Month: April 2026

Hello, my name is Isaiah Otey, an undergraduate student at Southern Illinois University Edwardsville. My academic course of study is a major in International Studies and a minor in Business; Beyond academics, I am passionate about photography, drawing, and emotionally expressive art, which reflect my long-term interest in design.

One key experience I have had so far in my time at SIUE is having the opportunity to work with a group of colleagues on a project with a shared objective. It has been a very rewarding process that helped me develop my collaborative and communication skills. What I have learned from this is that there is multiple ways to a approach a single problem and often times it is good to have a group that works on different aspects of that problem to better achieve the desired result

In the future, I aim to build a career that will combine the skills gained during my continued college education and future work experience in the field of consulting to start my own interior design firm; In order to see that through, I plan to gain professional experience after graduate school, travel, and continue to develop my artistic portfolio. Eventually I will apply to the School of the Art Institute of Chicago to pursue a Bachelor of Fine Arts (BFA) in Studio with a combined focus of Architecture / Interior Architecture and Painting and Drawing. and the role of technology in improving efficiency and innovation. Through my coursework and collaborative work in CODES, I have developed skills in research, communication, and teamwork, while learning the importance of adaptability and meeting meaningful goals under pressure.

Isaiah Otey (Me)

For my EMPLACE contribution, I am creating a podcast designed to communicate the purpose and importance of our project in a way that is accessible to a wide audience. When I think about who I want my podcast to reach, I do not imagine a narrow or purely academic group. While students on campus are an important audience, I want the message to be understandable and meaningful to anyone who may encounter it. A podcast has the ability to travel beyond the classroom, which means I have a responsibility to make the content clear, inclusive, and engaging.

Students are a significant audience because they are often still forming their habits, perspectives, and awareness about larger issues. Many are learning how to think critically and make independent decisions. Through the podcast, I want to help them understand not only what the workshop is about, but why it matters and how it connects to their own experiences. Because podcasts rely on voice rather than visuals, I must be especially intentional about tone, pacing, and clarity. If I use complex terms or research-based language, I need to slow down and explain those ideas in a way that does not feel overwhelming.

At the same time, I recognize that other stakeholders may listen. Professors, campus leaders, and even community members could hear the podcast. Their perspectives shape how I approach the structure and depth of my content. I need to clearly explain the reasoning behind the workshop, the ideas that support it, and the thought process behind our planning. In audio form, organization becomes even more important because listeners cannot reread a sentence if they miss something. This pushes me to carefully structure my points so they build logically and are easy to follow.

Most importantly, I think about the individuals who are directly impacted by the issue our workshop addresses. They are not just part of the audience—they are the reason the conversation exists. That awareness influences my word choice and the level of care I bring to the discussion. My goal is not simply to promote an event, but to contribute to understanding and encourage meaningful reflection.