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LGBTQ students in SLGs present ways to increase inclusivity Samantha Neal The Chronicle At an event for the third annual Greek Ally Week, a panel of LGBTQ students discussed their experiences as queer students in selective living groups on campus. The panel of 11 students included members of the Panhellenic Association, Interfraternity Council, the SLG Wayne Manor and National Pan-Hellenic Council. The discussion focused on coming out, going through the competitive recruitment process as an LGBTQ student and students feeling like token LGBTQ members of living groups. “There are closeted people in your organizations,” said Jeremy Gottlieb, a sophomore in the all-male SLG Wayne Manor. “I can probably guarantee that for all of you.” A point emphasized by many panelists was the heteronormativity of many Greek events, such as date functions. “I think about things a lot more than the classic straight person,” said Carina Arellano, a junior in the sorority Alpha Delta Pi. “For example, when we have ‘My Ties’ every semester, that just gets under my skin. It’s the most annoying event that sororities hold.” During recruitment—especially for Interfraternity Council organizations— the panelists noted that they felt calling attention to their identity would put them at a “competitive disadvantage.” “After going through rush this year and realizing that I was part of the

Carolyn Chang | The Chronicle Eleven students in SLGs, fraternities and sororities talked about their experiences going through the recruitment process and feeling tokenized at Tuesday’s panel.

problem not always bringing guys to date functions or the [semi-formals], I made a pledge to always bring a guy to date functions,” Gottlieb said. “Guys bring girls as friends, and girls bring girls as friends, but it’s super taboo for guys to bring guys as friends. I think actively doing that and showing people it’s okay is something I can do and allies could also do.”

Overall, the panelists described very different experiences identifying as LGBTQ within their organizations, but the students that came out after joining noted that they were worried about how they would be perceived. Despite these fears, the panelists said that they were generally relieved by the reactions of their organizations after coming out. Within some organizations, there is a

strong sense of community among LGBTQ members, the panelists explained. “We have a group text—it’s called Bi Omega,” said Anya Ranganathan, a junior in the sorority Chi Omega and the president of the Panhellenic Association. Panelists explained that some inappropriate comments are still made, but noted how much they appreciated support from within their chapters. “I often get asked questions, and it’s pretty meaningful to me when someone says, ‘Hey, I noticed this happened in chapter and I wanted to hear your thoughts about that,’” said Alice Sievers, a sophomore in Gamma Phi Beta. The panel was followed by a brief question and answer session in which audience members asked about how to make events more inclusive. Junior Savannah Story, a member of the sorority Delta Delta Delta, said that instead of a “My Tie,” an event in which girls wear the ties of their male dates, her sorority held a “My Hat” to allow girls to bring non-male dates. Sievers also mentioned that including SLGs in events between sororities and fraternities are an option to make traditional Greek events more inclusive. Greek Ally Week aims to provide support for members of Greek organizations on campus and spread awareness about issues facing the LGBTQ community. As a whole, Greek Ally Week has 310 participants registered across all Greek organizations, said senior Tyler Nelson, president of Blue Devils United, in an introduction to the panel.

DSG working with SISS Office to redesign ACES Sarah Feng The Chronicle

Julia Li | Chronicle File Photo President-elect Tara Bansal, second from right, and the DSG Academic Affairs Committee are hoping to see more student-friendly resources on ACES.

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Following student complaints about the ACES interface, the website is being redesigned to be more user-friendly. The Student Information Services and Systems Office is working with Duke Student Government on an ACES redesign project. The redesign aims to allow more fluid navigation of the site as well as provide a more modern look, said Kathy Bader, assistant vice provost and director of SISS. “The initiative to redesign ACES came from my office, beginning several years ago in response to student observations that the look and feel were outdated and the navigation clumsy,” Bader said. “There were also design pressures given the multiple roles a user may have in the system.” The redesigned ACES is expected to have more resources and be easier to navigate. SISS began working with DSG last year to get

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organized feedback from volunteers who are testing the new site. Freshman Sean Bissell, DSG senator for academic affairs, created a focus group open to all students to get more feedback on the redesign. DSG president-elect Tara Bansal, a junior, explained that the first part of the project is dedicated to adding more course details and making class synopses more accessible. As for the second part of the project, three main modules—including class resource archives, student comments and course videos— are going to be integrated into ACES. “I would love to see students be able to read other students’ comments on classes and get a better idea of the quality of the class and what the class is like,” Bansal said. In addition to student comments, course videos will feature professors explaining the contents of the classes they teach. “Classes currently have an unhelpful description on ACES that makes it difficult for

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Diverse student programs a top priority for next DUU President Oliver evolving with what the students need.

Grace Mok

TC: What would you like to stay the same? CO: I think DUU does a really good job of providing consistent programming. Over the past few years, we’ve been focusing on having students being able to count on the DUU program, a few of them a week. So we want to continue regularity of our programming: having every Wednesday having the same Jazz at the Mary Lou, every Friday and Saturday having movies with Freewater [Presentations] in the [Bryan Center]. We just want to continue that so that Duke students can have programming provided by Duke and provided by students that they can depend on and can be a vibrant part of their social life.

The Chronicle The Chronicle’s Grace Mok spoke with junior Christina Oliver, the incoming president of Duke University Union, to discuss the organization’s goals and plans for campus programming during the next academic year. Oliver succeeds senior Pranava Raparla as president. The Chronicle: Can you tell me about what Duke University Union does? Christina Oliver: DUU provides a lot of programming and media on campus. We serve the entire student body through 13 different committees. Each committee has a specific focus or role on campus, so we do a ton of programming. A lot of people know about our bigger events, like the speakers we bring or the concerts we host, but we also do smaller events at the Coffeehouse, we do Jazz at the Mary Lou [Williams Center for Black Culture], we show movies and we also produce a lot of media content. TC: As the incoming president, what are your goals for next year? CO: I have three main goals. The first one is executing a lot of the changes that we made this year. We made some improvements internally by combining a committee, adding a new committee and also adding a new position on the board. One of the main things we focused on this year was planning for the West Union and how DUU was going to program in the new [Devil’s] Krafthouse space, the Union itself and on the plaza once it opens. With our new committee, Downtown Duke, we will be focusing on how to program in those spaces, as well as Penn Pavilion and all of these spaces in what’s being called Duke’s campus center. A second is focusing on the opening of the arts building in 2017 in a similar way to how we’ve planned for the West Union opening. Since about half of our committees are related to the arts in some way, we’re going to have a lot

Special to The Chronicle Christina Oliver noted that in the next year DUU hopes to come up with innovative ways to use the new West Union space and plan for the opening of the new arts building.

TC: How has DUU been involved with reaching out to the Durham community? CO: Our visual arts committee works a lot with the Durham community because they work with Durham artists, so we have some connections through that. Additionally, the WXDU radio station also has DJs who are members of the Durham community. Among our different committees, we do try to reach out to the community. We also do some events that are open to any member of the Durham community. Our free movies, for example, are open to the community. We try to keep those avenues open and keep publicizing to get the Durham community members involved in any way we can.

to work on creating more unifying programming. DUU has always focused on the inclusivity of its programming, reaching a lot of groups and unifying the student body, but that’s a little bit harder. For this year, I want to try and focus on having programming that brings people from all different areas of Duke together in a more intimate way than a big concert. So when a big speaker comes, having discussions after that or really publicizing our smaller programs where students can get to know each TC: Do you have anything else that other and have fun in a comfortable, you’d like to add? CO: DUU is always open to student TC: Aside from those three main safe environment on campus. feedback, and I am always open to goals, is there anything else that you’d TC: Do you have any ideas for what hearing students. I try to talk to as like to change or reemphasize? many people as I can during events, CO: We’re always working on those programs might be? CO: Yeah, one idea is having at events and after them, to hear what improving things internally, so that’s something we’ll continue to work on— programming where students can get the students want and need, because what each of our committees do and together and talk about issues that are so much of what DUU does is just how we motivate our members and affecting the student body. We hope responding to what students want to get them more involved. Also, I want to have programming that’s constantly see on campus. of attention on how we’re going to use the arts building, how our committees can collaborate in there and how it can benefit them. And then thirdly, we would like to be focusing on some collaborations. DUU does a ton of collaboration, but we definitely want to continue that for the coming year, working with different student groups to provide more programming for students and working on cooler programming and a better working relationship with as many groups as want to collaborate.

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WEDNESDAY, MARCH 30, 2016 | 3

Duke’s Program in Ed. thrives despite state cuts Graphic by Dottie Kontopoulos | The Chronicle

2 | WEDNESDAY, MARCH 30, 2016

Heather Zhou The Chronicle Duke’s Program in Education continues to grow despite a decrease in state funding for education and declining enrollment in teacher preparation programs at other universities in North Carolina. Both the undergraduate and graduate teacher preparation programs have taken on more students in recent years. The Master of Arts in Teaching program, which is housed in the Program in Education, received 59 applications this year—representing a 13 percent increase in applications from last year, said Kate Allman, assistant professor of the practice and director of graduate studies in the Program in Education. “This year’s increase in application number is particularly telling given the elimination of the North Carolina Teaching Fellows funding,” Allman said. “[The increase] speaks to the strength of our program and applicants’ connections to our growing social justice aims.” The Class of 2015 was the last graduating class to receive funding from NC Teaching Fellows, a program that awarded scholarships to help students pay for college in exchange for four years spent teaching. Allman explained that in the past, NC Teaching Fellows served as a pipeline of students for Duke’s MAT program. “The elimination of Teaching Fellows funding [has] a negative impact on the teaching force as well as recruiting and retaining teachers,” said Susan Wynn, associate professor of the practice and department chair. “It says something about how the General Assembly values, or devalues teaching.” According to a report by WNCN, the number of students who enrolled in bachelor’s and master’s education programs in North Carolina has dropped 30 percent since 2010. Factors contributing to the teacher recruitment problem include low salaries, poor training programs and a lack of respect for teachers, the report said. However, Wynn said that in addition to increased graduate student interest in Duke’s master’s program, the number of undergraduates pursuing a teaching license in elementary education has increased as well. She explained that because Duke students come from all over the country, they are less influenced by North Carolina state policy on education and may choose to teach in other states after graduating. Duke’s teacher preparation programs also provide intense support for candidate teachers, which she noted is attractive to applicants amid the current climate for teachers in North Carolina. At the beginning of the undergraduate program, Wynn said she meets with candidates and learns about their strengths and any challenges they expect, then connects them with experienced teachers who will provide feedback and mentorship. Candidates can also get help from content specialists, who will give advice on the subject candidates teach. TeachHouse, a living-learning community that helps recent Duke graduates transition into the teaching profession, is another such avenue through which the Program in Education assists new teachers, Wynn added. “Because we are small, we are able to ensure that each student teacher receives the individualized attention he or she needs,” she said. “There are structured opportunities for them to observe and participate in the school.” Allman also highlighted the experiential nature of the MAT program, explaining that although most teacher preparation programs only require a 10-week teaching internship, the MAT program places students in a 27-week long teaching internship in two Durham public high schools. “We believe that students learn how to become the best teachers by spending time in classrooms,” she said. “Our graduates repeatedly say that this is the greatest strength of our program.” Senior Corey Bray, who was admitted to the MAT program beginning this summer and was awarded the Durham Teaching Fellowship, said that the 27-week teaching internship is what attracted him to the program. “I want to be confident in my ability to work effectively in the moment as opposed to having a more theoretical understanding of what might happen,” he wrote in an email. The Durham Teaching Fellowship, catered toward See PROGRAM IN ED on Page 8

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Sports 4 | WEDNESDAY, MARCH 30, 2016

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THE BLUE ZONE

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WEDNESDAY, MARCH 30

MEN’S BASKETBALL

DUKE LOSES GRIP AGAINST UNC Allen nabs

All-American honors

Jack Dolgin The Chronicle Duke was building a lead, and it seemed like the hosts could pull off an upset against its bitter Tobacco Road rival. But during the biggest moments of four matches, with all the pressure on, the Blue Devils lost their grip. No. 3 North Carolina defeated No. 10 Duke 4-1 Tuesday afternoon at Ambler Tennis Stadium, halting the Blue Devils’ momentum from a 6-1 road victory at 4 then-No. 14 Wake UNC Forest Saturday. DUKE 1 Duke dropped all three tiebreakers, lost the doubles point and secured only one first-set win despite holding late leads in the opening stanza in four singles matches. “Our emotion, all the way through, from doubles through the singles, wasn’t where it needed to be against such a quality team,” Duke head coach Jamie Ashworth said. “We cannot afford to just come out and play, because the tennis isn’t enough.” Duke (13-3, 6-2 in the ACC) made up for its dropped doubles point with a wave of momentum during the middle of the first sets. On court one, No. 28 Beatrice Capra led the way, winning a game on deuce against No. 1 Hayley Carter to

Staff Reports The Chronicle

Han Kang | The Chronicle Samantha Harris was the only Blue Devil to record a singles victory in the team’s 4-1 loss to rival North Carolina Tuesday.

break serve. Capra’s three teammates to her right also won deuce points in consecutive order to give the Blue Devils a boost. Several minutes later, Duke led on four of six courts and trailed only 3-2 on court one.

Then the Tar Heels (20-2, 8-0) mounted a comeback, starting on court two. No. 92 Duke junior Chalena Sholl—who began the day 7-0 in ACC play—opened a 4-2 lead, but No. 29 Whitney Kay won the See W. TENNIS on Page 8

BASEBALL

Big sixth inning carries Blue Devils past Flames Hank Tucker The Chronicle Duke’s bats caught fire in the final innings against the Flames Tuesday night, rallying past Liberty to help the Blue Devils win their second straight game. Duke did most of its damage with a four-run sixth inning in a 6-1 victory at the Durham Bulls Athletic Park, avenging a 1-0 loss to the Flames Feb. 1 27. Sophomore LIB Justin Bellinger DUKE 6 was 3-for-4 with two RBIs as classmate Jack Labosky and freshman catcher Chris Proctor each added two hits, and six Blue Devil pitchers combined to hold Liberty to just three hits. “It was really a solid performance in every facet for us,” Duke head coach Chris Pollard said. “It was a really good offensive effort by our club there in the sixth, seventh and eighth innings…. I told our guys there, I said, ‘Let’s let that be the coming-out party for our offense.’” Proctor legged out an infield single

on a ground ball to shortstop Dalton Britt to lead off the pivotal sixth inning, and designated hitter Cris Perez bunted him to second base. Labosky smacked an RBI double down the left-field line to even the score at one, and a walk to pinch-hitter Michael Smickilas signaled the end of Flame starter Jack DeGroat’s night. Junior right-hander Shane Quarterley nearly escaped the inning unscathed when freshman Zack Kone lined out to Britt for the second out and Duke (12-13) almost ran into an out to end the frame. Sophomore Peter Zyla lined a single into left field, and Labosky was held at third, but the throw from the cutoff man went to second base, where Smickilas barely dove back safely after rounding the bag and taking several steps toward third. Liberty head coach Jim Toman trotted out of the dugout to argue the call, but to no avail. The wheels came off for Liberty (1611) after the near-miscue, as Labosky scored on a wild pitch in the dirt to give the Blue Devils the lead and Bellinger broke the game open with a two-run

single to center field that put Duke ahead 4-1. “I’m just thinking, ‘Drive something hard.’ He had a good slider, too, so just expecting to get something with a lot of movement, wait late, see that movement, and just try to drive it as hard as you can up the middle,” Bellinger said. “That’s where they’re not playing, so I might as well hit it there.” Duke tacked on insurance runs in the seventh and eighth frames after freshman Jimmy Herron led off the seventh with a double and Smickilas followed suit in the eighth. Both runners advanced to third on sacrifice bunts and scored on sacrifice flies. Liberty scored its lone run in the top of the fifth inning, when senior Nick Hendrix entered in relief for the Blue Devils. Senior Austin Bream walked to lead off the frame, and junior Eric Grabowski drilled a line drive to deep center field that just escaped a lunging Herron. Bream came around to score and Grabowski ended up at third with a stand-up triple that gave the Flames an See BASEBALL on Page 8

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WEDNESDAY, WEDNESDAY, MARCH 30, 2016 | 5

ALL-AMERICAN from page 4

2015-16 PLAYER SEASON REVIEW: LUKE KENNARD

WOMEN’S TENNIS

The Chronicle

Duke may be out of the NCAA tournament, but some Blue Devils are still racking up accolades. Sophomore Grayson Allen was named to the AP All-American third team Tuesday, and freshman Brandon Ingram earned honorable mention recognition. Allen was named to the AllACC second team earlier this month, and Ingram took home ACC Rookie of the Year honors. The duo combined to power Duke’s offense for most of the year and formed the top scoring combination in the ACC, accounting for 38.9 points per contest. A year after averaging just 4.4 points per game as a freshman, Allen led the Blue Devils in scoring this season with an average of 21.6 points per game, and became just the ninth player in program history to lead the team in both scoring and assists in the same season. His 17.2-point increase in scoring from 2014-15 to 2015-16 set a conference record for the largest improvement in consecutive seasons. Allen has garnered several AllAmerican honors already, being named a second-team All-American by Sporting News and CBS Sports and a thirdteam All American by the National Association of Basketball Coaches. He provided one of the top highlights of

Duke’s season with a game-winning buzzer-beater at home against then-No. 7 Virginia Feb. 13. After a slow start to his career, Ingram picked up his game as the season wore on and displayed the talents that made him the No. 2 recruit in his class. Ingram used his 6-foot-9 frame and 7-foot-3 wingspan to serve as a stretch four for the Blue Devils, and proved to be a matchup nightmare for many opponents. The Kinston, N.C., native ranked second on the team in scoring, rebounding and blocks, and averaged 23.0 points per game in Duke’s three NCAA tournament games. Ingram was named a third-team All-American by CBS Sports. Neither player has made an announcement as to whether they will return to Durham for another year or leave and enter the NBA draft.

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2 9 8 8 9 1 3 2 1 Kristen Shortley | The Chronicle 1 per game Brandon Ingram averaged 23.0 points in the NCAA tournament, and was named an 4 AP All-American honorable mention 5 Tuesday. 9 6 7 4 3 5

“Smaller classes! Summer at Duke is a different Duke. Great way to meet new people and be on a relaxed campus.” (former student)

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Perhaps the answer is . . .

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See ALL-AMERICAN on Page 5

Are you wondering . . . * how to get courses out of the way so you can study abroad? * how to finish up a second major or complete a certificate? * how to spread out those pre-med requirements? * how to start, continue, or finish your language requirement?

20 S.U.V. named for a lake 22 Football legend Amos Alonzo ___

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45 LP protectors 24 Number of states 48 Bow respectfully that border the Mississippi 50 Fruitcake fruit 25 Composer 51 Eartha who sang of music “as “C’est Si Bon” ignorable as it is interesting” 53 Mani-pedi spot

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PUZZLE BY RUTH BLOOMFIELD MARGOLIN

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27 Hoity-toity sort

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46 U.S. broadcaster overseas

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“

Think outside the bookbag

ith the start of bookbagging on Monday, yet another semester comes into view. Full of possibilities and marked by the momentary return to blissful academic romanticism wherein we forget about the actual burdens of academic life and envision all the possibilities of a new semester—one replete with new classes, new professors and new material waiting to be explored. Excepting those seniors about to be shown the secret passage out of our Duke bubble, we are all now faced with the question of what to spend our next semester at Duke studying. We should be asking why the reality of the academic experiences is not always commensurate to our aspirations. Which courses in August will actually live up to the expectations and dreams we imagine now in March and April? In asking these questions, we encourage students to seek classes where this gap is minimal or nil and do their best to shrink the gap themselves. How much students dedicate themselves to their classes and how seriously faculty take their teaching responsibilities are necessary components of transformative and memorable classes. The unity of both wholehearted professor and student— which forms the foundation for a vibrant type of

onlinecomment “The article should mention that the price tag for this project is $1.5 billion. The repeal of the $500,000 cap by the state theoretically makes $138 million in state funding available, leaving $1.36 billion to be funded locally or by the federal government.” — “jim” commenting on the “City plans for light rail progress after receiving federal approval”

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learning in and through community—seems a rarity in most undergraduate courses. We identify two ways to overcome these issues that too often keep students and faculty from fully investing in courses the way they might originally hope to. First, students ought to think more about different modes of engagement with the content of their classes. The path of least resistance figures frequently into the decision calculus behind those third and fourth classes, rather than the path that

Editorial better satiates a student’s curiosity and imagination. But this is not rooted in any kind of mutual exclusivity. If grade-driven selection is dispensed of and replaced by the pursuit of learning-in-andfor-itself, requirements become opportunities for intellectual development instead of checkboxes to be filled. They can be chances to think about how different methodologies and disciplines intersect with one’s core questions. This requires a cultural shift that will not be as simple as changing the types of requirements in the curriculum. But, it offers the opportunity to identity how content often coheres productively from a number of different

academic perspectives. Secondly, students should think more about modes of integration across their classes. For example, using a single research question to synthesize different projects, papers and courses or choosing a question, book or dilemma and tracing it across different classes offers focus on disparate courses. This lends semesters a specific character and form trends that piece into the broader academic narrative of eight semesters at Duke. Choosing a semester of courses that can be integrated in this fashion provides the basis for a coherent semester with specific goals that can become a stepping stone into future semesters. We know not every class or every semester will live up to its potential; life so often gets in the way of our highest aspirations. But, what we do ask is that the foundations are there for the academic experience to be the central part of the Duke experience. This requires students to set goals and build a narrative for their academic development such that a semester can be oriented towards a clear set of goals that help to cohere the academic experience. As book-bagging continues, heed this advice and think about more ways to make sure the excitement of new classes and more learning does not subside when the semester begins.

Treat yo self

ot going to lie, having to write a column gives me a bit of anxiety. What if I have nothing meaningful to say? What if I don’t even know that much about what I’m writing about? What if this piece of writing comes back to haunt me a few years down the lane? Well, I’ll let you be the judge of whether there is anything meaningful in this one. Last time I wrote, I mentioned my interest in workshops hosted by CAPS. Well I ended up attending one this semester, and it was an experience I’m glad I had. It was called “Koru: Introduction to Mindfulness Meditation” and was held once a week, for four weeks, for about 90

we were able to at least implicitly acknowledge the individual struggles present in the room. At the end of the four weeks, we were reminded of how hard it can be on our campus and in society at large to keep up with something like meditation. It was evident this was the case when at our second session, many of us (including me) complained about not being able to find ten minutes in a day to just sit down and breathe. Ten minutes. Think about that. What does that say about our environment? We were advised to join a group as a way to continue practicing. I’m not sure about the rest of my peers, but I haven’t joined one. Spoiler alert:

Alena Sadiq DOUBT TO BELIEVE minutes each time. It happened to be on Tuesdays, the busiest day of the week for me, and walking into the room I always had a nagging thought about what I could have been doing with that time. Something like, “why did I sign up for this, I could be doing homework.” Walking out though, I more often than not felt calmer and relieved to have come. The purpose of the workshop was learning how to (surprise, surprise) mindfully meditate—I will not even pretend that I know enough about it to give an expert explanation so what follows is the meaning that I derived from it, what has stuck with me. To me, mindfulness means the pursuit of being mentally present, of (as cliché as it may sound) living in the moment. It means being accepting of what is. This can be achieved through meditation (or so I have heard), which often involves sitting still, focusing on only your breath and just observing it. If I totally misconstrued what both of these terms mean, please let me know below (nothing like making a fool of yourself in public, is there?) What was most interesting to me was the variety of meditations you can practice. I want you to try out one of these workshops so I won’t give everything away but let me just say, there is something called an eating meditation. And boy, are we missing out on enjoying the flavors in our food. Seriously. Another thing I liked about the workshop was an implicit sense of community it created in the room. The people in the group felt they needed a break from the stress of their daily lives and acknowledged that in front of the rest of the group. They would occasionally share personal anecdotes and laugh together. It wasn’t group counseling, and we didn’t even remotely get to know each other’s life stories, but while learning new skills,

I have kind of fallen out of practice since then. I think I may have meditated once in the last week. I keep telling myself I’ll do better, but will I? I don’t know. I sure hope so. One great app they recommended that I have been using to meditate (when I actually do get to it) and would like to use this space to share is called “stop, breathe & think”—give it a try if you like. Campus culture often puts a lot of value on work and staying busy. Oh, you are doing two majors? I’m doing THREE (I know that’s not a thing, but just for the sake of argument). You are part of three clubs? I’m part of six AND overloading. Beat that. No, don’t (but actually, please don’t). Non-work is often seen as complacency. And it may be sometimes, but all the time? I don’t think so. In a society where everyone is always telling you to step out of your comfort zone, I think it’s important to sometimes embrace your comfort and give yourself some lovin’. This does not mean becoming complacent, lazy or being a jerk to other people (it specially never means the last one). It means taking time out for yourself and not feeling bad about it. It means caring for yourself so you have the energy to care for others too. In the words of the ever-wise Tom Haverford: Treat Yo Self. Side note: It is so great that these workshops are held but they need to be advertised more. Accessibility is important. Nobody can take advantage of an opportunity if it remains hidden in some part of the student affairs’ website. I’ve only seen flyers at CAPS and I wonder, what about people who don’t go to CAPS? Stress management is important and more people at Duke should be hearing about these workshops. Alena Sadiq is a Trinity sophomore. Her column runs on alternate Wednesdays.

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Examining the Obama doctrine

ast week I watched a video of President Obama sitting behind home plate at the Estadio Latinoamerico (Havana’s baseball stadium). As he sat in an open collar shirt wearing sunglasses, ESPN reporters questioned him about the most recent terrorist attack in Brussels. That video perfectly encapsulates Obama’s entire foreign policy. Critics will decry his willingness to throw aside our allies and

began discussions and negotiations with Iran and Cuba. Conversely, he challenged why the United States remains steadfastly in support of countries like Saudi Arabia and Israel that he sees undermining his strategy around the world. The doctrine Goldberg’s article introduces does not exist in a vacuum, and several authors responded quickly to the article’s key points. Professor Stephen Sestanovich notes that amidst all the

WEDNESDAY, WEDNESDAY, MARCH 30, 2016 | 7

An intersectional lens for change

he more time that passes after my semester in Salvador, Brazil, the more I realize the impact of my experiences there have had on me and the way in which I interact with the world around me. I often find myself thinking back to conversations, observations and moments of joy and challenge during that semester for answers in my daily life now. Salvador was my classroom—whether it was learning how

Brian Hopkins

Sofia Stafford

IN SEARCH OF MONSTERS

LIFE AFTER ABROAD

attend a baseball game as ISIS overthrows Western Europe, and supporters will claim another instance of the President’s lofty ambitions being derailed by our petty fascination with terrorism. This issue serves as the focal point for this month’s cover story of The Atlantic, “The Obama Doctrine” by Jeffrey Goldberg. The article represents the first significant attempt by a foreign policy analyst to coagulate the President’s foreign policy into a set of coherent principles. This sort of analysis happens regularly as administrations prepare to leave office and dedicate a portion of their time to clarifying how they view international issues. Goldberg’s doctrine revolves around the central theme of defying conventional wisdom. Obama sees himself as above the so-called “foreign policy establishment,” and he takes pride in wresting the ship of state from its grasp. According to Goldberg, Obama has introduced two key components of his foreign policy: a more stringent definition of what constitutes a national interest and an unwillingness to engage issues that fall outside his definition. Additionally, in instituting these principles, Obama has challenged the nature of our relationships with both friends and foes. The doctrine first introduces a new definition of “national interest,” an ambiguous term that has been debated for decades. Obama’s definition uses a much more stringent definition than previous administrations. In other words, the aperture of what he would call a national interest is much narrower. Under this definition, very few issues constitute a national interest. To Obama, these include climate change, ISIS and the threat of a nuclear Iran. In contrast, the Syrian Civil War falls outside that framework. A unique component of this definition is the strictness with which Obama adheres to it. Unlike conventional Presidents that might adapt their definition to conventional thought or popular opinion, Obama remains noticeably above the fray. In adhering strictly to this definition, Obama has demonstrated an unwillingness to engage anything outside the circle. Goldberg’s article uses the decision not to strike the Assad regime in Syria following its use of chemical weapons (what the President had previously described as a red line that would require use of force) as the turning point in Obama’s presidency. His ability to pull the reigns of the “machine” back from the brink of conflict is what Goldberg calls Obama’s proudest moment. This decision, one that will likely remain contested for decades, demonstrates the President’s reluctance to pursue something not directly tied to the national interest. In adhering to this policy that Goldberg outlines, the President regularly challenged the nature of our relationships with friends and foes around the globe. Defying convention of the past several decades, he

thoughtful argumentation and colorful rhetoric that Obama routinely employs, he understates the impact his actions have on credibility, both of international norms and of the United States around the world. As Sestanovich explains, how can we now claim that the use of chemical weapons violates international norms if we are no longer willing to enforce it? The “foreign policy establishment” that Obama proudly defies exists to uphold those very principles. Although Obama uses the clever phrase “dropping bombs on someone to prove that you’re willing to drop bombs on someone” to describe a seemingly pointless policy, how else do we impose punishment? Regarding our allies, although countries like Saudi Arabia and Israel have operated on slightly different trajectories from what the President would like, such is the nature of an ally. Like a partner, they are not puppet states that can be manipulated at every turn; rather they should retain some level of autonomy so long as they are by your side when it counts most. Of course, Obama would respond by noting Saudi Arabia’s horrific human rights record and its failure to confront Sunni terror groups as more than petty subversion. Regardless, I believe allies should realize that partnerships are two-way streets, and if they want to undercut American policies, they should be willing to put up with some unfriendly rhetoric and more nuanced calculation of support. Perhaps the one criticism I find most compelling, and the one I have yet to hear articulated, is the domestic political component of Obama’s foreign policy. Over the past few months, though these articles and various speeches by the President, his worldview has come into much sharper focus. Those of us with an ear in the foreign policy world recognize the coherence of his strategy regardless of whether or not we support it. But the fact remains that the American people do not agree. To most Americans, from my perspective at least, the President remains unaware of the severity of discontent among the public. They see the guy in sunglasses at a baseball game, oblivious to the evil dominating the world around us. The President, as he admits in the Goldberg piece, relies on a lofty and intellectual foreign policy. It does not fit conveniently on hats or bumper stickers. Compound this with the President’s inability or unwillingness to explain the nuances of his thought with the American people, and it’s no surprise this election season has turned out the way it has. My first column began with the observation that in response to tremendous fear and uneasiness after the terror attacks in Paris and San Bernardino, the President stood at a podium in the Oval Office and said everything was fine. It seems that he remains steadfast in that conviction. Brian Hopkins is a Trinity senior. His column runs on alternate Wednesdays.

to navigate a new place alone or enhancing my understanding of how the intersection of race, gender and religion relate to power and privilege. Defining and learning about the application of intersectionality has made me more aware of how using an intersectional lens to understand how individuals grapple with their multiple identifiers that make them who they are. This lens is becoming increasingly more important in the fight towards equality, justice and rights for all on Duke’s campus and beyond So what does intersectionality mean? This buzzword is one you might have heard around but may not have thought was relevant to your life in part because its definition varies with context. It can mean something to everyone depending on the individual’s experiences and identities. But make no mistake; intersectionality is relevant to us all and an important concept to understand when working in any kind of social justice space. Kimberle Crenshaw first coined the term “intersectionality” as a critique of “white feminism” to describe the way in which women experience oppression in varying configurations. Today, the definition has broadened to incorporate the ways in which people’s multiple identities affect who they are and the challenges they face. When I first began to hear the word used on campus, I struggled to define what intersectionality meant for me and how it could be a powerful tool. Perhaps ironically, it was not until I left Duke’s campus and went on my semester abroad in Brazil that I saw how intersectionality plays out (or doesn’t play out) on our campus. Most importantly, how it can be used for effective change. Brazil, and especially the city of Salvador, has among the most racially mixed population of any country in the world. In fact, it is a cornerstone of national identity. Much less discussed, but equally visible—in every restaurant full of white customers and black waiters, in every high rise where the black doorman points a black visitor toward the service elevator or the back door and on every street, office, and school where machismo prevents woman from reaching the top— is the pervasive racial, gender and socioeconomic inequality. It is almost impossible to tackle social injustices in Brazil separately. Racism in particular is every bit as powerful a force in Brazil, as it is a U.S and can be seen in both overt and subtle ways. This is exemplified through various aspects of Brazilian society and culture. According

to a recent NY Times article, like in the U.S. , there is a disproportionately large number of young black men in prison and facing violence on a daily basis. It is also made clear by the astonishing number of places offering Brazilian blowouts to straighten natural hair I observed to keep up with the demand of a population seeking to adhere to beauty ideals associated with white “whiteness.” Then, there is the plain fact that according

to the Brazilian Institute of Geography and Statistics, black Brazilians, including my host mom, choose not to categorize themselves as black. Being black and female intensifies the discrimination one faces in Brazil. We see the same sexism and racism in the U.S. in both subtle in overt ways. In fact, we see it, often in the form of micro-aggressions, right here on our own campus. Stepping away for a semester and observing these “-isms” in a new context made me more aware of its presence on campus and my own role in perpetuating them. Although progress towards racial, religious and gender equality has been slow in Brazil, it is unified. During my semester, it became clear that these movements are happening simultaneously and gaining momentum from each other. Despite its various definitions, I have come to view intersectionality as a lens that allows us to think about systematic oppression in a broad context and emphasizes individual experiences in an effort to understand privilege and power. One Afro-Brazilian woman I spoke to told me that “some things— like race and gender—cannot be separated.” Many of the women I met in activist circles in Brazil came into their political consciousness because of the intersectionality of race, class, and gender and more specifically because of their experiences as black females, often of lower economic-status and marginalized religions. All oppression is connected. Thus, in order to create the change we want to see in this word, we must work together to address them. I see the need for this kind of intersectional approach to social change, especially on college campuses. There are many groups around us working to tackle these issues on campus and community level with the common goal of making the world a more just place. Yet, these groups work separately on issues that are actually all related. If Black Students Alliance, for example, joined forces with groups working for rights in the LGBTQ community and in organizations such as Baldwin Scholars Program, then we harness the power and resources to bring about justice for all of these social issues. It starts with conversations—ones that are beginning to happen—and give me hope that we are turning a new corner in breaking the cycle of oppression. Sofia Stafford is a Trinity junior. Her column runs on alternate Wednesdays.

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8 | WEDNESDAY, MARCH 30, 2016

W. TENNIS from page 4 next three games and then claimed the first set on deuce with a drop shot just out of the reach of Scholl’s outstretched forehand attempt. Redshirt freshman Christina Makarova also stumbled despite opening a 5-3 lead on court six. After cutting the deficit in half, North Carolina’s Marika Akkerman trailed 15-40 but won the next three points, forced a tiebreaker and won the extra session 7-3. “We gave ourselves a lot of opportunities,” Ashworth said. “UNC in the big points [was] more emotional and…. played more aggressive. And we kind of retreated and were more into a mindset of, ‘We hope that they miss.’” Five courts away, No. 78 Ellyse Hamlin earned a pivotal point on deuce to tie the match at 5-5 on court five for Duke. But Chloe Oullet-Pizer fought back and took the set 7-5. Sophomore Samantha Harris won her set to give the Blue Devils their first singles set in four tries, and eventually claimed the first singles point of the day with a 6-2, 6-3 win, but her success was largely isolated. Capra also struggled against the top player in the country. The Ellicott City, Md., native seemed worn out for much of the match, double faulting early, moving uneasily at times on the back line and returning a firstset serve with a forehand that hit off the racket frame and sailed wide right. Capra eventually lost 6-2, 6-1, as the Tar Heels pulled ahead 2-1. The Blue Devils nearly pulled off a comeback of their own on court three, where freshman Kaitlyn McCarthy initially trailed 4-0. No. 35 McCarthy won four straight games, was inches away from taking a 5-4 lead and eventually forced the set to a tiebreaker. In the tiebreaker, though, No. 53 Jessica Aney hung on to a 6-2 lead and won the first set 7-5. “Nine months ago, that girl beat [McCarthy] pretty good, and so she’s definitely come a long way,” Ashworth said. “But she needs to be… better in big points and pressure points.” The Tar Heels eventually won the day with another comeback from Kay and an Oullet-Pizer 7-5, 6-4 victory on court five against Hamlin. At the time of OulletPizer’s match-clinching win, McCarthy trailed 0-4 in the second set, while Makarova led 3-2. North Carolina picked up its initial doubles point with victories from the No. 1-ranked duo of Kay and Carter against Capra and Harris and the 65th-ranked tandem of Kate Vialle and Aney against Scholl and Alyssa Smith, with Oullet-Pizer and Ashley Dai on court three also only a point away from a threecourt sweep. The Blue Devils—who are in the midst of a week-long stretch with three matches against ranked opponents— will visit No. 12 Virginia Friday before rounding out the week Sunday against Notre Dame.

BASEBALL from page 4 early 1-0 lead. Hendrix minimized the damage, though, inducing a bunt pop-up for the first out of the inning before one of Duke’s most impressive defensive plays of the year. Leadoff hitter D.J. Artis hit a fly ball to Griffin Conine in left field, and the freshman fired an accurate throw home on one hop just ahead of Grabowski as Proctor applied the tag at the plate to end the inning. “It was a great job of picking up a teammate—a really good individual effort defensively. Griffin’s got a big-time arm and he showed it off there on that play,” Pollard said. “It looked like it was potentially going to be a big inning where they score the run and they’ve got a runner at third and nobody out, and to play through that and keep it to a one-run game kept us within striking distance.” Liberty did not have many other threats to score, fanning 10 times during the contest as 6-foot-10 southpaw James Ziemba and freshman Hunter Davis struck out the side in the second and third frames. Ziemba and Davis held the Flames hitless through the first four innings, and sophomore right-hander Ryan Day got the win with two innings of one-hit ball after the Blue Devils took the lead in the sixth. “We really pitched well tonight, and I was really impressed with all of our guys. It was kind of mission accomplished,” Pollard said. “We got our relief corps the work they needed going into the weekend and everybody was efficient.”

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ACES from page 1

PROGRAM IN ED from page 3

students to see what the structure of the class is like, how it’s taught, what sort of assignments are in store and how to decide between a class with two sections taught,” said freshman Kushal Kadakia, DSG senator for academic affairs. Many students have complained about the difficulty of navigating the current ACES website. “ACES is really slow and is especially hard for people to start on. It took me a long time to get to know how to use it when I registered the classes for the first time last summer,” said freshman Kaijie Chen. “It’s really hard to find specific classes and the information there is little. All it has now is a paragraph of synopsis. It would definitely help to have more course descriptions on ACES.” The whole ACES redesign process will take several years and be rolled out in stages, Bader noted. So far, the basic ACES student interface redesign is planned to be launched this summer. They will lay the groundwork for the three new models this spring and summer. Bansal said she hopes that the three new modules would be unveiled next Fall with faculty approval.

students who are particularly drawn to Durham, will help Bray pay for the MAT program, he explained. As part of the fellowship, Bray will work with Durham Public Schools for two years. “I love the city, and all of my work in Durham Public Schools has helped me to see the great potential of the students here,” Bray wrote. “While content of material is important to me, the context of whom I’m teaching is often more important.” Wynn added that the preparation of teachers has been a principal focus of Duke from the very beginning and urged students who are interested in teaching to stick to their beliefs. “Teaching is one of the most important professions that one can choose, a position of incredible power because you are helping to shape the next generation, to change the world and work toward equity,” Wynn said. “I firmly believe in the power of education for achieving social justice.”

April 4–9

Graduate Student Appreciation Week Meet star scientists of today and tomorrow The fourth annual Duke GradX talks will showcase graduate student research in a TED Talks format. Duke professor and Nobel Prize winner Robert Lefkowitz will deliver the keynote.

Connect with alumni in your field The Graduate School will hold lunches where students can chat with alumni from the biological sciences, physical sciences and engineering, humanities, and social sciences.

Kick back and relax Appreciation Week will culminate with the Graduate School Spring CPR (Come, Partake, Rejuvenate), offering free food, fun, and fellowship for students and their families. It’s preceded by a graduate student groups information fair.

Plus many professional development events Learn more and reserve your spot at gradschool.duke.edu/appreciation Graduate students get 20% off at Duke Stores all week. Show your Duke ID at the register. Some exclusions apply.