The Bark April Edition

NO. 16 | APR 2019 | FREE

UMD’S QUEER AND ALLIED STUDENT UNION: GAYPRIL AND CAMPUS CLIMATE | PG. 4 INTERCULTURAL COMMUNICATIONS: A COURSE TO CHANGE LIVES | PG. 6 KIRBY PRAYER ROOM PROVIDES STUDENTS WITH ON-CAMPUS WORSHIP SPACE | PG. 8

LETTER FROM THE EDITOR: REVIVING PROJECT INCLUSION In December 2017, The Bark dedicated the month to a special project called “Project Inclusion”. This project focused on finding the stories of diversity and inclusion around our campus.

After that month, and one other story being published the next semester, the project lost its momentum. We are hoping to revive that momentum and allow the project to become an ongoing series.

Inspired by the 2015-2016 Campus Climate Survey results, our goal is to find stories of successes and failures within our campus and the local community on the issues of diversity and inclusion. Our team is dedicated to finding those stories.

Our April edition is focused on these stories, though we understand we cannot begin to fully encompass the severity and sensitivity associated with them. We hope to do our best in covering underrepresented and minority groups, and we understand the enormity of the topic.

The Bark staff is not working alone. Students in this semester’s Local Journalism class will also be writing stories for our online section. Their stories will be focused on the community and its contribution to diversity and inclusion.

Samantha Church EDITOR-IN-CHIEF

If you are a member of the UMD or Duluth community and have a story or idea you’d like to share, here’s what you can do: Share your thoughts on social media using the hashtag #ProjectInclusion Message us on Facebook Email us at barkumd@d.umn.edu Call us at (218) 726-7112 Stop by our office (KSC 115E) anytime

Samantha Church EDITOR-IN-CHIEF

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Kirby Prayer Room UMD’s Queer and Allied provides students with Student Union: Gaypril and Campus Climate on-campus worship space

15 Puzzles, announcements and corrections

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Intercultural communications: A course to change lives

UMD administration, staff talk campus climate

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New UMD campaign looks to improve campus climate

Non-traditional students experience mixed feelings during their time at UMD

EDITOR-IN-CHIEF

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PHOTO BY EEMA IBRAHIM

UMD’S QUEER AND ALLIED STUDENT UNION:

GAYPRIL AND CAMPUS CLIMATE

By Heidi Stang Founded even before the Multicultural Center, UMD’s Queer and Allied Student Union (QASU) has been providing space and opportunities for students to be who they truly are, according to QASU board member, Jace Aspling. This month they look to celebrate all identities with their month long celebration, Gaypril.

Aspling said there is a large number and variety of events happening during this years Gaypril. Events such as, sexual health week, gender binary tabling week, and more.

QASU will also be holding activities through out Gaypril.

“We are going to have a Queer yoga session and have an open gym night,” Aspling said. He adds there will be workshops such as, “a kink and BDSM discussion night,[and] a panel with queer adults who talk about being out at work.”

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Another event Aspling listed is the QASU prom.

“You can go with a partner you maybe could not have in high school,” he said. “It’s like a second chance at prom.”

This years prom is April 26th in the Rafters.

Kyra Hulsebus is a sophomore who joined QASU last year.

She says last year QASU was a big part of her life and she continues to stay involved in the organization.

“I mostly do sex education, and usually I’ll talk about being Pansexual and what that means because a lot of people confuse that with a lot of other identities.

I don’t think Pansexuality and Bisexuality are talked about a lot. I just help educate people on what that actually means so they don’t have the wrong idea”. Though she doesn’t have an exact event for Gaypril this

“I usually come in here [the QASU cubicle in the MC] to hang out,” she said. “I’m too busy to go to the meetings but it was nice making friends here and kinda getting to know the community on campus. So now I have people that I know, I have the Drag show I can go to and use to express myself,” Hulsebus said. Though she isn’t on the board she enjoys planning and helping with different events.

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PHOTO COURTESY OF QASU

year related to Pansexuality, she is helping with the BDSM and sexual health event.

“I’m doing a BDSM event which is just to appropriately inform people,” Hulsebus said. “We are talking about the BDSM community and getting rid of a lot of the ugly stereotypes with it because like it’s not just hard core sex all the time.”

PHOTO BY EEMA IBRAHIM

She expressed that its a complex and multi faceted side to the Queer community.

“It’s involved with the Queer community, so we just like to talk about how to be safe, what it is and some of the common misconceptions, how it’s not as scary as everyone thinks,” she said.

As for how the UMD climate is around QASU holding events like this, Hulsebus pointed out that with many groups in the MC, no matter what they’re hosting, there may be some clashing with other students or groups.

“There is clash from a lot of the other student population just because sometimes they don’t understand, sometimes they don’t know what it is, or sometimes they just don’t like it,” Hulsebus said. “I think with the dynamic of anyone in the Multicultural Center there’s going to be clashes even between groups in here.

It’s good [UMD’s climate] it’s probably not as bad as it was a couple years ago but it’s still like an ongoing process I think.”

QASU is located in the Multicultural Center (MC). Follow QASU on Social media to follow all the Gaypril events. Their mission statement, according to their UMD webpage is, “to celebrate the diversity and culture of the queer community, engage socially and recreationally to create a sense of belonging among members, educate ourselves and the campus community on

issues pertinent to the lives of queer students, empower queer individuals and organizations, and advocate for inclusion, equality, and social justice, of all persons”. It is open and welcoming to all students.

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INTERCULTURAL COMMUNICATIONS:

A COURSE TO CHANGE LIVES

By Rikkia Walker Ryan Goei’s intercultural communications course isn’t your average course. This class is open to honors students and minorities. Even after the class is full, they open it up to students of color. I received an email about this class over the summer from Ryan Goei himself, giving me information about the class and I knew then that it was a class that I was interested in.

The class spans over five weeks.

In those five weeks, each student is expected to go on six dates with another student from a different culture. The dates have to be off campus and last at least two hours.

This seemed like a challenge when hearing about it but when talking to the other students, time went by very quickly. In class, stereotypes about each race in the room were discussed and challenged. Everything was laid out on the table.

Corresponding with Ryan through email, he said,

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“Students regularly say that this class changes their perspective on culture and racism. White American students tend to see race issues at UMD as larger than they had thought before.

Students of color tend to have the opposite. They tend to come out of the class feeling UMD is more welcoming and warm than they had thought.

Both are good outcomes.”

Alyssa Muñoz was a student in the class. For her, the class has had a significant impact on her life.

“Being an anthropologist in the making, when I got the opportunity to take this class, I was beyond thrilled. I was beyond ready to learn as much as I could from these people but I wasn’t ready to learn as much as I did about myself.”

“It really challenged me to question my thoughts when I think about people and society.

It makes me take a step back to access my actions. It also pushed me out of my comfort

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zone when discussing how I choose to identify. I always felt very torn when it came to checking the that little box on what race or ethnicity I was but now I feel more comfortable not checking a box and I feel more comfortable exploring that aspect of my life and choosing whether or not I want to identify as anything at all.”

As Muñoz learned about not defining herself on a small box on a piece of paper, I learned not to define myself by the stereotypes of black women.

I remember before this class when I would get angry I would laugh it off in fear of showing how I really felt, the fear of becoming the angry black woman. I felt the emotion of anger was an emotion that a black woman could not have. Constantly laughing when I was hurt by something was exhausting for me.

However, in Ryan’s class, we went through the black stereotypes and one of them was that black women have a lot of attitudes

and for the first time I didn’t see that as a bad thing. We talked about the stereotypes in a way that no one was being attacked, we were just discussing. I believe that was an important topic to learn. These stereotypes have truth to them but that doesn’t mean they are true.

Students aren’t the only people who learn things in this class. Ryan admits to learning some things too.

He expressed, “Teaching this class has been one of the most meaningful things that I’ve done in my work. Every semester I’m challenged and learn new things about culture, new things about communication. It has taught me that culture is always evolving. What it meant to be Hmong in 2003 is not the same as what it means today.”

Ryan points out that things are changing, cultures are changing.

With that people need to adjust and continue learning, I believe this course helps with that.

IMAGE COURTESY OF THE UNIVERSITY OF MINNESOTA

NEW UMD CAMPAIGN LOOKS TO IMPROVE CAMPUS CLIMATE

By Tyler Knaeble

to increase awareness.

It’s More Than That is a new campaign the university has started in an effort to further improve equality on campus by the use of posters and other visual techniques.

“We are trying to do this campaign in a way that uses more creative design to engage more people,” faculty fellow for intercultural initiatives Paula Pederson said.

The campaign is an extension of the “we all belong” initiative that the university originally had in place and has now lead to this new campaign centered around inclusivity.

The campaign includes ways for students around campus to become more involved, one of the major ways being that students can take a pledge to hold themselves accountable with the three themes of diversity, inclusion, and antibullying always in mind.

The Its More Than That campaign took data from the Campus Climate Survey that UMD gave out in the Fall of 2016. They came up with three themes for which the campaign is based on: diversity, inclusion, anti-bullying.

the other self-action ways to get involved with this campaign, there are also around 15 unit change teams that engage in work specific to the themes of the campaign.

“What can you do as a student that transforms this campus into a more inclusive campus,” Pelayo-Woodward said.

For more information on the campaign please visit their website: http://d.umn.edu/campusclimate/itsmorethanthat

“The idea of the pledge is to try and get people to take some of their own ownership for. We all have things to learn and grow,” Pederson said.

“We wanted to create a campaign that spoke more to the work we are doing,” the Director of Diversity of Inclusion Susana Pelayo-Woodward said.

Another way that this campaign will be informing students is through a podcast that is supposed to start up in the near future.

The campaign is currently in phase one, which is about introducing UMD to the themes of this campaign with the use of posters in the hallways and the creation of the “Its More Than That” website

“It becomes a large campus campaign, but also with a lot of opportunities for individualized self-paced learning,” Pederson said.

Aside from the pledges and

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PHOTO BY JAKE BARNARD

KIRBY PRAYER ROOM PROVIDES STUDENTS WITH ON-CAMPUS WORSHIP SPACE

By Dominic Bisogno Located at KSC 367, the Kirby Prayer Room is an important resource for religious or spiritual students that, while not strongly advertised, is available to anyone.

The room includes a sink for washing and several books and pamphlets. A key for the room can be found at the Kirby Welcome Desk. The room provides a space for religious or spiritual students and has become a valued option for student organizations on campus that involve or center around religion.

that need a safe space. It’s about having a place where for a couple of minutes a day, you could go and get in touch with yourself, because sometimes with the craziness of every day, one needs a moment to get grounded again,” Hamed said.

One issue with the room is that it can only fit one or two people.

Marwa Hamed, President of the Muslim Student Association (MSA), felt the room is an important resource for the campus and for members of MSA. “I think it is super important for UMD to provide these services and make them more accessible for religious and even non-religious students

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PHOTO BY JAKE BARNARD

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This would would potentially cause problems if a student need space or want to practice their religion with a group of people.

“I don’t believe that UMD does a great job providing students with these resources. The prayer room we currently have is like a closet space. In many public institutions, they provide for

students a decent sized room with chairs, prayer rugs, and holy books,” said Hamed. “They don’t have to spend much, but just providing a nice space and letting it be known that the room exists, would definitely get more students aware that they have a safe space to go to in the first place.”

PHOTO BY JAKE BARNARD

Hamed added that the room is a central part of the day for many members of MSA. “I know from my organization, the room gets used on the daily. Muslims pray 5 times a day and sometimes between classes, it is a prayer time, so many students sneak away for a bit to go and pray. Especially since the, the mosque is a bit away from campus and not all students have cars,” Hamed said. “In addition, too, MSA doesn’t have any Friday services held on campus like other religious organizations do.”

Hamed added that representation is important for a healthy campus and noted that MSA played a major role in the creation of the prayer room several years ago.

“UMD is supposed to be a place where all students feel welcomed regardless of how much of a minority those students are,

as a public institution, there is a responsibility to make everyone feel belonged.

Representation is so important.

It sparks conversation and learning about one another’s differences. I know two years ago, MSA students had to work so hard for us to even be given a room a prayer room. It was such a big success when we got one, but there is always room for improvement and cultural awareness and growth.”

Emile Ziebarth, a representative for the InterVarsity Christian Fellowship based at UMD, agreed that the space is a welcome addition to the campus.

“I am very appreciative that the University provides this area.

Prayer is incredibly important to our practice as Christians.

Although it has not largely been utilized by students of our community, I believe that this space can make an

important contribution to the overall health and well-being of students who use it. This may be particularly true for those who require such a space for their daily prayer practice, although I cannot speak on their behalf.”

Ziebarth added that while the room is not commonly used

by InterVarsity members, both herself and the organization appreciate the resources it provides their fellow students.

would benefit from increased awareness of its existence.”

The prayer room is placed in a hallway along with several other meeting rooms on the third floor of the Kirby Student Center, near both the Kirby Ballroom and the ramp which leads to the Dining Center.

“I think that there is pretty limited awareness of this resource among students in our organization. Although I personally am aware of the room, I have never used it myself, nor have I heard of anyone from InterVarsity using it,” said Ziebarth. “However, it is really nice to know that the space on campus is available for times when a more private meditative space is needed and I think our students

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PHOTO COURTESY OF NATHAN DUMLAO

UMD ADMINISTRATION, STAFF TALK CAMPUS CLIMATE

By Cassidy Johnson In the fall of 2015, UMD conducted a campus climate survey to capture the campus’ feelings in creating a more diverse and inclusive university.

In the fall of 2016, the results of the survey were presented to faculty, staff and students. The survey indicated both high levels of comfort and areas where there is room for improvement.

The survey defines climate as “the current attitudes, behaviors, and standards of employees and students concerning the access for, inclusion of, the level of respect for individual and group needs, abilities, and potential.”

“Ultimately it reflects how well UMD itself is doing as a campus that strives for inclusivity and diversity,” Lynne Williams, university director of marketing and public relations, said. “The question is not only what is UMD doing to make campus more inclusive but are the efforts successful.”

It is indicated that students had high levels of comfort with the overall climate at UMD with 76 percent of

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respondents indicating that they were “comfortable” or “very comfortable” with the climate at UMD on the survey. Seventy-four percent of faculty and staff said that they were “comfortable” or “very comfortable” with the climate in their departments/ work units at UMD. Although these results are positive, the survey showed that the number of respondents that said they were comfortable or very comfortable were predominantly Caucasian students.

It was also indicated that students had positive attitudes about their academic experiences. According to the survey, students perceive that their campus climate positively influences their performance and success in college.

On the other hand, 18 percent of students indicated that they personally experienced exclusionary, intimidating, offensive and/or hostile conduct.

Thirty-one percent indicated that the conduct was based on their gender/gender identity, 26 percent indicated the conduct

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was based on their ethnicity and 20 percent stated it was based on their racial identity.

Lisa Erwin, vice chancellor for student life and dean of students, said that there are a variety of explanations for these results and the survey definitely helps to pinpoint those reasons.

“The survey at least allows us to identify those pockets where there is struggle and then we know where we can focus,” Williams said.

Susana Woodward, director of the Office of Diversity and Inclusion, said that since they

got the results of the survey, they shared them with the community and then had discussions with people about what they learned. This is what they call their “idea sessions.”

“It is not just about the data and the percentages, but we also needed to talk to people about what their experiences are,” Woodward said.

Since the results of the survey, staff members have conducted a total of six idea sessions with students, faculty and staff. The idea sessions allowed them to not only focus on the numerical

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analysis of the data but the quality of the data as well.

This gave a deeper insight and allowed the university to pull some themes from the results.

“After gathering a great deal of feedback from the campus community about the climate survey results, UMD developed three areas of focus: Make UMD more diverse, make UMD more inclusive and work on anti-civility and bullying,” Erwin said. “Now units across campus are working on initiatives that support the three areas of focus.”

According to Woodward, they are currently inviting all of the unit change teams, departments and everyone on campus to look at the three major areas needed to improve upon on campus in an effort to make UMD more inclusive and diverse.

According to the UMD site, unit change teams were implemented to help “Identify and develop promising practices in efforts to create a welcoming and inclusive campus climate at a unit level (unit,

department, collegiate unit).”

Erwin said that progress on the three areas of focus is really important for all students, faculty and staff.

“It helps UMD make progress on strategic plan goal 2: ‘Create a positive and inclusive campus climate for all by advancing equity, diversity, and social justice,’” Erwin said.

“Some other things you have probably seen on campus are things like the ‘we all belong’ posters,” Williams said. “These help to reiterate what are our core values, expectations, and a lot of that comes from the campus climate survey and us deciding that we need to be more upfront and vocal.”

After the survey indicated that four percent of students said they had experienced unwanted sexual assault, Woodward said that they are also continuing to work on a better reporting process for sexual assault, harassment and stalking.

“This is something that everyone needs to take

responsibility for,” Williams said. “It doesn’t just come out of the office of diversity and inclusion, it doesn’t just come out of student leadership, there are different parts that everyone can play a role in.”

Woodward said that all of the collegiate units, academic affairs, and chancellor’s office have their own campus unit change teams dedicated to their department.

The total cost to conduct the survey was about $17,000.

The survey is conducted by an outside consultant who creates studies for institutions all across the country. According to Woodward, the original plan was to conduct a campus climate survey every three years, however, they found that three years is not ideal.

“Three years is not enough,” Woodward said. “We have one year where we conduct the survey one semester, then the next semester is the results, then we collect data and ideas and present it. Now we are just in the part of being able to implement

all of the recommendations that we are taking.”

Williams said that they will be revisiting the idea of a new campus climate survey when the time is right.

“I think that the campus is committed to continuing to keep this a priority but in terms of when that next formal survey is conducted is still up in the air,” Williams said. “This doesn’t stop us from continuing to have regular conversations with different groups around campus on the topic.

According to the Assessment of Climate for Learning, Living, and Working Executive Summary, UMD campus climate findings were consistent with those found in other higher education institutions across the country.

NON-TRADITIONAL STUDENTS EXPERIENCE MIXED FEELINGS DURING THEIR TIME AT UMD

By Vincent Harvieux When talking about the topic of inclusion here at UMD, one group gets pushed to the side about their inclusivity, nontraditional students. Whether they are starting their college careers late, are a single mother, or a principal looking to achieve greater heights.

I talked with three students that fall under those categories to see how their academic experience at UMD is different than a typical college student.

AMBER ZIMBROWSKI Amber Zimbrowski is originally from Austin, Texas and was also enlisted in the military when she was 19. She met her husband in boot camp and was shortly stationed in Guam, where they both got married and had their first daughter.

She returned to the states to raise their daughter and were stationed in California.

Zimbrowski went back to school at a local community college and earned straight A’s.

She became pregnant with their son and had to drop out before she could receive her bachelor’s degree.

“I didn’t want to transfer without a degree,” Zimbrowski said.

“Because when you transfer without a degree they [other

schools] get to pick and choose your credits. But my son made that decision for us.”

Zimbrowski moved back to Texas to raise her children. Her husband is originally from Cook, Minnesota and he came back home in early 2015 to find work while Amber was still in Texas.

In August of that year, Zimbrowsi moved the family to Minnesota to be whole.

Zimbrowski was still determined to get her bachelor’s degree.

So she applied to Lake Superior College, where she got her associate’s degree in Biology and came to UMD in fall 2017 in hopes to get her bachelor’s.

Being a full-time student and having to take care of two kids is obviously a huge challenge. Zimbrowski said her biggest struggle is trying to find care for her children when she is attending classes.

Her daughter is eight and her son is three. There is a daycare program at UMD, but Amber was not allowed to put her kids in the program because she is a student.

“There is like a four-year waitlist for students,” Zimbrowski said. “Why do you even offer this if I can’t even use it? I was in Guam four years ago.”

PHOTO COURTESY OF AMBER ZIMBROWSKI

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“That’s my biggest struggle, when my kids are sick I have to miss school, there’s no choice about it.” Zimbrowski said.

She has enrolled her son in St. Scholastica’s preschool program because she cannot get into UMD, which costs her $830 a month.

Zimbrowski failed every class this past semester because she had to be at home with her sick children. From missing all that time she could not catch up on all the work she missed and was placed on academic review.

Zimbrowsi does not feel that as a parent, UMD does not accommodate her well. Teachers would allow her to bring her kids to class if needed.

“But at the same time, trying to take care of a child and take notes and trying to process the information given is not feasible.” Zimbrowski said.

It has also been a big adjustment to the class sizes for Zimbrowski and her connection with professors.

“It’s one of those things of ‘I’m not sure if UMD is the best fit for me,’” Zimbrowski said. “Now I’m stuck because I have to get my grades up before I can look at going someplace else.”

Amber noted that professors would email her when she wasn’t at class to figure out why and she said that it hasn’t happened much at all since arriving at UMD. The office hours don’t meet up with her schedule for her kids.

Zimbrowski said that the only time she has available to do

her homework is 8:30 to 10 because that’s when everyone is put to bed and on Fridays because of no classes from 9:00 until she has to leave at 2:00.

STEWART COX Ely, Minnesota, and would eventually return to school at Vermillion Community College.

Zimbrowski also has quite the collection of animals. Three dogs, three cats, four rabbits, and chickens, pheasants, turkeys, and quail. Which is why she wants to open a board and train kennel for dogs.

“If my own personal business doesn’t succeed,” Zimbrowski said. “[Having a degree] gives me a fallback plan being in Duluth with all these healthcare options, to look at another job.”

Zimbrowski just wants to give her kids the life she thinks they deserve.

“I got out of the military and while I was in the military I was a security officer, Zimbrowski said. “So the only job available to me afterwards was becoming a police officer, that’s not a safe environment for me to raise children and it’s not a career that I want. I want to work with animals, that is where my passion lies and the only way to do that I need a safety net. My children deserve having that stability, to have that stability I need an education. UMD may just be too big for me to succeed.”

“Vermillion was actually an awful choice,” Cox said. “It doesn’t have any computer science courses and that’s my major.”

PHOTO BY EEMA IBRAHIM

Stewart Cox is a 26-year-old computer science major who lives in the dorms. It wasn’t his first choice, but it was his only choice. He wanted to live off campus because he prefers to live on his own and avoid the age discrepancy.

“It is a little weird being surrounded by people that are almost as young as 10 years younger than me,” Cox said. “It’s not a huge problem but it’s kind of uncomfortable sometimes.”

In 2011, Cox began his studying at Century College in the Twin Cities.

He attended for three semesters but had to stop because his mother has multiple sclerosis. It was getting worse and he had to help her out because she couldn’t walk. His dad also has some health problems which has made him disabled as well.

Cox had to return home to

When Cox’s parent’s health got better, he decided it was time to transfer to a school where he can get a computer science degree. Cox said that he chose UMD because his parents attended here.

Cox applied in October 2017 and was accepted shortly after that. When it became time to choose his classes for the spring, that is where trouble occurred. “[UMD] didn’t let me pick any classes until orientation on Jan. 11, 2018,” Cox said. “And you had to pay fees if you registered after the 15th. So I only had four days, at that point, it was so late a lot of classes were already full and my options were already limited.”

“I knew I was going to have trouble because my previous college didn’t have computer science,” Cox said. “So I studied it on my own and tried to put some projects together. I hoped that I could skip some classes so I wouldn’t have to be in the situation I am now. When I came here they said I can’t do that,

TIM ROHWEDER Tim Rohweder has been the principal at Proctor High School for the past five years.

He has returned to UMD and has enrolled at the Education Administration Specialist (Ed.S) Program to get his Superintendent license.

PHOTO COURTESY OF TIM ROHWEDER

“I like to learn,” Rohweder said.

“There’s been a lot of things in my career here as a principal that have exposed me to things that are more district wide, law related and those type of things that made me more educated

on those areas. And as a part of that I felt you know while I’m doing that I might as well get my licensure as a Superintendent.”

Rohweder expressed that everything in the program has been very accessible for him and that the program has been able to work around his schedule.

“For me it’s the perfect program,” Rohweder said. “In terms of the flexibility and the amount of information and resources they can provide.”

my experience isn’t helpful.”

Cox said that his family is quite poor and that the University is paying for most of his schooling and has manageable loans. Cox has to take an extra ten credits, which comes out to roughly $4,000 with no choice but to pay it.

“I talked to a lot of people to try to get a way through this,” Cox said. “They didn’t have any test for prior knowledge, because they hadn’t made one.”

Cox always wanted to attend school but didn’t have the opportunity to with his family circumstances.

“I think they feel guilty for putting me in this situation.

Even if they didn’t plan on it, it just happened,” Cox said.

Cox has described his UMD experience thus far as “rough.”

He doesn’t feel any disconnect between him and fellow students, but that the school is not helping his development which is the main reason Cox said he wanted to attend school.

“Just looking at all the advertising and pictures,” Cox said. “They are definitely not showing someone like me, they’re showing someone a lot younger and someone who doesn’t have any other responsibility but themselves, it’s all about them.”

Rohweder wishes there were more people in the class to bounce ideas off of, but knows that that is not under anyone’s control. “ That’s the only thing that to me has been kind of a bummer,” Rohweder said. “Is that there hasn’t been more people to share the conversations with.”

When Rohweder receives his license in May he said that he may never use it, but that “it’s a good thing to have.”

@THEBARKUMD . THEBARKUMD.COM

APR 2019

13

SUDOKU NO. 13

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