Coz McNooz Spring 2019

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Issue 10 | Spring 2019


THE COZ MCNOOZ

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Dear Johnston Alumni, It’s been a whirlwind of a year. The 50th Renewal was a celebration of the many accomplishments of Johnston alumni in the world, and we are grateful for attendees and especially those who shared their work with us through mini-courses, performances, and panels. As you know, every significant undertaking comes with lots of work and collaboration. Dedication and support from alumni, our Goddess of Development Ericka Smith, our Renewal Queen Maggie Ruopp, our Archival and Editorial Wizards MG Maloney and Alisa Slaughter, Johnston faculty and staff all worked tirelessly to ensure a top-notch celebration with some real conversation about how Johnston can best serve current and future students. In this issue of the Coz, you’ll find a recap of Renewal: photos, articles, and collective thoughts on Johnston, a reflection on this year’s Race Campus, a look at alumni who have come back to Johnston during May term, and more. If you haven’t already joined the Johnston Alumni Network please consider doing so. Our current students are eager to learn from your experiences in community, the professional world, and in graduate school. We look forward to seeing you and hearing from you in the coming year – keep an eye out for alumni events and buffalo grazes in your area. Or, if you’d like to host an event, please reach out to Johnston Assistant Director MG Maloney (mg_maloney@redlands.edu) to help you with the planning. Hoping to pick up a copy of the Johnston book? It’s available online at: Snapshot/50: The Johnston Community, 1969-2019 Happy summer to all, and to all a good time, Julie

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G

REN E

enerations upon generations of Johnstonians descended upon complex the weekend of F

to celebrate the fiftieth year of Johnston. With miles no longer separating them, alumn

friendships, reminiscing and laughing together as if time hadn’t skipped a beat. This Joh

the Coz McNooz took to the street (or the porch in this case) to ask people what they had be

graduating. Predictably the Johnston Center has produced a community of eclectic alum

explored many paths post Johnston; but there are two elements of Johnston each alumni find

today: negotiation and community. As Johnston students we are tasked with the responsibility of negotiatin

and advocating for ourselves within a collaborative learning environment. This task seems daunting but p

an invaluable life skill. Josh Gordon, employs these skills daily while working at the University of Redla instructional designer.

“To me it’s advocacy and standing up to authority and people who might outrank you,” explains Gordon. “But

also it’s about collaboration and trying to figure out how to work with others when you might be on opposin of the issue.”

Jacqui Jones finds herself negotiating contracts in every facet of her life. “I think contract negotiation is

a valuable tool as far as just negotiating any sort of contract you come across,” says Jones. “Relationships, in workplace, negotiating workloads or setting very clear expectations, that’s really useful.”

Danny Haddad explains the difficulty of finding a community post Johnston. “It’s certainly harder to find the

communities out in the world but also being a part of this community prepares you for not having it in a way shares Hadad. “I’ve found it’s easier to create these spaces after being around it so much.” Elliott Kavanagh says Johnston has taught him the importance of having a community and intentional community building. “This might be a little bit of a cliche but how important the community is and how important the people you surround yourself are with and how important the people you work with are,” shares Kavanagh. “I think the wonderful thing about Johnston is that you have this really amazing community you come into and you learn how to be with. But most of the time you kind of have to find it and do that extra work of being intentional.” As generations of Johnstonians romped around campus, intergenerational relationships formed, and the air was abuzz with conversation and laughter. This Renewal new communities were intentionally built and negotiated through panels, forums, community meetings, and most importantly celebration. C O Z M C N O O Z | I S S U E 10


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In Case You Missed It: Renewal Panels From Room To Bloom Theo Whitcomb

From Room to Bloom centered around the topic of the often-difficult transition of creative practice as it is brought into the wider world, and the panel spanned nearly half of Johnston’s history: writer Gayle Brandeis (‘90), book designer Maureen Forys (‘93), filmmaker Taylor Miller (‘04), and comic writer Eric Wong (10’). The panel, moderated by musician and producer Hanna “Breezy” Bratton (’14), was an opportunity for the alumni to share their worldview as artists and talk about bringing art out of Johnston and into the public. For many of the panelists, that transition was modeled within a Johnston education, and the skills needed to creatively navigate a difficult, and all-to-often unsupportive wider world were cultivated during their undergraduate years. “Johnston gave me the foundation to create my own life,” Taylor Miller said. “Without it I would not have the confidence to do what I do.” When asked what was useful about Johnston in taking art into the wider world, Gayle Brandeis said that it was creativity that allowed her to be her freest self since she was a kid, and Johnston was the support she needed to allow her to carry this forward in her life. “We were given freedom as long as we could defend it.” Maureen Forys added. The conversation shifted to an overlooked aspect of making a life in creative practice, balancing work and self-care. All panelists shared stories of the hard work it took to take their craft from Johnston into the world, discussing their routine and daily habits – a valuable reminder of the reality of making a life in the arts. They also echoed a resounding response that it is imperative to take care of oneself. “I pull from the same battery creatively for my own work.” Maureen Forys said, “Taking time off is essential for creative practice.” Taking creativity from the quiet incubator of the room into the world requires care, dedication, and passion. It also requires tenacity and perseverance through various constraints. But all panelists seemed to agree, these aspects were echoed early throughout their Johnston education, a foundation they fondly credit as the program crosses its 50th year. C O Z M C N O O Z | I S S U E 10


If you missed Renewal, click here to review the notes from the two Community Meetings held during the weekend

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Renewal Key Note Panel

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Olivia Fore

lumni reflect and apply their Johnston experiences to methods of creating change in their current fields. The moderator Kim Middleton, graduated in 1996 with an emphasis in “Literature, Language Theory, and the Creation of Meaning,” and is now working to integrate Johnston practices into the liberal arts college where she works as a program director. Kim opened the floor to the panelists: Jon Grant, 04’, graduated with a degree in ‘Sub stream Theory’ which integrated political theory and graphic design. John is a homelessness and housing advocate and activist: he was the executive director of a tents union in Washington State which fought against displacement, gentrification and the eviction of low income communities. He recently ran for city council, where some of his platforms' proposed initiatives were included in the newly elected council. Carlos Arbalita, a ’97 grad, received an emphasis in ‘Oral Storytelling in Socio-cultural Context.’ Abrilta is a literacy specialty. He learned what he needed to about decision making and morality from his grandma’s Cuban storytelling. He integrated storytelling during his time in Johnston to children in the San Bernardino communities of predominantly second-language English learners. Arbalita noticed the impact of using storytelling as a mode to improve a second language, and carried this technique into his career as a teacher. Now, he lives with his family in China were he received a Foreign Expert Certificate, and was part of the founding team that has built a school. Sarah Sapperstein, 05’, has an emphasis in ‘Identity through Creative Expression: Classical Near Eastern, Language, Literature, and Archeology and Contemporary Musical Theater Performance.’ She has built what she dubs, a ‘dual career’ in the non-profit arts sector in Chicago, as well as a career as a performer. Terry Cullen, ’78, received an emphasis in ‘Philosophy and Biology.’ Cullen’s career has ranged from community organizing with Cesar Chavez, teaching on a Navajo reservation, medical care in an emergency room, and active duty in the public health service to underserved communities in native American reservations in Alaska. Cullen then moved into data and information technology, to better articulate the disparities in health care in native communities. During the Ebola

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breakout she ran a treatment center in Sierra Leon. Her objective is to work to achieve health justice. As the panelists reflected on the lessons that they developed in Johnston, it was clear that passion, compassion, deep listening, disruption, autonomy, and collaboration were all values that they carry forward today. Cullen actively disrupted fissures in the governmental medical system she was a part of, while practicing compassion. Arbalita uses his deep listening skills to carefully and sensitively answer questions from Chinese officials in regards to learning strategies. Grant found that incorporating self-determination and autonomy was key for tenements to organize themselves when advocating for themselves in the face of powerful developers. Sapperstein incorporates community into her life everyday by surrounding herself with those who align with her mission and passion. Grant’s work developing Johnston Peer Council was curial experience in consensus and community building, that aided him in the midst of a tenets strike with 240 tents at stake, demonstrating the real world application of Johnston principals. In Johnston Grant learned that, “it is a privilege to ignore power. As a college educated white person I have the privilege to ignore how power impact marginalized communities.” John activity took this observation and carved out a career empowering communities to practice autonomy. Ablita noticed how Johnston put his value of acceptance “to the test.” As Grant stated, “community is love, love is food, community is fruit” and what a fruitful panel it was.

Jon Garcia ('16), Hetal Dalal ('93), Kevin Whelan ('93), Denise Davis ('06), Jewel Patterson ('16), Lana Ludovico ('17) serve on the Activism on Campus and Beyond Panel at the 50th Renewal

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Johnstonians in Education

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uring the Johnston Center for Integrative Studies' 50th renewal, a section of three panels were organized, touching on life

after Johnston. The roundtable panel, "Johnstonians in Education," co-facilitated by Kathy Ogren and Kim Middleton (’96), consisted of seven Johnston alumni and the University of Redland's current Dean of Arts and Sciences, Kendrick Brown. The panelists focused on not only how they use their Johnston experience to shape the way they teach, but also ways in which the system can be improved using the Johnston structure. "One can know the most brilliant algorhythm to get 100% and no know nothing." Carlos Arboleda ('97). Kendrick Brown elaborated C O Z M C N O O Z | I S S U E 10

Donovan Smith

on this point discussing that "It’s not just about what you learn but how you learn," specifically referring to "meta-cognition." The panel also discussed the way in which community is crucial to one’s educational experience. Patti KarlinNeumann (’76), pointed out that this not only is important for the students but also the teachers as well: " Help other teachers with being reminded why they are teachers." Starting with successes and unsuccessful stories, the panel concluded its final minutes discussing the way in which Johnston practices community and compassion as a key composite to education, and how this might just change the way we think about education for future generations.


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Founders Dinner Kathy Ogren At first, I found it perplexing to plan remarks for this Founders Dinner, commemorating the 50th anniversary of the Johnston College, now Johnston Center for Integrative Studies. I began to think about the definition and resonance of the word. • “Founders” is a formal recognition of establishment values, and Johnston is typically irreverent—actually defiant--towards most things establishment. • Founders days and events remember those who have passed away, built the cornerstone on which the present rises. But Johnston is always “re-founding” itself, beginning each September. So what founders, when, am I to commemorate? • And, we also need to thank the University of Redlands, as Nate Budington once did, because the institution kept alive Johnston, as Nate put it, “something that was so unintended and so rare,” so that we could be here tonight, with the founders.

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hat Johnston is unintended and rare is no small matter in these times of higher education. Johnston is an outlier—perpetually— to what pundits call the “new normal.” The media is dominated by gloomy reports about the closing of liberal arts departments and smaller colleges—in recent months, Green Mountain, Hampshire, maybe Linfield. Critics assail the hegemony of corporate models in the academy, the decline of the full time professoriate, the defunding of public education by state legislatures, and attacks--particularly conservative attacks--on the value of a college education, especially education grounded in the breadth and integrative power of the liberal arts. Mergers and acquisitions accelerate and free tuition for all is a common campaign promise. Two recent articles from the Chronicle of Higher Education editorialize about these trends from entirely different perspectives. Steven Brint sees “the golden age of higher education,” in which research expenditures, federal financial aid, degree programs, and college degree attainment have all increased; by contrast Brian Rosenberg identifies “gilded age of higher education,” because “an increasing concentration of wealth and prestige among a small group of elite institutions [fuels the] growing disparity between those colleges and the rest of American higher education.”¹ Where does Johnston fit? Well, it doesn’t. In vision, in scale, in openness to student-defined learning of all kinds--and most of all in its sustainability-Johnston continues to advance the promise and the practice of what Yash Owada once described to me as “non-custodial education.” It is fitting then to share gratitude tonight to all founders for the gift of Johnston, a resilient livinglearning community that is still going strong after five decades. Along the way Johnston has profoundly transformed thousands of personal and professional lives, and made the University of Redlands a far better institution than it would be otherwise. Something great must have been here at the start. I will honor those qualities by letting the founders speak for themselves and for Johnston. There are many records one could use, including three historical volumes, the last one, Snapshot/50: The Johnston Community, 1969-2019, hot off the press. For this

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evening, I returned to the wonderful gem of an anthology called “Messages to Graduates: Commencement Addresses from the Johnston Center Graduation Ceremonies,” that Yash Owada collected in 1999. This selection of commencement addresses--delivered as one generation passed the legacy of Johnston on to the next--captures the founding energies, visions and long term stewardship put into motion by founders. Students became alumni, who became long term supporters and benefactors, including financial benefactors. And this does really matter in these times. Founders have all made sure we could continue against all odds. In the introduction to “Messages,” Yash Owada characterized the words as “randomly harvested leaves, well drenched in California sun and the adventure of emancipatory education.”² Because first and foremost, that is the gift…isn’t it? Emancipatory education. Doug Bowman in 1993 put it this way: “Remember when you first came to Johnston, and we did to you the only things we really do to you here, which is the only thing we have ever done to any of our students, and that is: we set you free. We turned you loose upon yourself with the not so subtle Socratic suggestion that you get to know yourself while you are here with a view to commencing an earnest, responsible endeavor to become your many possible selves with intelligence, courage, and to do it along with everybody else.”³ “Doing it along with everybody else” means learning in community. In 1996 Bill McDonald drew our attention to the vexing and perpetual exploration of the meaning of our living-learning community, represented in this series of questions and claims: “where is the community? do we even have a community? the Community is screwed…” Bill noted that while these “cries and queries occur at virtually every serious community meeting…you rarely will hear them from graduates…Is that Because they don’t care any more?”⁴ No because “the best things students have done they see in retrospective imagination and these have been in community: seminars, GYSTs, crisis meetings, graduation contracts and review rituals…all of these together form the Johnston community, which as alumni know…is the persistent intention to make a community. Community means having the imagination, retro and future, pre and post, to envision that community’s values and goals, even when they appear to be absent….”⁵ And in dispersal, which follows all Commencements, Bill concluded “Johnston has been your post, your camp, your retreat site; it is now in dispersal, a word that resonates and a quality of spirit that animates, revivifies…

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For only the best communities can order the chaotic tumble of events…the first sentence of every community meeting should be trust each other, this will take time, but there is order here, very faint, very human.”⁶ Our founders challenged all of us to be fully human in our learning, to teach and learn with emotional authenticity---not simply intellectual acumen. In his 1996 speech to graduates, Frank Blume addressed this expectation with a reflection on the Holocaust, which he named the “central intellectual problem of our times.” As a social psychologist, Frank mulled over the question, “how is it that ordinary people can kill one another without remorse?”⁷ It doesn’t really seem like a good commencement theme, but Johnston founders didn’t shrink from provocative questions. Frank knew where he was going. He concluded that this “sadism” is made possible when humans lack feeling and emotion for one another, which in turn fuels the dehumanization and depersonalization of society. Johnston founders made emotionally engaged and personalized encounters central to their teaching, not only in the Tgroups, but in so much of the classroom and community life that came after. Frank’s admonition to graduates is still sound advice: take what we have modeled here in Johnston and “practice more civility, more graciousness in your everyday life. Err in the direction of being more sensitive to others, including strangers….don’t practice random acts of kindness, engage in planned acts of kindness. Randomness, you see, implies ever so often, once in a while: why not simple kindness all the time?”⁸ Nate Budington in 1993 articulated how the negotiation of Johnston education works…and it is remarkably similar one year to the next: “Johnston embodies many of the values that Redlands was founded upon. Here, in these two buildings, in a community of flawed but well-meaning idealists, something very powerful takes place. Gay students feel safe, eccentric students feel appreciated, women and men learn how to talk to each other, people sit for hours in community meetings to listen, to react, to compromise, fighting to find a way to live in peace with people they may not even like…. ⁹ And when things get hairy around here, when tempers explode and people break down, there are always arms to fall into. Because even at is most dysfunctional, this is a place of intimacy and love. The older and more conservative I get, the more I’m convinced that the values of this community, this 60s retro, deadhead, talk about your feelings…this community creates in people what is C O Z M C N O O Z | I S S U E 10


absent in so much of what surrounds us: peacefulness.” But “ It’s a hard-earned peacefulness. This is not an easy place to go to school. This can be an awfully heavy place to live and the lessons here can be hurtful and scarring, but that is what Redlands founding fathers meant when they talked about educating the heart. They knew, as does anyone who has been in love or lost a parent or lost faith, that educating the heart is hard. But if we see that through to the point when we know ourselves and the people we love, deeply, we become something else, something stronger and ultimately more peaceful. That’s a liberal arts education, that’s what we do here.”¹⁰ One of the challenges of a founder’s talk is that founder, the noun, is a little different than “to founder”-- the verb. When you founder, you collapse, hit rock bottom, like a horse in a bad way. Johnston is not just emancipatory, communityfocused, committed to personalized learning, educating the heart, it is also a place where we founder. Kevin O’Neill contextualized this in 1998 when he worried “pain is lost in praise,” the gift of failure forgotten in celebrations of success. Kevin argued that “failing, suffering, confusion, though not honored at graduations”— (and probably not in most founders’ commemorations)—”contribute [to our successes].”… Learning means failing. We learn when we cannot do something that we want to do or that we recognize it important to do… the Johnston class contract and graduation contract implicitly recognize this fact.”¹¹ Kevin then “called forth the deeper sense of failure,” by musing on the cultural and personal import of suffering in Psalm 139, in which Israelites exiled to the rivers of Babylon are compelled by their oppressors to sing their songs. Kevin noted, that “this song is not a self-destructive quietism”, it “celebrates the unbridgeable limits of human life”…“it can teach a softening of confidence and texturing of hope. Not their abandonment, of course. Confidence and hope are appropriate and powerful forces in all our lives. But how much more graceful and true they are when we understand the weeping by the rivers of Babylon that will always be our lives, when we see ourselves thus weeping, when we even learn to poetize that weeping. That we weep is inevitable; that we sing the weeping is not, and it is singing, on occasion, our failures, that we become more human creatures.”¹²

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econd generation founders in the collection of messages included Daniel Keifer, who extolled the virtues of the “boredom of everyday college life,” without which we “couldn’t have the pleasures of reading for hours at a time—the unselfconscious delight of being immersed in a novel, or the angry determination to learn something repellant to us, whether its Kant’s metaphysics or sociological theory or calculus, whatever seems too abstract to be of any use.” Pat Wasielewski exhorted the class of 1998 to develop an “attitude of defiance, especially in the realm of love, [through loving ourselves] in ways that allow us to be human, to make mistakes, to see our strengths and weaknesses.” And yours truly, here tonight, immersed at the time—1995—in cowboy poetry, reframed Wallace McRae’s poem Reincarnation for graduates.¹³ I am saving the best for last, here is the only Johnston Commencement address (as far as I know) to be published in a peer reviewed journal. It is from Barney Childs, speaking to the last class to graduate from Johnston College in May 1980: “Well, you are the last ones. That is all there is, there isn’t any more. Not only are you at a moment of suddenly having finished a considerable chunk of your years, but the institution itself has been whisked into another dimension. Like the rube at the carnival shell game, watching his money vanish, about all you may be able to say now is “Duhh—wha hoppen?” What would be welcome would be a few minutes to be by yourself for some hard quiet thinking: what you’re getting is many minutes surrounded by others, caught up in a restless ongoing of time. Where have you been? What are you now? And maybe why has it all been so?— this is worth a look. Perhaps even in this eleventh-plus hour there may be some sudden illumination. Johnston College was always expecting this kind of illumination; it might arrive at any moment. As each semester ended we hoped that the next time around was the occasion for the caterpillar to metamorphose into something wonderous, something extra-special, but all that appeared was yet another caterpillar.

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First, we invented Johnston as we went along. Nobody ever really knew what was going on in the long run. Its rough-and-ready build-it-yourself quality was reflected not only in the program but also in the shifting directions of our own insights. … Second much of its strength was in its imperfections. We prided ourselves on our visionary and innovative nature, but perhaps more important were the flaws—uneven, fanatical, arrogant, lumpy, fatuous, pretentious. And how very fortunate we all are to have this to cherish, all this clichés and flaws! We had, blessedly, the inalienable right to make damn fools of ourselves. … Notice that in my list of flaws, I did not mention mediocrity. Whatever Johnston was, it wasn’t mediocre. So Johnston College, as such, ceases. Now we have Johnston Center, which isn’t even a place any longer. It’s a center with no location. That is fitting. The center is nowhere; the circumference is everywhere. Johnston College is a state of mind. It is wherever you are. The last metamorphosis has taken place. The caterpillar has finally become a butterfly.”¹⁴ With this last image—we give thanks--this is a thanks-giving—to our founders for the butterfly that has taken flight, again, and again, and again.

1. https://www.chronicle.com/interactives/golden-age , https://www.chronicle.com/articleThis-Is-Higher-Education. 2. Messages, page 5 3. M e s s a g e s , 1 1 4. M e s s a g e s , 2 9 5. M e s s a g e s , 3 0 6. M e s s a g e s , 3 1 7. M e s s a g e s , 2 5 8. M e s s a g e s , 2 7 9. M e s s a g e s , 9 10. M e s s a g e s , 1 0 11. M e s s a g e s , 3 7 12. Messages, 38-39 13. Messages, 18, 34, 20 Z MCNOOZ | ISSUE 14. Messages, 6-8. Reprinted from Barney Childs, “The Obligatory InspirationalC OCommencement Address,” Journal of Humanistic Psychology, 21(2):143-46, 1981

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RACE ON CAMPUS By: Meika Lam McCready

The most beautiful sight I have seen in my first year of being a Johnston student was full of dancing on Bekins Lawn. This could’ve been any day, but it was March 31st, the day of the fourth annual Race On Campus Conference. This day was planned by a collective of students, most of which had been working for the whole academic year planning this, and included panels, workshops, forums, and discussions about issues and experiences of race on and off of campuses. As a presenter, facilitator, and member of the ROC collective, this day was stressful to say the least. But it also held a special weight for me.

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wo years ago, my sister attended the second Race On Campus festival and told me all about this cool place called Johnston. Now, a few essays and decisions later, I am fully participating in the very event that brought me here. I might be biased but I’ll say this event exceeded even my expectations.

This year’s conference was one of the most ambitious ones yet in its breadth of topics, amount of programming, and number of attendees. Our workshops included grounding meditations, discussions about multiculturalism in greek life, experiences of undocumented students, discussions about this campus’ nearly empty CDI, and ten others. Our themes this year were Black and Brown Femmes to the Front, Confluence and Confidence, Where is Our Blackness, and Radical Celebration. Our class sometimes struggled with what it means to be a collective, but I felt we had a strong sense of trust and determination that was established early in the Fall portion of planning. In that semester, we prioritised our individual feelings of groundedness and empowerment in order to bring that to the whole without feeling burnt out. I know each iteration of this collective will be wildly different and encounter different issues and contentions, but going into our fifth year, I can confidently say we are learning from our history and building off of the lasting relationships with alumni, professors, and students from across campus and across California that have impacted and been impacted by Race On Campus for many years. That most beautiful sight of students, alums, professors and families dancing to musicians our collective reached out to, eating food our collective organized, talking about the workshops they had just come from and those they’re interested in going to reenergized me. It filled me with pride and appreciation for my fellow collective member. It reminded me how I arrived here, what my future can look like here, and what the future of ROC and education can look like.

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May Mentorship: Alums Come Home This May term, Johnston’s had four alumni give their time and experience back to the community in various ways:

Michael Penafiel, who graduated in 1999 with an emphasis Art and Creative Writing, stopped by Holt Lobby in the evening of May 8th to lead a workshop for current students called “How to Communicate Boundaries” which allowed students to practice verbally setting boundaries and talk through what the challenges to consistent boundary setting are.

Janet Lozada, who graduated in 2018 with an emphasis in Observation, Creation, & Participation of Creative Process through Communal Forms, came to visit on May 16th and gave an inspiring lecture about her work in artistic production and collaboration, most recently on Solange’s latest visual album When I Get Home.

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Hanna Bratton, who graduated in 2014 with an emphasis in Leadership in the Arts and Entertainment Industry, has been Johnston’s artist in residence this May term, spending three nights a week teaching a music production and sound engineering class to a dedicated group of students. Students are learning how to listen to music, create beats, use equipment and software, record, mix, and collaborate.

Rev. Pamela D. Hancock, M. Div, M.A., taught a Johnston May term course called “Mystic Investigations: Persephone,” which offers an interdisciplinary perspective on the Persephone myth: historical, cultural, queer, feminist, religious, and interpersonal. Johnston is incredibly lucky to have so many dedicated alumni who want to connect with current students and contribute what they’ve learned since graduating. It’s wonderful to have the resources available to support this type of work (thanks, as always, to the late, great Kathryn Green). These types of connections can also happen on an individual level. As the Johnston Alumni Network gets up and running, there are current students who are reaching out to alumni who live in their area, work in a profession they’re interested in, share a passion, or went to graduate school in their desired field. If you haven’t filled out the Johnston Alumni Network questionnaire, just click here! We’d love to connect you with current students.

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SAVE

The

Vintage Johnston Saturday, October 12th, 2019 at 6:00 PM in the Orton Center Bonus event: Wine Blending Seminar led by Wes Hagen Friday, October 11th at 4:00 PM at University Club Come toast to Johnston’s continued success and help current students achieve their goals. All proceeds from both Vintage Johnson and the Blending Seminar go to the Student Project Fund.

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Interested in supporting Johnston? To read all about the different funds you can donate to, click here. To get right to donating, go to: www.redlands.edu/supportjohnston

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