Agnes Scott The Magazine, Spring/Summer 2022

INSIDE THIS ISSUE: Celebrating the leadership legacy of Elizabeth Daniel Holder ’82

SPRING/SUMMER ’22

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volume 97, number 1 Vice President for Communications and Marketing: Danita Knight Writers: Lea Agnew, Karina Antenucci, Sara Baxter, Maisha Era ’19, Adrienne S. Harris, Lane Porter ’22, David Terraso, Dan Watson Designer: Lee Thompson Photographers: Hagy Photography and Audra Melton unless otherwise noted Mission: Agnes Scott College educates women to think deeply, live honorably and engage the intellectual and social challenges of their times. © 2022 Agnes Scott College. Published for alumnae and friends twice a year by the Office of Communications and Marketing, Agnes Scott College, 141 E. College Ave., Decatur, GA 30030-3770.

The content of the magazine reflects the opinions of the writers and not the viewpoints of the college, its trustees or the administration.

Nondiscrimination policy: Agnes Scott College does not discriminate on the basis of race, color, national origin, religion, sexual orientation, gender identity, gender expression, age or disability in the recruitment and admission of any student.

For the full policy, visit agnesscott.edu/ nondiscrimination-policy.html.

Change of address: By mail to Office of Advancement Services, Agnes Scott College, 141 E. College Ave., Decatur, GA 30030-3770; by telephone, 404.471.6472; or by email to alumnae@agnesscott.edu.

Email: info@agnesscott.edu Website: agnesscott.edu Photo: 2021 Senior Investiture Parade

@agnesscottcollege @agnesscottcollege @agnesscott Agnes Scott College

Photo by Kyle Hess

AGNES SCOTT

FOREVER

Did you know that... tuition endowment earnings and other revenue do not cover the full cost of an Agnes Scott education? That is why when you contribute to The Fund for Agnes Scott, you support every student, faculty member, staff member and program on campus.

Gifts to the annual fund fill the gap and help ensure the continued excellence and accessibility of an Agnes Scott education for another 132 years.

MAKE YOUR GIFT TODAY give.agnesscott.edu

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4 Signature Christine Franzel Markwalter ’13 discusses how a supportive, student-centered environment at Agnes Scott fosters a genuine sense of belonging in the sciences.

5 Main News Agnes Scott celebrates being ranked the Nation’s #1 Most Innovative Liberal Arts Institution for the fourth consecutive year, establishes a partnership with WNBA team the Atlanta Dream, hosts the Chinese Economists Society’s annual conference, welcomes two new chairs to its COVID-19 Task Force, names new leadership to its Board of Trustees, receives a STARS Gold Rating, introduces a new dining concept and celebrates the naming of a MacArthur Fellow.

12 Providing a Path to Career Success Through its graduate and post-baccalaureate programs, Agnes Scott can help students meet their professional goals in health sciences.

Her Legacy Shines On We pay tribute to professor Kamilah Aisha Moon, who passed away in September 2021.

16 Faculty Focus Katherine Smith brings her love and knowledge of art history to the classroom, while Viniece Jennings helps students see the connection between the environment, social justice and health.

18 Celebrating the Legacy of Elizabeth Daniel Holder ’82 Holder steps down from the Board of Trustees after 13 years of leadership and guiding the college through significant moments of change.

22 Embracing the Joy of Giving Back Jennifer Barnes ’87 finds a way to help her community during the pandemic.

24 Telling Stories That Matter Shriya Bhattacharya ’18 found her voice at Agnes Scott College and is now using it as a journalist.

26 Bench Dedication— Edna Lowe Swift Agnes Scott pays tribute to the college’s first Black graduate.

28 Building a Community of Future Scientists Students in STEM majors have an opportunity to learn, grow and thrive in a supportive and collaborative community.

34 Alums Breaking Barriers in Science Careers After graduating from Agnes Scott with degrees in the sciences, these alums went on to make their marks in the field.

38 Setting Scotties up for Success Agnes Scott’s Office of Internship and Career Development is introducing new initiatives to promote student success after graduation.

40 Building a Better World: Women and Climate Justice The second annual Women’s Global Leadership Conference brought together experts, institutional leaders, business organizations and grassroots activists to discuss one of the most pressing issues facing the world today.

44 Giving Highlights Agnes Scott’s new Center for Career Discovery and Professional Success finds a home in Main Hall, The Fund for Agnes Scott has a recordbreaking fundraising year and the college names an Interim Vice President for College Advancement.

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A Sense of Belonging Starts Here At the start of my senior year at Agnes Scott, Dr. Lili Harvey asked about my summer. She, along with other faculty in the chemistry department, had helped me obtain a summer research position in a government laboratory and was eager to hear about my experience. With a quiver in my voice, I told her, “I don’t think I’m cut out to be a chemist anymore.”

I knew this news would be disappointing. Over several years, Dr. Harvey supported my dream of a career in chemical research, welcoming me into her laboratory for an independent study and guiding me toward resources and opportunities that fit my interests. With care and concern in her eyes, she asked me to explain.

The story, honestly, remains embarrassing. I was performing a reaction in the laboratory that required slowly introducing a chemical into a flask using a syringe.

While setting up, I grazed my thumb with a freshly opened syringe needle, instantly triggering my (secret) needle phobia. I fainted and woke up on the cold laboratory floor surrounded by government scientists.

How could I possibly become a chemist if I couldn’t perform a simple reaction?

Dr. Harvey smiled and said she understood what I was feeling. She told me about her own experiences facing and overcoming fears in the lab. She encouraged me to continue pursuing my goal and apply to graduate school.

While this conversation may seem unremarkable—silly, even—I frequently think about the impact it had on my career. I was ready to give up, but Dr. Harvey listened to my worries and encouraged me when I needed it most, as a true mentor.

This kind of mentorship, common to the Agnes Scott experience, makes it a special place to become a scientist.

Yes, ASC provides a comprehensive and rigorous education in the sciences. From introductory to advanced courses, the material is relevant and up-todate, providing the foundational knowledge and laboratory techniques for students to go on to successful scientific careers. But what truly sets Agnes Scott apart is the supportive, student-centered environment that fosters a genuine sense of belonging in the sciences.

Outside the classroom, professors take on formal and informal mentoring roles, checking in with students on their coursework and career goals. Faculty and staff help students identify opportunities in line with their goals, empowering them to pursue their own interests. In the classroom, faculty care deeply that all students can access and learn challenging material, intentionally selecting

pedagogical techniques proven to promote welcoming and inclusive environments for diverse learning styles.

Agnes Scott also fosters a strong community among students in the sciences. The Resource Center for Math and Science offers peer mentoring, tutoring and studentled course-specific workshops. I have fond memories of learning from my friends and classmates, relishing in the camaraderie that stems from working together to answer stimulating scientific questions and thinking about those questions in the context of the social, cultural and intellectual challenges of our times.

Over the course of the COVID-19 pandemic, we’ve seen how such scientific questions can impact individual lives in a dramatic fashion. Basic scientists laid the groundwork for vaccines to be developed, tested and approved in record time. Genomic epidemiologists alert us to new variants, and translational scientists and public health experts bring these innovations directly to the public.

However, we’ve also seen inequities in the distribution and benefits of these scientific advances. Black, indigenous and people of color (BIPOC) are more likely to die from COVID-19 than other groups. Global and local inequities in health care infrastructure and vaccine distribution have led to continued disease transmission and devastating loss.

In parallel, women, trans and nonbinary people and BIPOC continue to be underrepresented in science and research-related professions. These gaps result from implicit and explicit systemic bias, which leads to feeling unseen, unheard and unsupported. Experts agree that a scientific workforce and culture supportive of women, trans and nonbinary people and BIPOC would not only lead to greater overall creativity and excellence in science but also bring more attention to addressing the needs and problems facing minorities and underserved communities.

Agnes Scott is a place where students can feel seen, heard and supported—a place of belonging—in the sciences. It’s a place where students can walk into a science classroom or laboratory and feel community with peers and faculty and where mentors inspire and encourage, even in passing conversations.

— Christine Franzel Markwalter ’13

Christine Franzel Markwalter ’13 is a postdoctoral scientist at Duke University studying malaria genomic epidemiology to help understand, control and, ultimately, interrupt malaria transmission. Markwalter earned her bachelor’s degree in chemistry and mathematics at Agnes Scott and her Ph.D. in chemistry from Vanderbilt University. When she’s not in the lab, she enjoys family hikes and bike rides with her husband, Daniel, and daughter, Ellis.

main news Agnes Scott College Ranked Nation’s #1 Most Innovative Liberal Arts Institution for Fourth Consecutive Year For the fourth consecutive year, Agnes Scott College has been ranked as the nation’s #1 Most Innovative Liberal Arts College in U.S. News & World Report Best Colleges’ rankings. Among U.S. liberal arts colleges, Agnes Scott also ranked #2 for Best Undergraduate Teaching and #6 for Social Mobility. The college also maintained its #1 spot for First-Year Experiences and rose to #2 for Learning Communities, both among all U.S. higher education institutions.

“Agnes Scott continues to be a trailblazer and thought leader in liberal arts education as an institution committed to creating a vibrant and inclusive intellectual community that supports students from first-year orientation through commencement and beyond,” says Leocadia I. Zak, president of Agnes Scott. “We are honored to be recognized as a top institution by U.S. News & World Report and thrilled that our reputation continues to grow around the nation.”

The U.S. News & World Report Best Colleges’ rankings are an important tool as students and their families begin to research their higher education options. More than 1,400 schools were ranked on 17 measures of academic quality, including: graduation and retention rates, social mobility, faculty resources, financial resources per student and average alumni giving rate. Data is collected each spring and summer directly from the schools, while a peer assessment survey distributed to college and university leadership collects additional information to calculate undergraduate academic reputation.

Founded in 1889, today’s Agnes Scott represents a diverse, progressive community laser-focused on leadership

development, global learning and professional success. More than 60% of the student body represents communities of color, with 33% being African American and 15% being Hispanic. More than 40% are Pell Grant eligible and 32% are first-generation college students, both indicators of socioeconomic diversity and opportunities for social mobility. Agnes Scott’s first-year global immersion experience, an integrated digital literacy focus and ongoing career exposure opportunities are among curriculum highlights at the college that drive positive student experiences and professional success.

“The programs and curriculum at Agnes Scott represent a very modern approach to liberal arts education that provides opportunities for our students to grow into social, political and economic game changers,” notes Zak. “I can’t wait to see the next generation of scientists, elected officials, advocates, entrepreneurs and more who emerge from our classrooms.”

To learn more about Agnes Scott and its holistic approach to liberal arts education, click here. For the full list of rankings along with details about the measurement process, visit the U.S. News & World Report website.

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A Dream Partnership Since the onset of the COVID-19 pandemic, Agnes Scott College has continued to foster relationships with nonprofit and corporate partners, building bridges that connect the college to the wider metro Atlanta community. One of these partnerships is with the Atlanta Dream, the WNBA professional basketball team based in the city. Agnes Scott was first introduced to the Atlanta Dream by Vice President for Communications and Marketing Danita Knight, one of the Dream’s original season ticket holders, and the college has supported the team over the years with student outings to home games.

This support deepened in June 2020 when the Atlanta Dream needed a short-term practice facility during the height of the pandemic when the basketball season’s start was postponed. Before entering the WNBA’s quarantine bubble, or “Wubble,” at IMG Academy in Bradenton, Florida, the team signed a short-term facility use agreement with Agnes Scott to practice at the college’s athletic facilities.

When the WNBA’s 2021 season return was announced, Agnes Scott and the Atlanta Dream entered into a new agreement, cementing the partnership and extending it beyond the typical tenant-facility renter relationship. The college’s Woodruff Physical Activities Building became the official practice facility for the Atlanta Dream during the WNBA’s season, and this partnership also included new equipment that upgraded the weight room, tickets for students to attend games, joint community appearances and collaboration on 2021-22 voter registration mobilization efforts.

“Agnes Scott proved to be an incredible partner for us in 2021, providing a great location and resources for our team of professional female athletes. The institution’s continued commitment to empowering women to grow and compete closely aligns with the values of the Dream, and we were proud to be a partner of Agnes

The WNBA’s Atlanta Dream at practice during their training camp held at Agnes Scott College.

Photo courtesy of the Atlanta Dream.

Scott through the 2021 WNBA season,” says Darius Taylor, Atlanta Dream’s assistant general manager.

“Agnes Scott Athletics is committed to making sure women’s sports thrive post-pandemic at all levels. I view our relationship with the Dream as an opportunity for both organizations to support each other, as we have similar missions to build championship programs that inspire and empower others,” says Markesha McWilliams Henderson, Agnes Scott’s director of athletics and physical education.

The bond Agnes Scott Athletics has built with the Atlanta Dream is based on more than just women’s sports. The Atlanta Dream, with its name inspired by Martin Luther King Jr.’s famous speech, shares the college’s commitment to social justice. Since its founding in 2008, the team has been highly active in the Atlanta community, supporting a number of philanthropic causes and social issues, and was awarded the 2021 Sports Humanitarian

Team of the Year at ESPN’s Sports Humanitarian Awards.

As the Atlanta Dream embarks upon a new era with new leadership, Agnes Scott is looking forward to conversations on continuing the successful partnership with the team in 2022.

The Agnes Scott Athletics staff hosted the new Atlanta Dream leadership in November 2021 for a tour of the facility.

From left, Atlanta Dream Assistant General Manager Darius Taylor, Director of Athletics Markesha Henderson, Atlanta Dream Head Coach Tanisha Wright, Assistant Athletic Director Camara Jenkins, Associate Athletic Director Shinade Ramirez and Atlanta Dream General Manager Dan Padover.

Agnes Scott Hosts Chinese Economists Society Conference In a normal pre-pandemic world, members of the Chinese Economists Society would have descended upon Atlanta last June for its annual conference, which was hosted by Agnes Scott College. Instead, the conference, titled “Public Policy and Economic Behavior: China and the World Amidst a Global Pandemic,” took place entirely over Zoom.

One of the people instrumental in making that happen was Li Qi, professor of economics at Agnes Scott and the 2020-2021 president of the Chinese Economists Society, which was created in 1985 by a group of Chinese graduate students who were studying economics and business administration in the United States.

To promote scholarly exchanges among its members, the Society holds an annual conference, with its current president serving as host. Because the international economists could not meet in person, Qi had to rely upon Zoom to bring the conference to attendees. That meant coordinating keynote speakers, organizing 62 parallel sessions for 260 conference participants and dealing with a 12-hour time difference between Atlanta and China.

Qi says she received invaluable tech support from Agnes Scott faculty, staff and students.

“With the help of the Information Technology Services staff, the students put their digital training to use and it made such a difference,” notes Qi. “They built a social media account, they coordinated the copywriting and editing of all the content and made it to link to mobile devices. They also coordinated all the Zoom sessions, stepped in as moderators as necessary and handled technical problems as they arose.”

Peyton Capehart ’21 helped with creating presentations, ensuring everything looked presentable and problem solving as necessary. She also hosted training sessions for the professors and student volunteers. She says she learned a lot about Zoom.

“Zoom caps breakout sessions at 20, which caused us to have to use multiple Zoom accounts,” Capehart says. “It was also a challenge to get a U.S.-based platform to work in China, especially getting updates through the firewall.”

Jiamin Li ’22 also provided technical support, including posting on social media and running some of the sessions.

She thinks doing an online conference has implications for the future.

“Having it online gave opportunities to Chinese universities in remote areas that usually couldn’t participate,” she says. “The conference also provided a platform for job seekers and universities to get to know each other and advocate for themselves. We can learn from this model to find opportunities like this in the future.”

Qi also thinks hosting the conference was beneficial to Agnes Scott.

“Events like this will increase the visibility of the college to international students and academics and also help educate our audiences on the benefits of a liberal arts college,” says Qi.

The 2021 virtual Chinese Economists Society conference convened more than 260 participants from around the world.

Task Force Leaders Work To Ensure a Healthy Campus Since fall 2021, the two new chairs of Agnes Scott College’s COVID-19 Task Force have continued to lead the group’s charge of ensuring a healthy, safe campus environment.

Marti Fessenden, interim vice president for student affairs and dean of students, and Scott Randazza, interim vice president for business and finance, have filled the roles leading the nine-member committee since September.

Under new leadership, the COVID-19 Task Force set a goal to communicate to the college community with developments or

other pertinent information on a weekly basis through the college’s digital platforms.

Other new members joining the task force this fall were Bridget Roosa, professor of dance; Elizabeth Egan-Henry, assistant director of graduate and extended programs; Tomiko Jenkins, senior associate dean of students; and Bobby Northern, director of people and culture.

The college thanks former vice presidents Karen Goff and Ken England for guiding the task force through the last year.

Left, Scott Randazza, interim vice president for business and finance. Right, Marti Fessenden, interim vice president for student affairs and dean of students.

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Agnes Scott Names Chair and Members to Board of Trustees In July 2021, Elizabeth H. Noe ’86 succeeded Elizabeth Daniel Holder ’82 as chairperson. Holder’s 13-year tenure on the Board of Trustees included serving the past five years as chair. Under her leadership, the board received the John W. Nason Award for Board Leadership, appointed Leocadia I. Zak as the college’s ninth president, navigated a global pandemic and, most recently, affirmed a new strategic plan that will provide direction for the college over the next five years.

Noe, a 1986 Phi Beta Kappa graduate of the college, has served on the Board of Trustees for seven years, during which time she chaired the Governance Committee and co-chaired the Presidential Search Committee. She recently retired as a partner with the international law firm Paul Hastings LLP, where she served as the chair of the Global Corporate Department for 10 years.

Noe led an active transactional legal practice concentrated in securities and corporate finance matters, mergers and acquisitions, and corporate governance. A graduate of Leadership Atlanta, she served on the Atlanta Women’s Foundation board from 2008 to 2014 and is currently a member of the board of directors of the International Women’s Forum Georgia. Noe is also a member of the Board of Trustees of Lexington Realty Trust, a New York Stock Exchange-traded

industrial REIT. Included among Georgia’s Super Lawyers, Noe has been recognized as a leading lawyer for Corporate/M&A in Chambers USA: America’s Leading Lawyers for Business (2006-2019) and for M&A in The Legal 500 US (2012). She earned her J.D. from the University of Virginia School of Law, where she was a member of Order of the Coif.

“I am honored to have been elected to succeed Beth Holder and look forward to working more closely with President Zak and the college’s leadership team to build greater awareness of Agnes Scott and the life-changing experience that it provides for our students through SUMMIT. I am deeply committed to the college’s mission and to empowering women for success,” says Noe. The board also welcomed new members, whose four-year terms began July 1. Lewis Galloway recently retired after 14 years as senior pastor of Second Presbyterian Church in Indianapolis and now serves as interim pastor of First Presbyterian Church in Spartanburg, South Carolina. Earlier, he served churches in North Carolina, South Carolina and Virginia. He has been actively involved in racial reconciliation and campus ministries, social justice and homeless initiatives. He has served as president of the South Carolina

Council of Churches and the Cooperative Ministry, as chair of the Mayor’s Task Force on Homelessness and as a trustee of Union Presbyterian Seminary and Davidson College. He is currently on the board of the Montreat Conference Center and is a graduate of Davidson College and Union Presbyterian Seminary in Richmond, Virgina.

Parmeet Grover is the senior partner and managing director for Boston Consulting Group in Atlanta, where he works with Fortune 500 and governmental clients in North America, Europe and Asia on strategy, marketing, and sales and operational transformation. Before joining Boston Consulting Group, Grover was an executive at Michelin, leading its global marketing strategy, and previously spent 11 years as a partner at McKinsey & Company.

His commitment to bettering the Atlanta community has led to leadership roles in growing Tech Square, venture capital and other elements of the city’s entrepreneurial ecosystem. He serves on the Advisory Board at the Georgia Institute of Technology and as an Emeritus Advisory Board member for Georgia Tech’s School of Materials Science and Engineering.

He holds an M.S. and Ph.D. in materials science and engineering from Georgia Tech.

Elizabeth H. Noe ’86

Mary-Crawford Taylor

Parmeet Grover

Erica Stiff-Coopwood ’98 is an active community volunteer in Memphis, Tennessee, where she recently completed her term as president of the Junior League of Memphis, the chapter’s first Black woman to serve in this role. Before relocating to Memphis, she practiced law in Nashville, Tennessee, as an employment defense litigator with Constangy, Brooks and Smith, and then as a business attorney for Bone McAllester Norton and also clerked for the Tennessee Supreme Court.

She serves as a board member for The Children’s Foundation of Memphis and The Community Foundation of Greater Memphis and as a trustee of the Hutchison School for Girls. A graduate of Agnes Scott, Stiff-Coopwood served as president of the college’s Honor Court and earned a B.A. in psychology. She holds a J.D. and a business certificate from Vanderbilt University.

Mary-Crawford Taylor is head of industry consulting at Truist Bank. Taylor has held various sales, leadership and consulting roles in Commercial Banking, Corporate Banking and Investment Banking At SunTrust, now Truist, over the past two decades. She led strategy, products and capabilities for Not-For-Profit Banking and Government Banking and oversaw multiple efforts that enabled heritage SunTrust to meet clients’ evolving

needs, optimize the bank’s balance sheet and achieve shareholder objectives. In addition, she led the formation of STI Institutional and Government Inc., a bank subsidiary through which tax-exempt loans are processed. Previously, Taylor was a director at SunTrust Robinson Humphrey, advising clients in risk management. An active volunteer at Northside United Methodist Church and The Lovett School in Atlanta, she holds a B.A. from Vanderbilt University in economics with a concentration in business.

“I am looking forward to working with Elizabeth and these newly elected trustees as, together, we implement Pathway to Success, our new strategic plan, which focuses on providing a transformative education that prepares our students for professional success,” says Agnes Scott President Leocadia I. Zak. Along with Holder, trustees ending active service on the board as of June 30 are Margaret D. McCray-Finke ’89 of Denver, Colorado; Mary Lou C. Hawkes ’65 of Manchester by the Sea, Massachusetts; Elizabeth Rhett Jones ’73 of Atlanta; Elizabeth McGregor Simmons ’84 of Summerville, South Carolina; and John R. Swallow of Kenosha, Wisconsin. This year’s new board members will be announced in July.

Erica Stiff-Coopwood ’98

Lewis Galloway

Agnes Scott Receives the Sustainability Tracking, Assessment & Rating System Gold Rating The Center for Sustainability is excited to announce that Agnes Scott College has achieved a STARS Gold Rating in recognition of our sustainability achievements from the Association for the Advancement of Sustainability in Higher Education.

STARS measures and encourages sustainability in all aspects of higher education.

Our principal focus has been on climate change and carbon neutrality since the inception of Agnes Scott’s sustainability program. All policies and programs implemented by the Center for Sustainability are driven by reducing the college’s carbon footprint. To date, we have reduced our Scope 1 and 2 emissions by 40% and are on track to reach a 50% reduction by 2022 and carbon neutrality by 2037. We are incredibly proud to see these accomplishments reflected throughout our current STARS report.

STARS measures environmental sustainability and takes into account programs and policies on campus to promote economic and social sustainability.

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Dining Redefined Welcoming a food hall concept, the recent renovation of the Letitia Pate Evans Dining Hall made the start of the fall 2021 semester more appetizing than ever.

“It had been many years since the dining hall last had a significant change, and it was important to us that we provided the Scotties with something fresh and new after such a long time away from campus,” says Adam Summer, district manager of Aramark Higher Education, who helped create a vision for the operational changes to support an enhanced dining experience based on recent guest feedback.

The Agnes Scott College dining team routinely gathers feedback from the campus community through the Voice of the Consumer online feedback tool, meetings with student government and daily interactions with student leaders. Summer worked closely with the college’s Division of Business and Finance on the final details of

the design work and project schedule, as well as the Aramark Brand Solutions team and local contractors to develop a timeline to complete the work prior to the opening of the fall term.

“We are always seeking ways to enhance the dining experience for our students. As culinary trends and the restaurant industry evolve, we work hard to align trends with changes in our campus dining program,” Summer says.

Agnes Scott is now one of only two higher education facilities in the Southeast to feature The Dish, a food hall concept by Aramark.

“This is Aramark’s newest collection of flexible residential concepts and programs that ensures quality ingredients, healthy options, convenient offerings and personalized experiences for each of our students,” explains Summer.

This new dining format puts a focus on small-batch cooking and incorporating a variety of local and global flavors through eight restaurant concepts, including Iron Skillet, Sweet Pickles, Global Kitchen, Under the Hood, Root, La Trattoria and Greens & Grains, which all have their own unique looks and authentic menus.

“The improvements have elevated both the cosmetic look and feel of the space and added a culinary focus to the menu design and recipe execution,” Summer notes.

Like last year, the dining hall continues to be completely cashless. Meal plans loaded onto students’ Agnes Scott ID cards as well as credit and debit card transactions are accepted at all locations.

The responses to the new dining experience from the community have been positive as Aramark continues to deliver great service and meals.

Jordan Casteel ’11 Named a MacArthur Fellow

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Last fall, Jordan Casteel ’11 was named a 2021 MacArthur Fellow.

She is the first graduate in Agnes Scott College’s history to receive the award. Announced each year by the MacArthur Foundation, the MacArthur Fellowship is a $625,000 “no strings attached” stipend given to extraordinarily talented individuals who have demonstrated outstanding creativity in their work. The award is paid out in quarterly installments over five years, and recipients may use it to further whatever their interests are.

After earning a degree in studio art at Agnes Scott, Casteel went on to receive her MFA in painting and printmaking from Yale School of Art in 2014. She is currently an associate professor of arts, culture and media at the Rutgers University School of Arts & Sciences-Newark.

Casteel is one of the most acclaimed emerging artists working today. She was selected as one of Forbes’ 2019 “30 under 30” and has exhibited extensively at major institutions worldwide. Her work has been featured in prominent publications, including The New York Times, Vogue and The New Yorker. Casteel also received Agnes Scott’s 2021 Outstanding Young Alumna award and served as one of the college’s 2019 commencement speakers. Her painting “mother” is in Agnes Scott’s permanent collection and hangs in the reception area of the Office of the Vice President for Academic Affairs on the first floor of Buttrick Hall.

View the MacArthur Foundation video featuring Casteel discussing her work. macfound.org/fellows/ class-of-2021/jordan-casteel

Photo courtesy of the John D. and Catherine T. MacArthur Foundation

A Campaign for a Stronger Agnes Scott

MAIN STILL NEEDS YOU! A POWERFUL VISION OF EDUCATION, TODAY AND TOMORROW Long known as the heart of the college, Main Hall is the building that Scotties recognize as a marker of home. She is the brick-and-mortar symbol of our alma mater, the soul of the Scottiehood and the pulse of our future.

Main Hall is the most historic building on campus and is central to Agnes Scott’s identity. As student enrollment continues to grow, Main’s restoration has become increasingly necessary and deeply urgent.

An investment in this campaign is an investment in the mission of Agnes Scott. You can explore floor plans, naming opportunities, architectural renderings and panoramas, as well as make a gift to the to The Campaign for Main, at

agnesscott.edu/givetomain.w

Providing a Path to Career Success I Agnes Scott’s graduate and post-baccalaureate programs offer academic solutions to help meet professional goals in the health sciences.

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t’s always a prerogative to change your mind about your career. But what if you have no science background and decide you want to become a doctor? Agnes Scott College can help.

Ezra Adams PB ’15 earned both graduate and undergraduate degrees in music and worked in education for 12 years. Brynne Ridgewell PB ’21 graduated with degrees in African Studies and Global Health and then got a nursing degree. Christie Savas PB ’18 earned a degree in business and worked as a business consultant for several years.

And then, at some point, these three decided to make a sharp turn in their career paths and become doctors.

Adams, Ridgewell and Savas are just a few of the hundreds of individuals who have completed Agnes Scott College’s Post-Baccalaureate Pre-Medical (Post-Bacc Pre-Med) program on their way to medical school. For the last 26 years, Agnes Scott has offered a path for people who want to go to medical school through this program. The oldest one of its kind in Georgia, Agnes Scott’s Post-Bacc Pre-Med program is designed for students who took little or no pre-medical science courses in their undergraduate programs or those who completed these courses more than five years ago.

During an intensive 12-month period, students immerse themselves in biology, chemistry, organic chemistry, physics and biochemistry. They are grouped in their own cohort—made up of about 30 students—and take introductory science classes that prepare them for medical school, as well as physician assistant, veterinary medicine, dentistry and related programs.

“This program gives people who have changed their minds and want to change careers a path to pursue their dream of medical school,” says Mary Nell Higley ’01, director of the Post-Bacc Pre-Med program. “And because of that, we try to mimic the rigor of medical school. The material is challenging with the goal of preparing them for what’s ahead.”

The Post-Bacc Pre-Med program began in 1995, when Agnes Scott alumnae who were thinking of applying to medical school asked if they could come back and take the introductory science classes they needed. As word got out, the number of post-baccalaureate students increased and the school decided to make it into its own program.

One notable Agnes Scott alumna who completed the Post-Bacc Pre-Med program is Rebecca Sanders ’97, PB ’01, who had double majored in English and theatre at Agnes Scott. After graduation, she worked at the Santa Fe Opera and then Atlanta’s Seven Stages Theatre. But something was tugging at her. She’d always thought she wanted to be a doctor, but didn’t listen to that voice. Finally, she did. She returned to her alma mater, the place she loved, to start on a new career journey. She credits the Post-Bacc Pre-Med program with giving her the confidence to pursue that calling.

“I wasn’t entirely confident I could do medical school,” says Sanders, who didn’t take a single science class in her undergraduate studies. “But

Ezra Adams PB ’15

Brynne Ridgewell PB ’21

Christie Savas PB ’18

Rebecca Sanders PB ’01

the faculty was so incredibly supportive and encouraging; they made me feel that this was something I could do.”

Ridgewell, who is in her first year of medical school at Mercer School of Medicine, had taken science classes as an undergraduate, but they were beyond the five-year window. She was prepared to go anywhere, but the Georgia native chose Agnes Scott because of the small size and the way the program is organized. “They see your potential and say ‘let’s make this happen for you,’” she says. “Everything is planned, you don’t have to fight for classes and they help you every step of the way.”

The cohort model also offers the college the flexibility to make changes that meet the needs of the students. For example, biochemistry was added to the curriculum a few years ago when questions on the subject began showing up on the Medical College Admission Test.

Higley says the success of the program is highlighted in the students’ success.

“Ninety percent of qualified students who complete the Agnes Scott Post-Bacc Pre-Med program are accepted into medical school during their first application cycle.” Higley notes this is based on qualified students who completed the post-bacc pre-med program between 2014 and 2020 and who scored =/+ the 50th percentile on the MCAT. Former students credit the professors, the college and Higley herself for where they are today.

“As a career changer, you need the best basic science foundation you can get,” says Savas, a first-year internal medicine resident at Memorial Health University Hospital in Savannah. “Agnes Scott helps you gain the knowledge base from a dedicated group of professors who want to help you. And you’re with a great group of people who want the same thing as you do.”

Adams, who attended Edward Via College of Osteopathic Medicine at Auburn University and is now in his third year of residency at East Tennessee State University in Bristol, agrees.

“Agnes Scott can help you be better than you were,” Adams says. “They are invested in your success from day one. They can take someone who has no science background and teach them the skills they need to be a doctor. For that, I am so grateful.”

AGNES SCOTT COLLEGE EXPANDS ITS POSTBACCALAUREATE OPPORTUNITIES In an effort to continue to meet students’ academic needs, Agnes Scott is expanding its post-bacc program to offer three options to help students achieve their professional goals: a pre-medical certificate program, a pre-medical flex program and a pre-allied health program.

In addition to these new PostBaccalaureate Pre-Medical programs, Agnes Scott is also introducing three new master’s programs, all with a focus on health. The new programs include a Master of Arts in clinical mental health counseling, a Master of Science in medical sciences and a Master of Science in health communications.

“The areas of mental health counseling, medicine, allied health and health communications are growing at a rapid pace,” says Kelly Ball, associate dean for graduate studies at Agnes Scott College. “Agnes Scott is preparing the next generation of health professionals to meet this growing need. These graduate programs highlight the importance of scientific inquiry, effective communication and inclusive and intersectional leadership.”

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“Professor Moon showed students what a poetry community was. In 14 weeks, she taught students to trust in their experience, push one another and be proud of who we were. When I first came to the Poetry Workshop, like many other students, I was anxious about my writing capabilities and sharing the most intimate aspects of myself.

While we were nervous and even scared sometimes, the poetry community that Professor Moon fostered sustained us.

When life was too noisy, she helped quiet it, or when we felt like no one was listening, she let us know that she was. She heard and pushed us to use our voices—to make people listen and to show them life. We will always be grateful for the community Professor Moon created and her challenges to us writers. This poem, ‘I hope you know,’ is an ode to Professor Moon, a thank you for all that she taught us.” —Natasha Griffin ’21

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Her Legacy Shines On:

I hope you know

A Tribute to Kamilah Aisha Moon

I hope you know

On September 23, 2021, renowned poet and assistant professor of creative writing and English at Agnes Scott College, Kamilah Aisha Moon, passed away. She joined Agnes Scott in 2017, quickly becoming a beloved and familiar face in its community, and her loss is one that continues to be deeply felt.

Moon was a graduate of Paine College, where she received a degree in English, and Sarah Lawrence College, where she earned an MFA. It was at Paine College that she first became familiar with Agnes Scott when she submitted a poem to the college’s 1997 Writer’s Festival and won first place. In a faculty profile for the college’s magazine, she said that she used the award money to travel to a major writer’s conference at New York University. She recalled that attending the conference “cemented my journey as a writer,” and said to herself, “This is what I’m supposed to be doing.”

A distinguished writer, Moon was the author of “She Has a Name” and “Starshine & Clay,” the latter of which was named on NPR’s “All Things Considered” as one of three books that capture American life in poetry. She was featured in prominent publications, such as The New York Times, Harvard Review, American Poetry Review and more. She also received notable honors and recognitions, including a Pushcart Prize, the 2015 New American Poet award and fellowships to MacDowell, Vermont Studio Center and Hedgebrook.

As a teacher, Moon shined in the classroom and enjoyed nurturing the next generation of creative writers, and it is through her students that the light of her legacy will continue to shine on. To honor Moon, Natasha Griffin ’21 shares special words on behalf of the students and an original poem that she penned in tribute of her.

you taught us that when we hear the rhythm of life we will tether our experience fasten it around our fingertips and run you’d say there are thousands of poems about life & the emotions it drags with it but there are none yet about us and what we’ve witnessed we will remember Buttrick 215 where you showed us to unshackle from expectation unearth ourselves from doubt and fall into what we know what we will learn and what we will become to show up for ourselves so when the uncertainty tries to swallow us we will stand face life and write

“Your legacy is every life you touch.”

— Oprah Winfrey 2017 Agnes Scott College Commencement Ceremony

Help future Scotties reach their own heights with a gift to Agnes Scott in your will or estate plans.

For a confidential conversation, please contact Lee Davis, senior associate director of leadership and legacy giving, at 404.471.5448 or ldavis@agnesscott.edu.

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faculty focus Sharing a Passion for the History of Art

Professor of Art History Katherine Smith standing in front of her exhibition in Agnes Scott College’s 2012 thinking|showing exhibit. Photo by Tom Meyer.

Katherine Smith describes her journey to the front of the classroom as “serendipitous.” While in Tuscany crafting a metalwork portfolio and considering MFA applications, she picked up a teaching assistant position for a survey of Italian Renaissance art. A weekly field trip changed everything: Smith realized that the layout of the Siena Cathedral was essential to understanding the removed art commissioned for its interior. Back in the classroom, she got creative. Smith projected images of paintings of the life of the Virgin Mary onto temporary walls to show her students the importance of architectural context to the works. “I was hooked,” Smith recalls.

Though she had experience with museum and curatorial work, it was clear to Smith at that moment that she wanted to teach. Smith came to Agnes Scott College in 2003 and has been an essential member of the college’s Department of Art and Art History ever since.

In addition to an upper-level seminar class and more, Smith is teaching a new kind of introduction to art history in the spring 2022 semester. While traditional art history surveys race against the semester to cover every famous work of art, Smith’s introductory course is different. She explains she “relinquished the historical chronology” and replaced it with a focus on building the skill of visual analysis. One exercise she gives her students to illustrate this idea is “close looking,” where students observe an image or object for 30 uninterrupted minutes.

“My study of art history always starts with the image,” Smith says. “I believe strongly in slowing down perception, paying attention and trusting your own ability to discover things if you are willing to spend time and have patience.”

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Professor of Art History Katherine Smith

Smith applies this philosophy to her own work. In spring 2021, she published her first book, “The Accidental Possibilities of the City: Claes Oldenburg’s Urbanism in Postwar America.” Smith’s scholarship examines “the intersection of art history and architectural history,” and her book is no different. In “Accidental Possibilities”, Smith interrogates Claes Oldenburg’s sculptures in the context of the city, interpreting his art as urban theory.

Smith is excited about the possibilities of teaching with her book post-publication. Not only does it apply to her seminar class, but she has also assigned part of it to writing and digital communication graduate students as an example of academic writing. “It was such a gift for me for [the students] to give perspectives on writing that I had lived with for two decades and just barely turned out to the world,” she explains. “Now that I’m teaching the book, I can kind of let it go.”

From her first days of teaching about the Siena Cathedral, Smith shares with her students curiosity about reconnecting art with its contexts. In her seminar class titled Contemporary Art, Architectural Form, Urban Space, Smith brings this curiosity and her dual focus on art and architecture to Atlanta. The class applies aspects of Smith’s book—analyses of the ways that artists use urban landscapes—to local art.

She says that the class is still a work in progress; Smith wants the students to have a say in what they study. She reports that, so far, the students are interested in sociopolitical aspects of the art. “Some of the questions that [the students] are asking, I haven’t asked in the same way before,” she says. “We’re going to discover new things together.”

Sharpening Our Sight

Assistant Professor of Public Health Viniece Jennings

Learning to see is not easy. Doing it well means searching past one’s personal experience to see that of others. It requires putting assumptions aside to understand how something so beneficial can have such devastating impacts on others.

For Viniece Jennings, an assistant professor of public health at Agnes Scott College, seeing is only the critical first step.

“A big part of being a thought leader is that willingness to see different aspects of systems, not only to see them but also to reflect, analyze and act,” says Jennings.

“Those three skills are important for people to not only develop as scholars but as people.”

It is these skills that Jennings strives to pass along to her students, whether through their participation in Agnes Scott’s annual Women’s Global Leadership Conference or her courses in environmental health and communications.

“A lot of my work has been energized by helping bridge the conversation taking place among the health, social sciences and environmental fields, the ones that

get lost in translation when we communicate to the public,” she says.

Jennings awoke to this intersection when she was in high school in Decatur, Georgia.

“It was seeing environmental injustice in my community that really sparked the connection among the environment, social justice and health,” she explains.

Having classmates with health issues that some speculated were linked to environmental exposures onvinced Jennings. After realizing she could study this as a career, she pursued environmental science at Delaware State University and earned her Ph.D. from Florida Agricultural and Mechanical University. Later interning at the White House Council on Environmental Quality under the Obama administration, she saw how issues such as water quality, transportation, commerce and health affected people in their communities. Her years of innovative work also led to her selection as an environmental health fellow at the T.H. Chan School of Public Health at Harvard University.

“Sometimes we don’t think about these different connections until there’s a catastrophic situation, but the connections are there,” says Jennings, who joined the Agnes Scott faculty in 2020.

Jennings is bringing more attention to how disparate access to green spaces relates to different aspects of health and quality of life.

She recently served as the lead author on a commentary on green spaces and air pollution injustice that was published in the premier journal Nature Communications.

On one hand, green spaces can positively affect people’s health, beautify landscapes and make neighborhoods more desirable.

However, enhanced neighborhoods can increase property values and challenge affordable housing. Such considerations also led to an article she coauthored on green gentrification and public health.

“When the character of a community changes,” she says, “they may have an increased level of stress because they don’t know if they can stay in this community for much longer. The social connections they’ve developed over the years can falter. So the community is being improved, but ‘Is it being improved with me in mind?’”

This fall, the U.S. Global Change Research Program selected Jennings as coauthor of the Fifth National Climate Assessment, a report used by the federal government in its efforts to combat climate change.

Through her research and eyes-wide-open approach with her students, Jennings is sharpening our sight so we can live in a society in which social justice, good health and plentiful green spaces can be shared by all.

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After 13 years of service on the Board of Trustees, Elizabeth Daniel Holder ’82 leaves a mark of greatness. —BY SARA BAXTER

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“At least go see it.”

Those five words may have ended up having a huge impact on Agnes Scott College.

They were spoken by an Agnes Scott alumna whose son happened to be dating Beth Daniel (now Holder). In 1978, Holder was a senior at Marietta High School, planning to attend Auburn University, where her parents had gone, when her boyfriend’s mother encouraged her to visit her alma mater. So “as a favor,” Holder came down to Decatur to attend Prospective Students’ Weekend at Agnes Scott. That was all it took.

“It really is a testament to the college that once you get on campus and spend time with students and experience campus life and all that Agnes Scott has to offer, you’re likely to go,” says Holder. “And it was a turning point for me.”

It’s a good thing for the entire Agnes Scott community that Beth Daniel Holder chose to spend her college years here. Later in life, she would be asked to return to her alma mater in a new role—as a trustee.

Holder served 13 years on the Board of Trustees, five of them as chair, before stepping down last June. It was a remarkable era in Agnes Scott’s history, marked by a transformational curricular change, a monumental fundraising campaign and a successful presidential search.

Not that she would take any credit for these achievements. Holder will be the first to tell you it was all a team effort, with many people sharing ideas and executing plans for the good of the college. But others say her role and impact are unmistakable. By maintaining strategic focus and applying tireless energy, Holder led by example and became a motivating force. And she leaves the college in a good place.

“Beth has been amazing,” says Agnes Scott President Leocadia I. Zak. “She is a great connector, whether it’s connecting people to the college by bringing in new

trustees or donors or connecting us to the latest ideas through her vision for the college.”

“The college is enjoying great success,” says Harriet M. King ’64, trustee emerita and former board chair. “It has financial stability, new leadership and an impressive profile through SUMMIT. Beth has been remarkably successful.”

RECONNECTING WITH AGNES SCOTT As a student, Holder majored in economics and loved the small class sizes, which allowed students to achieve success and really get to know their professors.

“You didn’t fall through the cracks,” Holder says. “It allowed everyone to flourish and feel supported.”

Some of her favorite memories of her time at Agnes Scott include showing up to finals in her pajamas, piling on a single bed with her friends and watching “Days of Our Lives,” and working in the admissions office where she gave tours to prospective students. After graduation, she went into the banking industry and married her husband, Thomas M. Holder. She left Agnes Scott behind, until she got a phone call—24 years later.

Elizabeth Kiss, president of the college from 2006 to 2018, set up a meeting with Holder to explore her interest in joining the Board of Trustees. Holder had some experience; she had served as chair for the Atlanta Ballet and the Holders were well known for their philanthropy.

What Kiss learned in the meeting was that it was important to Holder to not just be a trustee, but to be able to make a real contribution to the board and to the college.

So when the two met, it was a mutual vetting process.

“It was just a wonderful recruitment conversation,” recalls Kiss, who now serves as warden of Rhodes House and chief executive officer of the Rhodes Trust. “I remember immediately seeing incredible strategic intelligence and focus. It was very clear from

the beginning that this was a woman who, once she committed, was all in. She cared deeply for Agnes Scott and wanted to make sure she could make a difference as a trustee. I was so impressed.”

Apparently, Kiss made a good case.

“It’s hard to say ‘no’ to Elizabeth Kiss,” Holder says.

“She’s a very persuasive person. I liked her and I wanted to be a part of what she was leading, and it happened to be my alma mater. What she was doing and the impact the college was having made me want to get more involved. I also thought that learning about higher education and the academic community would be very interesting and fulfilling.”

Holder joined the board on July 1, 2008. Not even a year into her tenure, Holder—along with fellow Trustee Elizabeth R. Jones ’73 and then board Chair Clyde Tuggle—was asked to co-chair “The Greatness Before Us” campaign. With a lofty goal of $100 million, it was Agnes Scott’s largest comprehensive campaign to date.

The trio worked tirelessly for six years and not only met the goal, but blew past it by raising an unprecedented $115.9 million.

“Beth was instrumental in helping us reach that goal,” says Jones. “She is a natural when it comes to fundraising.

She was willing to contact and/or meet with anyone she thought might respond positively to our campaign. She was a perfect ambassador for Agnes Scott, as she is informed and passionate about the college.”

“The best part about Beth is that she creates excitement about doing good work for the college,” adds Trustee Loucy Hay ’87. “She has the ability to communicate effectively about Agnes Scott’s mission in a way that inspires people to want to be a part of it. She’s looking out for the best interests of Agnes Scott in connecting people and building relationships that benefit the college.”

TAKING AGNES SCOTT TO THE SUMMIT In 2012, it became apparent to Kiss and the board that in order for Agnes Scott to be strong and sustainable in the future, they needed to raise the college’s profile to applicants and increase enrollment. That called for what Kiss calls “a big idea.” After months of planning and conversations, the administration, board and faculty created SUMMIT, an initiative that transformed the curriculum to focus on global learning and leadership development.

The board endorsed SUMMIT, approved the funding it would take to implement and sustain it, and launched it in fall 2015.

“Beth was an integral part of the architecture of SUMMIT,” says Tuggle. “We went through tricky times getting there, but she was right in the middle of it, serving as the bridge between the board, the president and the faculty. She had street credibility because she was a graduate and she was a woman. I give her a tremendous amount of credit for getting us through the journey to SUMMIT. It was not an easy journey.”

The implementation of SUMMIT had the positive effect that it intended. Enrollment grew the first year it was in place and has continued to grow each year. It also led to Agnes Scott being ranked #1 Most Innovative Liberal Arts College by U.S. News & World Report Best Colleges for four consecutive years.

LEADING A TRANSITION In 2016, when Holder replaced Tuggle as board chair, she knew that she was going to have to lead the effort to find the ninth president of Agnes Scott as Elizabeth Kiss made plans to move on. In her innate ability to consider every detail, Holder made sure the board was educated 19

Pictured above, from left: former Trustee Elizabeth “Libby” R. Jones ’73, former Board Chair Clyde Tuggle, Beth Holder ’82, Agnes Scott President Leocadia I. Zak, Amira Dougherty ’19, Trustee Ann Glendinning ’68, Vice President for Enrollment and Dean of Admission and Financial Aid Alexa W. Gaeta ’98 and former Vice President for Advancement Robiaun Charles.

on the process, appointed a search committee and two trustees to lead it and, helped vet a search firm.

“She has really excellent judgment,” says Trustee Portia O. Morrison ’66, who served as vice chair of the board from 2012 to 2020. “She has the ability to see the big picture. She can spot important issues—now and in the future. But at the same time, she has incredible attention to detail. She spots the little things that make a big difference.

The presidential search was an example of that.”

Kiss, who watched from the sidelines as the college picked her successor, agrees.

“She was incredibly consultative and worked to make sure the search committee was diverse,” says Kiss. “I saw how completely focused she was on which candidates would be best suited to take SUMMIT and Agnes Scott to the next level. She put so much effort and thought into that search and went beyond the elements of a typical search.”

In January 2018, Zak was chosen to lead Agnes Scott.

But Holder’s job did not stop there. Once the new president was in place, Holder took it upon herself to introduce her to important and influential leaders in the community who would support her and benefit the college. After all, Zak was new to the South, having moved from Washington, D.C., and new to the world of academia.

“She was phenomenal,” Zak says. “I was a new college president, and Beth took the time to personally introduce me to many people around Atlanta. Those introductions were tremendous in helping me get to know the city and many of its leaders in the earliest days of my administration.”

know her use many accolades to describe her, but she personifies one: humility. And that is reflected in what she thinks her impact has been on the college.

“We accomplished a lot over 13 years, and I’m proud of all we did,” Holder says. “The students we serve and the success they are having as leaders in our global society is what I’m most proud of. I was a cog in a wheel of great leadership and a lot of talented people on the board.”

Her friend Libby Jones says it a little more strongly.

“I absolutely believe that at the end of Beth’s time on the board, she left the college in a much improved place,” Jones says. “So much happened during her tenure, and from the very beginning she had an impact.”

“Beth is very analytical,” adds Elizabeth H. Noe ’86, who served as vice chair under Holder and became chair in July.

“She is able to see all sides of an issue, listens to the varying points of view and instills confidence in all involved that she has a thorough understanding of, and has considered, the impact of any decision she makes. She always put the good of the college first while thinking ahead to what was down the road. These are all characteristics of a great leader, which is what Beth has been for the college.”

SAYING GOODBYE

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It’s ironic to think that Beth Holder didn’t even plan to attend Agnes Scott, and if she hadn’t come to Prospective Students’ Weekend that fall in 1978, the college may never have benefitted from all she has given. Those who

Beth Holder ’82 leads 2019 commencement speakers Mallika Balakrishnan ’19 and Jordan Casteel ’11.

THANK YOU, Beth Holder We are grateful for your 13 years of service to the Agnes Scott community and for your vision, energy, commitment, impact, determination and gift of connecting people.

You have established a legacy of leadership that will always be remembered.

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Photo by The Cork Brothers

Embracing the Joy of Giving Back In a time of crisis, Jennifer Barnes ’87 supports her community by providing neighbors in need with food for their bodies and souls.

By Adrienne S. Harris

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When the COVID-19 pandemic began, Jennifer Barnes ’87 was deeply concerned about the impact on her Latinx neighbors in Sandy Springs, Georgia. Eighty percent of them were hourly workers who had suddenly gotten laid off from their jobs and had no support system to fall back on.

So, in March 2020, Barnes joined forces with two friends to launch Solidarity Sandy Springs, a food pantry to help families in need in their community.

“In the beginning, it was basically an emergency,” says Barnes, who leads the Barnes Young Team for Keller Williams Realty in metropolitan Atlanta. “We thought we were going to feed 10 families for two weeks because surely the pandemic would be over by then.”

Twenty months later, Solidarity Sandy Springs has evolved from a pop-up food pantry into a permanent entity serving the community. So far, the nonprofit has helped more than 32,000 families, mostly in neighborhoods where schools have a high percentage of students enrolled in free and reduced-price lunch programs.

“We didn’t have any idea it was going to be anything like it has been,” Barnes says.

“This was probably a need all along, but we didn’t know it until a crisis hit.”

Solidarity Sandy Springs, whose tagline is “Neighbors Helping Neighbors,” attracts support from a broad base of constituents. Local restaurants and warehouses have donated space for the organization’s operations. Individuals, civic and religious groups, and businesses donate canned goods or money to buy staples, such as rice, beans, corn flour, sugar and spices, as well as fresh produce.

Unlike other food pantries, Solidarity Sandy Springs is set up like a market, with food displayed on tables covered with red-and-white gingham tablecloths. The

current location in the Parkside Shops shopping center is open on Tuesday, Thursday and Saturday mornings, and customers can fill up multiple grocery bags with pantry goods, fruits and vegetables, and household and personal care items of their choice.

“When you’re in crisis, you don’t have a whole lot of choices,” Barnes says. “There is a level of dignity that goes with being able to choose what to feed your family, especially for people from a community that is so family- and food-centered.”

In addition to providing food for the body, Solidarity Sandy Springs provides food for the soul through monthly community events, including celebrations for Mother’s Day, the Fourth of July, Halloween and Hispanic Heritage month. Last December, the organization hosted a Secret Santa project and collected gifts for 843 children—more than double the number they had hoped to serve.

“We had packaged everything in these big, beautiful, red plastic bags, and as I stood in the sea of those red bags, I knew the feeling in my heart at that moment was probably as good as it gets,” she says. “It was the feeling of knowing that we were spreading joy to kids and families.”

The “we” Barnes refers to includes one paid staff person, three full-time volunteers and 75 regular part-time volunteers. Since the food pantry opened, more than 1,900 people, including many from the community being served, have pitched in at various times to help collect and sort food, organize events and serve customers. The youngest volunteer is five years old and the oldest is 91.

“Our volunteers are attracted to being a part of something that’s bigger than themselves—no matter what their language or the color of their skin,” Barnes says. “I laugh at all these politicians talking about diversity and inclusivity. They just need to come to Solidarity Sandy Springs where we live it.”

Barnes first embraced the joy of giving back while growing up in Riceville, Tennessee (population 600), where her entire family was involved in community service. Aside from the fact that coming to Agnes Scott College gave her a chance to live in the “big city,” Barnes was attracted to the college because it upholds the beliefs and principles that are important to her.

Jennifer Barnes ’87 (far right) with early supporters of Solidarity Sandy Springs efforts. Photo courtesy of Jennifer Barnes.

“We had packaged everything in these big, beautiful, red plastic bags, and as I stood in the sea of those red bags, I knew the feeling in my heart at that moment was probably as good as it gets,” she says. “It was the feeling of knowing that we were spreading joy to kids and families.”—Jennifer Barnes ’87

“When I visited Agnes Scott during senior weekend and spent the night in Inman [Hall], I knew it was the place for me,” says Barnes, who majored in economics and sociology. “Agnes Scott allows you to think deeper, to listen, to ask the right kind of questions. The school itself promotes compassion and kindness, openness and inclusivity, social justice and living a life of service.”

After graduation, Barnes worked in banking for three years. Then she got her real estate license and has been building her career in that industry since 1990.

“In real estate, you’re moving people to different chapters of their lives,” she says. “You get to be a part of their life for a small segment of time. And hopefully, you create a relationship where you’re friends forever.”

Her desire to establish lasting relationships and make a difference in people’s lives also drives Barnes’ work with Solidarity Sandy Springs.

“I’m seriously living my best life wearing a checkered shirt and red hat hanging out with groceries all day,” she says. “And I’m doing it in conjunction with people who have the same servant’s heart and find the same joy in giving back that I do.”

Barnes (left) with volunteers distributing school breakfasts and lunches during virtual school days in Atlanta. Photo courtesy of Jennifer Barnes.

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Pursuing her dream career, Shriya Bhattacharya ’18 is using her voice to tell meaningful stories in the world of journalism. —By Adrienne S. Harris With the confidence she developed at Agnes Scott College, Shriya Bhattacharya ’18 is building a successful career telling stories that reflect her identity and passions.

One of the most important lessons Bhattacharya learned at Agnes Scott is that there are no limitations to who she can be and what she can achieve – that no dream is too big to pursue. So, even with no formal journalism training, she is living in New York City and working successfully as a freelance writer and editor.

“Being in a college with women who were pursuing their passions had a huge influence on how I saw myself. It really helped with my self-confidence,” she says. “Agnes Scott instilled in me that I could do anything. I began to view myself as a leader and a self-starter, as someone who was worthy of achieving success, professionally and personally.”

Ironically, when Bhattacharya was applying to colleges, Agnes Scott was not on her radar. She was born in Philadelphia and lived in New Jersey, and when she was 12, her parents moved the family to Kolkata, India, where they are from.

Bhattacharya attended high school there and decided she wanted to be a journalist, so she had narrowed her prospective colleges to 12 U.S. schools with journalism programs.

The day that the Agnes Scott admissions team visited Bhattacharya’s high school in India, she was absent.

“I didn’t meet the admissions counselor or see the presentation, but I heard about this college from my friends,” she says. “They called me and said, ‘Shriya, this is an amazing women’s college in Atlanta, Georgia. You have to check it out.’”

The rest, as the saying goes, is history.

During her first year at Agnes Scott, Bhattacharya was enrolled in an introductory international relations course and discovered a new area of academic and professional interest.

“That became my favorite class. I was so riveted by the subject matter and the professor,” she says. “I loved it because I view myself as a global citizen. I thought that if I chose to major in something this fascinating, I would be carving out a path for myself that I felt was natural.”

Bhattacharya’s first job after graduating from Agnes Scott was at the United Nations Foundation.

She started as a coordinator and was promoted to a program associate at the Universal Access Project, which protects and strengthens U.S. leadership on global sexual and reproductive health care, rights and justice. She enjoyed her work and even envisioned herself one day being director of UN Women.

But somehow, she could never seem to escape the lure of journalism.

On a UN Foundation Press Fellowship to Vancouver, British Columbia, the journalists she traveled with told Bhattacharya that with her organizational and people skills, she would make a great journalist—and they stressed that the industry needed more storytellers from diverse backgrounds.

“That was when the thought of journalism first reentered my mind,” she says, “but I brushed it away when I went back to reality after the trip.”

Later, on another work trip to Bangalore, India, Bhattacharya was asked to help interview women

“Agnes Scott taught me how to find my voice. Being able to use my voice in this way [as a journalist] now is a privilege that I don’t take lightly, because so many other people in this world aren’t able to use their voices, especially women and people of color. Journalism is my way of using that voice to give Photo by Sarah A. Murray

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these people the platform they need to share their stories.” — Shriya Bhattacharya ’18

factory workers about their sexual and reproductive health care services and write their stories for the Universal Access Project website.

She loved it. And this time, she did not brush away the idea of being a journalist. Instead, she started pursuing opportunities to write on her own time.

Bhattacharya’s first freelance venture was as a writer for Brown Girl Magazine, an online publication targeted to the South Asian diaspora.

Her piece received great response, and she became a regular, albeit unpaid, contributor.

Then in March 2020, the COVID-19 pandemic hit.

“With restrictions on travel and not having to commute to work, I had more time to reevaluate what I wanted to do with my life and seriously explore journalism as a career,” she says.

Bhattacharya reached out to journalists and editors she admired to ask for career advice. Through their mentorship, she learned how to develop and pitch story ideas. In addition to her day job at the UN Foundation, she became a freelance writer and editor on the side.

In December 2020, after she had been successful as a freelancer with a few publications, Bhattacharya decided to try applying for a full-time journalism position. At around the same time, she launched a youth vertical at Brown Girl Magazine, recruited writers and became the section’s lead editor.

In April 2021, Bhattacharya was offered a three-month fellowship at Washingtonian, a publication targeted to people who live and work in the nation’s capital. Although it was only a temporary assignment, the fellowship allowed her to shift completely into journalism—an opportunity she could not resist. She left her job at the UN Foundation and has not looked back.

In addition to Brown Girl Magazine and Washingtonian, Bhattacharya’s bylines have appeared in Business Insider, Teen Vogue, Dance Magazine, Prism, Ms. Magazine and other publications.

“People trust me to share their stories. That’s why I do what I do,”

Freelance journalist Shriya Bhattacharya ’18 at work. Photo by Sarah A. Murray.

she says. “As a freelance journalist, I can write about any subject that I deem should be written about— whether that’s reproductive health care, youth activism or South Asian culture—there is no restriction.”

“Agnes Scott taught me how to find my voice,” she says. “Being able to use my voice in this way [as a

journalist] now is a privilege that I don’t take lightly, because so many other people in this world aren’t able to use their voices, especially women and people of color. Journalism is my way of using that voice to give these people the platform they need to share their stories.”

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Celebrating

BY MARY FRANCES KERR ’93

EDNA LOWE SWIFT ’71

Edna Lowe Swift ’71 sits on the bench dedicated in her honor.The dedication was just part of the campus-wide celebration of Swift.

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Members of Swift’s family, including daughter Shanika Dawn Swift ’93 and granddaughter Tori Cervantes ’18, both Agnes Scott alumnae, joined in the celebration. Student performances and remarks from President Leocadia I. Zak were highlights of the day.

The bench honoring Swift is right outside Buttrick Hall.

On November 17, Agnes Scott College celebrated the 50th anniversary of the graduation of Edna Lowe Swift ’71, the college’s first Black graduate. Commemorative activities to honor Swift included a bench dedication ceremony, inspiring student performances and speakers from across the college community.

Guests gathered on the lawn for the dedication. Speakers honoring Swift included Witkaze President Tatianna Jordan ’21 and Mia Iverson ’21, as well as Dean of Students Emerita Gué Hudson ’68 and Assistant Vice President for Diversity, Equity and Inclusion Regine Jackson. Special gifts were presented from across campus, including the SUMMIT Advising Office, the Alumnae Association and the Office of Internship and Career Development.

“So many of our current students are following their predecessors as they blaze their own unique courses in the world …. Whatever their paths, they were inspired and empowered by leaders like Edna From left to right, Swift with Alumnae Association Board Secretary/Parliamentarian Heather Ricks Scott ’99 and Senior Director of Alumnae Relations Mary Frances Kerr ’93.

Black Alumnae Chapter leaders Kirnel Grishby ’12 and Tesia Ogletree ’12 and class leaders Paula Culbreath ’71 and Margaret O’Neal ’71 were also among the alumnae who gathered to honor Swift.

Lowe Swift.”

—President Leocadia I. Zak 27

BUILDING A COMMUNITY OF FUTURE SCIENTISTS It’s not just a major. Students who study science and math at Agnes Scott are part of a community that supports and nurtures them, creating tomorrow’s scientists. —By Sara Baxter 28

Jennifer L. Larimore (left), associate professor/chair of biology, director of neuroscience, using hand-on experiences to enhance the STEM education of Scotties.

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ast summer, four Agnes Scott College biology majors spent eight weeks analyzing genomic data—specifically using fruit fly genes to gain insight into the evolution of gene structure and signaling pathways. The hope is that by using various computational tools and considering multiple lines of experimental evidence, they will be able to develop a gene model that matches the data.

In another lab, students were learning about eye tracking, a technique that allows researchers to record eye movements in a noninvasive way during a computerized cognitive task. The research project was focused on prospective memory in children.

These students were STEM Scholars, taking part in an innovative program at Agnes Scott that allows students studying STEM subjects (science, technology, engineering and math) to gain research experience during the summer.

It’s one example of how STEM students at Agnes Scott are given multiple opportunities to learn, grow and thrive in a supportive, collaborative community that extends beyond the classroom.

“STEM in a liberal arts setting is so important for training critical and creative problem-solvers,” says Jennifer Larimore, associate professor, chair of biology and director of neuroscience. “In the STEM classes and labs, students use hands-on approaches to address scientific problems impacting our society. The environment of Agnes Scott is unique and provides for scientific training at the highest level.”

“At Agnes Scott, we are able to offer STEM majors a real sense of community,” adds Amy Lovell ’90, professor of astronomy who received her degree in physics from Agnes Scott College. “We’re really trying to provide an inclusive environment for everyone, and one where it is collaborative over competitive; a feeling of ‘we’re in this together.’”

On average, about 25% of Scotties are STEM majors. The college has strong traditional science departments in biology,

chemistry, math, physics and astronomy as well as interdisciplinary majors across those departments that include neuroscience, biochemistry, math-physics and math-economics.

Lovell has seen that evolve from when she attended Agnes Scott.

“When I was a student, the science majors were biology, chemistry and physics,” she says.

“Now, the majors have more nuances, and we offer a variety of minors that allow students to be more specific within their major.”

The way students are taught has also changed.

“With the advent of audio-visual capabilities, information technology and access to current literature, we are able to create a more dynamic learning environment and to develop and challenge each student’s critical and scientific thinking abilities,” says John Pilger, William Rand Kenan Jr.

At the core of the sciences at Agnes Scott is the Science Center for Women, which coordinates programs that support students and faculty in STEM subjects. That includes peer-to-peer tutoring, a "living/learning community, research opportunities and mentoring.

“The science community is an engaged and supportive ecosystem,” says Lilia Harvey, Charles A. Dana Professor, chair of chemistry and associate dean for STEM teaching and learning, who also serves as the faculty director of the Science Center for Women. “Faculty work with students closely in the classroom with active learning formats such as “flipped” classrooms, in the research labs doing authentic research, and side by side or mentoring students in our offices talking about graduate school or professional work after college.”

Students Alex Martin and Katherine Blank compare calculations in a chemistry lab.

Professor of Biology and co-director of the environmental and sustainability studies program.

“Our students benefit from these experiences when they apply to graduate professional school or when entering the scientific community.”

GETTING A LITTLE HELP FROM THEIR FRIENDS

The STEM community is also strengthened by the opportunities students have to support each other

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through multiple peer-to-peer support systems.

First-year science majors can choose to live together in a living/ learning community called Generating Excellence in Math and Science, or GEMS. The GEMS floor has a designated resident assistant and structured programming throughout the year.

“By living with other science majors, students get a sense of belonging and self-efficacy,” says Shandra Owens, director of GEMS. “And the support doesn’t end after the first year; you are supported until you graduate.”

To help bolster student success, the Resource Center for Mathematics and Science provides academic support and peer tutoring for STEM majors. Tutoring is provided by students—called learning assistants—six days a week.

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The center also offers study skills workshops, study groups, a resource library and other programming to support students.

“The learning assistants work with the students to develop problem-solving skills and discuss challenging concepts for better understanding,” says Owens, who also oversees the Resource Center for Mathematics and Science.

“Tutoring is successful because they are getting it from their peers.

It’s less intimidating than getting help from the professors.”

During the pandemic, when Scotties were learning remotely, the esource center quickly adapted to provide online academic support.

The statistics were impressive.

Learning assistants helped 323 students in five different time zones and the site had more than 2,548 visits.

Owens says offering both GEMS and the Resource Center for Mathematics and Science helps with student retention.

“We produce results by offering a great support system,” says Owens. “And it pays off—our students persist and succeed in the STEM field.”

OPPORTUNITIES FOR LEARNING OUTSIDE THE CLASSROOM To gain valuable research experience, students can take part in the STEM Scholars program, work independently with a professor or find research opportunities beyond the Agnes Scott campus.

“Our goal is to give all students an opportunity to do research beyond a classroom lab situation,

Professor of Astronomy Amy Lovell (top of photo) looks on as students present at the summer poster session.

which helps train them in the field,” says Molly Embree, director, STEM Mentored Research, and director, STEM Scholars program.

The STEM Scholars program— established in 2015 with initial funding from the Goizueta Foundation—provides opportunities for students to work closely on a research project with a professor.

The eight-week program is a deep dive into research, and the students receive a stipend, as they would if they were graduate students conducting research. STEM Scholars also take classes on how to communicate scientific data effectively to different audiences, ethics in research and professional development.

When the STEM Scholars program began, Embree says they had 11 students working on six research projects. That number has continued to increase each year,

Students work together in a chemistry lab.

and in 2021, 34 students participated in research projects.

“The program is incredibly beneficial for our students,” says Bonnie Perdue, associate professor of cognitive neuroscience, chair of the psychology department and co-director of the neuroscience program, who was the lead on the eye-tracking project mentioned above. “Not only do they have an opportunity to engage in intensive,

hands-on research throughout the summer, but the broader program builds connections among students and faculty. There is also a longterm focus on ethics in the research process, which will continue to be of critical importance as they develop their own scholarly identity.”

Faculty also benefit, as they receive assistance with their projects and also contribute to creating future researchers.

“The program is incredibly beneficial for our students.

Not only do they have an opportunity to engage in intensive, hands-on research throughout the summer, but the broader program builds connections among students and faculty. —Bonnie Perdue, associate professor of cognitive neuroscience, chair of the psychology department and co-director of the neuroscience program

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“The most rewarding aspect of mentoring students in STEM research is fostering and witnessing their growth,” says Srebrenka Robic, a biology professor who oversees STEM Scholars research projects, such as the genomic data project. “At the beginning, students need a lot of my help and training, but as they dig deeper into their research projects, they begin to own them, often noticing patterns and features that I was not aware of.

Watching this happen is the most rewarding part of mentoring a student. I know that no matter what the next step in their scientific training journey will be, they will be more ready to tackle that challenge of solving a puzzle.”

In addition to STEM Scholars, students can participate in other research projects within Agnes Scott, as well as at schools in the Atlanta area and around the country.

“Agnes Scott does an amazing job of connecting students with research opportunities,” says Jennifer Kovacs ’02, professor of biology. “It’s an important part of the experience. It allows them to feel empowered by seeing themselves and their peers doing great things.”

GRANT FUNDING TO SUPPORT SCIENCE MAJORS According to Harvey, since 2019, Agnes Scott’s successful STEM initiatives have been further strengthened by multiple National Science Foundation grants as well as private foundation grants and gifts from individual donors. Most recently, the college received two grants—one to fund scholarships for incoming STEM students and another to track students’ success while at Agnes Scott.

S-STEM, a grant from the NSF, is a four-year scholarship program that will fund two cohorts of 10 students who are pursuing STEM majors.

The first group started this year and another will follow next year.

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A liquid chromatography test (shown above) is a chemical way to identify molecules.

“We’ll follow them for four years in hopes of determining if offering scholarships has a positive effect on recruiting and retaining science majors,” Harvey says.

In addition, the Science Center for Women was awarded a threeyear, $300,000 NSF Improving Undergraduate STEM Education grant to study the effectiveness of Agnes Scott’s STEM program.

“We’re looking at the entire student body and the number of STEM students on day one,” says Embree. “Do they stay in the major, and how are they performing? We can then detect patterns and determine the reasons for them not continuing on. This grant will

hopefully provide us with the tools we need to retain STEM students.”

With the community-building, mentoring, research opportunities and built-in support system embedded within the sciences, Agnes Scott is grooming these students to go out and successfully make their mark in the science world.

“I hope that students can envision themselves as scientists and see that they have something to contribute and that their voices are needed,” says Kovacs. “We want them to gain an understanding of the tools they need and find the confidence to use those tools to explore questions in the science field.”

Caption?

Students work in lab classes to complement their classroom instruction.

“Agnes Scott does an amazing job of connecting students with research opportunities ... It allows them to feel empowered by seeing themselves and their peers doing great things.”—Jennifer Kovacs ’02, professor of biology

Above, Stacey Dutton, Charles Loridans Associate Professor of Biology and Neuroscience.

Students partner together on a lab project.

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ALUMS BREAKING BARRIERS IN SCIENCE CAREERS Celeste Newby ’00

Assistant Professor, John Deming Department of Internal Medicine, Tulane School of Medicine Agnes Scott major: Biology Post-Agnes Scott education: Ph.D. Washington University in St. Louis/M.D., Tulane University School of Medicine in New Orleans

When and how did you first discover your interest in science?

I liked biology and chemistry in high school, but my original plan was to major in studio art and literature. I took astronomy my first semester to complete my science requirement, but science kept calling me back. I ended up taking a botany class that I loved so much I decided to switch my major to biology. I made that switch late in my sophomore year and had to spend the next summer catching up on classes to complete my major on time. I think it’s a good example of how your goals and interests can change in college.

In what ways did your education at Agnes Scott prepare you for a career in science?

I think the key to being a scientist is to be inquisitive about the world around you. Agnes Scott nurtures that curiosity with classwork, faculty mentors and research opportunities.

I owe a lot of my successes to Professor John Pilger. He inspired me to do research, helped me secure an internship at the CDC and provided mentorship throughout my college training and during my graduate school application process. We keep in touch even today!

Agnes Scott provides you with wonderful, valuable lifelong mentors.

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What is it about the work you do that you enjoy? Why did you select your specific field?

My path to medicine was an atypical one. I completed a Ph.D. in molecular microbiology at Washington University in St. Louis. During that training, I became interested in infectious diseases and decided that I wanted to become a medical doctor. It was a big decision, but I decided to take the leap. I am now an academic hospitalist in internal medicine. I selected internal medicine because of the variety of diseases we treat and the puzzle-solving nature of this area of medicine. My interests outside my clinical work include health policy/advocacy and health equity.

Health policy balances my interests in patient care with a

desire to improve our larger health care system. My advice to those who are considering a career change: It’s not too late and you aren’t too old!

What would you say to encourage students to study and pursue careers in STEM? We need more women to pursue careers in STEM fields.

The ideal workforce is a diverse one, with lots of viewpoints to produce the best results. There are exciting and broad-ranging career opportunities available with a science background. If you have an interest in STEM, explore that with a class, a project or a club. Ultimately, you want to do what you love.

Mahal Bugay ’19

Graduate student working in the Penczykowski Lab at Washington University Agnes Scott majors: Biochemistry and Molecular Biology Post-Agnes Scott education: Currently in a program for Ph.D. in evolution, ecology and population biology at Washington University in St. Louis When and how did you first discover your interest in science?

My parents are avid gardeners and I remember helping them a lot with taking care of our plants. I would say that sparked my interest in the natural world, but it wasn’t until my first research experience that my interest solidified. Despite having an interest in working and studying the natural world, I didn’t know what career paths were available. Working in a lab that studies the ecology and evolution of infectious diseases with the monarch butterfly as a model system, I gained technical skills while interacting with a variety of people who made ecology an exciting and welcoming field.

In what ways did your education at Agnes Scott prepare you for a career in science?

I learned how to say “no” and set healthy boundaries with myself and others. Along with taking rigorous courses and conducting research, I was involved in a couple of on-campus organizations. Not only did I have to learn how to prioritize projects and tasks, I needed to prioritize my time for myself and others. Knowing when my plate is full ensures that I have time and energy for my responsibilities.

What is it about the work you do that you enjoy? Why did you select your specific field?

Ecology is the study of interactions between a variety of organisms and their environment. Rather than thinking that people are “in control” of the environment, I view people as “a part” of the natural world instead. We influence the environment and vice versa like any other organism. In this natural world, there is another, unseen one—the microbial world. Although we’re not capable of seeing the microbial world without a microscope or other means, we are still capable of impacting it. I am interested in how human impacts (for instance, the processes of urbanization and introduced invasive species and their subsequent management by humans) may alter soil properties, such as soil chemistry and the microbial communities that reside in the soil, and how this could influence plant communities’ composition and health.

What would you say to encourage students to study and pursue careers in STEM? Persevering in the face of difficulties doesn’t mean sacrificing your mental and physical well-being. Know whom you can turn to in times of stress and pick mentors who you feel support you.

Experience as many things as you can to narrow your research interests and possible career paths. Science can be divided into so many disciplines and subdisciplines, and so many of these can even be interdisciplinary. If you have multiple research interests, try to experience what you can to determine which fields you can see yourself pursuing in the future. Additionally, there are many alternate routes for a scientific career than just the traditional Ph.D.-to-professor pipeline. You will have to do some research for these alternate routes, but you may end up in your dream job or in a job that you had never considered before that you enjoy wholeheartedly. Your career path also doesn’t have to be linear, and the career you may start off with may not be your final one.

Charlisa Daniels ’05,

Associate Professor of Chemistry, Northern Kentucky University Agnes Scott major: Chemistry Post-Agnes Scott education: Ph.D. from Rice University in Houston

When and how did you first discover your interest in science?

My mom enrolled me in what we would now call a STEM elementary school (back then, it was a math, science and computer magnet program). As a student in that program, I received extra instruction in those

subjects. I remember really enjoying my computer classes and the teachers for all those subjects. However, things took a firmer hold when I got to middle school and joined the drill team. Being a part of something that requires that level of conformity made me question the science of human physical characteristics often. When the uniform requires certain hairstyles and certain colors of makeup, trying to wrap your head around why your fairer-skinned dance mates look different and prepare differently from your fellow Black and brown-skinned dance mates was intriguing to me. For instance, I remember one of my questions being: Why can’t we all get on the hair-braiding train (a line of girls braiding the hair of the girl in front of her) as we prepare for a performance? The answer was simple: because we have different textures of hair that we necessarily aren’t accustomed to styling. Why is that, on the molecular level? I wanted to know all about hair care, skin care and cosmetics from a chemical perspective. That interest grew through middle and high school and carried me right into undergrad. I left undergrad wanting to pursue a career in personal care. Even though I have landed in a different spot, it started with those types of questions.

In what ways did your education at Agnes Scott prepare you for a career in science?

There were a few ways. One was that I landed a workstudy position in the chemistry stockroom early in my time at Agnes Scott. I was privy to many of the experiments and got familiar with the reagents and safety protocols. That experience made me feel very comfortable with the prospect of becoming a chemist.

Another was the small class sizes. My professors made themselves available to answer questions and sometimes just to talk about the content of the classes, future steps and the chemical world beyond Agnes Scott. They helped me find summer opportunities and always left the door open to research with them. That kind of attention, I think, is hard to find at larger universities. I would be remiss if I didn’t highlight the professors themselves and the relationships we forged. One of my physical chemistry professors is still someone who lives in my inbox, and anytime I am in her area, we visit. Anytime I see Drs. Harvey, Riter or Venable at a conference or event, we have such a good time catching up.

Outside of the chemistry department, the biggest things that helped me develop were some of the resources provided, like the math, writing and speaking centers.

Those resources really help you develop yourself and ways to communicate with colleagues who are in or outside of your field.

What is it about the work you do that you enjoy? Why did you select your specific field?

I grew up teaching—from helping teach dance in all the different outlets I danced with to tutoring chemistry in undergrad and grad school. It is a big part of who I am. I am currently a professor at a midsized institution. When

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I interviewed here, it was absolutely the students who drew me to this university, and they are still the lifeblood of my work. I also wanted a job where the learning never stopped. I have met so many people from different walks of life and been able to see chemistry through their lenses. They are inspirational on every front and help me keep myself from burrowing too far in only one aspect of chemistry and science.

What would you say to encourage students to study and pursue careers in STEM? We need you in STEM. We need your perspective, your insight and your experiences to help the STEM fields move forward. One of the stockroom personnel at my institution has a favorite story to tell: Cars didn’t have cup holders until women started populating the automotive engineering/design space. The expectations of life for working women demanded different things than the life of working men at that time. This is only one illustration of how different perspectives enhance life for everyone. We need native peoples, with their connection to the land, to help inform us about the environmental sciences. We need people of differing abilities to help us see what technology can do to open up the world for everyone. We need people of color, with their histories in the medical science field, to help make medicine an inclusive practice. These are just some of the ways that differing perspectives in STEM make life better for us all. Whatever your background is, I am sure that it can help STEM continue to grow.

Keisha L. Shropshire '95

Health Science Policy Analyst, Office of Disease Prevention, National Institutes of Health Agnes Scott major: Biology Post-Agnes Scott education: MPH, Drexel University School of Public Health in Philadelphia

When and how did you first discover your interest in science?

My interest in science was spurred while in high school, where I was introduced to the wonderful world of biology and chemistry through classes, research projects and laboratory experiments. The topic really fascinated me. I knew upon entering Agnes Scott College that I wanted to study and major in biological sciences, given my passion and interest in the subject matter as well as its alignment with my career goal of practicing medicine at that time.

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In what ways did your education at Agnes Scott prepare you for a career in science?

My Agnes Scott education prepared me for a career in science and public health by providing a solid foundation in liberal arts and sciences; sharpening my intellectual

capabilities in areas such as communication, critical thinking and analytical and problem-solving skills; introducing me to different types of science, scientific discovery and methodology, and the value of evidencebased research through observation and experiment; empowering me to use my voice for change; and enhancing my appreciation of my African American heritage, Scottie sisterhood and various cultures and values within the local community and around the world.

What is it about the work you do that you enjoy? Why did you select your specific field?

I currently work as a health science policy analyst within the Office of Disease Prevention at the National Institutes of Health. I really enjoy working for our nation’s medical research agency, whose mission is to support scientific studies that turn discovery into health.

While in this role, I value several aspects of my job, including being able to directly apply my knowledge and understanding of science to translate complex research into plain language for the lay public, engage with stakeholders to promote collaborative prevention research projects and the use of effective evidence-based interventions, and monitor and evaluate the impact of scientific discovery and evidence.

I was inspired to pursue the field of science policy and public health because it allows me to combine three passions - my love of science, an ability to help improve other people’s health and quality of life, and an opportunity to impact development and implementation of population-based health policy.

What would you say to encourage students to study and pursue careers in STEM? We eat, breathe and live STEM daily—from enjoying the foods used to prepare our meals (plant science and regenerative agriculture) and enjoying safe, clean water, air and sanitation (environmental science) to driving vehicles and using communication devices (physics, engineering and technology) and benefiting from scientific discovery and vaccinations in pursuit of ending a pandemic (research, medicine and public health). If you want to make an impact on people’s lives, STEM is an excellent field of choice.

I would encourage students to explore multiple areas of STEM early in their educational years, embrace an inquisitive and open mindset and lens, and seek out a variety of experiences and exposure through experiential learning, shadowing, internships and mentorship.

It’s important to have hands-on, real-world application of STEM and an understanding of the potential career options.

Remember, most career paths are not straight, and they’re often met with numerous twists and turns. It’s the journey of discovery and experience that helps to clarify your interests and purpose. Persevere and be persistent in pursuit of your passions, dreams and career plans.

Add: Women’s Global Leadership Conference Sponsor

We applaud Agnes Scott College’s efforts to help us bring climate solutions home to Georgia.

Drawdown Georgia has a goal of achieving net zero carbon emissions in the state by 2050 through a just and sustainable transition. www.drawdownga.org

Setting Scotties Up for

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aturally, when considering the definition of professional success, many people might think of climbing the ranks of an organization and an increasing salary. While these certainly may be parts of a career journey, Dawn Killenberg, executive director of Agnes Scott College’s Office of Internship and Career Development, says the college sets different priorities in helping students identify their professional success goals in SUMMIT and beyond.

“When we talk about professional success at Agnes Scott, it’s not really about a destination and checking a box,” explains Killenberg. “It’s about a lifetime of growth and creating a life that works for you. We want to help students learn the process of discovering ‘who am I, what are my skills and strengths, what opportunities align with my interests, and how can I connect with the world of work?’”

In 2015, the college’s senior leadership decided to move career development from the Division of Student Affairs to the Division of Academic Affairs in order to more closely connect what students learn in the classroom with the world of the workplace.

“There’s a lot of data that shows students are more satisfied with their academic experience if they see its relevance,” Killenberg notes.

A Committee for Professional Success was established and convened in the fall of 2019. The group of 15 members from departments across the college conducted interviews with multiple stakeholders, including faculty, students and alums, and reviewed data sources, such as the World Economic Forum, to determine ways for deepening the successful SUMMIT initiative with innovative professional success experiences for Agnes Scott’s undergraduate and graduate students. These experiences ranged from exploration of interests to landing great jobs.

The committee’s work resulted in new requirements that will be phased in this year and the following one. In the implementation plan, these include undergraduate labs for first-years focused on academic connections and career exploration as well as a requirement for every major and graduate program to include an internship or research project. Additionally, digital skills aligned with each student’s course of study will be included in the curriculum, and each discipline identifies at least two courses that are project-based with hands-on learning.

“We are enthusiastic about these areas and know they will help our students be more successful after graduation,” says Professor of Psychology Jennifer Hughes, who co-chaired the implementation plan for professional success. “[To measure the effectiveness of these new requirements], future departmental assessment plans will include an assessment of these professional success components.”

Also in the works is a new center designed to inspire student discovery and career education with career coaches, real-world career exploration with alums and college partners, and impactful connections to internships and job recruiters.

“To have a center that promotes curiosity, discovery and exploration is the pinnacle of what we’re trying to do,” Killenberg says. “We’re fighting a societal pressure where students are asked at such a young age, ‘What do you want to be when you grow up?’ We think the more they explore, the more they will land on something they love.”

In 2020, the Office of Internship and Career Development was also able to hire career peers and career community coaches who will have dedicated, welcoming spaces within the center, an endeavor that was made possible with funding from the Goizueta Foundation.

Career peers are juniors and seniors who receive training to help students with professional communication, including interviewing, writing resumes and cover letters, using LinkedIN and more. The career peers work closely in guiding other students—a method that Killenberg says is known to reduce the anxiety students may have about visiting a career center.

Additionally, a Career Communities initiative offers undergraduate and graduate students the opportunity to drop in or schedule appointments with career coaches who are well versed in and connected to employers within their professional niches. The coaches, who educate Scotties on everything from on-the-job jargon to interviewing skills, are focused on one of four professional community categories: health, sustainability and science; nonprofit, service corps and arts; technology, business, media and communications; and government, pre-law, education and international affairs.

Career coach Irene Foran, a certified career services provider, serves as a specialist within the latter community.

Agnes Scott redefines career exploration with thoughtful, professional success opportunities for students. —By Karina Antenucci “Career coaching prepares students to create plans and to follow through with those plans on an ongoing basis, navigating and creating success not only for the first job but also for a lifetime of success,” Foran says.

It also helps students debunk career myths, assess values, discover strengths and broaden their horizons, says Catherine Johansson, senior career coach, who is also a certified career services provider and focuses on the nonprofit, service corps and arts community.

“In one activity in our SUMMIT 120 Career Exploration course that is required in the second semester of a student’s first year, we ask students to name as many full-time jobs as they can in two minutes,” she says.

“Because many students have only been exposed to jobs in their families or from the media, they struggle to list even 10 possible careers.”

As for students who are undecided about their professional paths, Foran says she utilizes several tools such as Career Match and StrengthsFinder to help guide them.

“Many undecided students are actually overwhelmed by the many interests and strengths they hold. By helping them work through the options in an organized fashion, they realize that they’ll be able to pivot and pursue many different paths over the course of their professional lives,” she observes.

Killenberg adds, “Rolling out Career Communities during COVID was a huge achievement.”

Another pandemic-era win for the Office of Internship and Career Development was its Reinventing Summer webinar series. In response to summer internships being canceled or hours reduced during the summer of 2020, the team engaged students in career exploration and learning with alums speaking on topics that included “Leveraging LinkedIn to Build Your Network” with Kelly Quigley ’17 and Sydney Savage ’18 and “Careers in Tech” with Maris McEdward ’05.

Engagement with alums is critical to professional success, with roughly two-thirds of seniors indicating that it has contributed to their postgraduate plans. In fact, the Committee for Professional Success identified the importance of the transition from college into the workplace, especially for first-generation students and students in underrepresented groups. The Alumnae Board started its fall work, based upon the Alumnae Association Strategic Plan that aligns with the college’s goals.

Alumnae Board members Cristina Gutierrez ’12 and Laura Hurban ’81 are co-chairing the strategic team of alums to support professional success. Their first initiative was to pilot Mentoring Circles, small groups designed to help recent graduates’ transition. The goal is to support the successful launch to lives on their own as young professionals and graduate students while introducing the alum network as a lifelong resource. With topics that run the gamut from managing up to creating a budget, the Mentoring Circles are being created to meet the interests of Agnes Scott’s youngest alum professionals.

Tomeka Stephens, assistant director of internship programs for the Office of Internship and Career Development, says the virtual format will likely continue, in addition to in-person opportunities. Currently, 70% to 80% of students complete an internship by graduation.

“Internships play a vital role in students’ professional development and success,” says Stephens. “Students can utilize an internship to explore their interests and potential career field, to gain experience and transferable skills, and to network with professionals and increase their marketability upon graduation.” Notably, Agnes Scott ranked ninth in the nation in internships in the 2022 U.S. News & World Report Best Colleges edition.

Beyond its thoughtful services and academic programming, the Office of Internship and Career Development goes above and beyond to think of everything Scotties need for professional success, even clothes. They are in the midst of creating a professional clothing boutique of sorts in Inman Hall, filled with donations from alumnae and staff. The gently used or new attire—provided at no cost—will help students build an appropriate professional wardrobe for interviewing and the workplace. The boutique is just another example of how the entire college community is being brought together in support of its students’ success after graduation.

“At Agnes Scott, it is possible to both embrace the values of the liberal arts and be prepared for jobs and careers,” Killenberg says. “THE COMMITTEE FOR PROFESSIONAL SUCCESS WORK THAT WE DID EMBEDDED EXPOSURE, INTERNSHIPS AND HANDS-ON LEARNING INTO THE CURRICULUM, WHICH IS ALL VERY EXCITING. I THINK IT WILL TRULY MAKE A DIFFERENCE IN THE STUDENT EXPERIENCE AS WELL.”

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Climate Justice Activism Inspires Second Annual Women’s Global Leadership Conference

By Lea Agnew Above, left to right: Pat Mitchell, media executive and author and Wanjira Mathai, the World Resource Institute’s vice president and regional director for Africa, open the event with “Building Strong Collaborations” and discuss the power of community action in addressing the climate crisis.

Inset: Panelists Jasmine Crowe,Whitney Brown ‘07, Blair Beasley and Michelle Moore discuss climate solutions for Georgia in a session sponsored

by Drawdown Georgia.

The world’s climate crisis is hardest on populations burdened by economic, health and social disadvantages—a fact underscored at Agnes Scott College’s second annual Women’s Global Leadership Conference, held September 23-25 in person and virtually.

“Building a Better World: Women and Climate Justice”drew experts, institutional leaders, business organizations and grassroots activists who are spearheading efforts to reverse climate trends and their social consequences. For the Agnes Scott community, the WGLC spotlighted forward-looking strategies and methods while opening new avenues for engagement, from the classroom to the community.

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WOMEN IN THE LEAD Women’s prominence in climate justice efforts was evident from the speaker roster. Highlighting this fact, Agnes Scott President Leocadia I. Zak says that the all-women lineup was not intentional and reflected who is leading the movement across geographies, cultures and work fields.

Keynote speakers were Wanjira Mathai, the World Resource Institute’s vice president and regional director for Africa; Pat Mitchell, media executive and author; Cecilia Martinez, senior director for environmental justice of the White House Council on Environmental

Quality; and tribal attorney, indigenous rights advocate and pipeline warrior Tara Houska.

Panels focused on impactful climate initiatives. One featured Drawdown Georgia, a greenhouse gas reduction road map for energy efficiency, reduced food waste and expansion of renewable energy sources. A second panel highlighted private-sector actions to advance sustainable, socially equitable business practices.

And another panel addressed environmental health impacts on specific communities.

DISPROPORTIONATE BURDENS Data and anecdotal evidence show the harshest effects falling on those at society’s margins. Populations without economic, political and social agency routinely bear the brunt of climate-driven natural disasters, health impairments, food shortages, urban displacement, arable land shrinkage and loss of indigenous environments— effects often overlooked in scientific and policy analysis.

The WGLC also revealed that visionary disrupters are bringing compelling concepts and tactics to the battle for a livable planet. While attacking root causes of climate change, these difference-makers push back against social inequities. Among these grassroots participants was Jasmine Crowe, founder of the profit-for-good company Goodr, which helps the food industry eliminate waste

while feeding the food-insecure in 20 U.S. cities.

Jacqueline Patterson, founder and executive director of The Chisholm Legacy Project, described her organizing work in Baltimore to fight health and environmental degradation. And a panel titled “Inspiring Community Action” included Leah Trotman ’21, one of several Agnes Scott alums participating in the conference who are shaping their careers with a bent toward climate activism.

SUMMIT ALIGNMENT The conference vividly demonstrated how Agnes Scott’s SUMMIT curriculum integrates with issues of social importance. Global leadership is part of SUMMIT’s essence, says Gundolf Graml, associate vice president for academic affairs and dean for curriculum and strategic initiatives. He noted the sense of global responsibility that pervaded the conference and summed up the SUMMIT connection in a single powerful question, “How can we create a just world and hear the voices that aren’t being heard?”

The WGLC can inspire Agnes Scott students to see themselves as forces for climate justice change, says Honi Migdol, associate dean for integrative leadership and SUMMIT co-curricular programs. “Instead of ‘So what?,’ the Agnes Scott question is ‘Now what?’ When I leave this campus, what will I boldly and ethically do?”

A CAUSE FOR ALL Any career path intersects with climate justice, many speakers emphasized. According to keynoter Mathai, “The movement finds us; we don’t look for it. Prepare for a life of service to give back the gifts you’ve been given.”

Speakers offered practical guidance on getting involved, such as to start small and local and to pay attention to how economic, health and political inequities converge around climate change. The power of collaboration resonated, such as the Drawdown Georgia panel of leaders from organizations cooperating to reduce greenhouse gas emissions. Agnes Scott alum Whitney Brown ’07 represented Georgia Interfaith Power & Light on this panel.

A student research showcase featured analytical projects related to climate. Shaped by conference programming co-chairs Stacey B.B. Dutton, Charles Loridans Associate Professor of Biology and Neuroscience, and Lauran Whitworth, assistant professor of women’s, gender and sexuality studies and co-director of environmental and sustainability studies, these projects documented climate impacts on animal neurology, sea level rise along Georgia’s coast, campus soil analysis and more.

“For students, these projects drive home the importance of going beyond opinion to understand rigorous data gathering and analysis in promoting climate justice,” says Whitworth.

Dutton notes the projects’ interdisciplinary nature.

“The fact that climate justice intersects all fields of study is fundamental for a liberal arts college like ours,” she says.

The research was supported by grants to faculty members, including Jennifer Larimore, associate professor of biology and co-director of the neuroscience

The Conference’s Commitment to Highlighting and Strengthening Women’s Leadership in Climate Change Climate change makes the headlines, but the critical role of women remains absent. Recent reports highlight how the environmental, health and economic challenges of climate change greatly impact women. For example, 80% of people displaced by climate change are women.

Also absent from the headlines is women’s leadership in developing some of the most promising solutions to climate change. A 2021 Brooking Institute article entitled “Why is girls’ education important for climate action?” concludes that “fostering female leadership globally is linked with increases in land and natural resource protection, the ratification of environmental regulations, stricter climate policies, and reduced carbon footprints.”

Agnes Scott College’s Women’s Global Leadership Conference wanted to shine a light on women as changemakers. Even as a college involved in addressing climate change—we have reduced our campus carbon footprint by more than 40%, and we are on track for our goal of climate neutrality by 2037—we had not imagined the scale of women’s leadership that we would find when we began planning the 2021 conference. From the selfproclaimed “elders” who have stubbornly championed the need for attention to women and climate for decades to the amazing young voices quickly coming to the forefront, we found that women’s leadership for climate action is deep and wide. With this conference, Agnes Scott changed the headlines.

Left to right:Wanjira Mathai, President Leocadia I. Zak, Pat Mitchell, Kathy Thomas, Susan Kidd ’78, M.A.T. ’07, executive director of the Center for Sustainability, and Associate Vice President for Academic Affairs and Dean for Curriculum and Strategic Initiatives Gundolf Graml at the WGLC Speaker Reception.

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“THE MOVEMENT FINDS US; WE DON’T LOOK FOR IT. PREPARE FOR A LIFE OF SERVICE TO GIVE BACK THE GIFTS YOU’VE BEEN GIVEN.” — WANJIRA MATHAI, THE WORLD RESOURCE INSTITUTE’S VICE PRESIDENT AND REGIONAL DIRECTOR FOR AFRICA program. She supervised several small groups studying climate effects on crayfish.

“They gained high-level scientific skills, from modeling the experiment to capturing and interpreting the data to the ethical aspects of caring for the animals,” says Larimore.

A complementary WGLC component featured student-written articles about personal experience with climate change, which grew out of Assistant Professor of Public Health Viniece Jennings’ course on environment and public health communication. The geographic diversity of Agnes Scott students was evident in stories about enduring cholera outbreaks in South Sudan, fleeing wildfires in the U.S. West and being uprooted by Hurricane Katrina in the U.S. South.

NEXT STEPS The WGLC points toward increased climate activism in the Agnes Scott community, both institutional and personal. Lessons learned and relationships formed will enrich the academic, global leadership and professional success dimensions of SUMMIT while assuming greater importance in the lived experiences of students, faculty and staff.

Enhancing the college’s already high profile in sustainability, Executive Director of the Center for Sustainability Susan Kidd ’78, M.A.T. ’07 foresees a fresh round of community collaborations on climate resilience and greenhouse gas reduction.

“To put it simply,” she says, “all of us who participated were really inspired to keep doing what we are doing and to do more. The information from the speakers and panelists will help the college increase its focus on justice for local populations most vulnerable to climate effects.”

Another outcome could be an expansion of privatesector partnerships. Business attitudes are shifting in favor of climate policies that reduce long-term negative economic impacts. The WGLC’s mix of corporate and philanthropic sponsors—the Ray C. Anderson Foundation and the Turner Foundation, along with BlackRock and Georgia Power—could signal more cross-sector collaborations driven by the college.

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Students and audience members engage during the Q&A Session for “Building Strong Collaborations.”

Tori Gyorey ’22 presents “Wildfires and Soil Microbe Biodiversity” at the WGLC Student Research Showcase.

One message heard from multiple speakers was that Agnes Scott has a unique stature to stage such an ambitious conference. Coming on the heels of the college’s fourth consecutive U.S. News & World Report Best Colleges ranking as the nation’s #1 Most Innovative Liberal Arts College, this year’s WGLC buttressed Agnes Scott’s position as a courageous thought leader on pressing issues of the 21st century, paving the way for involvement in new breakthroughs.

Visit the conference website at conferences.agnesscott. org/WGLC2021/.

Agnes Scott Biology 350 students present to Wanjira Mathai at the WGLC Student Research Showcase.

Agnes Scott students remove invasive species during the WGLC’s Day of Action and Advocacy.

Lead with compassion.

Build a counseling career rooted in an intersectional understanding of race, gender and sexuality.

Agnes Scott College now offers a Master of Arts in Clinical Mental Health Counseling* program that aligns with our commitment to justice, equity, diversity and inclusion.

This 2-year, cohort-based program prepares students to become Licensed Professional Counselors (LPCs).

We continue to grow! Our forward thinking graduate programs include: • • • • •

Clinical Mental Health Counseling* Data Analysis and Communication Data Visualization Evaluation and Assessment Methods Health Communications

• • • •

Medical Sciences* Social Innovation Technology Leadership and Management Writing and Digital Communication

Learn more at agnesscott.edu/forwardthinkers. *Pending approval by the Southern Association of Colleges and Schools Commission on Colleges.

Agnes Scott College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate and master’s degrees.

Contact the Commission at 1866 Southern Lane, Decatur, GA 30033-4097 or call 404.679.4500 for questions about the accreditation of Agnes Scott College.

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giving highlights Main Hall to House Agnes Scott’s New Center for Career Discovery and Professional Success

Historic photo of Agnes Scott's “Main” Hall (top left), construction continues in Main Hall, including this residential hallway (above) and the inside of Main Hall’s bell tower (left).

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Agnes Scott College’s commitment to career exploration and discovery will be realized through the creation of the Center for Career Discovery and Professional Success in the most iconic building on the college’s campus, Main Hall. A comprehensive resource and experiential venue, the center will integrate curricular, team-based advising and co-curricular programming in one campus space. It will facilitate individualized professional development opportunities and career exploration for students, leverage on- and off-campus partnerships to benefit students’ career wellness, and create pathways for experiential learning. In this envisioned space, students will be empowered through career communities, career readiness competencies and career programming to foster their success to attain lifelong career fulfillment.

The center will feature interview rooms for students to meet, interview and be hired by talent professionals from the for-profit, nonprofit and government sectors as interns and employees, as well as a career bar akin to Apple’s genius bar where students will be able to drop in or schedule appointments with career coaches.

“More intentional career exploration and discovery have allowed all students, especially those from lower-income and first-generation backgrounds, to take advantage of the full breadth of the opportunity afforded by a liberal arts education more confidently and knowledgeably,” says Dawn Killenberg, executive director of the Office of Internship and Career Development. “I am excited about how the creation of a dedicated physical space will enhance the work underway in our strategic plan Pathways to Success 2026 for the good of all Scotties.”

Please take a moment to explore floor plans and naming opportunities as well as architectural renderings and panoramas of Main’s renovation on the Campaign for Main website.

Fundraising Update: The total amount raised for the Campaign for Main is now at $20.2 million (of the $31.8 million goal). As we look to close out the much-needed renovation, we need the support of the entire Agnes Scott community to raise the remaining $11.6 million to fund the Phase III restoration work that will ensure all students can live — and thrive — on campus.

Welcome Jake B. Schrum, Interim Vice President for College Advancement On Nov. 10, Jake B. Schrum began serving as Agnes Scott’s interim vice president for college advancement while the college conducts a search for the college’s next vice president. A longtime friend of Agnes Scott, Schrum served as a trustee of the college from 2012 to 2017.

With extensive experience in fundraising, Schrum has had a long career in higher education administration. From 2013 to 2019 he served as president of Emory & Henry College in Virginia. Earlier, he was president of his alma mater, Southwestern University in Georgetown, Texas, for 13 years, raising more than $150 million for the university. Prior to returning to Southwestern, Schrum was president of Texas Wesleyan University in Ft. Worth for nine

years. He has also held the positions of vice president for development and planning at Emory University, where he directed the $400 million Campaign for Emory, vice president for university relations at Southwestern, vice president at Texas Wesleyan, and director of development at Muhlenberg College in Pennsylvania. He has also worked with the Yale Alumni Fund, the Association of Yale Alumni and Yale Divinity School.

Schrum has served as national board chair for the Council for Advancement and Support of Education and for the Educational and Institutional Insurance Administrators, as well as chair for the Associated Colleges of the South, the Independent Colleges and Universities of Texas and the

Photo by Emory & Henry College

Council of Independent Colleges in Virginia. He has served on the boards of the National Association of Independent Colleges and Universities, the American Council on Education, the Council of Independent Colleges and the Association of Governing Boards’ Council of Presidents.

He holds degrees from Southwestern University and Yale Divinity School and an honorary doctorate from Southwestern.

A Record-breaking Fiscal Year for The Fund for Agnes Scott!

Because of YOU, The Fund for Agnes Scott raised a recordbreaking $2.96 million, with 30% of alums making a gift during fiscal year 2020. Thanks to all who made a contribution!

These important gifts enhance Agnes Scott College’s ability to prepare the next generation of Scotties to think critically, live honorably and engage in the social challenges of today and tomorrow.

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Agnes Scott celebrates its outstanding 2022 U.S. News & World Report Best Colleges rankings.

Among National Liberal Arts Colleges

ACADEMIC PROGRAMS TO LOOK FOR

#1 Most Innovative School (for the fourth year in a row)

(for the third year in a row)

#2 Undergraduate Teaching

#4 Study Abroad

#6 Social Mobility

#9 Internships/Co-ops

#40 Best Value

#10 Senior Capstone

#1 First-year Experiences #2 Learning Communities

#14 Service Learning #30 Undergraduate Research/Creative Projects

Learn more about SUMMIT by visiting agnesscott.edu/summit.

CAPITAL AT RISK.

Better returns can begin with a return to purpose.

Companies that define and act with purpose Add: Women’s Global Leadership out-perform the market by 42%* and perform well in times of volatility*.Purpose has always been a force for good, now it’s a force for good business too.

Conference Sponsor

blackrock.com *DDI Global Leadership Forecast 2018. EY Beacon Institute (2017)

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