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spring 2014 volume 9 1


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[ contents ] 14 Behind History Lies the Truth: A visit into the

Dickinson Published by the Division of Enrollment, Marketing & Communications Publisher and Vice President Stephanie Balmer Executive Director of Marketing & Communications Connie McNamara Editor Michelle Simmons Assistant Editor Lauren Davidson Staff Photographer Carl Socolow ’77 Design Landesberg Design Contributing Writers Matt Getty MaryAlice Bitts-Jackson Tony Moore Alejandro Heredia ’16 Magazine Advisory Group Gail Birch Huganir ’80 Kathy Marcello ’80 Jim Gerencser ’93 Matt Fahnestock ’01 David Richeson Adrienne Su Paula Lima-Jones Web site E-mail Address

past leads students and faculty to explore the multiple narratives of the Atlantic Slave Trade. 20 Turning Point: Nsenga Jenkins ’07 embraces diversions along her path from Posse Scholar to a high-profile legal career. 22 Beyond the Bike Rack: Discover the directions Dickinson’s cycling culture is taking as passion, popularity and possibilities increase. 28 Train(ing) Set: The opening of the Durden Athletic Training Center hails a new future for Dickinson athletics.

Telephone 717-245-1289 Facebook © Dickinson College 2013. Dickinson Magazine is published four times a year, in January, April, July and October, by Dickinson College, P.O. Box 1773, Carlisle, Cumberland County, PA 17013-1773.


Printed with soy-based inks. Please recycle after reading.

See Web exclusives at

20 up front


your view


our view


Dickinson matters


ask the archivist


college & west high

11 kudos 12

in the game

in back



32 beyond the limestone walls 34 our Dickinson 49 obituaries 52 closing thoughts


on the cover

Photo of Dominique Brown ’15 by Carl Socolow ’77. Read about her experience with the Atlantic Slave Trade Mosaic on Page 14.


[  your view  ]

A happy respite In the middle of laundry, making granola and getting ready for the onslaught of our youngest child and his family — and marvelous dog — I sat down with the winter issue and a cup of coffee. (I am not as domestic as this sounds.) My husband [Bob Cavenagh, professor emeritus and former director of instructional technology] mentioned the magazine this morning. Perhaps it was the stereoscope on the cover that intrigued him, but we both noticed a difference. The color photographs are marvelous, the shiny pages are crisp and the subject matter was genuinely interesting. We receive about seven college/university/ grade school publications, and this one, this issue, stands out. susan savage cavenagh ’78 carlisle, PA.

Remembering “Red” The inauguration of a new president at Dickinson always takes me back to 1959, when Gilbert “Red” Malcolm, class of 1915, was named president. To take this position, he had to relinquish several administrative jobs (yes, we were a much smaller school then), and I replaced him in one of those roles, as the first full-time alumni secretary. As we visited alumni chapters, Red never failed to tell the group that he once had been asked to leave the college for academic reasons. He returned after one semester and graduated with his original class. To each alumni group he proudly recited Psalm 118:22: “The stone the builders rejected has become the cornerstone.” He didn’t have to visit alumni chapters to get acquainted with Dickinson alumni. Red had been a part of the college administration, in one position or another, since his graduation, and so he knew most alumni who came together at these meetings to renew friendships with him. His presidency breathed new life into Dickinson’s alumni relations. Tom Young ’53 Raleigh, N.C.

Education as a social (networking) enterprise President Nancy Roseman’s “Asking the right questions” in the winter issue begs for answers. Dickinson should not settle, and aggressively seeking the game-changing adaptations and innovations that retain and advance the college’s highest values while knocking down the cost barriers must be the priority. The challenge lies in the technology innovation that would sustain both the social enterprise and pedagogical model. Solutions in this domain need to address affordability without elitism. The incubator of the social experience shaping today’s youth is already in place. It is the social-networking world we live in. In a world of telecommuting and global conferencing, being all in on technology, social networking, and smart and trusted cognitive computing would be good training — even good education. The model here is the Khan Academy and its 4,000 lectures that can deliver the gamechanging approaches needed to address austerity and sustainability. Ultimately, students may know best. Trust them to strike the right balance among Dickinson’s values, pedagogical model, social enterprise, affordability and austerity. Don O’Neill ’58 Montgomery Village, Md.

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Good medicine I read with interest Stephanie Greco Larson’s Relentless excerpt in the winter issue. Most of my career was spent in teaching hospital philanthropy, the last 14 as the COO of Children’s Hospital Foundation in Washington, D.C. While I agree with Larson that we sadly get more misguided and unnecessary medicine than we want, need or deserve in today’s market-driven medical model, there is so much good being done by physicians and nurses that they need a shout-out too. Larson’s complaints are real. Yet even in this badly broken medical system of ours —  which I believe the Affordable Care Act will begin to fix — good medicine does exist, especially for kids (including our 16-year-old son, who would not have lived had it not been for the skill and knowledge of many caregivers). I can see quite a good deal of discussion and debate about Larson’s book—inside and outside medical circles. Maybe Dickinson should host such a conversation. John William Thomas ’66 Alexandria, Va.

Send letters via e-mail to or mail to: Dickinson Magazine, P.O. Box 1773, Carlisle, PA 17013-1773. Letters may be edited for length and clarity.

[  our view  ]

Continuing the momentum stephanie balmer, vice president for enrollment, marketing and communications and dean of admissions


ith regular decision notification just two weeks ago, the campus energy is high as we welcome admitted applicants to the class of 2018 for visits and revisits, along with high-school sophomores and juniors as they begin their college searches. Current students have returned from spring break and are enjoying the opportunities that a full spring schedule brings in terms of academic and co-curricular commitments. Seniors are learning of graduate and professional school acceptances and are receiving job offers, and our first-years, sophomores and juniors are planning internships and study abroad. Our athletics teams are enjoying exceptional seasons. At the end of the winter season, Dickinson is ranked No. 30 in the Learfield Sports Directors’ Cup — our highest ranking ever. Momentum is high! I have thought of our graduating seniors—the class of 2014 — and their parents regularly over the last several weeks in particular, as they chose Dickinson in the spring of 2010. It was less than two years following the 2008 economic downturn, yet they were confident that the investment in a Dickinson education would provide them the platform to succeed not just in a career, but over a lifetime. I am simply in awe as I continue

to hear of the opportunities that our students are earning, and I am deeply proud as we celebrate them. The gains the college has made, despite an increasingly competitive higher-education landscape, have enhanced Dickinson’s reputation as a national leader in sustainability and global education. Our world-class faculty, academic program and facilities continue to motivate prospective students to consider and choose Dickinson. Our prospective students and their families will continue to come from our local and regional markets, yet more of them will hail from beyond the Northeast — and from around the world. Recruiting and enrolling a diverse student population is a necessity for Dickinson to remain a living laboratory and to provide students the skills that will be expected of them as they anticipate their lives beyond college. It is imperative that Dickinson remains financially accessible to students and their families. As families consider the sacrifices they may have to make to educate their children, our college must remain committed to funding need-based financial assistance to ensure all students have the opportunity to benefit from the strength of a Dickinson education. Building on the momentum of the February launch of the new, dynamic Web site and other initiatives, Dickinson will continue to highlight the distinctive assets that make us Dickinson. Our marketing reach will continue to grow, and with more than 23,000 Dickinsonians supporting our efforts, the college’s reputation will become even stronger. It has been such a privilege to serve as vice president and dean over the last six years and to be a part of this special community. In July, my husband, Lauren, daughter, Isabel, and I will move to Nashville, Tenn., where I will become head of school at Harpeth Hall School. My affection and respect for colleagues in the Division of Enrollment, Marketing & Communications could not be greater, as it has been a joy and a privilege to work with them. To my friends and colleagues among trustees, faculty, staff, alumni and parents, thank you for your commitment to excellence. To our students, thank you for your stories, your strength and for every delight and surprise you have brought me. Your impact on this campus and beyond gives me great satisfaction, and I will always be grateful for the work we have done together to advance Dickinson.


[  Dickinson matters  ]

Pillars of identity Nancy A. Roseman, president


o many things today seem to be about image and perception. Hundreds of billions of dollars are spent on sculpting our perceptions and opinions of people and institutions. We know people in the public eye do this, and we watch the now familiar trajectory from fame to shame, to scripted apology, to redemption — carefully managed by publicrelations experts. Corporations influence how we feel about them, working to convince us that their product is worth our hard-earned dollars or that they embrace a philosophy that resonates with us, thereby winning us as customers. I suspect that most probably don’t think about the fact that institutions of higher learning also work to cultivate their image, and some may even find the notion that Dickinson has a foot in the marketing business a bit distasteful. I fully sympathize with that reaction. I distinctly ­remember early in my time as an academic-turned-­administrator being dumbfounded in a meeting the first time we discussed our “brand.” I admit I was outraged that we were spending time on something that seemed inappropriate, but I quickly came to realize and appreciate the difference between commercial branding in an effort to sell a product, and the importance of authentically and honestly communicating who and what you are, as a community and as an institution. Identity, or self-definition, is something that every organization must ascribe to itself. The identity of an academic institution matters for many reasons. It provides language and images that help us know immediately the place to which we

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are referring. It helps us feel something communal and creates a common frame of reference, one we can share or even just assume. Knowing your identity also helps you to stay true to it and builds a sense of community among a body of alumni that spans decades. Dickinsonians from the ’50s feel connected to those who will walk down the steps of Old West in May. Identity also matters in the marketplace as prospective students and their parents try to determine whether Dickinson is the place for them. It matters in terms of our larger sphere of relationships among colleagues, friends and family, as their perception of an individual is shaped because of the identity of the college they attended. Sometimes this is sheer snobbery; sometimes this is related to our allegiance to our own alma mater. Passions can run deep here! At Dickinson, knowing that there are many liberal-arts colleges to choose from, we consciously have emphasized ­specific ­priorities that sculpt our identity. For example, our focus on global education, sustainability and a cross-­disciplinary approach is critical to how we see ourselves and how Dickinson is perceived by the outside world. These aspects of our curriculum are now as deeply woven into our fabric as any campus tradition could be, yet they are relatively recent constructs, given our beginnings more than 200 years ago. Perhaps it is best to turn the focus of identity on our graduates and ask, what does it mean to be a Dickinsonian? No matter what aspect of Dickinson drew you here — be it sustainability, global education, our size, our location, the ­quality of our faculty, the energy you felt during your visit or the beauty of our campus — ultimately we made our mark on you. As a member of our community, you are a broad thinker and capable of stretching yourself. You are adventurous, engaged and concerned about the world around you. As the world changes around us, our priorities will ­necessarily shift in both subtle and dramatic ways. What is our next pillar? No matter what we add to the mix, we must stay true to our values so that they permeate our decision-making, pointing the way as our priorities evolve. Staying true to who we are will allow us to continue to produce graduates we are proud to claim as members of our community. The most precious facet of our identity, of our image, is, in fact, the graduates we produce.

[  ask the archivist  ]

Carl Socolow ’77

The limestone-clad house situated on the southeast corner of College and Louther streets dates back to the turn of the last ­century. Members of Dickinson’s chapter of Phi Delta Theta wished to build a fraternity house, but they found it difficult to secure an appropriate plot of land. College authorities granted “What is ­permission for the fraternity to the history of build its new house on that the building corner of the John Dickinson w e k n o w t o d ay a s campus, and construction ­commenced in the fall of 1898. The Quarry?” Troy Laur ’03 The fraternity celebrated a formal opening of its new house in February 1901. The agreement reached between the Board of Trustees and the fraternity brothers included the proviso that if, at some future date, the college authorities wished

to reclaim that land, they could do so by compensating the fraternity fairly. The board voted in 1927 to give notice that Phi Delta Theta should plan to vacate the house within five years, and in 1931 the property transfer took place, with the college paying $8,300 for the house. Dickinson then renovated the space to house classrooms and labs for the psychology department, and the fraternity moved into a new house it constructed across West Street from East College, known today as Stuart House. In 1958, the psychology department moved out, and the music department moved in. As the music department grew, it inevitably needed more space. Instructional media then moved into the building in 1976, occupying it for just a few years until moving into Bosler Hall. The house returned to its original ­purpose as fraternity living quarters in 1982, when Kappa Sigma moved in.

It remained the Kappa Sigma residence for 10 years and then housed other fraternities until 1999. Renovations began in 2000 that would turn the house into a campuswide social space. It opened early in 2001, with “The Quarry” becoming the new moniker for the building. Over the next several months, ­students suggested additional changes to make the space more appealing, and further changes in 2003 to increase dining options resulted in The Quarry that we are familiar with today. —Jim Gerencser ’93 Send your questions for Ask the Archivist to

[ college & west high ] The things we carry (out)


ith the motto “We Do Stuff,” the Outing Club didn’t wait for spring to break out its gear. From bouldering at Whiskey Springs and day hikes in Pine Grove to spelunking Carnegie’s Cave in Shippensburg and leading a Leave No Trace class on campus, the group’s indomitable members weathered the winter with vigor — powered by more than a few protein bars. We asked some of them to tell us, “So, what’s in your backpack?”


Events art junctions lectures Calendar of Arts: The Clarke Forum: (includes event podcasts)

March 28-Oct. 4

The Trout Gallery

Works by Patrick Strzelec April 22

Clarke Forum Event Permanent Present Tense

Suzanne Corkin, Massachusetts Institute of Technology April 25-27

Mathers Theatre

Freshworks: An Evening of Student Choreography April 25-May 18

The Trout Gallery

Senior Studio Art Majors Exhibition May 18

Commencement June 13-15

Alumni Weekend June 15

Chatauqua Music Series Fathers Day Blues

Karl Smith ’14 (archaeology) My backpack is designed for hiking, but I also use it as a travel bag and book satchel. Right now the main compartment contains a yellow legal pad, a big sheaf of paper consisting of all the readings I’ve been meaning to finish today, a textbook (A Guide to North American Archaeology) and a novel (The Towers of Trebizond). Underneath all that, there’s an ancient “just in case” Clif bar, an equally ­venerable sandwich wrapper and a pair of gloves. In the top pocket there’s a wad of receipts and ticket stubs, a headlamp, tea bags and a few packets of Equal, a stick of ski wax and a scraper, a pen and spare change totaling $3.30 and .21 pounds. In the outer pocket there’s a banana peel from last week’s trip that I’d ­completely forgotten about. Will Kochtitzky ’16 (earth and environmental sciences) Maps: Where would we be without maps? Maps are a crucial aspect of our trips, knowing where we are and where we want to go. Water purification: This means we never run out of water. Rain gear: You never know when a storm is going to roll in. Knife: Arguably the most versatile tool you can take into the woods. From cutting cheese to making ­shelters, you can do it all with a knife. Camera: It’s a constant photo shoot with this crew. What’s not in my backpack — a phone: I always turn my phone on airplane mode when I go outdoors.

Mackenze Burkhart ’16 (archaeology and anthropology) I always carry a first-aid kit, extra layers and water — even on a simple day hike. I often carry a book, a deck of cards or a Frisbee for breaks along the trail or at the campsite. And I always fill my backpack with delicious snacks for the crew. The most popular: carrots and hummus. Sam Kilburn ’17 (undeclared) Trash compacter bag; five lightweight plastic bags; first-aid kit, including epi pen, hand warmers, splint and inhaler; map; compass; foam pad; sleeping bag; stove w/fuel; hiking poles; folding and locking knife; 100-ft. nylon cord; sunglasses; three thermal blankets; Pop Tarts; instant mashed potatoes; powdered milk; dried fruit; Jell-O powder; Snickers bars; extra pair of shell gloves; Gore-Tex gaiters; 14-point crampons; ice axe. Anna McGinn ’14 (environmental studies) I have been filling a backpack with experiences and skills since my first trip with the club in September 2010. Through this club, I have learned the best places to hike, climb and camp in the area and have passed this knowledge on to younger students. We have planned successful — and woefully ­unsuccessful — events and trips, and we have grown from each experience. The trips we go on force us to work together in ways that cannot be re-created in a campus setting, and the friendships formed will last a lifetime.

Learn more at

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Jaymes Thompson Photos courtesy of the Outing Club


[ college & west high ]

$486,919? How do you spend

AP Photo/THE CANADIAN PRESS/Jonathan Hayward

Well, it depends on how much good you want to do. When Dickinson received a grant for that amount through NASA’s Global Climate Change Education initiative in 2009, the idea was to invest it in one of the things Dickinson does best: injecting sustain­ability into the curriculum — in this case by creating a program called Cooling the Liberal Arts Curriculum: A Campaign for Climate Change Education. But if the grant were designed just to enhance Dickinson’s already muscular sustainability framework, about 2,300 students per year could feel the effects. So when Neil Leary, director of Dickinson’s Center for Sustainability Education, was putting together the grant proposal, he included four regional community colleges — Harrisburg Area (HACC), Montgomery County (Pa.), Northampton County and Mongtomery College (Md.) — as foundational elements. And it made perfect sense: Each has an articulation agreement with Dickinson, and together they serve about 100,000 students per year. “Part of our interest and NASA’s interest is to promote teaching about climate change as widely as we possibly can,” says Leary, noting that these larger colleges are great conduits for disseminating climate-change information. Also taking part were the Center for Climate System Research and the Earth Institute of Columbia University, and professors from dozens of colleges and universities participated in the program’s five workshops — such as the Changing Planet and Climate Modeling workshops — and 30 rigorous sessions within those workshops. “The workshops helped me recognize that there are so many entry points to the discussion, because global climate change

is so complex,” says HACC’s Kelly Matthews, professor of chemistry. “It involves science, politics, economics and engineering at every level of society.” The complexity of the issue was parsed and examined during the grant’s four-year run — which ended in January with the Teaching About Climate Change workshop — but at the heart of Cooling the Curriculum was the simple goal of bringing awareness to the classroom and exploring how best to do it. One form this took was the creation or enhancement of 18 Dickinson courses, many of which displayed just how widely climate-change information can be integrated, such as Environment, Culture and Values; Globalization, Sustainability and Security; and Religion and Modern Culture. Outside the classroom, the NASA grant funded student research on Dickinson’s greenhouse-gas emissions and strategies to reduce them, as well as several research projects. Associate Professor of Biology Tom Arnold and his students, for instance, took research trips to the Chesapeake Bay and Australia’s University of Queensland to study ocean acidification and CO2 levels in the atmosphere. Assistant Professor of Archaeology Maria Bruno and her students studied climate change and ancient agricultural ­production on Bolivia’s Taraco Peninsula, and the grant also supported development and implementation of the Global Climate Change Africa Mosaic. What all this does is get the conversation started on a large scale, across disciplines that might be left out of the ­discussion. And it’s the discussion, the process of raising awareness where it otherwise might not be raised, that ends up driving the issues forward. “Instead of being leery of teaching something you don’t know all the answers to, just initiate the discussion with your students,” Matthews says. “Show them that it’s okay not to know everything, but [they should] always be looking to learn more and be open to discussions. Do something, no matter how big or how small.” —Tony Moore

Talking to strangers (and other DMC adventures)


erforming at the Diversity Monologue Contest (DMC) last fall was the first time I felt completely comfortable on stage. A few weeks before the actual show on Nov. 22 in Allison Hall, I never would have thought I would be up there telling a story as if I were talking to a close friend. As a member of Exiled, Dickinson’s only spoken-word group, I knew I would audition for the DMC. What I didn’t know was how challenging the experience would be. The DMC has been organized for the past 11 years by the Office of Diversity Initiatives (ODI). The contest has taken many forms but has always included a guest spoken-word artist followed by the shared voices and stories of Dickinson students. This year, performers were required to add a digital aspect to their monologues. I pondered what constituted a digital piece for days. Did that mean a video or a slideshow, or would we just go up there and juggle a couple of iPhones? About a month before the performance, students and staff from

ODI led a workshop to offer ideas of

what a digital piece could look like and provide a creative space for students to craft and share the work they were considering for the show. With a better idea of the competition’s requirements, I turned to Humans of New York, a blog dedicated to documenting interactions with the wide variety of personalities in New York City. I was particularly interested in the way Brandon Stanton, the blog’s creator, was able to get complete strangers to open up to him. What I found, in that week that I threw the idea around my head, was that there is no revolutionary reason for why people open up to strangers like Brandon; they just do. The reason why there is so little communication or conversation between strangers, especially in large cities like New York, is because no one is willing to start a dialogue. I came to that conclusion just a few days before the performance, sitting in front of my journal at 1 a.m. It was the third night I had stayed up that

late writing, trying to figure out exactly what story I wanted to tell the night of the competition. I also decided, in that same instance, that if I was going to do a piece on overcoming the communication barrier between strangers, it was something that I personally would have to overcome. That night, I grabbed my Polaroid and my journal and made my way to the Carlisle Diner. There, I started a conversation with an older man who was alone. I told the man, Chet, that I was pretty nervous about a show I had at the end of the week. He gave me advice on how to be honest in anything that I’m doing and that the best way to tell people my story would be to sound as conversational as possible. Then we spoke about a whirlwind of topics for nearly two hours. The night of the DMC, I was the first student scheduled after our guest performer, Miles Hodges. Even though Allison Hall was packed with people, and I had to perform right after a professional spoken-word artist, walking on stage wasn’t as terrifying as I had imagined. I told the audience about Humans of New York, about my meeting Chet and about the importance of initiating conversations with the strangers around us. On stage, I attempted to emulate the same conversational tone I had used when talking to Chet a few days before. The difference, I learned, between talking to a stranger and telling a story to dozens of people is not very grand; both are scary, both require initiation on your part, and both are incredibly rewarding. —Alejandro Heredia ’16


[ college & west high ] Discovering Lincoln 


n a 24/7 economy, it’s become de rigueur to hype beyond credulity and then trash any new digital commodity that crosses our virtual transoms — all of it within one or two news cycles. Bitcoin: A molten slag heap. Foursquare: Where? And MOOCs? That’s complicated. The MOOC (­massive open, online courses) bubble is rapidly deflating, but there’s also a new narrative emerging. Done well, a MOOC really can revolutionize education — at least within specific formats and disciplines and with a specific goal in mind. “I absolutely think online learning is perfect for adults,” says Associate Professor of History Matt Pinsker, who launched what he calls an “OOC” last fall. “Enrollment of 750 was small by MOOC standards, but we were trying to create a liberal-arts experience online.” The course, Understanding Lincoln, was a partnership with the Gilder Lehrman Institute of American History and was targeted to K-12 educators seeking graduate-level credits, Civil War history buffs and adults interested in personal enrich­ment. It blended online seminars and in-depth, real-time discussions with virtual field trips and crowd-sourcing projects. Among the participants were Dickinson students, ­parents and alumni—many of whom were not only ­pleasantly surprised but also intellectually challenged and transformed by the experience. Bob Eskin ’69, who began his MOOC experience with Pinsker’s class, has since found those offered by other colleges and universities lacking. “The Dickinson course definitely was the best structured,” he says, citing the wealth of primary sources, interactive lectures and panel discussions. “This class was a life-changing experience for me,” adds Sue Segal P’13. “It taught me that I still have a lot to learn about American history, that learning is a lifelong experience, that learning does not have to be driven by a particular degree or career path, that drilling down to original sources offers invaluable lessons in understanding history and that new technological skills can be mastered.” Pinsker already had a strong track record with online learning through the House Divided project, a resource for K-12 educators that he launched in 2011. “What’s best about online courses is that they can ­create an open experience,” he explains. “The idea of sharing knowledge is what we’re all about.” Read Sue Segal P’13’s reflections on the course and view some of the multimedia projects at To register for the summer course, visit understanding-lincoln-graduate-course.

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The student projects, Pinsker points out, weren’t just virtual exercises and papers for his eyes only, but genuine scholarship that garnered national attention. There’s a course-produced Web site, Lincoln’s Writings, which earned recognition from the National Endowment for the Humanities’ “Best of the Humanities on the Web”; a special exhibition created for the Google Cultural Institute’s celebration of the 150th anniversary of the Gettysburg Address; and a custom Google map that features 150 of Lincoln’s most teachable documents. “We’re the first liberal-arts college to be included as an official partner with Google on this endeavor,” says Pinsker. “Most of their other partners are major museums or research universities.” Pinsker, who is wrapping up a fellowship with the New America Foundation and a residency at the U.S. Army War College, plans to offer the course again this summer. Registration for the course, which runs June 3 to July 16, is open until May 27. He’s also clear about where and when online education is appropriate. Most online models aren’t suitable for undergraduates, he says, although blended learning — a combination of online and classroom teaching — may be a good approach. “We’re going to have to experiment with digital resources for the undergraduate experience. Those of us who care about academic integrity, we need to shape that future ourselves,” he says. “We can’t just ignore the technology that’s shifting the ground beneath us. It might be scary and threatening, but there’s no solution to that except engagement.” — Michelle Simmons


Publications Alberto Rodríguez, professor of Spanish,

published “El retrato literario en dos Novelas Ejemplares de Cervantes: El amante liberal y La española inglesa” in Caracol, no. 6, by the Faculty of Philosophy, Letters and Human Sciences, Federal University of São Paulo, Brazil.

Associate Professor of Religion Daniel Cozort’s online Journal of Buddhist Ethics, the first academic journal devoted to Buddhist ethics, celebrated its 20th anniversary as an open-access publication. Learn more at Stephen Erfle, associate professor of

international business & management, published “Bracketing Utility” in Inter­ national Journal of Economics, Commerce & Management; “Physical Activity Performance of Focal Middle School Students,” with Corey M. Gelbaugh, in Measurement in Physical Education and Exercise Science; and Managerial Economics: Economic Tools for Today’s Decision Makers, 7th ed., with Paul Keat and Philip K. Young. The text is being used in his class INBM 220: Managerial Decision Making.

Grants and Awards Dickinson received a $700,000 grant from the Donald B. and Dorothy L. Stabler Foundation to supplement the existing Donald B. and Dorothy L. Stabler Endowed Scholarship Fund, which provides additional tuition assistance to worthy students in support of their pursuit of a Dickinson undergraduate education.

The Dickinson College Farm received $5,000 from the Miller Foundation to support general operating expenses. Shalom Staub, associate provost for academic affairs and first-year dean, received a $10,000 Bringing Theory to Practice-Leadership Coalition Grant from the Association of American Colleges and Universities. The grant will help Dickinson improve student retention by enhancing the first-year student experience through better integration of academic and student-development programs and resources. Dickinson was invited as one of 30 colleges and universities to submit a proposal to the program, based on its track record as a national-demonstration-project grant recipient.

Associate Professor of Biology Tom Arnold received $5,500 from the Maryland Department of Natural Resources for his project SAV Technical Synthesis III. The Center for Lusophone Research (CLR)/ Council of American Overseas Research Centers Grants for Short-Term Research in Portugal and/or Lusophone Africa awarded Jeremy Ball, associate professor of history, $3,000 for his project Monuments, Commemoration and the Creation of an Angolan National Identity. Ball will conduct research in Angola on historical narratives and political counter-narratives of postindependence public monuments.

In the News In its 2014 list of the top volunteer-producing colleges and universities, The Peace Corps ranked Dickinson No. 8 among small schools for a second consecutive year, with 14 alumni currently volunteering worldwide — in Albania, Burkina Faso, Dominican Republic, Ghana, Jordan, Madagascar, Moldova, Namibia, Panama, Peru, Rwanda, Togo and Ukraine. Since the first days of the Peace Corps, 229 Dickinson graduates have traveled abroad to serve as volunteers. Read more at Professor of History Marcelo Borges’ research on transatlantic migration from Portugal to Latin America in the 19th and 20th centuries was profiled in the Portuguese national newspaper Público.

Alyssa DeBlasio, assistant professor of Russian, received a $50,000 award from the Pittsburgh Humanities Center to support the completion of her book project on the transition of Russian philosophical thought from the post-Soviet era (1990s) to the present. The grant also supports her new project on philosophical readings of contemporary Russian films. She will be based at the University of Pittsburgh, which houses the largest collection of Russian films outside of Moscow.



‘Fastest game on two feet’

Carl Socolow ’77

Brian Cannon ’14 makes the most of Dickinson connections

Carl Socolow ’77

rian Cannon ’14 tensed when he saw Peter Zouck ’13 knock the ball loose from one of Roanoke College’s attackmen. The ball skipped across the grass 60 yards away, but Cannon’s body responded as if it were linked to the rubber sphere. He headed upfield, shifting into fast-break ­formation as Draper Donley ’14 scooped up the ball and sprinted toward him. Opportunity and ­preparation were seconds away from meeting, and Cannon was ready. “I love the fast pace of lacrosse,” he says, ­recalling the breakaway during last March’s victory over Roanoke as one of his favorite moments on Biddle Field. “Like they say, it really is the fastest game on two feet. The momentum can shift so quickly, and one moment can change the entire game.” A Roanoke defender rushed toward Draper, leaving Cannon open. Draper’s pass hit Cannon’s mesh perfectly, the embodiment of seamless teamwork. Cannon has racked up numerous individual accolades. The Baltimore native has twice been named the Centennial Conference (CC) player of the week, earned a spot on the 2013 USILA All-America Lacrosse Team, set the record for CC ­tournament points and received the 2013 Lt. Col. J.I. (Jack) Turnbull Award as the nation’s out­ standing attackman. But it’s being a part of this tight-knit team he values most, on and off the field. “I wanted that small, close community feel,” the economics major says on his decision to attend Dickinson after hearing about the school from alumni Trip Deeley ’05 and Brian Mohler ’07. “It told me a lot that alums would go out of their way to talk about how great the school was. And that’s what I’ve found here — the close relationships with faculty and the ability to get involved in ­activities outside of class.” This semester he’s taking advantage of both. To prepare for a career in finance, he’s partic­ ipating in the Student Investment Group and is enrolled in an independent study on global ­economics. Through both, Cannon is learning that a future on Wall Street just might demand many of the same elements that made up his favorite play on that March 2013 day on Biddle Field. “There are definitely similarities between lacrosse and life,” he says. “You have to move fast, you need solid teamwork and you have to be prepared, be ready to make the most of any opportunity.” Which is exactly what he did. After snagging the pass from Donley, Cannon cocked back his lacrosse stick. He read instantly that the goalie was leaning away, expecting a shot to the far pipe. No time for a head fake, no time to do anything but react, Cannon flung the ball just inside the near pipe and into the back of the net. — Matt Getty

[  in the game  ] The team had another stellar season, earning the top-seed in the Centennial Conference (CC) playoffs — setting the school record with 15 wins in conference play — and making a second-straight appearance in the NCAA tournament. Adam Honig ’14 and Gerry Wixted ’15 each scored their 1,000th career point and were named first-team AllConference for the second-straight season. Honig was named the CC Player of the Year, earning All-CC honors all four years. Tucker Landy ’14 also was named All-CC, leading the Red Devils to the conference title game and the NCAA tournament. The Devils reached the tournament’s Elite Eight for the first time in program history but fell to No. 6-ranked Illinois Wesleyan University, finishing the season with a school record of 24 wins.

Women’s Basketball The women’s basketball team endured some growing pains but gained valuable experience with a very young roster. Starting four firstyears and a sophomore, the Red Devils proved to be competitive but struggled in the win column, finishing 5-19 overall. Mary Martin ’17 had a huge impact on the program and was named the CC Rookie of the Year. Martin led the team in scoring at 9.3 points per game, rebounding (6.7 rpg) and steals (47).

Men’s Swimming The men’s swimming team placed second at in the dual-meet standings and at the ­conference championships. Jason Adams ’14 turned in another great performance, earning his third Outstanding Performer of the Meet honor. He captured individual titles in the 50 freestyle, 100 butterfly and 100 backstroke, and also in the 400-medley relay, adding silver medals with the 200-medley and freerelay teams. Adams finished with four gold

and two silver medals, setting three c­onference, school and championship meet records. Alex Bennett ’17 capped a brilliant rookie campaign, breaking school records in the 500-, 1,000- and 1,650-freestyle events. Brandon Gauthier ’14 broke the school mark in the 200 breaststroke en route to a conference title. Bennett and Gauthier joined Chris Miles ’15 and Alan Karickhoff ’16 to set a school record in the 800 free relay as well.

Women’s Swimming The Red Devil women had a strong campaign, placing third in the dual-meet standings and fourth at the CC championship meet. Caitlin Klockner ’16 garnered a conference title in the 200 individual medley and set school records as the anchor of the 200- and 400-medley relays. Emily Houser ’17, Jacqulyn Teller ’17 and Tanita Leary ’17 joined Klockner to set school marks in both. Teller added a record in the 200 breaststroke, while Leary set the school mark in the 100 butterfly. Caroline Brennan ’16 erased school records in the 1,000- and 1,650-freestyle events.

Women’s Indoor Track and Field The women’s team placed third at the CC championships. Sara Patterson ’14 had an outstanding championship meet, winning both the 3,000 and 5,000 meters. She was just off school-record pace in both, posting times of 9:56.62 and 17:19.87. Patterson also placed 15th in the 3,000 meters at the NCAA Indoor National Championships. Amanda Jimcosky ’17 made an immediate impact, ­winning the high jump with a school record of 1.62 meters (5’-3.75”). Rikka Olson ’17 and Sophie Moore ’17 added school records in the pole vault (3.45m, 11’-3.75”) and the ­pen­tathlon (2,640 points), respectively. Olivia Schumann ’15 broke the school mark in the 400 meters with a time of 59.32. She earned silver and bronze in the 400 and 200 meters at conferences as well. 

James Rasp

Men’s Basketball

Men’s Indoor Track and Field The men’s team also placed third at the CC ­championships and broke four school records. Ryan Steinbock ’14 posted new marks in the mile (4:13.27) and the 3,000 meters (14:31.14), earning a pair of silver medals. Steinbock also shattered the school record in the 5,000 meters at the NCAA Indoor National Champion­ships, ­earning him a silver medal and All-America honors. Aaron Pannell ’14 captured a pair of gold medals and a silver medal, winning the 60- and 200-meter events. He set school records in the 55 and 200 with times of 6.45 and 22.28, respectively.— Charlie McGuire, sports information director

Need more Red Devil sports? Check out all the stats, scores, schedules and highlights at Information about live streaming and radio broadcasts is available on a game-by-game basis, so check the Web site regularly or follow @DsonRedDevils on Twitter for the latest updates.


The Atlantic Slave Trade Mosaic looks at how memorialization

behind history lies the truth

both reveals and hides the past. By Tony Moore


“If you tell the truth, you don’t have to remember anything.”


“We evaluated the present: How is the story of the slave trade being told right now—in Ghana, in South Carolina? What are the ways in which people in modern society are expected to understand the slave trade?”

[ cover ] his is something Mark Twain quipped, but he probably wasn’t thinking about the different truths that can be told and how one truth can be swapped out for another, depending on who’s telling the story. In Remembering the Atlantic Slave Trade, last fall’s Dickinson Mosaic, Assistant Professor of Africana Studies Lynn Johnson, Associate Professor of History Jeremy Ball and Joyce Bylander, vice president for student development, set out with eight students to explore how the slave trade is remembered and memorialized on both sides of the Atlantic. The Atlantic slave trade occurred from the early 16th to the middle of the 19th century — lasting about 350 years. Over its course, it saw more than 12 million Africans forcibly extracted from the continent and shipped off across the world. Between 350,000 and 400,000 embarked on ships bound for what would become the United States —  with between 10 and 20 percent dying during the voyages.

charleston, s.c.

The 300,000 or so Africans who made it to our shores left behind a legacy and seeded a history that is still with us every day — sometimes in plain sight and sometimes not. “We want to help students see that we can sometimes imbue sites with a story that we want to have told,” says Bylander, “but is it the truth, and what story is missing in whatever stories get told?” Different versions of the truth

“The difference between this Mosaic and any other history course is that we didn’t really study what ­happened in the past,” says Frank Williams ’15, a law & policy and Africana studies double major. “We evaluated the present: How is the story of the slave trade being told right now — in Ghana, in South Carolina? What are the ways in which people in modern society are expected to understand the slave trade?” Student coursework with all three professors focused on the significance of the “slave coast” of West Africa, representations of the slave trade and African survival through the lens of arrival in the New World. But as with previous Mosaics — which have taken students from Morocco to Cuba to the Mediterranean (see Page 19) — the answers to questions asked in the Atlantic Slave Trade Mosaic were found mostly outside the confines of history books. And for 16 days on two continents the group walked in the footsteps of the hundreds of thousands of slaves brought to the U.S.


“Having students be in Ghana and Charleston and giving them the tools to really think about, listen to and learn about these stories — that was really important,” Bylander says. “It was the ‘feeling,’ as one student put it. They needed to feel these places and not just read about them.” And those feelings were at times overwhelming, as the Mosaic cast new light on “what could have been,” according to Dominique Brown ’15, a psychology and Africana studies major who traces her ancestry to Ghana. “Especially going through the dungeons, it’s hard to imagine that one of my ancestors could have been in conditions like this, and the only reason I’m here is because of that,” she says. “To think of that and to really experience it — it’s hard to explain, because there’s gratitude that’s associated with it, but there’s also sorrow.” On either side of the ocean

In each Mosaic location—from Ghana’s Cape Coast Castle, Elmina Castle and Donko Nsuo (Slave River) at Assin Manso to Charleston’s Avery Research Center and Boone Hall Plantation—students were immersed in slave-trade narratives,

Conversely, in Ghana, Bylander says, “All they’re talking about is the enslavement of Africans, and they have been ­making that narrative prominent.” Johnson adds that it’s a narrative not just about loss but also about victory. “The first time I went [to Ghana], I was in awe,” she says. “We survived this? They survived this? And then you start to understand that you need to learn more about it — not just about victimization but survival, and I wanted to make sure that was a narrative that the students understood.” Legacies of the slave trade

With a new perspective of the past came a new understanding of the present, and the link between the two eventually led the group to look further at just what it means to call oneself “African American.” “I always felt that I could not claim ‘African’ as a cultural identity because I was not born in an African country, and I don’t know where in Africa my ancestors came from,” Williams says. “I also felt like I didn’t fit the archetypal American figure. I was lost because I had no land to claim. But I realized that ‘African American’ is an identity in itself.”

To be able to reclaim that history, to be able to speak of it proudly and talk about the strength and survival of the people who made it, who made it possible for the rest of us to exist, was a really powerful and positive thing and something that the students embraced by the end of the Mosaic. and a striking trait of the experience was just how differently history was presented in West Africa and in Charleston. “Everywhere in Charleston you walk around, you feel an ancestral presence, but no one is talking about enslaved Africans, even as you tour plantations,” Johnson says. “Just hearing the silence was profound to me.” “It’s a silence that is stunning, and we continue to perpetuate it,” Bylander adds, elaborating on what is known as “heritage tourism.” “People like to go back to the past, but they don’t like to go back to the difficult past, and so if you don’t make the story nice, people won’t come to visit.” “It’s a matter of whether you’re going to be an educator, or a learner, and go out and look for the true story,” says Hannah Glick ’15. “Because you could definitely go to these sites and see very elegant wallpaper, a nice piano, a nice portrait … and miss the point of who was cooking the meals, who was taking care of the home, where the slaves were kept. To stray from this Gone With the Wind-style narrative is shocking, but it’s the truth.”

d i ck i n s o n ma gazi ne Spring 2014


That identity is something that has risen from the past, a past that many people would rather hide than explore. To Johnson, it is essential that the sights and sounds and experiences of the past be remembered, so they become the possession of the people instead of footnotes in history books. “To be able to reclaim that history,” she says, “to be able to speak of it proudly and talk about the strength and survival of the people who made it, who made it possible for the rest of us to exist, was a really powerful and positive thing and something that the students embraced by the end of the Mosaic.” Williams clearly found the Mosaic transformative, and he doesn’t shy away from any of the truths that revealed themselves over those weeks — truths that ended up spanning more than the Atlantic Ocean. “I can’t control how my ancestors got to America,” he says. “But I can control the way in which I choose to carry out the legacies they created once they got here, and I embrace this wholeheartedly.”

Natural History Sustainability (Fall 2012) From hawk watching and saw-whet-owl banding in Pennsylvania to crabbing in the Chesapeake, students conducted field research, met with local experts and explored the relationships between the land and its inhabitants. Copenhagen (2009) The first of several trips to the annual global Climate Change Conference, COP15 took students as U.N. delegates to Copenhagen to interview other participants and study issues and policies related to global climate change.

South Asian Diaspora (2009) The mini-Mosaic combined fieldwork with oral-history research with South Asian communities in central Pennsylvania. The research focused on religion, family, work and migration narratives.

Cuban Mini-Mosaic (2012) With a focus on political, economic, environmental and social sustainability, the course included a 10-day research trip to Cuba, where students explored urban agriculture and social policy related to health, education, family, youth, gender and sexuality.


Dickinson Mosaics take students near and far

Morocco: Jewish and Muslim Religion and Culture (Winter 2013) Applying a “lived religion” perspective, the Mosaic saturated students in Moroccan life — a “nexus of Jewish, Arab, Berber, African, Spanish and French cultural elements and influences,” says Shalom Staub, associate provost for academic affairs.

Comparative Black Liberation (2008) Students and faculty examined the anti-apartheid movement in South Africa from the 1950s-90s and the AfricanAmerican civil rights movement of the 1950s-80s. Participants conducted field research in South Africa and Mississippi, where they studied how African and African-American people in small communities responded to and eventually defeated white supremacy in two of its most infamous manifestations: apartheid South Africa and Jim Crow Mississippi.

[  profile  ] t’s the stuff that dreams are made of:

e­ ncouraged her not to give up. Cherry suggested an internship with the Dauphin County, Pa., courts and recommended that Jenkins work in the field for a few years. “Nsenga worked hard for everything she had, and she received beautiful support and training at home. But she was grasping for a future, and I don’t think she realized the great gifts she had, particularly her special gift for communicating with young people,” Cherry says. “I suggested she get her feet wet not only so she could gain some experience but also so she could gain some confidence and realize what she could do.” So Jenkins worked as a juvenile-probation officer in Harrisburg, investigating county cases and presenting ­recommendations to the judges. “It was a great experience, and after two years on the job I got that itch to do something new,” she says. “That something new was law school.” She decided to work in New York City’s family-court system while attending New York Law School. She got the job and, a year later, enrolled in New York Law School. She served internships in a county supreme court, in the litigation division of the nation’s largest housing preservation and development agency and in an entertainment-law office. In 2013 she passed the bar in New York and New Jersey on first try. Last fall, a contact she made during her final internship alerted her to an entertainment-law opportunity at ABC News. Naturally, she leapt at the chance. Now, as part of the ABC newsroom’s rights and clearance department, Jenkins ensures that all third-party content aired on World News with Diane Sawyer and This Week with George Stephanopoulos has been cleared for broadcast. The 24/7 news cycle keeps her tethered to her iPhone, but Jenkins enjoys the fast-paced, high-profile job and is excited about the opportunities to come. Meanwhile, she stays in touch with her Dickinson ­mentors — whom she calls “life mentors,” because their ­influence reaches far beyond her academics — and continues to live by their advice. “At Dickinson, I met people who encouraged me and allowed me to discover what I really loved, and I’ll always be grateful for that,” she says. “What I learned from them is that if you follow your dreams and work hard enough and long enough, you can accomplish whatever you want.” Matt Zugale

An inner-city kid earns a scholarship, goes to law school and accepts a coveted position with one of the nation’s top-three broadcast networks. But Nsenga Jenkins ’07’s path to success was anything but dreamlike, and there were times when her aspirations seemed far out of reach. “There was at least one moment when I seriously considered giving up,” she remembers. “But I’m not a q ­ uitter, and I knew that there were people who believed in me. So I decided that if I couldn’t get where I want to go the ­traditional way, I had to look for a different path.” A first-generation college student with a stellar academic record, Jenkins dreamed of becoming a lawyer. With financial support from Dickinson, she came to campus as a Posse Foundation scholar, and was surprised to learn that the New York public-school system hadn’t adequately prepared her for the academic rigors ahead. “It was discouraging, because I was used to succeeding and, suddenly, I was struggling in class.” she says. “I didn’t know if I’d make it through.” A turning point arrived when she enrolled in an ­introductory philosophy course, discovered a love of the subject and found a mentor in Professor of Philosophy Susan Feldman. “One of the things she taught me was that if I wanted to succeed, I had to do something I loved and really throw myself into it,” says Jenkins. “So I declared a major in philosophy, and my grades immediately began to improve.” That approach also worked wonders for Jenkins’ language proficiency. After struggling in Spanish classes for several years, Jenkins declared a minor in the subject and spent the summer and fall of 2006 studying abroad in Dickinson’s Málaga program. She returned fluent — just in time for her final semester. As her grades improved, Jenkins grew more interested in law and public service, thanks to her involvement in service and mentoring organizations, the Dickinson Law Society and the mock trial team. But as graduation neared, she began to lose hope that she’d realize her dream. “I didn’t even sign up for the LSAT, because I didn’t think I could get into law school,” she remembers, explaining that although her GPA had improved, it was still not up to snuff. Her law & policy professor, Dauphin County judge and longtime Dickinson adjunct instructor John Cherry,

d i ck i n s o n ma gazi ne Spring 2014


Turning Point Embracing plan B with Nsenga Jenkins ’07. by MaryAlice Bitts-Jackson


Cassandre Lier ’15 art & art history

[ feature ] b e y o n d

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D av i d s o n

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“The bicycle is a curious vehicle. Its passenger is its engine.”

oly m pic c yc l is t joh n howa r d


Whether you’re in it for fitness or for fun, whether your ride is rugged or retro, whether you’re going green or greasing gears, cycling is becoming the transportation mode of choice for an increasingly larger population. “We have more biking now than I’ve ever seen in my 34 years at Dickinson,” says Lt. Joe Fazio in the Department of Public Safety (DPS), noting that the days of empty bike racks are over. With anywhere between 300 and 400 bikes on campus on any given day, rack space is at a premium, even with the 25 racks that have been added in the last two years, a­ ccording to Lindsey Lyons, assistant director of the Center for Sustainability Education (CSE). Many sources are specifically pointing to millennials as the drivers of change, including a 2013 report by the U.S. Public Interest Research Group. The study found that “Millennials are more likely to consider forms of transportation beyond the car — the go-to option for many older Americans. They assess the best form(s) of transpor­tation to get to their destination and decide to drive, take public transit, bike, walk or combine options depending on which makes the most sense.” The Dickinson community also is trying to determine what makes the most sense for a campus that has seen huge growth in its bicycling culture — from the sheer ubiquity

d i ck i n s o n ma gazi ne Spring 2014


of bikes to a genuine desire for sustainable transportation alternatives. And while bike racks are a hot topic on campus, Tyce Herman, projects coordinator for CSE and one of the driving forces behind the biking boom at Dickinson, says, “We’re l­eading the charge and moving beyond the bike racks.” In other words, there’s a new attitude about biking. “There’s a lot of energy right now among the current students — the highest I’ve ever seen,” says Mike Johnson, director of institutional research and mountain-biking enthusiast. So the question becomes how to harness the energy and the volume into something sustainable. Enter the Bicycle Advisory Committee (BAC). “The BAC represents just about every aspect of cycling you can think of — skinny tires, fat tires, community, repairs, safety. Very few things run the risk of being overlooked or railroaded,” says Johnson. Fazio agrees, noting that it was important to get all the right people around the table. The group comprises CSE, public safety, facilities staff, faculty members, students, student-development staff and local community members.  

Left to right, top row: Asir Saeed ’16, computer science; Tyce Herrman, sustainability projects coordinator; Stina Niemann ’16, IB&M and economics

Middle row: Andrew Afsahi ’16, IB&M; Mariah Murphy ’15, earth sciences and chemistry; Andrew Connell, user services; Mike Johnson, institutional research Bottom row: Tyler Riegel ’14, international studies; Barry Tesman, mathematics; Marie Helweg-Larson, psychology


So, why bike?

“On a bike, my joy comes not from arriving at my destination but from the process of getting there.”

Physical fitness. Getting from here to there. Stress relief. For fun. Love of the outdoors. Rehabilitation after an injury. Feeling of freedom. Fostering socialization. Saving money. Good for the environment.

Four places Dickinsonians like to bike on (and off ) campus

d i ck i n s o n ma gazi ne Spring 2014

Downtown Carlisle


Camp Michaux

Dickinson Farm


Devlynn Chen ’17, biology

The committee’s task — develop a comprehensive bicycling plan for the college that will include support for initiatives already in place, generate ideas for new efforts that will enhance opportunities and connections with the Carlisle community, create evaluation plans to maintain accountability and provide education and incentives to ­encourage new cyclists. And speaking of initiatives already in place, DPS has had officers on bikes for 10 years, and the office runs the Red Bike program, which began in 2007 and allows members of the campus community to sign out a bike for a few hours at a time. The college also collaborated with the Carlisle ­community in 2010-11 on the Road Diet, which reduced the number of vehicle lanes in town and added five-foot-wide bicycle lanes on each side of High Street — a move that has had mixed r­ eactions from active bikers. Some feel that safety for riders is still an issue, while others consider it a step in the right direction. “It’s a mini-Copenhagenization attempt,” says Andrew Connell, director of user services and lifestyle bike commuter. “But Copenhagen really has it right. Every year, 10 percent more of the city streets there restrict car traffic.” While Central PA won’t be looking like Copenhagen any time soon, the town-gown connection is imperative to future success, says Herrman. “Biking is not just a campus activity —  it is embedded in the community. If the surrounding com­munity isn’t bike friendly, it limits what we can do.”

At the same time, Dickinsonians are doing a lot with a little. The Handlebar bicycle co-operative, started in 2011 by CSE with support from the Idea Fund, has become a major outlet for bike enthusiasts. It collects donated parts and unwanted cycles and rebuilds them as Green Bikes, which sport a distinctive green fork and are available for students to rent by the semester. And it’s a model that works. The Handlebar’s second-in-­ command, Drew Afsahi ’16, came in to build a bike and never left. It’s a frequent occurrence for students to stop in at the modest workshop below Davidson-Wilson residence hall and just keep coming back for more, both as mechanics and return renters. “I’ve always loved working with my hands and ­experimenting,” says Handlebar manager Mariah Murphy ’15. “My dad was an airplane mechanic, and in my family, you fix things yourself. At The Handlebar, we teach people how to fix it so in the future, they can do it themselves.” Murphy hopes that the affinity among The Handlebar volunteers and Green Bike riders will propel the effort forward. “People are asking about riding lessons, which we’re going to be offering,” she says. “We’re also looking at getting bike pumps installed outside and, of course, more bike racks.” Beyond campus and town, the Cumberland Valley offers great trails for Dickinsonians interested in extreme r­ iding. Mountain bikers, long-distance and competitive cyclists are finding like-minded riders and are eager to build out the networks for developing that critical mass.

Johnson is an active voice on a Biking at Dickinson l­ist-serv and has led mountain-bike clinics. “This is a mountainbike mecca,” he says. “There are tens of thousands of acres great for riding right outside our back door. There is tremendous potential.” Tyler Riegel ’14 and Nick Shewell ’14 are eager to see interest and participation grow, having launched a cycling club this spring. Herrman is building partnerships off campus, working with the Bike South Central PA Regional Advocacy Group, the Cumberland County Parks & Recreation Department and the Safe Rides to School Program at Mooreland Elementary. “It’s about creating a bike advocate network in Carlisle,” he explains. “We need a broad coalition. There are unique c­ hallenges and opportunities in our region. If we can make our region better, it’s better for all the institutions and communities in it.” Community is a key word in all of this — it takes many spokes to support a wheel. “I want to be part of a community where biking is a major part of the lifestyle,” says Johnson. “There are studies on the ­tremendous impact regular biking can have on your overall outlook on life and happiness. I’ve seen it transform people’s lives.”

View more photos at


Train(ing) set b y M a tt G e tt y

Photography by Carl Socolow ’77


This is about more than a new building and upgraded facilities. When we celebrate the Durden Center, we’re celebrating the foundation of the future of Dickinson athletics. We’re celebrating Dickinson’s commitment to future Dickinsonians, student-athletes, coaches and alumni. Les Poolman, director of athletics

he Durden Athletic Training Center opened to rave reviews this spring as Red Devils began using its more than 22,000 square feet of strength-training, locker, sports-medicine, meeting and event space. With dedicated locker rooms for field hockey, football, and men’s and women’s lacrosse, the new building — named in honor of William G. ’71 and Elke Durden — takes a huge step forward from the 1960s-era facilities previously used at Biddle Field. “The combination of the weight room and sports-medicine facilities allows the trainers to create a cohesive rehab program that would not have been possible at the old Biddle building,” says Brett Whelan ’14, women’s lacrosse team captain. “The equipment is not only of a better quality, but it is more varied in purpose and plays a huge role in getting athletes back on the field faster.” Rehabilitation tools include therapeutic whirlpools, Intelect electrical modality machines that increase circulation to aid in recovery and Game Ready cold-therapy compression systems to accelerate healing. Add to that Elite Hammer Strength racks and other resources for building explosive power as well as flat-screen monitors for film study in each of the locker rooms, and the facility provides everything student-athletes need under one roof. “The weight room is a huge upgrade from what we used to have,” says Cole Ahnell ’15, football team captain. “The locker rooms also have a lot more gathering space, which gives them a more communal feel. I can’t wait to move in for the upcoming season.” Built thanks to a $6-million leadership gift from Sam Rose ’58 and Julie Walters as well as gifts from roughly 130 alumni, parents and friends, the Durden Center also commemorates Dickinson’s 1958 national-championship lacrosse team, on which Rose played. A permanent exhibition honoring the team was installed in early April and was on display for the building’s April 12 dedication. “This is about more than a new building and upgraded facilities,” says Les Poolman, director of athletics. “When we celebrate the Durden Center, we’re celebrating the foundation of the future of Dickinson athletics. We’re celebrating Dickinson’s commitment to future Dickinsonians, student-athletes, coaches and alumni.”

To learn more about the Durden Center Dedication and Red & White Day, visit or visit for more photos. d i ck i n s o n ma gazi ne Fall Spring 2013 20143030


[  beyond the limestone walls  ]

‘Did you go to Dickinson?’ By Ty Saini ’93, Alumni Council President


fter a winter of consistent snow, rain and temperatures hovering around the freezing mark, the weather in Maryland finally cleared in early March. With the sun bright, the roads dry and the thermometer reaching 50, it was only natural that everyone wanted to get out of their houses and move about. My friends and I decided to get in a bike ride. While I was out, I passed by a pack of riders — some of whom were wearing jerseys and shorts that were emblazoned with a local university’s name. I started to think about name recognition, Dickinson, branding and alumni pride. Of course, I was happy just to feel the sun on my face and be in the moment of enjoying my bike, but I also was reminded of a conversation I had with an alumna earlier that week. Keep in mind that both she and her husband are engaged Dickinson alumni.

d i ck i n s o n ma gazi ne Spring 2014


She told me that her neighbor was recently accepted to Dickinson and, for whatever natural reasons, the two families had never discussed their college experiences. It was purely by chance that she learned about his college acceptance. So after living across the street from one another for quite some time, the resulting comment was, “Oh, you went to Dickinson?” Perhaps you’ve experienced this question as well? We attended a nationally recognized school with a relatively small student population. Our alumni body is nearly 23,000 strong. We do not have Division I sports teams that get air time on marquis TV channels or whose athletic apparel is sold in big box retail stores, and we do not have graduate p ­ rograms. That is not who we intended to be. Yet we need more people to know who we are and to learn about the amazing accom­plishments of our students, faculty and alumni. I am not a marketing expert, but after listening to enough professionals and just reflecting on society’s habits, I find one thing is certain — the more a person sees a brand, the more likely he or she is to remember it and explore what it is. How can we as proud alumni play a role in this effort? As I’ve mentioned in previous columns, getting involved with volunteer opportunities such as admissions is one way to let others in your community know that you attended Dickinson and support its future. But let’s consider a simpler approach, one that is likely to reach an even broader audience. Now that the weather is warming up and we’re putting away the sweaters and coats, take a look at what Dickinson clothing might exist in your wardrobe. Do you have a T-shirt, polo shirt or hat? Maybe you still have that perfectly brokenin sweatshirt from your student days? Or maybe it’s time to replace or update what you have? How often do you find yourself wearing Dickinson apparel outside of your home? The point is, any alum can do his or her part simply by wearing Dickinson clothing — to your gym, your kid’s s­ occer game, while traveling or shopping. I remember when I moved to New York City right after graduation and would jog in Central Park. So many college shorts and shirts dotted the

Young Alumni Regional Challenge: Spring 2014 It’s time to paint your town red with Dickinson pride! The Office of Alumni & Parent Engagement and Dickinson Regional Clubs are challenging young alumni (classes 2004-13) in 10 regions — from Boston to San Francisco —  to reach 28-percent participation in this year’s Annual Fund. Each region that hits 28 percent before the end of the fiscal year (June 30) will not only have bragging rights, but also will get to host an exclusive young-alumni event compliments of the college. Below are the standings as of March 25.

landscape. I always looked for our college’s name and was ­curious to see if I knew the person. Even if I didn’t recognize that individual, it was nice to know that I was part of an extended community while living in such a big city. And as I meet more alumni, I often hear of such stories where people strike up a conversation because someone had an article of Dickinson clothing on. In fact, many of these ­conversations have occurred on other continents and in remote areas. It shows how widespread our alumni are and how happy we are to meet someone with a Dickinson ­connection. Perhaps you’ve had a similar experience. Perhaps you were driving and spotted a Dickinson sticker on the back of a car. What emotions did it spark? Did you speed up to see who was driving, even if only to smile at them? This April, Dickinson launches Red & White Day, a new tradition to honor the past and support the future of Dickinson athletics. I ask that you find your Dickinson gear and wear it to show pride in our alma mater. Can we, as an alumni body, commit to such a simple request and help brand the Dickinson name? What other easy ways exist to demonstrate our pride for the college that is clearly visible to the public?

I am not a marketing expert, but after listening to enough professionals and just reflecting on society’s habits, I find one thing is certain — the more a person sees a brand, the more likely he or she is to remember it and explore what it is.




Central PA


Los Angeles


New York City

Northern New Jersey


10% 13% 17%


San Francisco

13% 19%

Washington, D.C.

Total Goal

For new apparel ideas, visit the College Bookstore at



15% Stay up-to-date with events and giveaways at


[  closing thoughts  ]

A sense of place B y G e or g e Hona dl e ’6 6


Richard Mia

century or more ago, a liberal ­education took rural and smalltown people who were s­ urrounded by nature and exposed them to the range of human inter­actions as portrayed by artists, philosophers, historians and other masters of the arts and letters. The world of human thought, ­language, belief and history, and the great works that expressed these processes, formed the core of the curriculum. Natural science expanded the classical focus and provided practical knowledge of physical surroundings and an understanding of the process of scientific inquiry. But the common themes of the academy focused on people grappling with the limits of their senses, the knowledge of their mortality, the dictates of their desires and the contradictions inherent to both character and culture. That was then. Today, many Americans have little daily exposure to nature’s economy. Even our perception of the rhythm of the seasons is blunted by global food procurement, central heating and air conditioning, the paving of transportation surfaces and our isolation from other species’ life cycles and survival needs. We cling to an archaic view of nature as an inventory of goods to be extracted and consumed instead of understanding that nature is an endowment that provides us with what we need to survive and prosper. This creates a new challenge for the liberal arts. The need now is to create graduates with a clear understanding of the connections between nature and culture. By focusing on place — and by giving cultural credit for natural knowledge — a liberal-arts education can produce graduates who are able to assemble a well-anchored and multifaceted picture of the places and problems that they will encounter throughout their lives. One way to depict this picture-building process is to compare it to a James Michener novel. Michener’s books are place-based, often beginning with an incident drawn from the geological record. Then they move through the historical record of interactions between the place and the previous generations. Finally, the central characters enter the scene.

Using this model changes the nature of study. For example, a program based in Florence exploring Italian renaissance art would begin with the geology and prehistory of the Italian peninsula and an understanding of the location of marble sources. The envi­ ronmental and demographic history of Tuscany would show the influence of geo­graphy on society, the importance of commerce for acquiring pigments, the role of agriculture and land use in creating social settings and the political dynamics that surrounded the rebirth of creative genius. The study of art would be the study of place and its role in fostering art. Connections between the natural world and human accomplishment would emerge during the process. The outcome also would include a map-molded mentality. A former theatre major visiting a restroom during the intermission of a Broadway play would remember the source of the tap water and the scale of watershed protection needed to supply this good to such a concentration of people. The fine-arts graduate sitting at a café in Florence would be aware of the environmental resource shed that supplied pigment, marble, canvas and inspiration. A medical student in Edinburgh would realize that such high l­atitude in North America would be in the middle of Hudson Bay, and that it was the same Gulf Stream that passed the New Jersey coast that gave Scotland its mild winters. The economics major residing in Minnesota would feel the clear, cold air of the Arctic Clipper as it swooped down from Canada to the Mississippi Basin, and know that it would turn east, follow the Ohio valley and transport industrial pollutants from the Midwest to the East Coast, giving substance to the economist’s concept of externalities. Global, place-based education would be life changing. Graduates will need to be prepared to solve specific problems arising in particular places. If, in the academy, place were to rise above discipline it could act as a prism gathering the rays of multiple disciplines and focusing them on issues located in space. This would require a mastery of multiple ways of thinking, and it would allow the importance of different approaches to rise or fall with changes in context. Knowledge would be integrated and applied — the goal of a liberal-arts education.

This column is a modified excerpt from Rooster in the Rice: An Ecological View of Life, Study and Citizenship Along Culture’s Edges, published in 2013. George Honadle ’66 spent 30 years working with international organizations in 28 countries. He also studied abroad in Italy and Scotland, served as a Peace Corps volunteer in Malawi, taught at six U.S. universities and was a member of the Minnesota Roundtable on Sustainable Development.

d i ck i n s o n ma gazi ne Spring 2014



All-College Alumni Weekend June 13-15

All-College Concert Dickinson Farm Lunch and Tours McAndrews Golf Tournament Alumni College Market Cross Pub & Brewery Beer Tasting All your favorites … and more

P. O . B o x 1 7 7 3 C a r l i s l e , P A 1 7 0 1 3 - 2 8 9 6 Periodical

w w w. d i c k i n s o n . e d u / m a g a z i n e

P o s ta g e p a i d at C a r l i s l e , P A and additional mailing office




Story t elling is by fa r the most u nderrated skil l in bus i ne ss . Cogan Fellow Chris Maier ’99.

Learn more at

We are never fully cut off from wild nature by human culture. This is the central aspect of all true ecology. … Our non-human, natural house is the same place as our fully human, cultural home. As h t o n N i c h o l s , Walter E. Beach ’56 Distinguished Chair in Sustainability Studies, in “Urbanature — The Roost and Urbanatural Roosting.” Read more at

My Dickinson experience could not have happened without the financial support of the college, and that support is ever more crucial for future generations of students seeking an excellent education. S u s a n In g r a h a m B e l l ’ 7 9

[Dickinson] is proving that with the right mix of foresight and commitment a comparatively small institution can have a big impact. Rob Lovelace,

in “Size Matters: Finding Sustainable Solutions in Small Places,” The Huffington Post.

Education is a necessity if we are to understand the problems facing the natural world and its inhabitants. Sam Rose ’58.

Read about photographer James Balog, this year’s recipient of the Sam Rose ’58 and Julie Walters Prize for Global Environmental Activism at

Through the generosity of donors and alumni, we finally have all the resources on hand that we need to succeed. The only thing left to do is go out there and get the job done. N a t a l i e P o l k ’ 1 5 , on the opening of the Durden Athletic Training Center. Learn more on Page 28.

Dickinson Magazine: Spring 2014  
Dickinson Magazine: Spring 2014  

Behind History Lies the Truth: A visit into the past leads students and faculty to explore the multiple narratives of the Atlantic Slave Tra...