater understanding of the lasting impact of French colonialism and how Moroccan society has blended traditional values with modern development. Interacting with local residents and students offered valuable insight into the importance of family, faith, and community. One of the most impactful aspects of this experience was recognizing how language serves as both a bridge and a boundary between cultures. While French provided a shared means of communication, cultural expectations, social norms, and lived experiences differed significantly across locations. This highlighted the importance of adaptability, cultural sensitivity, and open-mindedness when navigating unfamiliar environments. Beyond academic learning, this program contributed significantly to my personal growth. Traveling independently, adapting to new environments, and communicating across cultural barriers strengthened my confidence, resilience, and sense of independence. The experience challenged me to step outside my comfort zone, reevaluate my assumptions, and develop a deeper appreciation for global diversity. Overall, this study abroad project broadened my worldview and strengthened my understanding of global interconnectedness. By experiencing multiple cultures firsthand, I gained valuable perspectives that will continue to influence my academic, professional, and personal journey. 

Faculty: Lucille Toth, PhD 

This project explores my two-week Global May Paris study abroad experience, a program designed to introduce student students to French history through immersive, place-based learning. Over the course of this program, I engaged in a GE-credit history course while visiting some of Paris’s most iconic cultural and historical sites, including Notre Dame, Saint Chappelle and the Eiffel Tower. These visits allowed me to connect classroom concepts in real locations, deepening my understanding of France and the way its traditions continue to shape modern society. Beyond the academic component, the experiences brought in my global perspective by exposing me to new cultural norms, daily routines, and ways of thinking. Living and learning in Paris encouraged me to step outside my comfort zone, adapt to an unfamiliar environment and develop a strong sense of cultural awareness. This program also helped me build meaningful relationships with fellow students, many of whom became close friends through shared experiences, challenges and discoveries. Professionally, the program strengthened my résumé by demonstrating my ability to engage in international learning, collaborate across cultures and approach problems with a more global mindset. Personally, it helped me grow more confident, independent and open-minded. This project highlights how a short-term study abroad experience can create a long-lasting academic, social and professional benefit, ultimately shaping the way the way that students understand the world and their place within it. 

Faculty: Lucille Toth, PhD 

Within Global Citizenship course led by Professor Toth, we found COIL (Collaborative Online International Learning) to be an enlightening experience that crossed the bounds of a traditional class setting. We met with students from Mexico one day a week for seven weeks through Zoom during the class period. This practice builds individual strengths that are not gained from solely relying on active recall and attending lectures. Learning from this experience requires jumping into the experience firsthand while integrating oneself in such an educational setting, alongside allowing mistakes to be made in an appropriate manner. Students are able to come into the class inexperienced on intercultural competence and leave well-informed and educated on how to teach and learn from others about cultures without creating a negative or restrictive environment. As a group, we took this lesson into consideration and took our COIL members' perspectives into consideration by adjusting our language and timeliness in order to find a middle ground that accommodated our time zone difference. This was an incredible opportunity offered to us to make connections and form a genuine friendship that would have otherwise been unrealistic to achieve and maintain. Furthermore, understanding the difference of calling in versus calling out was a lesson that specifically targeted how to grow in the intercultural continuum, a bridge that demonstrates how an individual grows from a monocultural mindset into a more intercultural mindset through five consecutive stages. In particular, Carly comes from a small high school with a graduating class of 130 students, and found that she was able to submerge herself in an authentic environment that taught her how to learn about other cultures in a mindful and respectful manner. Moreover, we used language to bond through Gen-Z slang and jokes, specifically when Vinny brought up the terms “67†and “woke†during conversation. Jordan has demonstrated growth from her initial mindset of minimization, fostered in a suburban hometown with a low-diversity background, to her acceptance mindset she finished the class with. Essentially, this course and experience reinforced how advantageous it is for multicultural individuals to grow personal connections. Ultimately, COIL showed us what it means to be more than a regular student; how to exceed beyond geographical limitations and enhance our communication skills, cognitive abilities, intercultural competence, and practice multicultural values. 

Faculty: Andrew Roberts, PhD andMacy Ward

The engineering technology classes and projects at The Ohio State University at Newark cover many topics within manufacturing. I will be presenting my reflection on these classes and their connection to industry through my co-op with Pinnacle Metal Products. The classes I will be discussing include: Manufacturing Processes (Engrtech 1500 & 2500), where I learned about raw stock to final product processes and CNC machining; Intro to Robotics (Engrtec 2200), which covers the basics of robotics programming and usage in industry; and Engineering Graphics (Engrtech 1600), where necessary drawing softwares such as autocad are learned. I worked on milling and lathe machines in manufacturing processes to shape metals into a final product. I will show images of some of the basic projects, such as a card holder and spinning top, and link it to the cutting of material that occurs at Pinnacle to make structural base plates. CNC machines are used at Pinnacle to cut out these plates, and while the machines are different to the machines in manufacturing processes, the code they run on is the same. The designs that are produced in the structural steel industry vary widely depending on the building. So, unlike more typical manufacturing centers where the same product is mass produced, you would think that there wouldn't be much room for robotics. But it is the case that robotics is playing an increasing role in making the production of these parts more efficient. I will show images and videos of the robots used at Pinnacle and connect them to the intro to robotics course, showing how it is an important course that covers the foundation of these robots. Engineering graphics teaches students how to make drawings in the software Autocad. Drawings are the baseline of any product or project. They are important in every industry, with every industry having their own standard. While it is impossible to cover the unique standards of every industry, it is important that students know the basics of how to make drawings so that they can adapt to the industry that they are in. I will use some drawing from Pinnacle and point out the similarities and differences to the classwork that was completed. Finally, I will close with a simple 3D printing project I completed for Dr. J Andrew Roberts. This is where I put the skills I learned to use to edit and produce a flask holder for the chemistry department.

Faculty: Adrian Rodgers 

As Education majors we observe teachers in their classrooms. In our first field experience, we developed and completed a service learning project for the students and the school we visited. The first project was the VIP racetrack. The goal of that project was to get students on their best behavior and to get them to encourage each other to do the same. At the end of class, the teacher would pick a student to be the VIP, and they got to move their race car along the track. Once all the kids reached the end, they were rewarded with an ice cream party to celebrate their hard work. The second project was the Kindness Chain. The goal was to spread kindness and create a positive community and inspire friendships. The kids would write down kind things others did on little slips of paper, which were then put together into a big chain demonstrating the impacts of kindness. Both projects aimed to improve an already thriving classroom and leave our mark on the kids/school we connected with. 

Faculty: Mike Mangus, PhD 

My speech will be about my time interning at Dawes Arboretum at the Daweswood House as a docent. This opportunity came from talking to my history professor about my goals for my own historical journey. I talk about how this opportunity come to me, how the experience was, what it taught me and how that experience has helped me now, as I prepare to graduate and navigate the working world. This experience came from the classroom and this internship.