Earlhamite - Winter 2019 - Teaching for Impact - The magazine of Earlham College

Earlhamite TEACHING FOR IMPACT

THE MAGAZINE OF EARLHAM COLLEGE / WINTER 2019

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Earlhamite: The Magazine of Earlham College

bearing tidings of prosperity and vicissitudes of Earlham to its friends and supporters ...

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Teaching for Impact The lauded classroom experience at Earlham is a legacy hardearned and wellpursued.

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FEATURES

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WINTER

2019

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Forward, Together Earlham seeks to improve long-term financial stability by reduce spending by 4.3 million.

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HDSR Turns 40

Dancing Over Rainbows

What once was an interdisciplinary newcomer is now a well-established academic home for change-makers.

Karlyn Crowley ‘90 explains how Earlham made her the educator she was meant to be.

Earlhamite THE MAGAZINE OF EARLHAM COLLEGE Editor Dan Oetting Class Notes Editor Ellen Blevens Art Director Susanna Tanner Contributing Editors Denise Purcell and Brian Zimmerman Associate Vice President for Marketing and Communications Jonathan Graham Academic Dean Becky Thomas Interim President Avis Stewart ’74

DEPARTMENTS 03 President’s Note 04 New & Notable 27 Earlham School of Religion 28 Sports Focus 37 Faculty Activities 43 Homecoming Photo Collage 45 Look Back 46 Class Notes and Obituaries 58 Earlham Scene 59 Last Laugh Read the latest alumni profiles, submit class notes, check out upcoming events and more at earlham.edu/alumni.

BE SOCIAL instagram.com/earlhamcollege1847 facebook.com/earlhamcollege twitter.com/earlham1847 Earlhamite magazine is the oldest college alumni magazine in continuous publication in the United States.

Today it is published twice yearly and continues to follow the statement of purpose that has guided it since its 1873 founding: “a regular messenger going out and bearing tidings of prosperity and vicissitudes of Earlham to its friends and supporters, and bringing all associated here into communication with one another.”

Opinions expressed in the magazine are those of the signed contributors and do not necessarily represent the official position of Earlham College. Writers wishing to submit manuscripts to the magazine are encouraged to submit a query letter by email to the editor first, as space is limited and issues of the magazine are planned months in advance and according to selected themes. Address correspondence to earlhamite@earlham.edu.

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ABOUT THE COVER Pennsylvania-based artist Dave Reinbold illustrated this “let’s take class outside” scene that is set in front Dennis Hall and Joseph Moore Museum. Reinbold’s drawings and paintings are included in private and museum collections throughout the United States.

His commercial work includes projects for Nike and USA Today.

Earlham College reaffirms its commitment, in all of its activities and processes, to treat all people equally, without concern for age, gender, sexual orientation, race, nationality or ethnic origin.

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PRESIDENT’S NOTE

FIRM FOOTING Every Earlhamite can tell the story of that one particularly inspiring teacher who made a profound difference, clearing a path to academic success.

Those who graduated long before me told me those stories, and current students tell them too. At Earlham, those vital and lasting connections between teachers and students will always be at the core of our educational enterprise.

For me, that one special teacher was T. J. Davis. It was early in my college years, and he was the first African American male teacher that I had here. I was a student-athlete, and was growing in both of those roles. Having him as a teacher helped me find my footing as a student. He piqued my interest in academic life and worked with me to hone my skills. With that firm ground beneath me, I could make rapid steps forward. The work for his class showed me how I could thrive in a world of ideas, and how that would prepare me for life after college.

As you’ll read in this issue of the Earlhamite, there are many ways to be a good teacher: new approaches to try, older ones to cherish. As the college guides have noticed, our faculty consistently provide a truly exceptional classroom experience. And it’s not a

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matter of a teacher using one particular technique or another. It comes from a core of identity and integrity within every teacher.

Identity and integrity are also crucial for institutions of higher learning themselves. Like Earlham.

The blessings we have enjoyed for more than 170 years have come after moments that test what is essential to us and then, with integrity, we do the hard work that follows. Earlham is at such a time right now. That is why we also want you to know where things stand for the College, and we’ve shared that information in this issue. We are being tested, but you can be proud of how the work is being done. It’s worthwhile, it’s true to our identity, and we are hard at it.

In the coming months, the Earlham College faculty will create a new curricular plan. This effort will help us to ensure that we are offering an exceptional liberal arts education that meets the needs and appeals to the interests of current and future students. It will also help us to address our financial situation. This process will likely lead to changes to our curriculum, but it will not alter Earlham’s absolute commitment to excellent teaching.

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Avis Stewart ’74, Interim President

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NEW Notable Presidential search

Advantage, Earlham

The search for Earlham’s 20th president is underway.

Earlham students have an advantage over their peers in obtaining internships or studying off campus, according to a national survey of undergraduates in the United States and Canada.

A Presidential Search Team chaired by Bob Graham ’65, a member of the Board of Trustees, is leading the search with a goal of selecting a new president this spring.

The College is seeking a gifted and strategic visionary leader to achieve the College’s ambitious strategic goals, including efforts to ensure Earlham’s long-term financial sustainability.

Former President Alan Price ’88, who resigned last July, began a new position as director of the John F. Kennedy Presidential Library in Boston. Avis Stewart ’74 is currently interim president of the College.

For more information about the search, visit earlham. edu/presidential-search.

Data from the 2018 National Survey of Student Engagement, shows that 69 percent of Earlham graduates studied off campus before graduation. That’s 55 percentage points higher than the national norm.

Earlhamites also outpace their peers for engagement in undergraduate research and internships by an average of 33 and 23 percentage points, respectively. Overall, 96 percent of Earlham seniors participate in two or more of these types of “high-impact practices” compared to only 60 percent of students nationally.

The EPIC initiative is a major driver of this success. This four-year journey integrates the academic major with transformative learning experiences to prepare students exceptionally well for life beyond Earlham. The EPIC Advantage provides an average of $5,000 in funding to all students in support of an internship, project or research experience.

In EPIC’s second academic year, more than half of all Earlham students have benefited from these life-altering and career-discerning experiences

Anna Mullin ’20 at her Cincinnati Zoo internship.

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NEW Notable Professor fosters high school mentorship program

How college guides see EC

Assistant Professor of Chemistry Patrick Barber is bringing new funding and leadership to Earlham in support of research opportunities for local high school students from economically disadvantaged backgrounds.

New recognition for Earlham as a leader in classroom experience and undergraduate teaching has been featured in some of the nation’s most prominent college guides.

Barber was recently selected by the Indiana Local Section of the American Chemical Society’s Project SEED to mentor two Richmond High School students on research that resulted in the development of a sustainably produced filter for the remediation of arsenic. The project can benefit developing countries where arsenic is more prevalent in drinking water.

U.S. News and World Report’s 2019 Best Colleges guidebook ranks Earlham 14th for value and 22nd for having a strong commitment to undergraduate teaching, a recognition reserved for just 33 institutions.

Two Richmond High School students, who were nominated by their school, earned a $2,500 stipend for their role in the eight-week project. Two Earlhamites also participated in the research with funding from Eli Lilly and Company and Earlham’s Matthews Student-Faculty Research Fund in Physics/Biological Sciences.

Project SEED, which was established as a national initiative by the ACS 50 years ago, is designed to give high school students the opportunity to explore a career in the sciences and be involved in research at industries and universities. Barber is now seeking funding to support future Project SEED initiatives on campus. He hopes to engage the Richmond community further with the idea of local people and businesses supporting local students through these experiences.

Patrick Barber, right

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Princeton Review’s Best 384 Colleges ranks Earlham 7th for “Best Classroom Experience” and 20th for “Most Active Student Government.” Just 20 institutions are included in each of Princeton Review’s featured rankings.

New to Earlham’s slate of college guide accolades is inclusion in College Consensus’ “50 Most Underrated Colleges Doing Great Things.”

In this new ranking, College Consensus recognizes the Earlham community’s commitment to service and the high percentage of alumni who earn doctorates. The ranking also recognizes the College’s emphasis on Quaker values, resulting in a campus community where students are heavily engaged in all levels of decision making, and students and faculty are on a first-name basis.

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NEW Notable JMM bugs ready for close-up New funding secured by the Joseph Moore Museum will support a three-year project resulting in a digital database of the museum’s 35,000 insect specimens.

The museum is the recipient of a $197,000 grant from the Institute of Museum and Library Services that will cover the cost of buying equipment and supporting up to 10 paid student worker positions to assist in photographing and organizing the massive collection.

The digitization process requires the use of highpowered cameras and software to document and organize the collection, resulting in dozens of detailed images and cross sections of each specimen. The digital database will be accessible to scientists from around the world.

This is the second time since 2014 that the museum has secured funding from the IMLS to support digitization projects. The previous grant resulted in a multiyear digitization project of the mammal, ornithology and herpetology collections.

Biochem program earns accreditation The interdepartmental biochemistry program at Earlham College has been granted a full seven-year term of accreditation by The American Society for Biochemistry and Molecular Biology.

In a letter affirming Earlham’s accreditation, the ASBMB praised the quality of the faculty and its thorough assessment of student performance in the design of the major. The ASBMB also recognized the availability of research opportunities for students, the low studentto-faculty ratio, and its emphasis on developing communication skills.

Biochemistry is the second academic program in Earlham’s Division of Natural Sciences to receive national accreditation. The Department of Chemistry is accredited by the American Chemical Society and also offers an ACS-certified degree with additional requirements valued by potential employers and graduate schools.

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NEW Notable Gift expands Engagement Grant and EPIC experiences Earlham has received a $3 million gift from alumni Alan ’74 and Peg Kral Scantland ’74 to enhance the student experience, support enrollment initiatives, and expand opportunities for student-faculty collaborative learning.

Highlights of the gift, which was announced last fall, will include support for Earlham’s recently piloted Engagement Alan ’74 and Peg Kral Scantland ’74 Grants program; expanding Earlham’s Summer Research Fund; launching an annual three-week off-campus program in May for studentathletes; increasing funds for student conference travel; and expanding support for teaching faculty to integrate co-curricular experiences into academic departments, programs and divisions.

students. Next May, student-athletes competing in men’s basketball and women’s volleyball will travel to Cape Town, South Africa, as part of an effort to make sure all students benefit from EPIC. The program offers student-athletes an opportunity for high-impact experiential learning, international travel and athletic competition. The program provides a new option to student-athletes who are interested in off-campus study, in addition to the other numerous College offerings.

With the addition of this new funding, Earlham is positioned to once again offer Engagement Grants to students with evidenced engagement in and out of the classroom. These grants provide support for students who are academically sound and engaged in the campus community, but at risk of leaving Earlham due to financial concerns. Last year, more than 60 students in good academic standing were approved for these awards. The grants averaged $2,200 per student and were based on the students’ need.

This gift will bolster support for Earlham’s EPIC initiative, including some new opportunities for

Cape Town, South Africa

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Earlhamite: The Magazine of Earlham College

Leave a lasting legacy The deep-rooted impact of planned gifts have shaped Earlham since its beginning. A gift from you today supports who the College is in the future.

Consider making Earlham a beneficiary in your estate or retirement plan, or setting up a charitable gift annuity.

Contact Kim Tanner ’90 in Institutional Advancement at 765-983-1631 or email at tanneki@earlham.edu.

You Know Earlham No one knows better than you if someone would be a good fit for Earlham.

Help us reach the next generation of Earlhamites.

Recommend high school students using the link below: earlham.edu/recommend.

TEACHING for IMPACT

Besides his work in the classroom, James Logan serves as associate academic dean at Earlham and the National Endowment for the Humanities Chair in Interdisciplinary Studies.

Logan is currently researching race, nonviolence, and Anabaptist Peace Church assimilation into the American social order.

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STORY AND PHOTOGRAPHY BY DAN OETTING

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ou wouldn’t need to know exactly where Professor James Logan was teaching his class to find it. Follow the music: 2 Chainz’ “Feds Watching,” Johnny Cash’s “Folsom Prison Blues,” Noname’s “Reality Check,” Nina Simone’s “Sinnerman,” Kendrick Lamar’s “Alright.” The songs are loud enough to fill his classroom and then some. Find a seat and listen to the motifs of justice and pain, desperation and hope as a session of Mass Incarceration & Moral Vision begins, a 300-level course that comes with a syllabus caution: “think very carefully about your readiness to take this course.”

“The aim is to bring the grammar of the streets, of the world, into the classroom,” says Logan. “So as students walk into my class there’s always music playing associated with what the lesson is for the day.

We ‘bring it’ into the classroom in an unflinching way.”

Like other Earlham professors, Logan hasn’t come to these choices lightly and he hasn’t always taught the same way. Among the many things Earlham professors have in common is their search for ways to teach better, to communicate more profoundly to today’s students. It’s part of the reason Earlham has long been recognized for the quality of its teaching.

In Princeton Review’s Best 384 Colleges - 2019 Edition, Earlham is ranked 7th nationally for “Best Classroom Experience.” U.S. News and World Report regularly adds Earlham to its list of schools with a strong commitment to undergraduate teaching. This year Earlham is ranked No. 22 among national liberal arts schools, the same neighborhood as Haverford and Wellesley.

Moral vision For Logan, professor of religion and professor and director of African and African American studies, few words capture his approach to teaching better than unflinching. If he were teaching about volcanoes, he’d settle for nothing less than taking you to the crater’s edge. But not without great thought and care.

“The class is one big trigger warning,” says Logan. “The study of the liberal arts and how humans have conducted themselves through history is not a safe space. However, in that unsafeness, we will have grace, we will have love, we will have care for students.”

The way he teaches now is not a small jump from where he started.

Fresh from earning his doctorate from Princeton Seminary, Logan followed the model for teaching that he was used to: Classes were lectures with a few minutes set aside at the end for student questions.

“As part of Earlham’s first-year review process, three senior professors came to observe my class in my first semester,” says Logan. “They said, ‘No way, that may have worked at Princeton or somewhere else, that’s just not gonna get over here. You need to be much more dynamic, much more interactive.’”

His classrooms are now profoundly experiential. For example, when his Culture of Hip Hop class studies the Civil Rights Movement, Black Power and hip hop, he brings Ku Klux Klan earlham.edu

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Seth Powless’ research areas are multidisciplinary, focusing on how information technology impacts supply chain and operations management.

One recent and ongoing project explored drone and unmanned aerial vehicles and the impact these have on transportation, logistics and consumer behavior.

robes and other paraphernalia for display. Photos of lynchings are shared in class as “the open casket of American history.” To better understand the death penalty, a video of an execution via electric chair is shown in full, with any students wishing to excuse themselves beforehand being welcomed to do so.

“I bring the past and the present as close as possible to their eyes and to their ears. The idea is that we have to look at the human condition, and/or otherwise sense it, as we work to make this world a better place.”

The open-casket view is not the destination for his students, of

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course. It’s an experience carried on the path to a life-affirming end.

“Our effort is to make sure that as we do this difficult work, we articulate a better moral vision forward,” says Logan. “In the midst of struggle, people still dance, people still make love, they still laugh, they still find joy. In the midst of struggle, hope has to be the last thing to die. That’s what I hope students get out of my classes.

Hope cannot die; you continue on.

You lament life and you celebrate life simultaneously.”

Becoming vulnerable When Seth Powless, an assistant professor of global management

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who holds a Ph.D. from the University of Toledo, came to Earlham three years ago, he saw there was a divide in his classroom between students who played on Earlham’s athletics teams and the rest of the class. It’s not an uncommon phenomenon in business courses, a major popular with student-athletes. But it’s no help for shaping the business people of the future. There’s too much to be learned from all classmates. And it was the wrong lesson to learn from a place like Earlham. But when Powless himself began choosing the groups and making sure athletes and non-athletes were together, he heard complaints. He saw he was addressing only part of the problem by mixing the groups.

He needed for everyone to get to know each other better, to see each other in a new way, to be vulnerable. He started with an assignment, first used in his Business Communication course, that asked each student to reveal the most memorable or scariest moment of their life. They did this in small groups and then some would also share them with the entire class. They didn’t take it lightly.

“These students shared stories of death in family, for example, and very intimate details about their lives that totally blew me away, too,” says Powless. “A few weeks ago, the whole class broke down, myself included, when a student told his story to the whole class.”

Not all stories are so intense, Powless says, not by far, but they all

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Michelle Tong’s research interests focus on the molecular mechanisms of long-term memory, especially non-neuronal mechanisms like the extracellular matrix. Tong is currently working on several papers resulting from research collaboration with Earlham students.

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seem to help classmates see what they have in common with each other rather than the assumptions about what separates them. It’s a part of every class Powless teaches now.

Top-to-bottom rethink Like her fellow professors at Earlham, Michelle Tong is a scholar who teaches. She’s a published neuroscience researcher. She can point to a Ph.D. from Cornell University. But she confesses that as an undergraduate she wasn’t a very good student.

“It’s true,” she says. “I was always very interested in what I was studying — I loved it. But I got terrible grades.”

For her undergraduate work, she attended a large university with large classes. Her Introduction to Psychology course, for example, had 300 students. The tests she took were invariably the kind that could be scored quickly. “I discovered early on that I had a lot of trouble with test-taking skills.”

She has made it a point to look for the students at Earlham who might also struggle with tests, and she’s structured her classes to lessen the mystery around tests in general. As she started at Earlham three years ago, she made it a point to subvert everything she hated about tests.

“At Earlham my exams were all short answer questions,” she says, “and I gave a list of all the exam questions

to students on the first day of class.

The students did not know which ones would be selected.”

The questions were also not simple, as they called on the students to pull together different concepts and research. “Seeing hard questions negates test anxiety. It also is helpful to those who don’t have the same level of background knowledge or resources.”

Beyond test-taking, Tong has challenged herself to evaluate the teaching and learning in her classroom. She says that as an earlycareer professor, she’s especially welcoming of feedback, and finds her department colleagues to be especially helpful. She hasn’t stopped with them, however. Early in the fall semester, Tong describes reaching out to colleagues from across all departments.

“Almost all of them were able to observe my classes, and they wrote notes for me,” she says. “That’s not a thing you can expect when you get a job like this. In grad school they try to tell you what to expect as a professor, but they can’t say how kind your colleagues will be.”

Colleagues, one and all Associate Professor Lynne Perkins Socey, part of Earlham’s Theatre Arts Department for 10 years, has a similar appreciation for colleagues and expands that term even more.

“As a small department, we faculty members rely on each other constantly,” she says. “But even beyond that, students are team members. We cannot produce shows without students as our colleagues.

While there has been a recent emphasis on increasing

Lynne Perkins Socey is a regular contributor to the Region III Kennedy Center American College Theatre Festival, serving in various coordinator and mentoring roles. This semester she is leading a faculty-student collaborative research course to develop a play that will travel to the Edinburgh Festival Fringe, the world’s largest arts festival, as an EPIC Advantage research experience in August of 2019.

PHOTO BY STEPHEN ALLEN

faculty-student collaboration, it’s an advantage we’ve had in theatre for a long time. Theatre is a collaborative art, so we live this every day.”

The collaborative process itself is taught and reinforced with every class. Expectations are set for how to work together and, perhaps most importantly, how to give feedback in a productive way. It’s a place for students to experiment as artists and to be both direct and encouraging as creative ideas are offered: “It’s a community and we support each other. What happens in acting class stays in acting class,” she says with a smile.

But not everything stays there. Perkins Socey, who earned her MFA from Florida State and maintains a professional career as an actor and director, knows that the skills her theatre students learn will function just as well off stage. A recent graduate, now working in the tech industry, shared with Perkins Socey that she uses her theatre skills all the time.

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communication and how to put these things together and problem-solve and collaborate every day.’”

A legacy worth keeping Before becoming an administrator, Academic Dean Becky Thomas gained 22 years of classroom experience at Marist College, the University of Northern Iowa, Middlebury College, and Bard College. Thomas, who was dean of the college at Bard before coming to Earlham, knows the challenges of being a professor. For example, the pressure to publish or fulfill administrative duties. Teaching can get a lower priority at some institutions of higher education, becoming something that’s done just well enough rather than excelled at.

enough.’ I think the recent news about the rankings that we achieved for our teaching and for our classroom experience is evidence of that.”

Earlham alumni have made it clear that this is not a new phenomenon.

“Our alumni will tell you in person, or they write letters,” says Thomas, “to talk about how life-changing their experiences at Earlham have been.

And they’ll often mention a professor who found a way to reach them, someone who took the time and understood something about what they needed that they hadn’t seen yet for themselves.”

About those students. As the other half of the teaching-learning exchange, Thomas points out that they’ve also been critical to Earlham earning its reputation.

What inspires me about Earlham’s faculty members is that they are not just dedicated to their area of study, but also to the craft of teaching.

“‘Thank heaven you make us learn how to talk about our work,’ she told me,” says Perkins Socey. “‘My co-workers don’t know it, but I’m thinking about my audience and I’m thinking about the structure of this

“Earlham students are curious,” she says “They try things. And they have the advantage of being individual thinkers when they come to us. I think they especially value putting what they learn into —Becky Thomas, Academic Dean practice, and that’s good, too, because that’s exactly the kind of student you want as a professor “Those things can pull against for student-faculty collaborative each other, but they don’t have to,” research, taking on challenging ideas, she says. “What inspires me about or participating in other experiences Earlham’s faculty members is that that test the student’s ability to think they are not just dedicated to their and rethink for themselves. That’s area of study, but also to the craft of transformative. That’s the outcome teaching. we’re looking for.”

“They are committed and creative.

They don’t settle for being just ‘good

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BY JONATHAN GRAHAM

Forward, Together I

n December, Earlham College took an important step toward financial sustainability when its Board of Trustees approved resolutions to reduce expenses and create new plans for the future of the College.

“What we’ve done is take a clear-eyed approach to long-term fiscal health,” says Interim President Avis Stewart. “Our aim is to be in a better financial position now and in the future, and this is an important step for us.” Stewart is expected to

“Once again, the Earlham community showed its ability to come together during difficult times.”

retire as the College hires a new president in the coming months.

The financial sustainability effort, which grew out of a broadly consultative process involving faculty, students, staff and administration, will reduce the College’s budget by $4.3 million for the 20192020 academic year.

After adjustments to the operating budgets across campus, the College budget will be about $46 million for the 2019-20 academic year, a reduction of roughly 12 percent. The plan eliminates 11 teaching faculty positions and 12 positions filled by administrative faculty or hourly staff members.

The reductions include two retiring professors who will not be replaced. The other cuts in teaching faculty will come from visiting faculty who are on one-year contracts. Their service will end at the close of the academic year. No tenured or tenure-track faculty positions have been eliminated because of the Board’s resolutions.

Most of the administrative faculty and hourly staff positions being eliminated are either currently vacant or will soon become vacant due to retirements. Additionally, five full-time administrative

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Earlhamite: The Magazine of Earlham College

Earlham seeks to improve long-term financial stability by reducing spending by $4.3 million. or staff positions will be reduced to part-time.

“I regret that we are reducing positions, and I acknowledge that the decisions we have made will be disappointing to some members of our community,” says Stewart.

“I am grateful to everyone involved for handling this situation with grace.”

The College’s Board of Trustees approved the financial sustainability plan during a special executive session on Dec. 19 after receiving specific recommendations from Stewart and his Cabinet.

The recommendations were made after seeking the broad participation of the Earlham community, including many opportunities to provide input and discuss the serious financial issues facing Earlham.

“We believed that a process minimizing top-down input was the only way we could address our financial challenges,” says Stewart.

“Once again, the Earlham community showed its ability to come together during difficult times. Throughout this process, the Cabinet, committee chairs from the Board of Trustees and I have listened carefully to many points of view. We considered staffing models created by faculty and sought input from a group

of professors, administrators and staff members about administrative expenses.

We also gave students opportunities to participate in these conversations. The financial sustainability plan that was approved was much stronger because of the broad participation by the campus community.”

Associate Professor Nate Eastman was co-convener of a team that reviewed proposed reductions to administrative budgets and participated in meetings with other campus leaders about the financial situation. He notes, “It’s healthy for our community to take an honest look at the challenges ahead of us. I’m grateful for the chance to help us do that, and for the students, faculty, staff, trustees and alumni who’ve worked to help us get the details right.”

of Trustees recognized the need for a revised curricular and institutional plan. The framework for the curricular plan will be in place by the end of the 2019 Spring Semester.

How we got here Details of Earlham’s financial struggles were made public in August, but the challenges the College is facing are not sudden or unexpected.

“WHAT WE’VE DONE IS TAKE A CLEAR-EYED APPROACH TO LONG-TERM FISCAL HEALTH.” — INTERIM PRESIDENT AVIS STEWART

Bobbi Cayard-Roberts, administrative assistant for mathematics, physics and computer science and convener of Earlham’s Employee Council, also participated. “The process was very ‘Earlham,’” she reports. “I did feel heard and respected as a staff member.

I’d like to think we all treated each other with the same respect no matter what area of campus we represented.”

One of the biggest factors for any college’s financial health is Net Tuition Revenue, often referred to as NTR. Since the global financial downturn of 2008, Earlham’s NTR has fallen sharply while enrollment has remained near the 20-year average of slightly more than 1,000 students. Financial aid to students at Earlham has been generous to gain those students. Compared to the actual “sticker price” of an Earlham education, the percentage that students pay has continued to drop.

In addition to approving the budget resolution, the Board

Earlham is not alone in this trend. Many colleges and earlham.edu

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universities are struggling to meet their goals for enrollment and NTR. In the fall of 2017, for instance, 61 percent of Midwestern institutions fell short of their goals. Across the country, institutions large and small have faced financial challenges similar to Earlham’s. Some have made major changes to their budgets, curricular offerings and organizational structures by administrative fiat. Others have announced they are closing only to be saved — temporarily, at least — by emergency fundraising. Still others have merged with other institutions or ceased operations entirely.

With educational costs rising and the numbers of college-aged individuals falling, these challenges are likely to continue — at Earlham and elsewhere.

While Earlham’s enrollment has remained relatively stable, current students have more financial need on average than was the case in the past. It’s worth noting that before the 2008 recession, Earlham’s average financial aid packages were similar to its GLCA peers. But even as the overall economy has improved, Earlham continues to struggle to meet its NTR goals. It’s clear that the College must make some changes.

Investments made Over the past few years, Earlham has made considerable investments in programs, people and facilities. These were made to serve current students as well as possible, but also with the knowledge that prospective students and their families are expecting better equipped classrooms and more services than was the case a generation ago.

The College has upgraded academic facilities by $65 million over the past decade, replacing outdated science labs, classrooms, art studios and rehearsal areas. The College now offers the type of facilities expected at a college of Earlham’s quality and provides a 21st century learning environment to its students and faculty.

Through the EPIC program and in response to the expectations of collegeseeking students, Earlham has significantly bolstered its career planning services, its internship offerings and other experiential programs that facilitate preparation for meaningful and successful careers.

There also has been notable investment in the support and development of teaching faculty in recent years.

Some professors were assigned lighter teaching loads to encourage them

to pursue heftier research agendas. The College recently began offering faculty teaching pre-tenure leaves to allow them more time to complete research and writing projects. In 2015, the Board of Trustees also authorized 10 new teaching faculty positions in areas of study that are particularly popular with current students and which were previously understaffed (including biochemistry, global management, computer science and psychology). These additions were authorized with the assumption that the College would eventually offset these additions by eliminating positions in academic areas that are attracting fewer students. Only a handful of such reductions had been made prior to this December’s budget reduction resolution.

The intention was for these investments to lead to gains in enrollment and net tuition revenue. Instead, the changes seemed only enough to maintain and serve a student body size similar to what Earlham has had for decades. And, as mentioned above, even as Earlham has improved the quality of what it offers students, NTR has continued to slide — a problem that appears worse at Earlham than at other similar colleges.

“Somewhere along the line, Earlham became known as a place that gives very generous financial aid, and we should be proud that we have provided access to students who could not afford to attend without scholarship support,” says Vice President for Enrollment Priscilla Alicea. “In order to continue that legacy, we need to adjust our financial aid model to one that matches our present reality.”

In recent years, the College has made substantial cuts to its operating budget, primarily in administrative areas. In 2015, the College offered an early retirement program and trimmed departmental budgets in an effort that reduced expenses by close to $1 million.

Another $2 million was cut from the budget in the spring of 2018. The reductions approved at the December board meeting bring the College’s total expense reductions over the past four years to approximately $7 million. Now the College needs to develop a curricular and operational plan that both acknowledges current financial realities and articulates how Earlham will increase its NTR. Earlham is in competition with other colleges and universities that also offer excellent value propositions, and the expectations of students and their families for experiences

in and out of the classroom are very high.

Our way forward “Earlham’s path forward needs to start with a facultyled process to determine what an Earlham education will look like in the decades to come,” says David Stump ’72, chairman of the Board of Trustees. “My fellow trustees and I are impressed with, and encouraged by, the leadership that community members have shown during this budget-cutting process. I am confident that the faculty will bring considerable energy, thoughtfulness and innovation to bear as they plan for the College’s future.”

The planning process will explore every part of the College — from the curriculum, to its enrollment and fundraising operations, to its facilities and land holdings — and determine how Earlham can best offer an exceptional educational experience that both meets the needs and desires of current and future students, and does so in a financially sustainable way.

Earlham is also making a concerted effort to enlist additional help from alumni.

Since the College shared the news about its financial situation with alumni over the summer, dozens of Earlham graduates have

stepped forward to represent Earlham at college fairs near their homes, make phone calls to admitted students, host events, recommend students to the Admission Office or otherwise assist with the recruitment process.

Others represent their fellow alumni on Alumni Council or the African and African American Advisory Board.

Volunteerism, alongside strong financial support from alumni, bodes well for the College’s future. And despite its many challenges, Earlham is unwavering in its mission to “provide the highest quality undergraduate education in the liberal arts, including the sciences, shaped by the distinctive perspectives of the Religious Society of Friends.”

“Our core mission is strong.

What we offer our students, and what we offer the world as they graduate, is special,” says Stewart. “And at the end of this process, Earlham will come out better. We have a remarkable mission, an incredibly committed faculty and staff, an outstanding student body and our Quaker Principles and Practices remind us every day of the kind of College we want to be. All of these things will help sustain us, and we will find our way forward, together.”

BY DENISE PURCELL PHOTOGRAPHY SUPPLIED

HDSR

40!

What once was an interdisciplinary newcomer is now a well-established academic home for change-makers.

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f Human Development and Social Relations were a person, the program would be old enough to have a few kids and a mortgage. And only strangers would call it by its full name. To everyone else it’s good old HDSR. Interdisciplinary programs at Earlham and much of the nation were novel in the 1970s when Peace and Global Studies, Women’s Studies, African and African American Studies and HDSR were created.

They needed some introduction. Defense even.

Barbara Howard ’78 remembers the day 40 years ago when the HDSR major was introduced on campus to parents. She was intrigued. Her father less so.

She recalls being in the Orchard Room as her father stood belly to belly with Earlham Professor Vernie Davis, poking him with his forefinger and demanding to know what kind of job Barbara could get upon graduation. One of her college-grad siblings was working as a bartender, the other as a welder. What prospects would a newfangled major offer?

“I don’t recall Vernie’s response,” Howard says, “but I clearly recall my embarrassment.” Howard was undeterred, though. She selected HDSR. And things turned out OK, Dad. She went on to pursue a career as a radio journalist, and now anchors “All Things Considered” for WGBH in Boston.

Other paths to HDSR were less confrontational.

During his sophomore year, Jonathan Singer’s ’92 mom was nudging him to find a major. They paged their way through the course catalog together.

“She had me circle all of the classes I wanted to take, and then we looked to see which major would enable me to take most of those courses. As it turned out, I was able to take almost everything I had circled by being an HDSR major.”

Gail Burks ’80 was attending Miami University when her boyfriend, who was an Earlham student, sent her information about HDSR.

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“I was intrigued,” Burks says. “I couldn’t believe there was a major that was interdisciplinary where I could study psychology, sociology and biology all at the same time. It seemed too good to be true.” Burks thought she would not be accepted to Earlham or be able to afford the tuition. And, not surprisingly perhaps, her parents thought her interest was more about the boyfriend than the major. Who says it couldn’t be both? She transferred and the boyfriend became her husband.

Howard, Singer, Burks and nearly 700 others who went on to major in HDSR learned the interpersonal, critical thinking and analytical skills necessary to work in human services and advance positive social change in society. Their understanding of people and systems has equipped them to be instruments of change.

HDSR, which celebrated its 40th anniversary during homecoming weekend, came about at the initiative of retired Psychology Professor Dale Noyd and the interest and awareness of several other faculty members, according to Professor Emeritus of Psychology Nelson Bingham. Bingham

Past and present HDSR professors Nelson Bingham, Dan Rosenberg, Steve Butler, Phil Norman (seated)

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was hired in 1974 and helped carry out the teaching necessary to support the program.

applied theory and ethics,” Bingham says. “There’s no program like it anywhere in the country.”

“Noyd spent a sabbatical year at Evergreen State College in Olympia, Washington,” Bingham says.

“Evergreen is a very liberal school and has no majors and no grades. He saw there people putting together different fields rather than different majors. When he returned to campus he talked with people from sociology, psychology, biology and philosophy to find out what they thought was needed for graduates going out into the world to work in public service.

And now after 40 years when someone asks about the career prospects of an HDSR graduate, there are hundreds of examples to point to. While students still come to Earlham finding HDSR as a novel program without parallel, it has grown into one of the College’s largest majors, partly on the strength of a few dedicated faculty members. The breadth of the program has been one of its advantages.

“They felt you needed an understanding of individual persons, hence psychology; and systems, hence sociology.”

The group secured a $300,000 Lilly Foundation grant to launch the program.

“There’s been an evolution, but there’s been a lot of continuity in the program as well. Steadfast through the years has been a focus on the interdisciplinary and experiential, on

Gail Burks ‘80

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“I don’t think there’s anything one can’t do with an HDSR major,” Burks says.

She explains that HDSR has taught her to consider issues through a lens that views both individuals and the social networks they live in. It’s given her a broad perspective.

“This has been invaluable throughout my career,” she says. “I work with older adults and have worked in nursing homes, assisted living facilities, subsidized housing for seniors and disabled adults, and most recently in asset management for Housing and Urban Development. Older adults, especially the frail elderly, have many

Dan Rosenberg and Jonathan Singer ‘92

complex challenges and HDSR gave me the foundation to understand all of the various issues and how they interconnect. The interdisciplinary premises that make HDSR so special have informed me in countless ways over the course of my career.”

Gina Boomershine ’93 credits HDSR for helping her throughout her career as a physical therapist and director for several senior care programs.

“When I went back to school for an MBA with a concentration in health care administration, it was difficult in the classroom at times to remember the people and the ethics of health care, but I always felt grounded from my undergraduate experience,” Boomershine says.

Shaaren Pine ’97 found an intellectual home in the major and an appreciation for its usefulness.

“I truly love the direction HDSR has gone in,” says Pine. “I think the diversity and social justice focus in particular have the power to be truly transformative for students going out into the world and attempting change on a macro level, but also, and maybe more importantly, internally.”

one of those, and HDSR encouraged her to keep testing the status quo.

She has the habit of asking, “But why?” for example, again and again.

“HDSR certainly helped me realize that what could have been considered an annoying personality trait of mine,” she explains, “should really be the first part of an analytical process that ends with creative collaboration and problem-solving.”

Pine is the founder and executive director of Restaurant Recovery, an organization that arranges substance-use disorder assessments and treatments free of charge to restaurant employees. In her time in the restaurant industry, Pine experienced firsthand the toll that addiction takes on families and businesses. “I created Restaurant Recovery to champion for those struggling and to support healing through community and connection.

“With help from Earlham and HDSR, I see my work through the lenses of social justice, harm reduction and business responsibility.”

University, says that he can draw thousands of direct lines to HDSR from the work that he has done.

“I tell people that HDSR is the liberal arts version of social work, and I mean that in the most loving and generous way,” Singer says. “It includes field work. It includes the integration of multiple different disciplines.

What HDSR did — that social work education doesn’t typically do — is focus on developing the critical thinking capacity of students.

Social work, at the undergrad and definitely at the graduate level, focuses on socializing the students into the profession. Since there is no profession for HDSR to socialize people into, it didn’t have that layer, which I think is great.

“Really what I mean is that HDSR is a way to think about a 360-degree view of the world, from the inside, on the surface, and then on the outside. It helps you to understand the world as much as it helps you to understand yourself.”

Singer, who has worked in music, politics and social work, is now a professor of social work at Loyola

Pine says Earlham naturally attracts curious change-makers. She was

Shaaren Pine ‘97

Barbara Howard ‘78 (photo by Meredith Nierman, WGBH News)

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ESSAY

DANCING over RAINBOWS

By Karlyn Crowley

f MY PATH TO EARLHAM WAS HAPHAZARD. WHILE MY PARENTS LIVED IN INDIANA, WE WERE ORIGINALLY FROM THE EAST COAST AND MY DREAM WAS TO RETURN THERE FOR COLLEGE. I DID AND IT WAS AWFUL. The school I chose ended up being profoundly alienating — largely cliquey, isolated, traditional.

It was not for me. My high school best friends had gone to Grinnell and Oberlin respectively and I thought — well, I’ll go to Earlham. Why not? I knew Earlham had a good academic reputation and that it was Quaker, but I had no clue what that meant. I showed up at Earlham for scanty reasons. And I found a home.

I tell people that Earlham was the first institution in my life that recognized me as a whole person.

Other than experiencing some fine moments in elementary school, I loved learning, but I had not always loved school. Earlham was the first place where the teaching I experienced felt congruent with what learning should be. Earlham taught me three main things about learning: It is affective, engaged and communal.

As is true for so many of us, we appreciate what we had after we leave it. I knew when I was an Earlham student that the teaching was good, I just did not realize how good. I attribute my own success in the classroom now directly to what I first encountered at Earlham. My two main mentors, Paul Lacey and Barbara Ann Caruso, created my teaching self. Of course, I had a host of other wonderful teachers including Lincoln Blake, Gordon Thompson, Alice Shrock, Hugh Barbour, among others. But my butt was on those sofas outside the third floor Carpenter English offices. Whether sitting or sleeping, I just lurked on those sofas waiting to grab Paul or Barbara Ann. These were faculty members who were affective, emotion-filled — they indicated how ideas and books could change my life. I remember

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f Barbara Ann Caruso, left

Paul Lacey crying while teaching King Lear and talking about a father’s relationship to his children. I remember Barbara Ann beginning Women and Literature dramatically by reading Adrienne Rich’s poem “Power.” We analyzed it and then read it once more to allow us to end class having the poem made whole again.

These were faculty members who used engaged learning and experiential education long before it was considered good teaching. I remember Barbara Ann creating a panel of community members and professors to judge our final experiential education projects in Introduction to Women’s Studies. I remember Paul beginning the Introduction to Literature seminar by asking everyone to go around and state the first poem, rhyme, song you remember hearing as a child.

We all sat in a circle naturally and we all talked — not just some, but all. When I started teaching as

a professor and would walk the hallways, I was stunned at times to see images of the “sage on the stage” — a single person behind a podium, desks in a row. This is so weird, I thought — Where is Earlham?

At Earlham I saw faculty members whose idea of being a teacher extended beyond the classroom.

I got chickenpox, for example, while at Earlham and had to be quarantined off campus. Crazy, I know. In our poetry class, Paul had students write couplets for sick me with extra credit for rhyming with locks or Birkenstocks. He drove to where I was staying, risking exposure himself, and delivered the poems saying, “This will be the most poetry you ever have written for you so don’t lose it.”

Barbara Ann had Women’s Studies students out to her house for a potluck and everything had

P OW ER

-deposits of h t r a e e h t Living in our history

Exerpt from “Power” by Adrienne Rich, 1974.

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divulged out e o h k c a b a Today k of ea rth n la f g n li b m of a cru r perfect a e b m a le t t o one b r... hundred-yea

f Paul Lacey,left

clever gender-y names like Emma Goldman salad. It was the first time in my life I had Pad Thai with tofu and I thought — oh to be a Women’s Studies professor is the most exotic thing in the world. It’s like being a unicorn. My 4-year-old recently asked, “Where do unicorns live?” I wanted to say, “In Women’s Studies, of course.” Women’s Studies professors have magical powers and make the world more beautiful while dancing over rainbows, just like unicorns.

We live in an age where it seems the humanities and its teachers are under siege. Just pick a random day to read the Chronicle of Higher Education and it’s so doomy and gloomy you won’t want to pick it up again. But the kind of learning I’m describing at Earlham is the only way we can go on. These are humanities professors who showed me how to think critically but with compassion. Philosophically, I believe, this is the

root of Quaker education. These professors taught me to sit in a circle listening to ideas I disagreed with and learn to adjudicate those ideas rather than act out violently against them. They taught me that learning is eminently relevant — that every TV show, conversation, moment in nature, could be both experienced and understood. In essence, they showed me that I always had my mind. That my mind was powerful. And I could use my mind for the good.

My students roll their eyes when I put them in circles, make them answer hard personal and intellectual questions, force them to confront difficult issues and stay present. But I don’t waiver. Why? I was taught by the best. There is no substitute for this kind of teaching and learning — no short cuts, no workarounds. This is Quaker pedagogy. It is Earlham’s gift — affective, engaged, communal. The world needs it.

Karlyn Crowley is professor of English and Women’s and Gender Studies, and director of the Cassandra Voss Center, a nationally-recognized gender center, at St. Norbert College in De Pere, Wisconsin.

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ESR

Listen

by Michael Birkel

“Listen.” This is the first word of Rumi’s Masnavi, of Benedict’s Rule, of the Hebrew Shema, and of an episode of “Doctor Who” of the same name. Somewhere in there, most readers may find some spiritual connection.

Listening is at the heart of teaching. It is an act of hospitality to the text and to all in the room. It invites the kind of transformation toward which good teaching aspires. I’m about to describe various dimensions of listening, but they are not sequential. In the classroom, they are all happening all the time.

Listen to the text. Critical analysis is essential to the task of learning, but so is sympathy. When a writer, in my courses very often from a different time and place, is grappling with the big questions of what it means to be human, and that person is using the intellectual tools of that culture with agility and as much selfhonesty as can be gathered, I am enriched — even if ultimately, we do not agree with one another.

Listen to critical scholarship. Benefit from the insights of others who have devoted their lives to understanding how a text emerged from a particular setting. This moves a text from being black and white to color.

Listen to communities of interpreters, those to whom the text gives life and among whom the text in turn comes to life. Often this comes into tension with critical scholarship, leading to a lively conversation and opportunity for learning.

Listen to those at the margins of the text, people who have been excluded from the conversation and who have suffered harm at the hand of some interpreters. They have crucial insights. Reading is a moral act.

Michael Birkel, professor of Christian spirituality, on behalf of the Earlham School of Religion.

Listen to students as they listen. Encourage them to come to appreciative knowledge, an inward place of openness to change while still maintaining a commitment to their own spiritual identity or secular life-stance. It can be daunting to come into the presence of a text that has power and makes demands on its readers, yet a text can be life-giving to a sympathetic outsider. Permitting oneself to be moved by the beauty of a text does not betray a commitment to one’s religious standpoint or to one’s identity as a scholar.

Listen to my own experience as I seek to engage a text from another tradition with integrity, without projecting my own values upon it. What subtle shifts do I perceive happening within me as I listen generously, critically and open-mindedly to the text and to the insights of students?

Such listening has, in my experience, led to a shared sense of wonder, across boundaries of spiritual self-understanding, in multiple directions. Teaching and learning is happening all around.

Hall of Fame Adds Three Betsy Brown ‘90, Tom Haviland ‘82 and Sara Bohall Putnam ‘08 were inducted to Earlham Athletics Hall of Fame as part of the College’s 2018 Homecoming Weekend activities in September.

Brown was one of the premier women athletes of her era at Earlham, excelling in lacrosse, field hockey and soccer during her time in maroon and white.

She received field hockey’s Comstock Award in 1986 as a first-year, playing midfield and defense as the Quakers posted an 11-5-1 overall record. The team went 5-1 in NAIA District 21 and earned a berth in the District final. Brown was named most valuable player of the women’s soccer team in 1989 and captained the women’s lacrosse team for two seasons. She led the women’s lacrosse team in assists in 1990 as a senior.

During her senior year, Brown and other Earlham women formed a group called the “Women’s Athletic Movement” to lobby the administration for more support for women’s athletics. That led to Brown being appointed to Earlham’s Athletic Committee.

A four-year member of the Earlham men’s soccer team, Haviland earned All-IllinoisIndiana Conference honors in 1980 and 1981, and he was an NAIA All-District selection in 1980.

He played mostly at the stopper back position with some time at sweeper over his career in maroon and white. He was both a team captain and the squad’s most valuable player during his junior and senior seasons.

“A total team leader,” is how Haviland was described by

former Head Coach Roy Messer. “He was the linchpin around which the whole team was built.”

Haviland was a recipient of the Florence Long Mathematics and the Wendell M. Stanley Senior Scholar-Athlete awards in 1982.

Putnam is among the legends of Earlham track and field, compiling an impressive list of accolades and records on the track from 2004-2008. Putnam was also a four-year member of the cross country team for the Quakers.

An NCAA Division III All-America honoree, Putnam finished fourth in the 400m hurdles at the 2008 NCAA Division III Outdoor Track & Field Championships with a time of 1:01.35. She earned 16 All-North Coast Athletic Conference awards in indoor and outdoor track, capturing eight conference individual championships in the indoor 55m hurdles, the outdoor 100m hurdles (three times), and the outdoor 400m hurdles (four times). The two-time Indiana Intercollegiate 400m hurdle champion held five Earlham track records at the time of her graduation, and continues to hold the school record as Earlham’s all-time leading scorer in track with 563 points.

Putnam was a three-time recipient of the most outstanding performer award for Earlham women’s track and field, and she received the George Van Dyke Senior Athlete Award in 2008.

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FOOTBALL ON HOLD Earlham football looks for a way back on the field.

Earlham, which has fielded a football team since 1889, has pressed pause on the sport for the 2019 season.

Strategic plans to improve the program and its roster numbers had been in place since 2015, but the progress made was considered insufficient. Interim President Avis Stewart announced the suspension of the program shortly after the 2018 season concluded.

To bring the program back in 2020, new funding and resources will need to be found for football outside of the College’s current operating budget, a highly qualified coach will need to be hired, and an appropriate number of players must be recruited for a competitive team.

“These three conditions must be met before we reestablish our program. Our alumni will be instrumental in helping us attain these goals,” says Stewart. “A quality football program with the appropriate numbers has the potential to enhance the student experience, increase enrollment, and impact the College’s budget in a positive way.”

A Football Review Committee, appointed by Stewart, was charged with providing an overview of what is required to support a viable intercollegiate football program at the College. The FRC began its work in January 2019 and is chaired by Vince Punzo, a professor of psychology and one of Earlham’s faculty athletic representatives. For more information about the committee and to support the team with a gift, visit earlham.edu/football.

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JOURNAL

Earlham’s volleyball team sets a new mark for wins in the HCAC.

RUSH THE COURT Earlham volleyball was slumping at midseason. After starting the season 8-1, the Quakers struggled through seven losses in a row. The team, a combination of experienced seniors and athletic younger players, didn’t seem to lack talent. The early wins had shown otherwise.

“Early in the season, there were two matches, against West Virginia Tech and IU Southeast, that we were particularly proud of,” says coach Lauren Horton. “Both teams offer athletic scholarships to their players, and we still beat them both.”

When the Quakers hit their losing skid, however, Horton saw a loss of

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focus and intensity. How to get back to winning? Tweak the offense? Reshuffle the lineup? No. They found their answer with pen and paper.

Horton asked the players to journal.

For a few minutes before practice, she asked the team to write responses to a prompted question or quotation and then to talk about it.

“We even gave the journals to the managers,” Horton says. “I wrote in one. The idea was to train mental toughness. That’s one thing that we don’t have as much control of as coaches. It’s not something you can really chart either.”

STORY AND PHOTOGRAPHY BY DAN OETTING

Call it a coincidence, but once the pens started moving, the wins followed. And they kept up the journaling even as the wins poured in again.

The Quakers went on an 11-4 run, including a victory over conferenceleading Rose-Hulman, a team they had not beaten since joining the Heartland Collegiate Athletic Conference in 2010. Even in defeat, Earlham looked impressive, pushing No. 3 nationally ranked Wittenberg to a fifth set, 2-point loss.

Their newfound grit earned them a berth in the HCAC tournament, where they notched another first, sweeping Anderson at home before falling 3-1 to Rose-Hulman in the semifinal round. Rose-Hulman would go on to win the HCAC.

Horton, now in her fifth year at Earlham and fourth as head coach, points to the seniors — Megan Hedinger, Denisha Mataia, Ashleigh Burton, Skylar Muckway — for their leadership and resilience. Horton, as a first-year assistant, helped recruit them to Earlham.

“They brought a humble perspective to the season,” Horton says. “Humble and hungry. Their first two years they were losing 90 percent of their matches in a season but still training and acting like champions. They were putting in long practices, yoga, pool workouts, lifting weights — and losing. But they trusted the process and stuck with it.”

Postseason recognition also confirmed the advances the team had made. Burton, Earlham’s kills

CALL IT A COINCIDENCE, BUT ONCE THE PENS STARTED MOVING, THE WINS FOLLOWED. AND THEY KEPT UP THE JOURNALING EVEN AS THE WINS POURED IN AGAIN.

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TOP LEFT CLOCKWISE: Skylar Muckway ’19, Ashleigh Burton ‘19, Megan Hedinger ’19, and Denisha Mataia ’19

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leader for the year, and first-year Sarah Dickman took First Team AllHCAC honors. Dickman put away 280 kills for the season. Defensive specialist Hedinger and setter Lauren Jackson received Honorable Mention. Hedinger had 551 digs for the year, putting her at an Earlhamrecord 1,927 digs over her four-year career, eclipsing Jodie Bauman (1988-91) by 124. Jackson, a junior setter, charted an HCAC-leading 1,137 assists while running an Earlham offense that hit a conference-high .198 during the season. Rounding out the player awards, Dickman and Abbey Zanatta were both named to the All-Freshman team. Mataia took a spot on the Christopher M. Ragsdale Sportsmanship Team.

For her part, Horton brought home the award for HCAC Coach of the Year, guiding the Quakers to a 20-13 record, only the third 20-win season in program history, and the most wins since 1991. Horton is the eighth Earlham head coach to win an HCAC Coach of the Year award, and the third such honoree to coach a women’s team at the College.

“I like a challenge,” says Horton, “and I feel like growing this program and growing with it has been very rewarding, because I’m not the same coach that I was when I stepped in.”

As far as being Coach of the Year, Horton credits the effort of her team and the work of Fatima Dacosta, her current assistant coach, and Hayley Kirby, her former assistant who is now leading a small college volleyball program of her own.

“Growing with both of them has been eye opening,” says Horton. “I don’t know it all.”

Among other things, though, she knows how to help her team find the next rung on the ladder of success.

Each year of her tenure, Horton has helped the team with goal-setting.

First, they staked out small things.

Very small, like not missing two serves in a row or making the other team call the first time out. Then it was to win a conference game.

Check. Then they added winning more conference games than the previous year. Check. Then they wanted to make the conference tournament. Got that too. So, what about next year?

“I know what they want to do as a team, and now we have the experience of playing at a high level,” says Horton. “They know we can do it. They know that the team that won the conference this year, we beat them. They know how to succeed because they were a part of it. It’s a lot to work with.

Lauren Horton started coaching at Earlham in 2014. After a year as an assistant she took on the role of head coach. As a player, Horton was a threetime NAIA All-America honoree for Indiana University East.

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Standout Junior Emma Wilkins became Earlham’s first AllHCAC honoree for women’s golf, finishing seventh overall at the 2018 championship held at the Liberty (Ind.) Country Club.

Women’s tennis first-year Anna Hahn posted an 11-2 singles record and was 6-8 in doubles play on her way to All-HCAC honors. Senior Yunjoo Shin, a neuroscience major, received Honorable Mention, charting a 5-7 singles record and a 6-6 mark in doubles.

Men’s and women’s cross country combined to place six student-athletes on the all-conference teams this fall. Sophomores Ana Sosa-Ebert and Ellie Haland took All-HCAC distinction for the women’s team with their seventh and 11th place finishes respectively at the 2018 conference meet, while first-year Remy Haggerty received Honorable Mention recognition. For the men’s team, first-year Austin Burt and sophomores Bineyam Tumbo and Noah Scherf received Honorable Mention. Burt also was named the HCAC Men’s Cross Country Freshman of the Year as the highest finishing first-year in the meet; he finished 17th overall with a time of 27:18.8 in the 8K event.

Women’s soccer first-year forward Hannah Wallhausser scored nine goals this season, tying for sixth in conference. Wallhausser and senior Abby McCullough both received conference Honorable Mention. McCullough, a May 2018 Earlham graduate, is currently enrolled in the Master of Arts in Education program.

Three Earlham men’s soccer players received all-conference honors. Senior midfielder Yuki Adams and sophomore midfielder Joel Michael Nti-Kyeremeh were both Second Team All-HCAC

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Garrett Schuler Ana College Sosa-Ebert ’21 ’21 Earlhamite: The Magazine of Earlham

BY PETE LEFRESNE PHOTOGRAPHY DAN OETTING

Quakers selections; Adams, who will graduate in May with a degree in computer science, notched six goals for the Quakers in 2018, while Nti-Kyeremeh recorded two goals and three assists. Sophomore midfielder Drew Fitzgibbon received Honorable Mention recognition.

Six Earlham football players took conference honors. Junior punter Jordan Christian was a First Team All-HCAC selection. His average of 38.7 yards per punt led the conference and he pinned opponents inside their own 20-yard line 16 times this season, a mark which tied for the HCAC lead.

Among all Division III punters, his average yards per punt ranked 40th. Sophomore linebackers Kobe Walker (115 total tackles) and Rance Albert (113 total tackles) were both Second Team honorees. Nationally, both also were among the top 20 in tackles for Division III. Senior wideout Elijah Bilal, sophomore offensive lineman Luke Brake, and first-year running back Melvin Davis received Honorable Mention. Bilal will receive his degree in global management in May. Earlham field hockey, which plays in the North Coast Athletic Conference, had a pair of league honorees. Senior Maite Turlings was a Second Team All-NCAC selection, taking all-conference honors for the third time in her career. Turlings, a double major in global management and psychology, will earn her degree in May. Sophomore Sofia Salvatore joined Turlings as a Second Team honoree.

The volleyball team had one of its best seasons in school history, with several players and its coach earning honors. See the story on page 31.

Jordan Christian ’20

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Faculty Activities Melis Agabigum, visiting assistant professor of 3D fabrication/metals, was selected for nine exhibitions in countries that include Portugal, Greece and the U.S. Agabigum published “Athens Jewelry Week in Review” in Art Jewelry Forum. Her work was included in Athens Jewelry Week 2018 Catalog, Antiquemania, Collectiva Meeting: International Exhibition, Body Adorned/Altered Catalog, and Refined Biennial Catalog. She was an invited panelist at Applications + Implications 3D printing + Design conference at Indiana University Bloomington at the J. Irwin Miller Architecture Program.

Agabigum is also the faculty adviser for Woodman House.

Visiting Assistant Professor of Psychology Angel Munoz Gomez Andrade taught a Motivation class this fall and submitted the syllabus to be peer-reviewed for inclusion to Project Syllabus, a resource created by American Psychological Association Division 2: The Society for the Teaching of Psychology. The syllabus is now accepted and published online. Syllabi published in this site are considered exemplary.

Assistant Professor of Chemistry Patrick Barber copublished “A critical analysis of L-asparaginase activity quantification methods – colorimetric methods versus high-performance liquid chromatography” in Analytical and Bioanalytical Chemistry, and copresented “Design, synthesis, and

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characterization of lanthanide ion coordination complexes for arsenic detection” at the Glass City Chemistry Conference in June in Toledo, Ohio.

Along with other co-owners, he was granted a U.S. patent for “Chemical Pulping of Chitinous Biomass for Chitin” in October.

In May professor of music Marc Benamou gave an invited talk on his NEH-funded research into Javanese song lyrics and taught a class on musical transcription for ethnomusicology students at the Sapienza Università in Rome, Italy. His talk was titled “Do Words Matter? Music and Textual ‘Content’ in Javanese Gamelan Music.” In July he participated as a performer and workshop leader in the inauguration of Goshen College’s newly arrived Javanese gamelan. In August he was invited to serve on a panel as part of the conference Gamelan Culture: Roots, Expression, and World View, held in conjunction with the International Gamelan Festival in Surakarta, Indonesia. His paper for the panel was presented in Indonesian.

In translation, it would be titled “Is there an ‘about’? Musings on the lyrics of Javanese gamelan music.”

While in Surakarta, he performed as guest vocalist with the London-based Southbank Gamelan Players as part of the opening ceremony of the festival.

Associate Professor of Art Walt Bistline’s photographs have been included in three regional juried art exhibitions: “Art About the Land” at Minnetrista Cultural Center in Muncie, Indiana;

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“The Whitewater Valley Juried Art Exhibition” at Indiana University East in Richmond; and “The 120th Richmond Art Museum Annual Exhibition.”

Professor of Biology Peter Blair, Hannah Franklin ’17, Noah Kelner ’18, Peregrine Ke-Lind ’16, Malia Paulmier ’17 and Maleeka Shrestha ’19 co-authored “Targeted rDNA sequence determination from geographically isolated populations of Proterometra macrostoma (Trematoda: Azygiidae)” in the Indiana Academy of Sciences.

Matt Brown, director of the Quantitative Reasoning Center, presented at the National Numeracy Network Conference in East Lansing, Michigan, in October. The title of the presentation was “Quantitative Assessment for New Students: Effectively Measuring Quantitative Literacy Across the Curriculum.”

Associate Library Director Amy Bryant presented “Faculty, Librarian, and Student Research at the Library of Congress” during the poster session at the Private Academic Library Network of Indiana’s annual meeting in Indianapolis in June. Bryant copresented “Building Competencies, Connections, & Persistence with FirstGeneration Students” with former Earlham librarian Kate Blinn during the Workshop for Instruction in Library Use Conference in Ottawa, Canada, in June.

In November 2018, Andy Clifford, director of outdoor and environmental education, and Jay Roberts, associate vice president for academic affairs and professor of education, copresented the keynote address for the Outdoor Orientation Program Symposium at the combined Association of Outdoor Recreation and Education and Wilderness Education Association national pre-conference. Their presentation titled “Orienting Your Administrative Map” addressed working effectively with college senior administrators regarding outdoor programs.

Corinne and Michael Deibel, professors of chemistry, partnered with Dr. Bonnie Sampsell to investigate pigments used on the ancient Egyptian coffin at the Wayne County Historical Museum. This work included elemental analysis using X-ray fluorescence and visible/NIR fluorescence with a camera system built by students as part of the Chem 431, Instrumental Analysis Course. These analyses provided information which will allow for a better understanding of the history of the coffin.

Becky Dimick Eastman, assistant director of Graduate Programs in Education, recently presented “Lessons from the Experiences of First-Year

Teachers in Rural Schools: The Benefits and Challenges of Teaching in a Rural Environment” at the Association of Teacher Educators: Indiana Conference. The presentation included findings from her doctoral dissertation.

The Geology Department attended the Geological Society of America’s annual meeting in November in Indianapolis. Associate Professor of Geology Cynthia Fadem presented “Taphonomic Investigations at Olduvai Gorge, Tanzania: Current Progress and Directions” with Andrew Fishback ‘19 and “Geoarchaeology and Paleohydrology of the Northern Chaco Outliers Project: Preliminary Results” with Cora Johnson ‘19 and Nishchal Shrestha ‘19. Associate Professor of Geology Andy Moore, Melody Che ‘18 and Ai Lena Tomioka ‘19 presented two papers documenting the work they did in collaboration with researchers from the University of Aberdeen and the University of Dar es Salaam on tidal delta sediment flux in Tanzania. Moore also presented “Use Your Neighbors Wisely: Sharing Best Practices in Sedimentary Geology” with a group of Indiana professors. Five additional students along with Associate Professor of Geology Meg StreepySmith and Shannon Hayes, geology department curator, also attended the meeting. Fadem also lead a field trip, “Geoarchaeology of the Eastern Indiana Glacial Plain,” with Laura Murphy of Washburn University and Ed Herrmann of Indiana University. After serving two years as vice chair and two

years as chair of the Geoarchaeology Division of the Geological Society of America, Fadem is now serving in an advisory capacity to the current chair and vice chair. She is on the Development Task Force in GSA’s Decadal Strategic Planning initiative at the invitation of the GSA President and is chair of the Geoarchaeology Awards Committee of the Society for American Archaeology. In April Fadem was invited to give another lecture on the climate system and climate change at First Friends Meeting in Richmond. Her 2017 May Term Archaeology course was part of a U.S. Forest Service Eastern Region/ Northeastern Area Honor Award.

Along with our Indiana University & IU-Purdue University Indianapolis partners, she received an Honorable Mention in Volunteerism and Service for archaeological survey work in the Deam Wilderness near Bloomington, Indiana.

Assistant Director of the Newlin Quaker Center Carol Anne Ferlauto delivered workshops to Quaker Voluntary Service fellows in Atlanta, Boston, Philadelphia, and Portland, as well as to New England Yearly Meeting’s Young Adult Friend Spring Retreat during the months of May through July. Her workshop on Intersectional Feminism in the book of Genesis as it pertains to activism stemmed from her 2017 scholarship on the subject. Ferlauto was awarded a 2018 Pickett Fund grant for her workshop series.

In January of this year, Alex Grabarchuk, visiting assistant professor of music, conducted the

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Faculty Activities Toronto Mendelssohn Choir at its annual Conductors’ Symposium.

In February a recording of Grabarchuk’s was used in a memorial film for a Polish Holocaust survivor. In March she conducted a concert of all English-language music called “Mother Tongue” with the San Gabriel Valley Choral Company in Monrovia, California. In April Grabarchuk premiered a onewoman opera at Cal Poly Pomona called “Before Going to Work.” In May Grabarchuk conducted a concert about mental health awareness called “Conversations with Strangers” with the Contemporary Choral Collective of Los Angeles. In June Grabarchuk conducted a Taste of Broadway concert with the San Gabriel Valley Choral Company. In July Grabarchuk participated in the 2018 International Saito Conducting Workshop sponsored by the Saskatchewan Orchestral Association. In November Grabarchuk presented her first fulllength concert, “The Living Voice,” at Earlham, featuring the music of living composers. In addition, Grabarchuk recently became the faculty sponsor of Earlham’s Contra Club.

Jonathan Graham, associate vice president for marketing and communications, had a production of his play, “The Snow Queen,” at the Children’s Museum of Indianapolis. The play, published

by Playscripts Inc. in 2010, has been produced 20 times at theatres across North America.

On November 14, Welling Hall, research professor of the liberal arts, had an exhibit and gave a talk titled “Art

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Transforming Violence” on Capitol Hill hosted by the Friends Committee on National Legislation in conjunction with the Brady Campaign to Prevent Gun Violence.

The exhibit featured Hall’s works in metal and wood and emphasized the role of the arts in engaging effective advocacy.

Thomas Hamm, professor of history and curator of the Quaker Collection, was the speaker for the 150th anniversary celebration of the Wilmington, Ohio, Friends Meeting in October.

Professor of English Scott Hess delivered a scholarly paper on “The Romantic Work of Genius: Author, Nature, Nation,” at the North American Society for the Study of Romanticism conference at Brown University, Providence, R.I., in June. Hess also published a book review of Simon Kövesi’s John Clare: Nature, Criticism and History in the John Clare Society Journal.

Susan Hillmann de Castaneda ‘93 was promoted to director of admission in October.

She has been a part of the admission office since 2000, serving in such roles as counselor, director of the Explore-A-College Program and director of the Admission Volunteer Program. For eight years she served as the director of international admission.

She will use that wide experience to guide a staff of eight counselors while

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continuing to recruit international students and representing Earlham at conferences and events. “I took on this new challenge with the goal of continuing to build an effective and robust strategy for recruiting the best future Earlhamites possible!” she says.

As a board member of the Turtle Survival Alliance and the Turtle Conservation Fund, John Iverson, professor emeritus of biology, attended the annual meeting in Ft. Worth, Texas, in August. Also as a board member of the IUCN Iguana Specialist Group and the International Iguana Fund, he attended its annual meeting in Ft. Worth, Texas, in November. Iverson had eight recent publications, five involving three Earlham students, in journals that include Ecology and Evolution, Herpetology Review and Chelonian Research Monographs.

In December of 2017, Deborah Jackson, professor emeritus of sociology/ anthropology, served as discussant for a session of the American Anthropological Association’s annual meeting in Washington, D.C. The session, “Matter of Contention: Materialities of Ethical Claim Making,” was co-organized by John DoeringWhite ’10 who is completing an anthropology and social work joint Ph.D. degree at the University of Michigan. In April, Jackson presented a paper at the Society for Applied Anthropology’s annual meeting in Philadelphia. Titled “Skin in the Game: Embodied Workers, Corporate Persons, and Risk in Canada’s Chemical Valley.”

Faculty Activities Assistant Professor of Computer Science Xunfei Jiang copublished with Tuguldur Baigalmaa ’17, Lam Nguyen ’18, Daiki Akiyoshi ’18, Eli Ramthun ’19, Niraj Parajuli ’18, and Professor of Computer Science Charlie Peck, “High Performance Cluster Monitoring System,” at the Asia-Pacific Signal and Information Processing Association Annual Summit and Conference in November in Hawaii. And with Baigalmaa, Nguyen, Akiyoshi and Peck listed as authors, Jiang presented “Energy Modeling of Cluster System” at the IEEE Workshop on Signal Processing Systems in October in Cape Town, South Africa. Jiang copublished “Recovery Support for Real-time Distributed Editing Systems” in the Journal of Internet Technology in July, and presented “Improvement of Chord Algorithm for P2P IMS Systems” at the ACSIC Symposium on Frontiers in Computing in Dallas in June. At the same Symposium, Jiang also gave a poster presentation “Energy Efficient Cluster Systems: A case study of energy consumption with PBS and Hadoop” with Ramthun and Phuc Tran ’18 and Peck included as authors.

Visiting Assistant Professor of Mathematics Fariba Khoshnasib-Zeinabad has a journal paper preprint, “On Some Integral Means,” on arxiv.org. She is the faculty advisor for Global Females in STEM club organized

by Megan Bennett ’19. Khoshnasib-

Zeinabad organized, with the help of faculty and staff in science division, an REU informational session for students. In the math department, Malik Barrett, postdoctoral teaching fellow in mathematics, and KhoshnasibZeinabad advised and accompanied Krystal Lee ’20, David Li ’20, Haylee Nguyen ’20, Sebastian Slavinskas ’20 as they presented their summer research at conferences at Miami University and the University of Illinois at Chicago.

Patty Lamson, director of the Center for Global Education, Christine Swafford, professor of Spanish and Hispanic studies, and Cristen Poynter, director of the Spanish Language Curriculum in Earlham’s Border Studies Program, made a presentation at the Association of American Colleges and Universities Conference on Global Engagement and Spaces of Practice in October in Seattle, Washington. The presentation was titled “Classroom and Community: Global and Local in Spanish Courses.” Lamson and Geoff Boyce’s article, “Global Learning in Homogeneous Soil,” was published in the Winter issue of Peer Review (Association of American Colleges and Universities). Boyce is the Academic Director and Instructor in the Earlham Border Studies Program.

Visiting Assistant Professor of Chinese Ying Liu presented a paper, “The Floating Flower: The City, the Migrant Woman, the

Controversial Chinese-ness and the Contested Identity,” at the 14th Biennial Conference of Asian Studies in Israel at Hebrew University of Jerusalem, Israel, in May. James Logan, associate academic dean and professor of religion and director of African and African American studies, delivered the reunion keynote lecture “The Ground of Covenant Community & The Righteous Scandal of Christian Love for the World,” at Princeton Theological Seminary in May. The lecture was published in Theology Today. Logan was Fall Special Issue Editor of The Journal CrossCurrents.

The theme was “Religion, Political Democracy, and Specters of Race in America.” Logan published “The Politics, Ethics, & Public Life of African American Theological Production,” in T&T Clark Companion to African American Theology and “Mass Incarceration,” in T&T Clark Companion to Christian Ethics, both of which have a projected release of winter 2019. His book review of Drew G. I. Hart’s Trouble I’ve Seen: Changing the Way the Church Views Racism was published in Mennonite Quarterly Review.

The Baseball Heritage Museum in Cleveland, Ohio, has asked Alexander R. Painter ‘10, senior assistant director of admissions, to present his research about former Negro Leagues and Cleveland Indians baseball player Luke Easter. The research is part of his recently published book, Folk Hero Forever: The Eclectic, Enthralling Baseball Life of Luke Easter. The

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Faculty Activities presentation will take place in the spring. The book was published in July.

Jamey Pavey, director of the Environmental Leadership Program, and Eli Ramthun ’18 presented “From Theory to Practice: Applied Community Projects in Environmental Capstone Courses” at the Association for the Advancement Sustainability in Higher Education Conference in Pittsburgh in October.

Seth Powless, assistant professor of global management, and Josie Burton ’20 presented “e-Commerce and Retail Delivery Systems: Examining Consumer Perceptions of OmniChannel Technology” at the 2018 Decision Sciences Institute Annual Conference in Chicago in November.

Powless gave a workshop on Teaching Undergraduate Global Supply Chain and Operations Management: Impacting Recruitment, Retention, and Satisfaction. In October Powless and global management and computer science students Aakarsh Sinha ’20, Aleksa Topalovic ’19, Son Tran ’19 and Daniel Kibet ’19 won first place in the Conexus of Indiana Supply Chain Case Competition in Indianapolis. The team outpaced teams from 17 other colleges and universities, including Indiana, Purdue and Ball State universities.

The competition included a $5,000 prize and an opportunity for students to network with leaders from various corporations. In November Powless presented at the Ohio School Boards Association in Columbus, Ohio, to statewide educators on social media and the role it plays in K-12 education.

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Jay Roberts, associate vice president for Academic Affairs and professor of education, has been invited to speak at several colleges and universities about his book, Experiential Education in the College Context, including most recently Hampden-Sydney College, Brigham Young University and St. Norbert College.

Jim Rogers, research professor and professor emeritus of computer science, was an invited participant in the June and October Rutgers Computational Phonology Workshops at Rutgers University in New Brunswick, New Jersey.

Karim Sagna, professor of French and Francophone Studies, presented his paper, “L’amitié du griot et de la parole,” part two, at the International Conference of the International Society for the Oral Literatures of Africa held at the University of Ibadan, Ibadan, Nigeria in July. In addition, Sagna presided over a panel on “Performance and Festivals” at the same conference. The theme of the conference was Oral Literatures and Festivals in Africa and the African Diaspora: Tradition and Globalization.

Sagna has also presented part one of “L’amitié du griot et de la parole” at the African Literature Association annual conference in Washington, D.C., in May. Betsy Schlabach, assistant professor of history and African and African American studies, co-authored a journal article with Jamie Wagman, titled “Social Justice Inside and Outside the

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Classroom,” for Transformations: The Journal of Inclusive Scholarship and Pedagogy.

In May Lynne Perkins Socey led a studentfaculty collaborative research project sponsored by the Center for Social Justice to explore what it means to be a responsible storyteller for contemporary audiences. Micaela Levesque ‘20 and Brianna Miller ‘21 and Perkins Socey created a website including information about their project and created a plan to provide more structured support for student voices by testing the new Chicago Theatre Standards during the fall semester. As a result, the new Earlham College Theatre Standards were implemented in January. In August, Perkins Socey provided the “Ten Commandments of Improv” for the new Dudas Inspiration Venue for the Arts that launched an improvisational comedy troupe that gives monthly performances in Richmond. There was a reading of Perkins Socey’s stage adaptation of Kathryn Clare Glen’s novel, The Misadventures of Martin Hathaway, in early November.

This script will be developed during a student-faculty collaboration course in the spring and on-campus performances in April. The production will tour to the Edinburgh Festival Fringe in Scotland in August as an EPIC Advantage research project.

Danielle Cozart Steele, adjunct instructor and conference coordinator, performed at the National Flute Convention with Jessica Raposo, presenting on the vocal/flute collaborations of Nellie Melba. Cozart Steele recently premiered

composer Keiko Fujiie’s “NAGASAKI: Wilderness Mute,” a multi-disciplinary vocal work dedicated to nuclear disarmament, at Antioch College in Yellow Springs, Ohio. Her contribution to the book Queering Freedom: Music, Identity and Spirituality, was published in September. This spring, Cozart Steele continues her scholarly work in music and social justice by coordinating the 2019 Transgender Singing Voice Conference, hosted at Earlham in March.

Keith Cozart Steele, percussion director, is working with Centerstone of Richmond, Indiana, developing a drum therapy group for incrisis teenagers of Wayne County.

The aim is to build pathways of communication, physical activity, community, fun and healing while building the group’s participation and instrument base with monthly additions and purchases.

In September Assistant Professor of Sociology/ Anthropology Nora Taplin-Kaguru’s article, “Mobile but Stuck: Multigenerational Neighborhood Decline and Housing Search Strategies for African Americans,” was published in City & Community.

Professor of Art Nancy Taylor had pieces accepted into the Whitewater Valley Art Competition and the Richmond Art Museum Annual Exhibit in the fall. Both are from her continuing series of tapestries created with dyes

from the Earlham campus. She also exhibited tapestries and embroidery pieces at the joint Earlham - Indiana University fiber exhibit, “Place to Place,” in May and June.

Assistant Professor of History Honghong Tinn’s journal article “Modeling Computers and Computer Models: Manufacturing Economic-Planning Projects in Taiwan, 1959-1968” will be forthcoming in Technology and Culture, the official publication of the Society for the History of Technology, and the flagship journal in the field.

Professor of Chemistry Lori Watson is a coauthor of “Teaching from the primary inorganic literature: lessons from Richard Andersen” in Dalton Transactions.

In November Postdoctoral Teaching Fellow in Chinese Mingzhe Zheng presented “Embrace it or Resist it? Internet Language in Second Language Teaching” at the 2018 Indiana Foreign Language Teachers Association Conference in Indianapolis and copresented “Linguistic Knowledge and Language Teaching: An Experimental Approach to the Role of Tone Sandhi Rules in Chinese Classes” at the ACTFL Annual Convention and World Languages Expo in New Orleans.

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H O M E C O M I N G ’1 8

2 1 5

6 9

10 13

3 4

7 8 12

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14 1. June Stafford Sampson ’68 greets Jo-Martha Alpern Glusko ’68 at a Golden Reunion gathering. 2. Alison Neuhaus ’93 and daughter take a turn on the swing. 3. Avis Stewart ’74 and Bonita Washington-Lacey ’78 speak with Mary Branson ’78 4. First-year Garrett Shaw advances the ball versus Illinois Wesleyan University. 5. “Quakers Rumble” is the cheer from the fence line at the women’s soccer game. 6. Vitali Stadnyk ’18 and Vojislav Tatarevic ’18 take in the men’s soccer game. 7. Sophomore forward Sofia Salvatore tries to slip through the Wooster defense. 8. Representing the class of 2013, Sarah Johnson, Noor Balbaky and Maria Adamson. 9. Lydia Harvey ’19 makes a run to the goal versus Principia College. 10. Earlham students enjoy late night foam party.

11. Alumni-Student Choir practices in Lingle Recital Hall. 12. Martha Hill ’79 shares a laugh with Kirk Bixler ’89 at the Alumni-Student Earlhamite: The Magazine of Earlham College Connections Social at Ronald L. McDaniel Arts Plaza. 13. Binoculars up at the Saturday morning Bird Walk. 14. Mark Merkens ’68 reunites with a friend.

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Back LOOK

SUN’S OUT: Professor Mary Lou Kuyawski and her class, Marriage and the Family, meet outside as the weather warms.

The image was the cover for the April 1960 issue of the Earlhamite. Behind the group is Jones House, the onetime home of President Thomas E. Jones, leader of Earlham from 1946 to 1958. Jones House was located in the northeast area of campus, near the current Public Safety building.

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Earlhamite: The Magazine of Earlham College

Earlham Scene

FURRY FRIEND: Felix was a popular pup on the first Dog Day of the school year. He was brought by Marcus McNeal, left, assistant director of residence life. Faculty and staff were invited to bring their dogs to The Heart for everyone to enjoy. Dogs from a local animal shelter, Help the Animals, also joined in the fun. The Dog Day events are sponsored every Friday by the Student Life team at Earlham. earlham.edu

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Liza Donnelly ’77, an art major at Earlham, went on to be a cartoonist for The New Yorker. She sold her first cartoon to the magazine in 1979 and has been a regular contributor ever since. An author of 16 books, she is also a public speaker and travels as a cultural envoy for the U.S. State Department and is director of the New York Office of Cartooning for Peace.

“I want to take what I’m learning in and out of the classroom to shape the world through investments and work toward a peaceful and sustainable world.

I’m a senior, double majoring in economics and international studies.

I co-convene the Earlham Chess Club, and I’m a student representative on the Campus Life Advisory Committee.

I’ve done research in Iceland, and represented Earlham at the UNCTAD Youth Forum at the UN headquarters in Geneva.

These opportunities would not have been available to me without Earlham.

”

Now more than ever,

the world needs Earlhamites like LeAundre Knight ’19.

Make a gift to the Earlham Fund and help the next generation of Earlham students.

Go to Earlham.edu/online-giving or call 765-983-1313.

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Earlhamite: The Magazine of Earlham College