The Gettysburgian Spring 2024 Magazine 2

By Eric Lippe, Magazine Editor

The Gettysburgian is operated by a staff of students who retain full editorial control over the publication’s operations. Unlike many other college news organizations, none of The Gettysburgian’s staff is paid or otherwise compensated outside of experience and exposure. Yet, I have had the privilege of meeting many of the most dedicated and hard-working people that this campus has to offer within the ranks of our staff. People who give dozens and hundreds of hours to the act of creation, and the goal of information, without the expectation or hope of remuneration.

Sometimes I am bewildered that more people do not want to get involved with us. We are one of oldest student organizations on campus, having been in operation since 1897. We have a storied history that stretches over 125 years, and anyone who attends this college can contribute to that legacy.

Other times, I can’t imagine why anyone spends so much of their time with us. We do everything within our means to produce journalism to the highest standard— literal award-winning stories about anything and everything surrounding this campus. Yet, there are times where I am convinced that our only reader base is parents and alumni. Other times, including our work on the strategic direction and consolidating opinions from across campus, it feels like we are a veritable member of the fourth estate.

This edition of The Gettysburgian reports on the college’s effort toward greater transparency, discusses the graduation plans of some seniors, recounts the reinstatement of the teacher certification program, includes an interview with many professors of the arts, and so much more.

I am not the magazine editor out of an interest in future employment. I am actually a Theater Arts major, and I did not join The Gettysburgian at all until last year. But there is something deeply beautiful about this group that comes from effort and time that is freely given. It is a beauty that inspires me to do more. I would encourage you to find a place where you can see that kind of beauty. We made this magazine without any obligation or personal benefit. We made this magazine for you. I hope you enjoy.

Eric Lippe, 24

Magazine Editor, The Gettysburgian

By Ava Burchell, Staff Writer

By Ella Prieto, Managing Editor By Sophie Lange, News Editor & Brandon Fey, Asst. News Editor

By Kenzie Smith, A&E Editor

By David Goldman, Sports Editor

Compiled by Laurel Bennett

By Kenzie Smith, A&E Editor

The College Administration’s Work to Enhance Transparency & Demand in the Face of the Demographic Cliff

By Laken Franchetti, Editor-in-Chief & Ella Prieto, Managing Editor

Variouscolleges and universities are beginning to face the demographic cliff, meaning a loss in their student populations. The Chronicle of Higher Education explains that the cliff is a result of the 2008 recession, which led to couples having fewer or no children. As the nation reaches roughly 18 years since the recession, those fewer children are impacting the size, and therefore tuition income, of institutions.

Gettysburg College is dealing with this challenge by making cost-effective decisions, most notably seen with the closing of the College’s literary journal The Gettysburg Review last semester. This generated outcry from faculty, students and alumni, and resulted in many questioning the decisions of the College’s administration. At a Student Senate meeting on Oct. 16, senators and students in the audience shared their dismay over other choices as well, such as the increase in class sizes, minimum enrollment numbers and cutting non-tenured staff.

This semester, the College Administration is working to alleviate these worries through improved transparency. President Bob Iuliano, Vice President for College Life Anne Ehrlich and Provost Jamila Bookwala presented to the Student Senate on March 4 with this goal in mind. Additionally, Iuliano and Bookwala met with The Gettysburgian following that presentation to answer further questions.

A large portion of their presentation and overall rhetoric focused on the increase in transparency through a variety of avenues. To begin, the trio hopes that their Student Senate visits ease student concerns.

“I think we’ve really made a point of making sure the campus is as informed as it can be about what we’re doing, why it matters and where we’re going because there are challenges but there are also opportunities,” shared Iuliano. “....[So] we were at the [Student] Senate in the fall, which was open, so people got to ask whatever they wanted to ask.” This same structure was continued during their visit during the spring.

Bookwala added, “I think it is critical that we be as transparent as we can, making sure that we’re protecting privacy and confidentiality, but if there’s information [we can be sharing] then we are sharing it.”

They also stressed the importance of two-way conversations instead of the administration only talking at students. This is being accomplished through the new intranet site, which gives students access to information similar to what faculty receives and provides a portal to submit questions. However, some students expressed concern over the fact that students can only access the intranet with a login.

Ehrlich addressed these concerns, explaining that it is only available through a login because the information is unique to the Gettysburg College community and would be difficult to understand without context.

Another avenue for transparency is through Iuliano’s office hours, which he recently moved to be held in the College Union Building (CUB) in hopes it would

knowledge and the set of skills that are going to permit you to navigate no matter what life throws at you— professionally and to some extent, personally,” Iuliano explained.

Following a faculty vote during the same meeting, the proposed major did not pass.

attract more students.

“If we’re all rowing in the same direction, we’re more likely to get to the destination we want to go,” said Iuliano. “So I had more office hours [because] the more we can talk, the better it is.”

Along with transparency, the College is working to improve everyday life for current students while also attracting new students. One of these changes has been the expansion of the Center for Career Engagement (CCE) to accommodate student needs in relation to experiential learning.

For students in the Guided Pathways Program, a personal advising team will partner with them to identify what career-ready experience best intersects with their career aspirations. These career-ready experiences include an off-campus or on-campus internship, working on a long-term Center for Public Service project, foreign travel through the Center for Global Education, holding a campus leadership role or participating in faculty-mentored research.

Iuliano further explained how the expansion of CCE assists with the Guided Pathways Program: “We have added personnel to the Center for Career Engagement, one of whom is exclusively focused on creating relationships with industries so that it is going to be easier for students to find internships. We have announced guaranteed career ready experience for people going through the [Guided] Pathways, which will make sure that they have the opportunity to do something that is hands-on.”

“Our goal is to equip you [students] with this depth and breadth of

At the Student Senate meeting on March 4, Iuliano also revealed that the College had the best fundraising year in its history. He believed this to be a testament of the enthusiasm that the College’s alumni and friends have for the College’s purposeful mission.

“I think there is genuine excitement about the Strategic Direction. I believe that we are thinking in different ways about how to prepare you, and I think that makes a difference,” Iuliano said. “It’s the mission. It’s the connection people have to the College.”

Other changes being made to improve everyday life for current students and to attract prospective students includes the newly proposed majors being brought forth from the faculty.

At a faculty meeting on Feb. 15, on behalf of the Economics Department, Associate Professor of Economics Brendan CushingDaniels brought forth a faculty-led proposal to create a new major: finance and economics. If approved, the major would have been offered starting in the 2025-2026 academic year.

“This is not a new development,” Bookwala added. “They [the Economics Department] have been talking about this for many years, and they wanted to really address this gap in their department, and also this need that prospective students have mentioned, as well as students we’ve [Gettysburg College] had over the years. Potentially, it could be a really great program.”

At a faculty meeting on March 21, more lengthy discussions occurred surrounding the major’s potential impact on the College’s finances.

Another proposed major will soon be presented to the faculty: public health policy. This proposed major has also been faculty led, and the Provost’s Office has helped to facilitate these proposals and discussions.

“It’s really the combination of health sciences and public policy,” Bookwala shared. “They’ve come together—the faculty from both departments—and have put together this really innovative idea of how to think about public health policy.”

Another change occurring for students will be in relation to course schedule improvements. Likewise to some of the earlier information, this news was released during the Student Senate meeting on March 4. Associate Provost for Academic Affairs Jeanne Hamming conducted a study of the current class meeting schedule, which revealed a variety of overlapping teaching patterns and conflicts for students.

“These conflicts, in turn, constrain students’ course options,” Hamming explained. “From what I have learned, departments have done a great job managing the conflicts, but there was room to improve for the sake of students. If you look at the current schedule, you’ll see that, while it looks like there are a healthy number of different meeting patterns, many of them overlap, some with multiple other meeting patterns.”

Hamming found that there were clusters of courses being held during popular teaching times and fewer courses during less popular times for students, such as in the early mornings. The course time changes have been made to lower these constraints.

“The goal of these teaching time changes has been to build a schedule that hews closely to the existing one-providing a variety of meeting patterns, including 4-day and 5-day options, extended formats, and fourth-hour

options, while reducing, to the extent possible, the number of conflicting meeting patterns,” Hamming said. Hamming did state that faculty members were consulted in these decisions: “The process for making these changes involved careful study and consultation with relevant faculty committees, department chairs, faculty, and college life colleagues. It went through multiple iterations during the fall semester before being finalized in time to make the 20252026 course schedule.”

Likewise, Bookwala shared how the Provost’s Office has asked for faculty input in particular changes and discussions.

“We’re using this as a way to promote some back-and-forth engagement but to also make sure that we are sharing with our academic division—what is going on and what we are thinking,” Bookwala explained.

A faculty member, who wished to remain anonymous, commented on how faculty were engaged with discussions about course enrollment sizes and course scheduling: “The general sense among the faculty is that they weren’t consulted in any meaningful way. And when certain departments posed reasonable objections about the increase in enrollment caps and how such an increase would not, in fact, reduce the number of sections, the Provost’s Office refused to adjust its strategy.”

Another anonymous faculty member stated, “We were not consulted in ways that showed any valuable faculty input.”

As the administration continues to meet and discuss changes with students and faculty, the future of the College remains debatable as different stakeholders express various perspectives on the decisions being made.

The Digital Age: A Creative Approach to Business

By Ava Burchell, Staff Writer

The Digital Age is a brand new club at Gettysburg College focused on the creative side of business and marketing, especially through social media and photography. It was created by club president Michaela Carroll ’25 in the fall of 2023, and its meetings began in spring 2024.

Carroll said that the club’s mission statement is to “develop members’ creativity channeling in on graphics and photography for social media. We will strive to create an enriching environment focused on marketing and advertising job roles in the workforce.”

This club was created to fill a gap in the organizations and courses that Gettysburg College has to offer.

“As an aspiring marketer, I joined the Gettysburg Business Club but quickly learned the club focused on jobs like insurance and accounting,” said Carroll. “I wanted to learn about the creative side of business, like brand strategists and marketers. With no specific club for marketing and only one marketing class at Gettysburg, I took matters into my own hands and created The Digital Age.”

“ The biggest challenge of starting a club in the spring semester is getting members to join! The fall activities fair is much bigger so advertising for our club has been limiting,” said Carroll.

The club has already had some events to teach students more about the careers available to them in digital marketing. Their first guest speaker was Ryan Bonner ’14, a Gettysburg alumnus who is a freelance brand strategist and copywriter. They have also started a strategic collaboration with many of the college’s sports teams.

“Previously, we collaborated with Gettysburg College Athletics to pair club members with sports teams interested in elevating their social media pages,” said Carroll.

The Inside Scoop on Campus Recreation and Wellness

By Joe Curry, Staff Writer

Campus recreation and wellness is important to many of the students on campus at Gettysburg College. In fact, the department shared that 92% of students have been served by campus recreation and wellness in the last year. However, the scope of the department and its goals may be unknown to most students.

Head of Gettysburg College’s Campus Recreation and Wellness Department

Annette Hunt-Shepherd wants to change that. There is a lot the department has to offer, and although it reaches a large part of the student body already, she wants to ensure that 100% of students can feel included.

two examples are only a small portion of the program. With 96 student employees assisting, campus recreation and wellness also covers student fitness classes, wellness programming and club sports.

Carroll believes that The Digital Age is an appealing extracurricular for a broad array of students.

“ No matter if you are interested in making graphics, learning about PR or like taking photos, there is a space for you in this club. You can learn how to market a business, or even better, learn to market yourself through resume building,” said Carroll.

Despite the club’s enticing events and social media presence, the club has faced some challenges getting off the ground, especially in the middle of the school year.

“No matter if you are interested in making graphics, learning about PR or like taking photos, there is a space for you in this club.”

-Michaela Carroll, ’25

The club is planning to host more guest speakers in the future as well.

Eric Lee ’15, a photojournalist for St. Louis Public Radio, will speak with the club to share his knowledge and experience. Additionally, Head of Marketing at Signify Jennifer Pena will speak at a meeting and do a giveaway for attendees. The club also looks forward to doing the media coverage for the Fashion Club’s Runway Show in April.

Additionally, members have been encouraged to use their creative ideas to make improvements to the club itself.

“ We are in the works of planning a ‘rebranding’ [of] our own club

The Gettysburgian

allowing members to brainstorm and create logos, brand identity, and a pitch deck for the social media of The Digital Age,” said Carroll.

This club’s mission will remain impactful as the internet becomes more influential for businesses and individuals. Students who participate in this club can gain valuable experience that is in high demand in the workforce.

“ With social media evolving, it is important in the current job market to understand ‘The Digital Age’ that we are in,” Carroll said. “Social media is becoming a business and the sooner we understand the business the better shape we are in for the future!”

Students interested in this club can obtain more information by following their Instagram account @d.igitalage. Additionally, students can join The Digital Age’s GroupMe using the link in their Instagram account’s bio. ∎

“Every year I get an unduplicated headcount to see who we’re serving and who we’re not serving,” HuntShepherd says. “While 92% is a huge number, a huge percentage of the student body, I’m looking at the other eight percent, where are we missing [them]?”

With an already broad reach across campus and a wide range of activities for students to enjoy, the department continues to expand. Next year, the rock wall found in the Jaeger Center will be under the control of the Recreation and Wellness department, which will be available for more students to enjoy. Thanks to the requests of students, the department also recently introduced men’s volleyball as a club sport and pickleball as an intramural sport.

Hunt-Shepherd encourages students to keep coming to her with ideas for more sports they would like to see officially made into club or intramural at the school. If there is something students feel is missing

partners with the Wellness Advisory Committee for Wellness Wednesdays and Fresh Fridays. Hunt-Shepherd hopes to convey that while campus recreation is always associated with physical wellness, the social and emotional connections students make through the use of their resources is an important aspect to providing wellbeing on campus.

Hunt-Shepherd explained, stating, “When you go to a student fitness class… while you are benefitting physically, that emotional release, that stress release, you’re going with your friends so there’s that social connection… Those social-emotional connections are what provide that physical benefit I think,” she explains.

Hunt-Shepherd did state that those connections are not to say that the department is not open to adding more programming for wellness, as well as physical activity.

“I would hope that students would find us as a place to relieve stress, that they find that there’s a program for everyone, and if they find there’s a program that we don’t have that would benefit students, that we find a way to maybe create that for them”

-Department Head Annette Hunt-Shepherd

Hunt-Shepherd has always been passionate about Recreation and Wellness. Most of her time at Gettysburg was spent as the head softball coach until her transition to her current position. Following her masters in Recreation Management, she ran an outdoor adventure center with activity programming for atrisk youth. Hunt-Shepherd remains passionate about the subject area, and considers herself a “champion of recreation and wellness.”

Most students are likely familiar with a few aspects covered under the Recreation and Wellness Department. Many can say that they have been to the gym or have been involved in intramural sports. However, these

from campus recreation, they should not hesitate to express it.

“I would hope that students would find us as a place to relieve stress, that they find that there’s a program for everyone, and if they find there’s a program that we don’t have that would benefit students, that we find a way to maybe create that for them,” Hunt-Shepherd says.

While Recreation and Wellness is more focused on physical programming and the physical dimension of wellness, it is expressed that the programming is implemented to promote all aspects of well-being through physical wellness. The department

“One thing we’re looking to get better at is somehow providing a way for other organizations to better utilize us,” Hunt-Shepherd shared. “How can we collaborate more effectively across campus with things that we do well, where we aren’t just re-creating [programs]?”

Students should feel encouraged to meet with Hunt-Shepherd and the department as they continue to expand.

“I know we’re doing well, but I think we can continue to improve,” Hunt-Shepherd said. ∎

Photo Sofia Gutierrez/

Honor Commission Prepares to Update Honor Code Amidst AI and Efficacy Concerns

By Katie Lauriello, Lead Copy Editor

Forthe past couple of months, the Gettysburg College Honor Commission has been evaluating the state of the Honor Code in light of technological developments and campus opinion. On Feb. 23, the Honor Commission released a survey to the greater campus community asking for student opinions on the current state of the Honor Code and Commission. With the help of this survey, as well as careful research into faculty opinion, the Honor Commission plans to update the Honor Code for the fall semester of 2024.

The Honor Commission also hosted Fritz Foltz ’59, a founding member of the Honor Code in 1957, for lunch on Feb. 26. According to Foltz, Nobel Prize winner Mike Bishop ’57 believed that students were responsible and mature enough to handle their own issues, so he and several other students took inspiration from the Naval Academy to establish the Honor Code and the Honor Commission.

Though over sixty years have passed since the beginning of the Honor Code, the underlying principles of accountability and individual responsibility remain the same.

Student Advisor to the Honor Commission Caroline Gill ’24 said, “Integrity is a core value in anything we do. Gettysburg

College is an elite academic institution, and the Honor Code ensures that every student is held to the same expectations across the board. It ensures that students are fully engaged in the learning. It also creates an equal academic playing field, so students are getting the amount of credit they deserve. When used correctly and upheld by students and faculty, it promotes our sacred values of the college.”

Associate Dean for the Center for Student Success and Honor Committee Advisor Hannah Sollenberger added, “We want students to have a way to say to themselves, ‘I don't want to cheat because I want to be proud of the work that I do.’”

During the talk with Foltz, numerous issues were brought up that the Honor Commission is endeavoring to solve with their updates. One issue on their minds is addressing how generative AI and online cheating fits into the Honor Code.

Sollenberger believes that the mentality around keeping students and peers honest changed during the COVID-19 lockdowns, as professors shifted away from traditional grading methods into online exams that may have different allowances, such as the usage of a textbook or notes. Cheating began to “feel” different, according to Sollenberger, because looking at someone else’s exam in a classroom feels different from opening a new tab on Google during an exam.

This comes to a head when AI is introduced into the equation.

Schollenberger pointed out that spell-

check programs or the Discover tab on Microsoft Powerpoint may not feel wrong to use because they are part of commonly used computer programs, brushing off the use of AI in the software.

Context also matters, according to Sollenberger. There is a difference between using grammar correction programs as opposed to ChatGPT.

“ We can't write one blanket AI policy because it's going to be outdated by the time it's ready and because context matters. It's hard to put an exact definition to when using AI is a violation and when it is not,” said Schollenberger.

“I personally think AI is a great tool to help comprehension and begin the research process,” said Gill. “The challenge about it being able to let students know when they went too far, and when the AI has completed the assignment for them. If students use AI, we want them to know it is part of the learning process, not the learning process itself.”

Currently, the Honor Commission’s goal is to create a general rule that the allowance of AI should be left to the professors, since each professor in every department has their own idea of how to tackle AI.

Several professors, according to Gill, have also reported their desire to proctor their exams. Honor Commission member Andrew Lemon ’24 also noticed that many new professors want to be more involved in the exam process, while some older faculty

would like for the proctoring system to remain as is. The Honor Commission is making it their goal to allow professors to choose whether they proctor or not rather than have to ask the Commission for permission, as they currently have to.

Gill has also proposed a new warning system to be created, where a faculty member will lead a student who has committed a minor violation of the Honor Code through a guide created by the Honor Commission. In the meeting, the two will discuss why the violation occurred, what made the act a violation and what the student’s next steps will be to change their behavior. Then, the paper will be signed by the Honor Commission CoChair, completely eliminating the need for a lengthy hearing that could take weeks or months to schedule.

Student reporting has also become more difficult, not only because of technology. Lemon gave the example of group cheating, for instance, when a group of friends take an exam together in the back of a classroom. Even if only one member of a group cheats, the rest of the group are not likely to report them because of their friendship.

In the recent survey, the Honor Commission asked students, “If you saw a student using their phone during an exam or quiz, what would you do?” According to the results, about 60% of students said they would either report it to their professor or use the Honor Code email, but about 40% said they would not report it at all. For these reasons, Gill is even more in favor of professors proctoring their own exams.

“I really admire the Honor Code. I think it's something that makes us a really strong institution. It enhances the fabric of who we are as students, and that we can be trusted by our faculty members,” said Lemon. “If we are able to hold onto this Honor Code, which is a tradition that's been here for a long time, we would be able to maintain a high standard.”

“Integrity is a core value in anything we do. Gettysburg College is an elite academic institution, and the Honor Code ensures that every student is held to the same expectations across the board” - Caroline Gill ’24

Gill explained, “This works on conflict resolution skills and allows for professor and student to come to an agreement without the stresses of a conference or hearing board. I have done dozens of conferences in my time. Students are scared, and a lot of time these conferences take a long time to set up with different schedules. Sometimes students wait months for a tiny assignment that could be adjudicated in ten minutes.”

Lemon and Gill also noted that it is extremely difficult for the Honor Commission to decide whether someone violated the Honor Code based on hearsay.

“I have had a lot of friends and other students tell me either directly or in the recent survey that it is not their job to police during an exam. It is distracting and when you have a set amount of time to do your own work, it is hard to worry about someone else,” Gill said.

These proposals still have a long way to go. After the Honor Commission prepares their amendments, they must then be approved by the Student Senate, faculty and the Board of Trustees. Still, the Honor Commission hopes to release a proposal by the end of this semester so that the Class of 2028 can arrive in Gettysburg with an updated Honor Code.∎

Senior Spotlights: Post-Graduation Plans

I am a semi-finalist for the Fulbright English Teaching Assistantship Program in Uruguay. I have taken an unusual path at Gettysburg, studying Political Science and Spanish for my majors in combination with a Chemistry minor. While unconventional, I am incredibly grateful to Gettysburg for allowing me the space to explore my diverse interests. Moving between these different fields was essential to my growth at Gettysburg and how I will approach future careers. I came to college quiet and unsure, but through the exploration of these fields, I cultivated my passions and learned many new skills. The support from my professors as I moved between lab and literature analysis was of particular importance. The connections I have made at Gettysburg truly feel unique. Outside of academics I similarly found spaces of support. The Painted Turtle Farm and the Fielding Fellowship were such spaces that taught me about the kind of work I love and how to do it well. Beyond the Fulbright, I hope to get my master's degree and work in the policy area of food justice. Even if I do not receive the Fulbright, I am excited about jumping into other opportunities because Gettysburg has given me the skills to succeed.

Post graduation, I will be teaching 7-12 science in a public school local to the Gettysburg area and I am beyond excited to bring my knowledge and passion about education and science to the classroom. For as long as I can remember I have wanted to be a science teacher and when I came to Gettysburg, my passion for teaching science was ignited. At Gettysburg, passionate professors like Professor Erin Clark and Professor Lori Althoff taught me the foundations of excellent teaching and helped to refine my pedagogical methods and teaching philosophy. It was during my student teaching that I became interested in special education and ensuring that every student receives the best possible education and therefore in addition to teaching, I will be pursuing a Masters in Education in Special Education. During my time as a biology major, I enjoyed sitting on the flip side of the classroom and learning about the fascinating interactions between organisms and our natural world where my terrific biology professors emphasized the importance of not only being an excellent teacher but also a good scientist. Subsequently, I will be continuing my biology education with a Masters of Science in Environmental Science, specifically freshwater systems.

Encapsulated in a supportive and empowering community, Gettysburg College has equipped me with the skills and resources necessary to shape my future endeavors - Keili Murphy ’24

Compiled by Laurel Bennett, Features Editor

As graduation nears, I find myself reflecting on my journey at Gettysburg College. Throughout my time here, I have come to appreciate the educational opportunities in and out of the classroom, ranging from engaging in research experiences within the psychology department and navigating virtual classes in 2020, to invaluable mentorship with faculty members. Encapsulated in a supportive and empowering community, Gettysburg College has equipped me with the skills and resources necessary to shape my future endeavors. From seizing positions within campus recreation, embracing study abroad experiences such as my time in Wollongong, Australia, or pursuing research endeavors with Dr. Yurasek, I have been taught to embrace each opportunity that comes my way. In terms of the next phase of my professional journey, I will continue as a Registered Behavioral Technician with a firm in New Jersey, where I will gain invaluable clinical experience that will come to serve as a stepping stone towards pursuing a Psy. D in Clinical Psychology. Gettysburg College has been nothing short of allowing me to dream big. As my esteemed mentor, Cindy Wright, has often emphasized, “the realm of possibility is boundless, daring to dream big will unlock potential for extraordinary achievements.”

As I look to the future after graduating this May, I am hoping to move to the South of France for a year to teach English. I fell in love with France during my time spent abroad in the fall of my junior year here at Gettysburg. When I return, I am looking to get a master's degree in social work and continue my work as a healthcare advocate which I began here with Adams County Sexual Assault Services. Gettysburg College has allowed me to meet some of my favorite people in the world and will carry those relationships and memories with me forever. My professors have allowed me to take control of my own knowledge and prepared me for my future, whatever that may be. As I look towards leaving Gettysburg, I am trying to take in every long walk to class and rainy Wednesday while I can. I am ready to move on, but I will be forever grateful for my time here and I miss it already.

As I look back at my formative experiences in college, I am thankful for all the opportunities that the college has offered me. I believe that taking advantage of opportunities like taking leadership positions and studying abroad has molded me into the person I am today. In addition, the life-long friends, and the connections I made with professors would always be memorable to me. Out of these, I believe that being the captain of the cross-country/ track and field team was one of the most fulfilling experiences I had in college. The job often came with difficult moments. It was occasionally frustrating, and it took tremendous patience. However, there was something extremely fulfilling watching your team, which you had a hand in building, succeed in races. To me, I always have tremendous joy in being with my teammates and helping them achieve their goals. For my post grad plans, I am looking for ways to travel to Asia so I can continue to learn more languages. Currently, I am applying for Peace Corps and various other fellowships.

Abigail Dryden ’24: Semi-Finalist for a Fulbright Fellowship

Julia Gruppo ’24 Teaching 7-12 Science

Keili Murphy ’24: Registered Behavioral Technician

Hannah Vaccaro ’24: Teach English in the South of France

Noah Albanese ’24: Applying for the Peace Corps and Fellowships

The Reinstatement of Teacher Certification & Its Impact on the Gettysburg College Community

By Sophie Lange, News Editor, and Brandon Fey, Assistant News Editor

summer offerings and potentially classes at other institutions.

The Teacher Certification Program

Gettysburg College terminated its Education Department in November of 2022. This measure was taken in response to staffing shortages, and it resulted in the conclusion of the popular teacher certification program for subjects other than music education. The Class of 2024 was to be the final class to attain teacher certification upon graduation. However, due to the coordinated determination of several faculty members and administrators, it was formally announced at a faculty meeting on Jan. 25 that teacher certification programs were to return.

Because of this decision, in addition to the unaffected music education certification, Gettysburg College students once again have the option to graduate with certification to teach English and social studies to grades seven through 12 in public schools. There is a plan to extend certification offerings to include biology and mathematics by the spring of

2025 at the earliest.

Gettysburg College is accredited by the Commonwealth of Pennsylvania and licensed to certify teachers. Pennsylvania teacher certification is reciprocal with most states. The reinstated certification program provides participants with the requirements of the Pennsylvania Department of Education: two foundational courses in both math and English (one of each being already provided by the Gettysburg Curriculum), educational psychology, specialized classes for teaching students of geographic and cognitive diversity, a specific content methods course for teaching the intended subject of focus (English, social studies or music) and experience working as a student teacher. The program’s Certification Officer, Sunderman Conservatory of Music

Professor Russell McCutcheon, is tasked with ensuring that students are able to complete all necessary courses required by the state.

Students who undergo the teacher certification program complete a major in their intended content area for teaching and fulfill the teacher certification requirements. The Class of 2024 was to be the final class teacher-certified, yet now current

first-years, sophomores and juniors are able to enter teacher certification as well. Andrew Casher ’24 who is in the process of earning his teacher certification for English, shared his thoughts regarding the program’s return.

“I know a lot of students that came in after me were looking forward to that [the teacher certification program]. I think it’s really important. Obviously, like, if there's one thing that I should tell Gettysburg College, it’s that we have students who want to teach in a country that is lacking teachers, so I say let them teach. Give them their certification, because we need good teachers,” Casher said.

Because it can now be difficult

While the Education Department will not return, the Educational Studies Minor will be available for students in addition to, or separate from, the teacher certification program. Students who choose to complete the minor without undergoing certification at Gettysburg College have the option of pursuing other education programs, such as Teach for America and Urban Teacher Residency, or they can consider teaching at a private school. Educational Studies Minors can also pursue certification by

even if they did not want to pursue certification at Gettysburg College.

The Reinstatement Effort

The effort to return teacher certification was led by the Director of Educational Studies and Director of Community Based Learning and Research Divonna Stebick. At the announcement of the teacher certification program’s discontinuation in 2022, Stebick, who had been reassigned to the Sociology Department, immediately sought to identify alternative programs that Gettysburg students could pursue at other institutions.

In Aug. 2023, the newly appointed Provost Jamila Bookwala met with Stebick on an unrelated matter, yet the topic of teacher certification was brought up, and Bookwala gained background information

alongside the Admissions Office to cite information on how the removal of the program negatively impacted recruitment. In addition, Stebick included the Athletic Department in her proposal, as several student-athletes are interested in becoming teachers and/or coaches. She also consulted Student Success Institutional Analysis and the Office of the Registrar, to assess anticipated net gains in revenue from a reinstatement.

The reinstatement effort also included the College’s English and History Departments as those subjects were previously offered as areas of focus for students graduating with a teacher certification. English Department Chair Christopher D’Addario wrote a letter of support for the

“Its presence makes the Humanities overall stronger at the college, something essential to Gettysburg’s identity as a liberal arts institution.”

-Prof, Christopher D'Addario, English Department Chair

achieving a Master’s Degree in teaching. The separate Music Education Major remains available to aspiring music teachers, who can be certified to teach grades Kindergarten through 12.

Gettysburg College had offered teacher certification for elementary schools until the Pennsylvania Department of Education changed its requirements in 2013. In response to this, Gettysburg College started a non-certificate interdisciplinary minor in Educational Studies. This was done to support the level of enrollment in the secondary certification program by inviting students to take education courses

Bookwala then met with Stebick and McCutcheon for a follow-up meeting to learn more about their strong interest in the College continuing with teacher certification. Bookwala then invited them both to prepare a proposal to reinstate the teacher certification program, and Stebick took the lead role in that effort. The proposal, which was submitted to both Gettysburg College President Bob Iuliano and the President’s Council, was well-received, and the decision was made to officially relaunch teacher certification.

In her argument, Professor Stebick showed that the required classes for certification were still being offered for music education, and she worked

emphasizing its importance to English majors interested in teaching and confirming the commitment of the English Department to continue teaching the methods course necessary for certification. Former English Department Chair, English Professor Kathryn Rhett, was one of the first to argue against the program’s removal and was also involved in this effort.

According to Professor D’Addario, “Gettysburg is one of a few liberal arts colleges that offers a Teacher Certification program and its loss made the College less distinctive to prospective students. The program provides an excellent opportunity

to Humanities majors especially interested in a pre-professional program; its presence makes the Humanities overall stronger at the college, something essential to Gettysburg’s identity as a liberal arts institution.”

As stated by History Department Chair Dina Lowy, “As a department, we always felt it was important for teacher certification to be an option for students.”

The reinstatement of the program comes at a time when teachers across the country are in high demand, and Stebick believes that the certification program at Gettysburg College is pivotal given the shortage of teachers.

“ Nationally, there’s a drastic teacher shortage. It is a crisis of how few teachers we have who are certified to be working in schools,” Stebick explained. “I’m very grateful that we have this opportunity to do this and for the support we have received from the President and the Provost’s Office.”

increase enrollment in Education courses. Powell also rewrote the curricular guidelines for the teacher certification program.

Powell expressed that, “The Education program was exceptionally healthy—maybe as healthy as it had ever been—when the decision was made to close it. We also completed a self-study and external review in 2016 that affirmed the health of our programs.”

From The Education Department to The Office of Teacher Education and Certification

In its first year, the Educational Studies minor attracted 21 students. At the time of its closure in 2022, the Education Department had a total of 34 students either enrolled in the minor or the teacher certification programs. Between 2014 and 2021, 190 students completed the Educational Studies minor, and another 90 students completed the teacher certification.

The Educational Studies minor was originally introduced in 2009 but was not offered to students as a minor until 2013. It was introduced by thenProfessor of Education David Powell, who served as chair of Education from 2014-17 and again from 201920. It was not a popular idea at first among the faculty of the Education Department. Powell proposed the minor in response to changes in state guidelines for teacher certification, which led to the elimination of the College’s elementary certification program. He felt that the minor would allow for more students to not only understand how to teach but also help

On why the teacher certification program was ended, Powell shared that “the real problem was not anyone’s leadership style, or philosophical differences, or even that culture of distrust: all of these things were magnified by the fact that we had seen a steady decline in the faculty resources available to us.”

When this Powell member began their career at the college, the Education Department had five tenured or tenure-track faculty and additional adjunct support but by the time the department was closed, only two remained. The dwindling number of fulltime faculty worsened stress and made cooperation difficult, thus threatening the strength of the programs offered.

Powell said, “When people left we didn't always get those resources back, and so what that meant was that we had people who felt like they were doing more than they could handle. We were doing more with less; we were trying to be successful as a department and as a program without all the resources that we needed. That then put us in sort of this doom loop where people were just not feeling good about the work that they were doing.”

After the department closed,

Powell received countless calls and emails from prospective students asking if the decision to close the department was permanent. When the previous Provost stepped down from their position, Powell approached Iuliano about why the administration made the decision to close the Education Department. In this conversation, Iuliano allegedly expressed that the department could not, and would not, continue on account of the College’s unwillingness to provide the resources necessary to ensure the health of the department.

“I said, ‘This might be a good time for us to reconsider the decision [to close the Education Department] and talk about it,’ and his response to that was we’re not going to reconsider it. The

Despite his efforts and experience with the program, Powell said he was never approached by Bookwala about the reinstatement of the Education programs and only discovered that the Educational Studies program would continue with a director after he moved to Public Policy: “I was never part of the conversation about restarting certification, and when I did ask about it (after hearing rumors and reading about it in the Gettysburgian) I was told that my help was not wanted or needed.”

Powell also claims that his exclusion from the new programs raises troubling questions about the administration’s handling of the situation.

“Restarting the certification program was the right thing to do––it never should have been closed in the first

Nevertheless, Powell said he is eager to move on.

“I poured my heart and soul into proving that we could have a viable Education Department at Gettysburg College, and I’m proud of what we accomplished when I was chair of the department,” he said. Powell did add that he is ready to focus on his new role as a member of the Public Policy Department.

“I wish I could turn back the clock on the decision to close Education, because I think it was a mistake,” Powell said, “but I still love the work I’m doing and the students I work with. As a good friend once told me, ‘Moving forward is always the better choice because you already know what’s behind you. There’s no adventure in that.’”

Despite this

“The Education program was exceptionally healthy—maybe as healthy as it had ever been—when the decision was made to close it.” -Professor of Education David Powell

decision was made, it's over with, and that’s that,” Powell explained. Gettysburg College was the only local liberal arts college to offer a teacher certification program as Dickinson College and Franklin & Marshall College do not have these programs. In their discussions with Iuliano, Powell mentioned that this could have given Gettysburg an advantage in the college market.

The administration has now decided to restart the teacher certification program as part of the new Office of Teacher Education and Certification (OTEC). Stebick has been named the inaugural Director of OTEC.

place. But the decision to restart the program was made almost as hastily as the decision to close, and both decisions were made without considering all of the implications or consulting everyone affected by the decisions,” Powell said. “The College is going through a lot of changes right now, and we have a right to know that changes are being made carefully and thoughtfully, not just expediently.”

unease from some faculty members regarding the reestablished teacher certification program, there has been an outpouring of student support for the program. Casher completed his student teaching last semester and reflected on what the program has meant to him.

“Education is my passion, and when you find a group of passionate people like that on campus that are able to share that experience, it’s so valuable, socially but also academically, to be able to share your ideas and philosophies together,” Casher said. “It’s been the most rewarding experience in my Gettysburg College life… I’m really happy to know that the program’s back.” ∎

Data Courtesy Gettysburg College Education Department

Senior Spotlight:JJ Jordan and Dylan Hewett's “ZeitGeist”

By Ainsley Green, Staff Writer

Spring semester senior recitals kicked off on Friday, Feb. 23 in Paul Recital Hall at 7 p.m. with a joint recital, which featured music performance majors JJ Jordan ’24 on violin and Dylan Hewett ’24 on cello.

Many of their friends, family members and fellow music classmates came out to support the pair as they performed nearly two hours of music with a fifteenminute intermission. The program, entitled “Zeitgeist,” was comprised of pieces that the duo worked on individually and together for months, all in preparation for this milestone of their undergraduate music careers.

Montgomery. These two pieces showcased Jordan’s talents on the violin and told stories through many distinctive moods and styles.

tone and versatility in Hewett’s cello playing.

The final piece before the intermission was “Violin Sonata in G Minor” by Claude Debussy, another solo performance by Jordan. This time, they were accompanied by Collaborative Pianist of the Sunderman Conservatory Dr. Scott Crowne, and the three movements were “Allegro vivo,” “Intermède: Fantasque et léger” and “Finale: Très animé.”

Jordan started the recital with a solo violin performance of “Violin Sonata No. 1 in G Minor” by J.S. Bach with a slow “Adagio” movement followed by an intricate “Fuga. Allegro” movement. They then played “Rhapsody No. 1 for Solo Violin” by Jessie

Next, Hewett took the stage to perform “Cello Suite No. 5 in C Minor” by J.S. Bach, made up of six movements: “Prelude,” “Allemance,” “Sarabande,” “Gavotte I & 2” and “Gigue.” Each movement represented a dance from different places in Europe, including Germany, France, Spain and the British Isles. This piece as a whole contained many different styles of music across the movements and highlighted the resonant

form that kept returning to a main theme that tied the piece together. Overall, the program included pieces from all different musical eras and parts of the world, which allowed the audience to take a journey through many styles of music.

The final piece performed for the recital was “Piano Trio Op. 70 No. 1 in D Major” by L.V. Beethoven. Jordan and Hewett were joined by their friend Jess Schaefer ’24 on the piano for this piece. The trio worked together in a chamber group to prepare all three movements of the piece: “Allegro vivace e con brio,” “Largo assai ed espressivo” and “Presto.”

ensemble. As for students in general, enjoy college and make friendships that can last a lifetime. You don't know when you'll ever get to experience something like this again.”

After the intermission, Hewett performed his last solo piece of the evening, “Cello Sonata No. 1 in D Minor, Op. 109” by Gabriel Fauré, which was also accompanied by Crowne on the piano. Throughout the “Allegro” and “Andante” movements, the audience got to hear virtuosic passages as well as softer, simpler melodies from the cello and piano.

Jordan’s final solo piece, also with piano accompaniment by Crowne, was “HatingGabi” by Antonio Molina, which translates to “Midnight” in Filipino. It was a short, lyrical piece written in Rondo

The piece’s mysterious and melancholic tone is what earned its nickname of the “Ghost” trio. The three musicians’ collaboration was evident as they performed the trio with amazing accuracy and emotion, communicating with each other throughout the performance.

Afterward, there was a standing ovation from the audience for the musicians.

In the program notes, Jordan and Hewett dedicated each of their pieces to important people in their lives who inspired them on their musical journeys, including each other, friends, faculty and family members.

Jordan and Hewett described the process of choosing to work together on their senior

recital and what it has been like to prepare their piece and team up for the recital, which was an idea that Sunderman Conservatory of Music Professor Jocelyn Swigger recommended.

“Our [chamber group] coach, Dr. Swigger, pitched the idea of doing a joint senior recital. It’s a lot more fun to do a recital with your friend… it just made sense to share this experience with each other!” they remarked. “You get to learn a lot about each others’ repertoire and we’ve also become closer as friends because of it!”

Jordan and Hewett also provided advice for future music students: “Don't get so caught up in the notes on the page, enjoy playing the music and the experiences that come with it. Try to play with as many people as possible, whether it's your friend's recital or starting your own

After graduation, Jordan plans to find a job in music on the East Coast and attend graduate school in the future. Hewett is planning on going into the marina business to learn more about the profession while simultaneously pursuing music with gigs on electric bass and orchestra participation. Both musicians eagerly reflected on their experiences being Conservatory students.

“Not only have I made close friends that I will have for a lifetime, but I've also gotten the privilege of working with so many wonderful professors who have supported me throughout my time at college,” Jordan said.

“I've met and performed with so many friends and created lifelong connections with wonderful people,” Hewett added.

This semester, other graduating musicians of the Sunderman Conservatory will be performing their senior recitals, so be on the lookout for upcoming events from the talented class of 2024. ∎

(Photos Eric Lippe/ The Gettysburgian)

Next fall, Else will have taught at Gettysburg College for twenty years, but her career plan did not always include art. At the beginning of her undergraduate journey, Else was a pre-med major before going on a study abroad trip where she was heavily impacted by the art. After taking some art history courses, Else decided to change her major. “I have always loved learning art, history, languages and travel and being inspired in the classroom by people who are passionate about their subject,” Else said. Else was highly grateful to find her place at Gettysburg College, where she is surrounded by amazing colleagues and research opportunities. Her 3-week London, England seminar “Curating London: Using Objects to Tell Stories” was an exemplary experience. A special memory for Else is when Colleen Bergmann ’25 assisted her when she was having technology troubles during a public talk in Britain: “I’m used to helping students out in times of need, but it was quite memorable to have the tables turned and for me to get help from my students.” Else’s favorite piece of art is Michelangelo’s Sistine Chapel Ceiling due to the complexity of the piece and skill required.

Udden has been teaching at Gettysburg College for over twenty years. He has always been interested in the visual arts, but his journey to this position was not a linear path. In undergrad, Udden was a history major and had no opportunities to take film courses. After graduating, he taught English in Taiwan, where he discovered his love for teaching: “I discovered how much I truly loved teaching from that experience, but did not want to just teach English. Somebody suggested that I go to graduate school in film studies since I love movies and would enjoy teaching that at the university level.” Udden enjoys all the classes he teaches, but two of the courses he has developed himself hold special value: a course focusing on the genres of comedy and horror (CIMS 255/355) and CIMS 219: “Global Media Industries.” One of the interesting aspects of cinema and media for Udden is the complexity of the field. “The study of cinema and other media forms is more significant than one would suspect,” Udden said. “What seems so easy and simple on the surface, is anything but.” Udden has too many favorite films to choose from, but seeing the film “2001: A Space Odyssey” in 70 mm at age 16 was a “profound experience” that got him deeper into cinema.

Cinema and Media Studies

Chair and Professor James Udden

Leebron has taught at Gettysburg College for 27 years but has prior experience before his time here. “As the youngest of five children, at one point it occurred to me that creative writing was the best way to get all the words out before anyone interrupted,” Leebron said. Leebron graduated from Princeton with a major in public policy and a minor in writing before attending creative writing programs at Johns Hopkins University, the University of Iowa and Stanford University. Leebron also traveled and participated in nonprofit work before his teaching career began, which led him to Gettysburg College. “I was offered tenure-track teaching at the University of North Carolina at Charlotte, then came here because it housed The Gettysburg Review, which really demonstrated a commitment to the literary arts,” Leebron said. Leebron loves witnessing students’ achievements: “Watching the students go on to great graduate schools and then reading their published books or seeing their prize-winning productions. Anytime a student achieves what they want to achieve is a special experience!” Leebron has three favorite pieces of literature: Franz Kafka’s “The Metamorphosis,” Toni Morrison’s “Sula” and Adam Johnson’s “The Orphan Master’s Son.” Leebron believes each show that anything can be done as a fiction writer and “all three say something new about the human condition.”

Teaching the Arts: Professor Perspectives

By Kenzie Smith, Arts & Entertainment Editor

Kauffman has been teaching at Gettysburg College for twenty years. Kauffman had been a part of a punk band and enjoyed visiting museums during high school, but he recalled, “I didn’t really get into performance until college when I was [a] student at Gettysburg College in the 80s and 90s.” Kauffman worked in the experimental theater scene in New York City before doing workshops at Gettysburg College for a play he co-wrote, which led to him working for the school. One of the courses Kauffman especially enjoys teaching is “Fundamentals of Acting,” a class that has students with varying levels of experience. “The experienced actors learn from the raw talent in the class, and the new students learn from watching seasoned actors approach the work with technique and confidence,” Kauffman said. Kauffman also enjoys working with the students when putting together plays and musicals, and he specifically mentioned the performance of “The Prom” this past fall: “It was really meaningful to us to bring that story of inclusion and belonging to campus, and there were some brilliant performances by the students.” Creativity has a special value to Kauffman, and he said, “Staying creative within one’s limitations and not giving up was an important lesson that stayed with me in my creative work for the Theatre and still informs my teaching.” Samuel Beckett’s play “Waiting for Godot” is a favorite of Kauffman’s for its complexity and deeper themes. “I first experienced the joyfully bizarre ‘Godot’ in an acting class here at Gettysburg when I was a student, so it has a special place in my heart,” Kauffman said.

Sunderman

OHara has been teaching at Gettysburg College for seven years. O’Hara’s love for music started at a young age: “Once I was hooked [on music] I joined everything I could get involved in — band, choir, theater — and things took off from there.” O’Hara went on to become a music education major, and his interest in teaching at the college level occurred after attending a professional conference with a choir. O’Hara enjoys teaching his online summer course, “Music in Video Games,” because of the different ways he gets to interact with the students and incorporate their specific interests. “I really enjoy helping people develop creative final projects that touch on their interests in media studies, business, psychology, sociology or other domains,” O’Hara said. He also enjoys teaching the intro music theory classes as “students take their first steps into the discipline” and experience “‘aha’ moments.” Some of O’Hara’s favorite experiences include working with students on academic research and helping students understand where they fit into the field of music theory and how they can contribute. O’Hara has various favorite musicians and composers, but his all-time favorite is John Williams. “His soundtracks…will always sound like cinematic magic to me. I even met him once, and he’s extraordinarily humble and kind,” he said.

Art and Art History

Professor Felicia Else

English Professor Fred Leebron

Conservatory of Music Associate Professor William O’Hara

Adams Endowed Professor of Theatre Arts Christopher Kauffman

(Photos William Oehler, Sofia Gutierrez /The Gettysburgian)

How NIL Changed Collegiate Sports Forever

By David Goldman, Sports Editor

Should NCAA student athletes get paid? This is the question that has been heavily debated over the years regarding college athletics. On one hand, student athletes bring in millions of dollars for their respective schools, and some participate in similar training schedules to professional athletes. The other argument is that they are students first and that being paid to play their sports in college would only lead to distractions.

However, on July 1, 2021, NCAA rules and state laws went into effect that allow athletes to start making money off of their name, image and likeness (NIL) after years of pressure to do so. Minutes after these laws went into effect, athletes from across all NCAA sports began signing endorsement deals with the hopes of making a pretty penny.

NIL deals can include anything from meet and greets, brand endorsements and other media opportunities. Not only does this give student athletes a chance to market themselves to the world, but it also opens the door for marketing agencies to sign these athletes and help them bring in further endorsement deals, just like they do with professional athletes.

With the news of NIL deals becoming legal, donor-funded organizations called collectives began to pop up in order to help student athletes navigate the complex business world they found themselves in. These collectives are not formally associated with the colleges they support but are still able to connect athletes with various endorsement opportunities, as well as offer advice on how to take advantage of their NIL.

Although schools cannot use NIL and collectives as a way to entice prospective students to commit to their institutes, athletes are still doing their research to determine which programs could be most profitable. Big name schools are more likely to attract athletes who prioritize NIL money, as these programs get the most attention with endorsement opportunities.

In January of this year, the NCAA’s Division I Council put into effect a set of consumer protection rules surrounding NIL. One of these rules included the requirement of student athletes to report any NIL deals worth more than $600 to their colleges. The NCAA also plans to give colleges themselves a more active role in NIL deals for their students, with the hopes of improving the NIL landscape.

The Crossword

By Cassidy Haines, Social Media Manager

Shortly after NIL laws went into effect, a website called “On3” was launched to provide news about NIL deals. The website provides updates on new NIL deals around the NCAA and shows the NIL valuations of top athletes. This has proved to be a valuable tool for athletes looking for endorsement deals and also for brands looking to see which athletes are the most marketable.

Collectives are also able to pay student athletes, but in order to remain “NCAA eligible,” athletes must provide proof that they performed a service in exchange for the money. These collectives cannot be used as a recruiting tool, and if they are, the schools will be punished by the NCAA. Recently, the Florida State University football program was penalized for driving a recruit to a meeting with a collective during their visit to campus.

Currently, athletes with the most NIL attention have net worths of over a million. Top earners include student athletes such as University of Southern California basketball player Bronny James, University of Iowa basketball player Caitlin Clark, Louisiana State University gymnast Livvy Dunne and University of Colorado quarterback Shedeur Sanders.

Some say that having all of this attention and money is too much for a college student to handle while others say that these hard working athletes are finally being rewarded. Whatever stance you take, it is important to understand that NIL is still new, and it is bound to undergo change in the near future. ∎

Across

2 Most of the campus is made up of undergraduate __

7 What you strum on a guitar

8 No __, ands, or buts

9 Prefix that goes well with endings -graphy, -logy, -metry, etc.

10 Oscar __, may be familiar to English students

12 Something Studio Art majors do a lot

14 Not over

16 If not a promotion, hopefully a __

18 Something that would __ happen is pigs flying

20 The organization the Philadelphia Flyers, Boston Bruins and New York Islanders play for (abbr.)

22 Honeydew, cantaloupe, gourd and casab are all kinds of __

24 British Virgin Islands (abbr.)

25 This is necessary in order to be sneaky

27 Walt, Mae and Stuart are icons that share this last name

30 These are related to salamanders, but they live fully underwater

31 The department that professors Lowy, Carmichael and Birkner are part of; Gettysburg, PA has a very rich __ due to its Civil War significance

32 A legume often enjoyed in soup Down

1 Central nervous system

3 If two teams draw, then the game is a __

4 Unidentified Flying Object (abbr.)

5 Before the Switch and Wii U, Nintendo released this, known for its dual screen (abbr.)

6 " Tall __" are fictitious but fun to read or hear

7 The green holiday in March

9 A one-word song by Harry Styles

10 International __'s Day was on March 8

11 The __ Studies department includes professors Principato, Gownaris and Platt

13 Factual, correct, real, not a lie

15 At the end of one of these, some say you can find a pot of gold

17 This is about 10,000 degrees Fahrenheit

19 An old kind of paper made from animal skin

21 British House of Lords (abbr.)

22 Tiny prefix that goes with the endings -ature, -mal and -scule very nicely

23 A person or ship involved in whale fishing

26 In Greek Mythology, __ is a Titan known for holding up the world

28 Our campus has many of these; Breidenbaugh __, Weidensall __, Paul __, etc.

29 When playing a game, you must wait for your __ before going

University of Iowa basketball player Caitlin Clark has signed a multi-year parxxtnership with Gatorade.

(Photo Courtesy of Gatorade)

Cover Photo by William Oehler/

Photo by Sofia Gutierrez/ The Gettysburgian