Four Magazine Winter 2015

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A UNIVERSITY OF RICHMOND STUDENT PUBLICATION

seeking Refuge PAGE 26

Terms & Conditions PAGE 22

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ENTS ) ( CONTENTS

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departments

BODY IMAGE Students are fighting to bring the body image crisis to light. How has Richmond shaped the way you perceive yourself? By Chelsey Davidson

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TRACY HAS NO FRIENDS And she’s not the only one! Read about the epidemic of lonliness on campus. By Tracy Akers

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TERMS & CONDITIONS In a generation so dominated by technology, are our cellphones taking a toll on our relationships? By Sarah Quagliariello

ON THE COVER

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GRAPHIC BY MCKENNA JENSEN SIlvia Garcia traveled across several countries under dangerous, harsh conditions before attending the University of Richmond. Read the story of her journey to a better future..

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TEDx UNIVERSITY OF RICHMOND Students successfully hosted the first-annual TEDx conference this November.

TAKING (SAT) INITIATIVE Read how one student influenced his peers to help make a difference in Richmond city public schools.

AN EXPLORATION OF LEARNING The familiar FYS program has taken a new turn, test-driving a two-semester experience.

STUDENT TEACHING IN RICHMOND AREA Members of the education department commit to realworld teaching experiences.

LETTER FROM THE EDITOR

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Our mission at Forum Magazine is to create an impactful, revealing and balanced magazine designed and reported with students in mind. In awarding time and space to the most impressive people and projects, we hope to make something that strengthens the community by inspiring pride in every student, faculty, and staff member at the University of Richmond. Through sections focused heavily on career advice, national issues, superlatives, and culture, Forum will be a place for conversation—both serious and light hearted—that leaves students with a deeper understanding of both the college world and beyond.

Editor in Chief MCKENNA JENSEN Publisher JOE HAN Executive Managing Editor MOLLY ROSSI Editor at Large DYLAN MCAULEY Lead Writers TRACY AKERS, ELLIE POTTER Director of Photography RAYNA MOHRMANN Business Manager ALEXANDER BEMAN Director of Social Media KARISSA LIM Distribution Manager ELLE MOSHOVA Head Copy Editor KARISSA LIM Advertising Assistants RITWIKA BOSE, JONAH PHILLIPS, SARAH RAYMOND Design Assistants FRANCESCA BURKHARDT, ROSIE COMPTON, LAURA DICKIE, JENNY ELWIN, KATARINA GEBAUER, ELIZABETH MONTAGUE, UYEN NGUYEN, SOFIA NICOLET, JONAH PHILLIPS, BROOKE WARNER Staff Reporters RACHEL BRINGEWATT, RITWIKA BOSE, EMMA COOKE, JESSICA CROUSER, TONY DA LOMBA, CHELSEY DAVIDSON, SABRINA ESCOBAR MIRANDA, MIA HAGERTY, CARNEY JUDGE, KARISSA LIM, SARAH QUAGLIARIELLO, LIANA SALEH, MEGAN TOWEY, JENNIFER TREJO, BROOKE WARNER, MARIANA WEBER, ASHLEY WILDA, ANDREW WILSON Staff Photographers KELLY BONAVENTURA, ELLEN BROOKS, CORINNA CHO, ROSIE COMPTON, GARRETT FUNDAKOWSKI, MIA HAGERTY, DEVIKA JHUNJHUNWALA, SOFIA NICOLET, ELLEN OH, MONIKA PAYERHIN, DANA RAFFERTY, MARIANA WEBER Copy Editors CHELSEY DAVIDSON, MARIA PSARKIS, LIANA SALEH, MISSY SCHROTT, HANNAH SMALL

DEAR READERS: You woke up. You put clothes on. You brushed your teeth (I hope). You made that coffee run before your 10:30 class. You gave a quick wave to that girl from class, maybe you don’t remember her name, but it starts with an L and you know the face.

And then you picked up this magazine. There might be a million moments in your day that seem typical—but I hope this one isn’t. I challenge you to do something with it that none of us normally do. Think back. Back beyond the million moments you don’t remember to one you hopefully do—the moment you first stepped on University of Richmond’s campus.

Who were you then, and who are you now?

Maybe it was four months ago, or if you’re old and washed up like me, maybe it was four years ago. Either way, something has snuck up on you in the meantime, something so constant, steady, and present that it is easily forgotten, until it confronts each of us as we stare back at it in the mirror—growth.

When I was a freshman, I became a founding member of this magazine. For three years now, I’ve watched it develop from just an idea into something I could hold in my hand and place into yours. A now award-winning magazine that is proud to employ over fifty student photographers, writers, designers, artists, ad managers, and editors. I’ve watched it emerge and unfold and be stressful and wonderful, and yet it’s so easy to forget we are growing.

Here’s what I want you to remember: As this publication has grown, I’ve grown too—and so have you. Your story has evolved, changed, and maybe even been a bit painful at times. But we hardly ever give ourselves credit for how far

we’ve come. So as you turn these pages, I hope you see something familiar: I hope you see you.

A bit of your story, your experience, reflected back through the stories of others.

And at the same time, I hope you see something new: a side of this campus, and your million moments here, that you’ve never seen before.

That Silvia’s story of struggle, survival, and a journey far from home makes you look a little differently at who we are as a campus- and that maybe that makes you look a bit deeper into who you are, too. That within Tony’s story about passionate students putting on the first installment of TEDxUniversityOfRichmond, and Brooke’s story about Richmond College members improving lives through the SAT Initiative, and Emma’s story about the challenges and triumphs of being an international student on campus, you find something to relate to — something big or small — that makes you see this place where you’ve grown and changed in a new light.

Because this magazine is meant to be your story. We want you to hear and be heard. This is a place for you. This is “Your campus, your culture, your Forum.”

Sincerely,

Molly Rossi Executive Managing Editor

Read Forum Magazine online at:

www.urforummagazine.com URForumMagazine.com

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ON CAMPUS UR STUDENT TEACHERS STORY BY RACHEL BRINGEWATT

“Take a moment and imagine your elementary school days...”

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“I’ve been really surprised at how much I’ve gotten to know the other people in the building. You get to know your grade level team really well because you spend planning time, lunch time, and resource time with them...”

– Marianna Hilldrup At University of Richmond, “Doing well, but super busy!” is a typical response to the common “How are you?” greeting.

Students find a multitude of ways to engage with the RVA community while furthering their academic and career goals.

Internships, volunteer opportunities, and student organizations provide so many ways to get involved.

What isn’t as common is the commitment that five senior students take on while in the department of education’s Undergraduate Teacher Education program. These students spend an entire semester student teaching in order to earn their Virginia teaching license, receiving 4 units of academic credit, and continuing to be an invested member of the Richmond community.

Take a moment to imagine your elementary school years. Small groups of students are clustered around desks or larger tables, working together to complete worksheets as the teacher mills around the room observing and offering help when needed. Students sit quietly while reading. The classroom walls are liberally decorated with posters reminding students of classroom rules and some of the students’ best work. Near the door, a small sign outlines the school motto: “Be Respectful, Be Responsible, Be Safe.”

Three of the Richmond student teachers have been placed into this environment at Falling Creek Elementary School this semester. Falling Creek is one of 38 elementary schools in Chesterfield County, and the Richmond students placed here have integrated well into the community.

Senior Marianna Hilldrup explained, “I’ve been really surprised at how much I’ve gotten to know the other people in the building. You get to know your grade level team really well

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because you spend planning time, lunch time, and resource time with them, but I’ve also gotten to know other teachers in other grades, as well as administrators and other staff.”

The community support has helped Hilldrup feel comfortable in her new position as student teacher. Guidance from faculty members coupled with daily hands-on experience has led her to develop better lesson plans and teaching skills; and her lesson plans have improved considerably since the start of the year.

This learning curve is something that all students participating in the student teaching program can relate to. Teaching is rewarding, but not necessarily easy. Education courses help prepare students for teaching through assignments and community engagement portions.

Senior Katie Neatrour came in with a lot of prior experience and has worked in five different Richmond schools, and spent her past summer teaching in Newcastle, Australia.

She worked as a classroom helper at Overby-Sheppard Elementary School, observed teachers at Pinchbeck Elementary School, and created a college awareness program for high school students as her Sophomore Scholars in Residence capstone project.

However, volunteering in a school, writing lesson plans for homework, and discussing disciplinary tactics is not the same as being in a real classroom. Falling Creek is a Title I school, which means many of its students are from low-income families, and academic achievement is low. Although Falling Creek has many specialists and interventionists hired to address students’ needs, there are a lot of challenges for students and teachers.

Children with difficult situations at home struggle in the classroom, and student teach-

ers have to figure out how to best meet the needs of all the children they interact with.

Senior Hallie Carroll also had a wealth of experience from working at Higher Achievement in Richmond and, as the single secondary-education student, has spent the fall semester teaching English at Midlothian Middle School.

Carroll explained some of her frustrations, “The overall structure of school systems is not an effective business model. There is a lot of bureaucracy that impedes the efficiency of adapting to a variety of student needs.

There is a ton of pressure (especially in Title I schools) to meet the state required minimum on the SOL’s (Virginia Standards of Learning). The pressure to complete the tests diminishes the opportunity to seize ‘teachable moments’ or dwell on things that interest the class as a whole.”

Education faculty members help student teachers learn how to meet these challenges through a weekly seminar. This gives Richmond students the time and space to debrief about what they are experiencing in the classroom, while receiving guidance from experienced teachers.

Despite these difficulties, Richmond student teachers describe the experience as incredibly positive and valuable. Neatrour sums up what makes all the hours spent in the classroom worth it: “One of my fourth grade students has shown little motivation to learn. With my encouragement and constant communication with this student, I have seen a drastic improvement in this student’s academic success and engagement in the classroom. By showing this student that I care about him and his future, I have been able to make a difference in his life and future.”

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Finding a

Westhampton Dean STORY BY MIA HAGERTY

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n 1914, Westhampton College was one of the first institutions committed to educating women and fostering leadership. Just over a hundred years later, Westhampton College is beginning the search for the next Westhampton College Dean and dual appointment as Associate Dean of the School of Arts and Sciences (WC dean). This WC dean directly influences around 1,300 undergraduate students and also interacts with student leadership organizations, faculty, administration, and alumni. “I have never had someone leave a position and have so much interest from so many constituencies,” said Dr. Steve Bisese, Vice President for Student Development. “There has been interest from alumni young and old, recent grads, and faculty and staff because this position means so much.”

In August, Juliette Landphair resigned as the Dean of Westhampton College in order to take the position of Vice President for Student Affairs at the University of Mary Washington.

The search committee has just been assembled, and they aim to appoint the WC dean this summer.

In Search of a Multi-Faceted Dean Many students might find themselves wondering what exactly the dean of a college does, and that question is made even more complicated because of the university’s coordinate college system. In fact, the WC dean will have to possess a wide range of administrative, interpersonal, and mentorship skills.

“This [position] is a very unique job,” Bisese said. “It means being an administrator and one that has very strong ties to the faculty and alumni, which is not typical.”

Each year during the Dean’s Welcome, first-years are encouraged to come to the Westhampton Deanery with any problem,

from feeling like they don’t fit in to mental health issues to reporting sexual misconduct.

“I don’t think people realize that the dean interacts so much with the police, registrar, and the general counsel,” Bisese said. “A lot of what the dean does is crisis management.”

Cindy McGuire has worked as the Administrative Specialist in the Dean’s Office for 23 years, and has found that empathy and mutual respect are keys to the position’s success.

Bisese does not feel that finding a caring candidate should be a problem for this position.

“The people who really want these kinds of jobs have it in their DNA to care and be empathetic,” he said. “Those kinds of people will be in the pool and the process will find those people.”

The Dean’s Impact on Westhampton College Students While the search committee will consist of around fifteen members, there will be three student members, each representing WCGA, residence life, or WILL*. “Dean Landphair always reminded us about the meaning of cultivating leadership within a group of women and always worked to promote confidence and encouragement amongst us,” senior Lauren Pepe said, “Above all, we want someone who is dedicated to serving students and is super accessible, someone who wants to get to know as many students as possible and always has the door open to talk.”

Elena Brooks-Perkins, Area Coordinator for Westhampton College, also reflected on Dean Landphair’s active role with the residence life team. “The RAs enjoy having a close relationship with the dean and all of the Westhampton College staff and I would like to see that continue for many years to come.”

The WC dean also plays a large role in

Search Timeline Fall: Dean search committee assembled

Winter: Airport interviews with semifinalists

Spring: Campus visits with 3 to 5 final candidates

July 1, 2016: Expected date of Dean appointment

maintaining the spirit of a woman’s college within the university. “My involvement in WILL* and the then Women’s Studies minor were some of the most meaningful experiences of my college career,” said Kim Dean (WC’97), Richmond Families Initiative and UR Downtown Program Director at the CCE. “Now, as our ideas about gender development and gendered education evolve, I look forward to a new dean doing what we know can be done—honor the history of Westhampton College while providing opportunities that meet the needs and expectations of current students.”

The Search Process When a university hires someone for such an important position, the process can take up the whole academic year and then some.

The search firm, Witt-Kiefer, will be actively recruiting exemplary professionals currently employed at other universities, which is why the search process is designed to be confidential and anonymous until the finalist stage. In the coming months, Witt-Kiefer will survey faculty and students alike to inform the job description for the position.

While Dean Landphair left a tremendous blueprint for the qualities and goals the new dean should have, it’s important for the future dean to be capable of leaving her unique imprint on Westhampton College. “We want a WC dean who embraces the coordinate system, but also is progressive and able to see how our unique model can fit the social dynamics of today’s student body,” Pepe said.

Ultimately the mark of a truly successful dean of Westhampton College is someone that will play a transforming role in the lives of students. “Dean Landphair reminded me that Westhampton is about more than what side of the lake you live on but about the relationships and accessible leadership opportunities in this unique coordinate college experience,” Dean said. We will look forward to continuing the 100-year Westhampton College with the welcoming of the new dean next July.

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TAKING INITIATIVE

STORY BY BROOKE WARNER

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wice a week, Johnathan Bean, a senior at Huguenot High School, does not board the bus after school with the rest of his classmates. After the final bell rings, he strolls into another full classroom and plops his bag onto a table in the front row. Today his shirt reads “Babe Magnet.”

He is all smiles as he jokes around with his friend, then settles down to flip through a booklet of math problems.

Bean has high hopes for college next year: Virginia Polytechnic Institute and State University, University of Virginia, or James Madison University. He is confident, but the only thing standing in the way of his dream school is his score on the Scholastic Aptitude Test (SAT).

The SAT is a national test to gauge college readiness, used by many colleges as a factor for admissions. Bean has taken the SAT three times, but found that the last time his score improved significantly.

What made the difference? He started at-

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John Marshall High School as well. tending the tutoring sessions provided by the SAT Initiative, a program designed “to Most days, there are about five tutors from provide ambitious students, who demonUniversity of Richmond and 25 Huguenot students. The group meets Monday through strate commitment to improving their SAT Thursday after school for an hour. Scott spread scores, with free, quality preparation led by the word about the program to the whole selocal college students,” according to the Initiative’s website. nior class at Huguenot, believing that “every The SAT Initiative was started this year time assistance is offered in the context of improving a child’s ability to continue on in their

by University of Richmond senior, Liam Mulcahy, after he noticed a 600-point education is a great opportunity.”

Unfortunately, many students who would discrepancy in scores private and public schools in the city of Richmond. To start, like to attend cannot because of scheduling and Mulcahy called all nearby public schools.“Liam’s enthusiasm is what really sold me. His hard work and dedication are an inspiration in itself,” (Zymora Scott, head guidance counselor at Huguenot High school, said).

The SAT Initiative has recently moved into Arm- Zymora Scott, Head Guidance Counselor at Hugenot High school strong High School and

“Liam’s enthusiasm is what really sold me. His hard work and dedication are an inspiration in itself.”

WINTER 2015 ( ON CAMPUS ) transportation issues. The Initiative and Huguenot are moving toward solutions, though, with activities buses running after school and tutoring hours extending into the school day.

Both the tutors and students have seen improvement. Huguenot senior Kennedy Tatum, working quietly in the back corner, remarked that the tutors excel at explaining problems in different ways. This is something that she does not observe often in her classes. Although she

mosphere, and the kids are really opening up to it.” When given the option, several kids will choose to be in her group every time. Bean’s favorite part of the program is his tutor, Labban.

Right now, the group is focusing on the math section of the SAT. A typical session includes a snack, then breaking up into small groups to work through problems on a math practice test.

Huguenot senior and Bean’s partner in crime, Monte Nedrick, said with a hint of incredulity, “I took a practice SAT, and I didn’t know anything. Then, I took the real SAT and it was the same type of questions.” This is why the Initiative aims to teach students the types of questions, making them less overwhelming and confusing.

The key to the test is tricks to the math, how to approach the reading, and realizing that the writing is tricky.

Mulcahy is optimistic for the future of the program. “Some students are truly matching the program with what they need, and we’re doing a good job of adapting. I’m really seeing a new sense of hope, of belief in themselves, of enthusiasm. I think a lot of kids will surprise themselves with how well they do.” Students are eagerly waiting for the results from the Nov. 8 test.

“It’s a great atmosphere, and the kids are really opening up to it.”

– Najwa Labban, Tutor

usually struggles with math, she noticed that it has been getting easier. She hopes to attend University of Richmond next year.

One tutor, Richmond freshman Najwa Labban, has attended every session so far. She felt lucky enough to be prepared for the SAT, and wants to return the favor. “I’ve gotten to know the students well. They all know me by name, have my phone number, and text me if they have any questions,” she said. “It’s a great at-

PHOTOGRAPHY BY ROSIE COMPTON

“I’m really seeing a new sense of hope, of belief in themselves, of enthusiasm. I think a lot of kids will surprise themselves with how well they do.”

– Liam Mulcahy, Founder of the SAT Initiative

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story by = Tony Da Lomba

explore

“I love TED talks. They’re these short and pithy glimpses of life,” Timothy Donahue, a participant of UR’s first TEDx event, said in consideration of the inaugural presentation.

He echoed the event’s theme of exploration by referencing his favorite poem by Rainer Rilke: “it’s been a journey of widening rings, walking over and around things.”

Thanks to the efforts of a proactive group of students, Thursday, November 12, 2015 marked the first time a TEDx event has been held at UR. The event hosted a group of speakers engaging with attendees on the topic of exploration. For two hours, students, faculty, and visitors listened to personal successes—earning a PhD at age 58 or even participating in the Olympics—all in an effort to foster discussion on campus.

For years, Molly Field, Community Engagement Program Manager for the Chaplaincy and Interim Deputy Title IX Coordinator, had wanted (to organize) a TEDx event at UR. Field describes the platform as the “Youtube of inspirational stuff,” and often uses her favorite talks for programs that she organizes. “Peer institutions,” she adds “host their own [TEDx events] so why not us?”

Field applied three times for a TEDx license through the Chaplaincy and was rejected all three times.

Daniel Yoo, sophomore and curator for the event, came to UR with the same idea.

Yoo thought of the initiative while sitting in his dorm room late at night. “Lots of people, not just at UR, but also in Richmond,” he says, “have great ideas, but there wasn’t a singular

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platform to have them speak” and certainly to explore different ideas.

For Yoo, exploration came in the form of learning a new language. He first started to learn English in elementary school and would bother his classmate, Jessica, for help.

Eventually, “Jessica got annoyed,” and she took a less active role in giving Yoo answers to workbook exercises and instead empowered him to discover the language for himself Conveniently enough, Yoo had “heard through the grapevine that [Field] had been trying to do a TEDx event on campus,” so when Yoo obtained a TEDx license “it was natural for [them] to get together.” From there, Yoo recruited fellow students to organize the event with the sponsorship of the Chaplaincy.

The students shared the same goal of wanting to bring TEDx for the benefit of students. “Just like a businessman can go to an art museum and appreciate Picasso,” Yoo explains so too could attendees “find inspiration in ideas different from what they’re involved in on campus.”

Ryan Fox, sophomore and member of the organizing board, reports wanting to “broaden students’ perspectives” while working with different campus resources, including the Chaplaincy and the student government associations.

Maren Miller, sophomore and TEDx leader, was similarly excited to organize the event because of the opportunity to learn something that you didn’t know before. She explains that “especially for this [TEDx], you have the time to absorb what you’re learning.

You don’t have to take notes. There’s no paper due the next day, and you become completely engaged in what someone’s talking about.”

As it was an ambitious event, Yoo explains there was “lots of doubt of not pulling it off.” From the administrative standpoint, the committee originally wanted to host the event in the Modlin Center for the Arts, but because of the flooding of the theaters in the building, the event had to be rescheduled for a different day and time. Although the difference was by only one day, a couple of speakers were forced to withdraw from participating.

Even with the difficulty of scheduling speakers, sophomore David Painter served as the TEDx point of contact for the presenters and reached out to over 100 candidates. He ultimately arranged for six speakers to come and present at the inaugural event, including a three-time Olympic skier and an orthopedic researcher. “As per TEDx values,” Painter explains, “I aimed for a diverse group of speakers, so I targeted politicians, athletes, musicians, businesspeople, academics, etc.”

Miller adds that they would “find out about legal matters like speaker contracts during the process” without knowing the exact method of progressing through the TEDx process, “especially since we’re a new organization on campus.”

Once the speakers arrived on campus, a new world of complications came with them. Miller said that as soon as the visitors stepped on campus, they, as TEDx facilitators, assumed responsibility of them. “You have to know what they’re doing on campus and

WINTER 2015 ( ON CAMPUS ) where they are—really having a complete itinerary for them.”

Nonetheless, the TEDx committee opened registration at 6:00 p.m. on October 19. Within four minutes, the event was sold out. Yoo and his team offered students to sign up for a waiting list or to gain entry based on will call the day of the event. Yoo and the committee were happy to know that UR community members were so excited for the event.

The TEDx event began with an introduction

by Yoo himself. He shared a story from when he was first learning English in elementary school and would bother his classmate Jessica for help. Eventually, “Jessica got annoyed,” and she took a less active role in giving Yoo answers to workbook exercises and instead empowered him to discover the language for himself. His anecdote opened up the theme for the TEDx discussion: exploration.

Yoo proceeded to invite to the stage the day’s myriad speakers starting with Andy Stefanovich, a speaker, author, consultant and Richmond’s TEDx facilitator. Stefanovich took to the stage and focused on talking about his exploration of time with family. He started by asking members of the audience to visualize life with a set of parentheses interjected in between: “Li( )fe,” as it were. To Stehanovich, the empty parentheses symbolized an opening to “put more life in your life.” As an example of imperfect outcomes of planned events, he offered a family trip to New York City filled with spontaneous outings to

specialty restaurants and leaving a Yankee’s game. To him, the “imperfect is perfect,” and a loud dinner and leaving the Yankee’s recordsetting game allowed him to spend more time with his wife and children. Stefanovich ended his talk by asking the audience members to similarly explore life’s unexpected moments.

Dr. Timothy Donahue, assistant professor of psychology at Virginia Commonwealth University (VCU), followed Stefanovich’s talk with a more academic focus. “You aren’t yourself at 22 or even 28,” Donahue introduced as he spoke about discovering his passion for physiological psychology later in his undergraduate career. He nonetheless continued higher education and received a Master of Education from VCU to then teach AP Psychology at Hermitage High School in Henrico for 34 years: “You’ll never know where you’ll end up, and young people need to hear that” Donahue added.

Donahue still wasn’t done exploring, though. He would take classes over the summers and during the school year, receiving a grant to tour neuroscience labs throughout the country. Inspired by the work he saw, Donahue decided to retire from teaching high school to pursue a PhD program in biopsychology at VCU, which he admits is not “anyone’s idea of a retirement plan.” However, he hopes that “students are thinking ‘Hey that’s a guy who got a PhD at age 58!’ and hopefully that’s inspirational.”

Following Donahue, Yoo ushered a

series of speakers to the stage. Tracy Evans, a three-time Olympian and casting director for AthleteSource Casting, advised attendees to “take an idea, turn it into an action and to follow through with the commitment to impact someone’s life.” To her, exploration meant to discover a passion and cultivate that passion into a means to help others.

Orthopedic surgeon, Kenneth Zaslav, M.D., followed Evans. Zaslav discussed cutting-edge discoveries in orthopedic surgery, highlighting the use of stem cells to help repair articular cartilage. “What truly matters to me are my patients,” Zaslav said, and he attributed his exploration of new surgical techniques as a way to accelerate the recuperation of his patients.

The next two speakers represented different departments at UR. Chris von Ruden, assistant professor of leadership, spoke about his anthropologic studies on status hierarchy and leadership in small-scale societies. His exploration of different cultures has provided information on how larger-scale societies function with particular interest on “conspicuous consumption.” Thus far, he has observed a positive correlation between stress and status, and “in human hierarchies, we attribute dominance to prestige.” Von Ruden concluded his presentation in saying,“there’s an Australian fashion company called Stress Anxiety, and to me, that says it all.”

Lastly, Martha Merritt, Dean of International Education at UR, discussed her travels abroad. She cited the journals of Alexis de Tocqueville as a means to explore foreign countries—“to focus on people, not places,” as Tocqueville did. Merritt, for instance, mentioned a trip to Cairo: “Palm trees, sunshine, talking about fear and implications of a changing government.” To her, those conversations made Cairo memorable. Based on his works and her personal journeys abroad, Merritt encouraged the audience to “meet people, talk to them take the paths they walk and write about it nearly every day,” and in that way, one can explore new cultures and new ways of life.

The organization looks forward to planning next year’s event, especially with the greater liberty they’ll receive from TED’s regulations. Until then, the group expresses their satisfaction in offering the speakers to start conversations among the attendees.

“The point is that after the TEDx event,” Yoo explains, “it’s up to the people. I can’t explore for anyone else.”

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PHOTOGRAPHY BY DEVIKA JHUNJHUNWALA

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Exploration Learning

of

THE LAUNCH OF THE FYS PILOT PROGRAM

STORY BY ASHLEY WILDA Focus. If University of Richmond’s FirstYear Seminars (FYS) pilot program could be summed up in a single word, this would be it. The new program, split into fall semester 101 courses and spring 102 courses, launched this semester and is intended to aid freshmen in honing their writing skills.

In an interview, FYS coordinator Professor Sydney Watts explained that the format of the new program is essentially the same two courses with different teachers on separate topics but the goal is for students to more efficiently learn the components of academic writing and implement them into more complex research. These tiered goals are “geared toward certain aspects of writing, reading, and research,” Watts said.

She will be teaching FYS 102 in the spring, during which students will engage in “historical research, community-based learning, and more of a semester-long project.” The first semester focuses on shorter assignments that teach basic writing skills, and the second on fewer but more involved assignments. Students can then hone communication and research skills with the writing fundamentals well-ingrained from the previous semester. When asked why faculty felt this pilot program necessary, she replied that they “felt like [the students] weren’t getting enough attention to writing” and that too

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many different goals were overwhelming them. Watts believes that keeping the same goals but executing them differently will more effectively teach academic writing to first year students.

Professor Daniel Palazzolo, a current FYS 101 professor, also agreed that the pilot program is changing the way writing is being taught. “I think it’s been good because we [have] the ability to focus a little bit more,” he said, “Students need work on paragraph

its goals are implemented. “They really like the idea of it,” said Watts. “[It’s] not going to demand a lot of change.” Palazzolo also expressed a hope that this program will be helpful. “[Discovering] a sequence of learning goals will be the trick,” he said. While the courses progress, involved faculty will continue to monitor the program, hoping that these experimental courses will enable students to focus on expressing their arguments in a more effective manner.

“Your focus needs more focus”

–Mr. Han, The Karate Kid construction and sentence structure.” After this foundation has been laid, students can then focus on research. Palazzolo calls this “more of an integrative exercise [with] pieces of things that you’ve found, like you’re putting together a puzzle.” He said that with this background in producing solid academic writing, students can then focus on enforcing their claims.

As students complete the FYS pilot courses, faculty will continue to analyze the effectiveness of the program and tweak how

Professors at Richmond would say to students, as does Mr. Han does in The Karate Kid, “Your focus needs more focus.” The hope is that FYS courses will give this focus to them, especially in regards to their writing. As this new program pilots explores different territory for the university, faculty and students will continue to collaborate to achieve successful academic writing and discover the best learning environment for the generations to come.

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MIRROR, MIRROR IN D-HALL, WHO’S THE FITTEST ONE OF ALL?

PHOTO BY LAURALEWIS23/FLICKR

STORY BY CHELSEY DAVIDSON

When you were 10 years old, what were your fears and worries?

If you were anything like me, 10 was a \HDU ÀOOHG ZLWK VFLHQFH IDLU URFNHWV ÀUVW playground crushes, and rock-paper-scisVRU ÀJKWV RYHU ZKR JRW SOD\ WR JRDOLH DW UHcess soccer games. In retrospect, it seems as though I had no worries, and if I did have anxieties at that age, they were likely harmless.

Yet a study has found that children of this age have at least one very real and destructive fear: 81percent of 10-year-olds – boys and girls alike – are actively worried about becoming fat.

I emphasize the commonality of both genders because typically body image issues are considered to be inherently female; however, men face as much pressure to live up to the muscle mass of G.I. Joe as women face to live up to the skinny ideal of Barbie. And in our so-

ciety, we consider it taboo to talk about either.

In late October, a University of Richmond panel of body image professionals VSRNH WR D JURXS RI VWXGHQWV DV D SDUW of Fat Talk Free week, sponsored by Delta Delta Delta. A video, also sponsored by the national organization, opened the talk and illustrated the powerful statistics of body image issues facing Americans today.

The talk was then opened up to the panel, comprised of Tracy Cassalia, Richmond’s manager of health education and wellness, Charlynn Small, a CAPS therapist, and Dr. Lynne Deane, of the Health Center, who have all seen how body image issues manifest themselves as life-threatening physiological and psychological problems on Richmond’s campus. Here is how obsessing over WKH QXPEHU RQ WKH VFDOH DQG WKH UHà HFWLRQ in the mirror affects people of both genders:

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PHOTOGRAPHY COURTESY OF LAURALEWIS23/FLICKR

WOMEN With a new thin-ideal craze hitting social media every summer – from thigh gaps to bikini bridges to the belly button challenge – it is sadly unsurprising that 83 percent of college women diet to lose weight, according to a video shown during the talk. According to the National Eating Disorders Association 1('$ ZHEVLWH PLOOLRQ ZRPHQ ZLOO VXIIHU IURP D FOLQLFDOO\ VLJQLÀFDQW HDWLQJ GLVRUGHU GXULQJ WKHLU OLIHWLPHV 2YHU SHRSOH die from an eating disorder every year, while breast cancer claims 40,000 lives, according to the Atlanta Center for Eating Disorders (ACED). $&(' DOVR UHSRUWV WKDW ZRPHQ DJHV DUH WLPHV PRUH OLNHO\ WR GLH RI DQ HDWLQJ GLVorder than any other cause of death.

We support runs and wear pink to show support for breast cancer, yet largely ignore body image issues in society. That’s why Shay Duterte, body image coordinator for Delta Delta Delta, felt strongly about organizing the talk to help stop perpetuating the thin ideal.

The panelists she chose, Duterte said, were purposefully familiar campus faces so that audience members would know where to go should any be having body image issues. “Our campus is largely focused on the thin ideal and being the best in everything, from

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83% of college women diet to lose weight

20 milion women will suffer from a clinically signifcant eating disorder during their lifetimes Over 350,000 people die from an eating disorder every year

43% of men are dissatisďŹ ed wit their bodies Over 18% of high school male athletes now use anabolic steroids internships to grades to time spent in the gym,â€? Duterte said. “I wanted to invite a comprehensive board to speak about everything needed for someone facing a body image crisis or eating disorder.â€?

According to materials provided by Cassalia, if Barbie were a real person, her neck would be unable to support her head, her stomach would be too small to house more than half a functional liver, and her feet would

EH D VL]H +XIĂ€QJWRQ 3RVW PHDVXUHV KHU KHLJKW DV IHHW LQFKHV DQG SRXQGV JLYLQJ KHU D GDQJHURXVO\ ORZ %0, RI 7KLV is the thin ideal we are raised with, and it has nothing to do with health.

MEN Over 10 million men in the U.S. will suffer IURP D FOLQLFDOO\ VLJQLĂ€FDQW HDWLQJ GLVRUGHU in their lifetimes, according to NEDA. NEDA also reports that 43 percent of men were disVDWLVĂ€HG ZLWK WKHLU ERGLHV ZLWK RQH WKLUG RI adolescent males using unhealthy weight control behaviors. Largely because of masculine LGHDOV PHQ DIĂ LFWHG ZLWK DQ HDWLQJ GLVRUGHU are far less likely to seek help, making male body issues a largely silent epidemic. “Body image issues manifest themselves differently in different groups,â€? Small said. “All have body issues, and no one is immune.â€?

The manifestation of body image issues for Richmond men may very well be in attempts to attain the “J. Crew Catalogue, fraternity look,� Deane said.

Cassalia believes the G.I. Joe ideal is just as forceful. G.I. Joe became increasingly and unrealistically muscular from the 1970s to now, Cassalia said, and today his muscles are so large he would be unable to stand. The current G.I. Joe Extreme has biceps that exceed

PHOTOGRAPHY COURTESY OF JOELK75/FLICKR

“Our work ethic and pursuit of perfection doesn’t end in the classroom – we want our bodies to look perfect as well.”

the size of his waist, and would be far larger than competitive Olympians if scaled to human size, according to the New York Times.

In addition to eating disorders, this ideal often produces exercise addictions in men, and may have contributed to the increase in usage of muscle-enhancing drugs. Over 18 percent of high school male athletes now use anabolic steroids, according to the New York Times.

“Do you even lift, brah?” is shaping this campus more than you might think.

RICHMOND STRESS “My peers seem hyper-focused on the next internship, the next course, the next connection,” Soleil Shah, a Richmond College junior, said. “I feel as though there is a constant pressure, for better or for worse, to fast-track my career success because of my environment at college.”

It’s true: Richmond students pride themselves for being over-achievers and making it look easy. “Our work ethic and pursuit of perfection doesn’t end in the classroom,” Duterte said. “We want our bodies to look perfect as well.”

One of Duterte’s friends began dieting be-

– Shay Duterte

fore freshman year because of a ranking she saw on College Prowler; Richmond women were ranked “A+,” putting pressure on her to look the part.

For some, this stress manifests itself in more serious ways. A senior Westhampton College student, who chooses to remain anonymous, dealt with her stress for four years through an eating disorder. Fearing the “Freshman 15” she cut down her daily calories to fewer than 900 per day. By sophomore year, she had begun a vicious cycle of binge eating followed by purging to compensate for the increased calories.

“I started being around these incredibly smart, incredibly beautiful, incredibly talented people and I felt like I needed to keep up,” she said. “When you have a certain group of personality traits that make you a perfectionist, a go-getter, and very motivated, you feel a lot of pressure.” Thinking that she was keeping her body healthy by watching her weight and working out daily, she slipped into an eating disorder. By junior year, she said she had hit rock bottom.

After getting help late last year from both therapists and nutritionists, she has developed a new mentality and no longer strives

for perfection. “I’m very focused on what makes me happy,” she said. “As a senior, there is an insane amount of pressure to find a job. I’ve come to the conclusion that I know I’m going to be okay, and I can’t let the stress of others get to me.”

Her daily routine now includes mindfulness exercises, which she says have made it easier for her to control her thoughts. She also no longer participates in weekday conversations which turn into what she calls “stress competitions” — conversations in which people seem to battle for who has the busiest week, the most tests, and the most important meetings.

“The pressures are still there. But I love this school. … It’s just filled with nice people.

I should be my happiest when I’m here, and I am now. What I needed was the help and tools to control my stress and anxiety.”

On a hike with her father during the summer, she found that the worth of her body was so much more than what it looked like.

Rather than focusing on an ideal, we ought to focus on the health and power of our bodies.

“Everyone’s bodies are incredible because of what they can do,” she said, “and they deserve respect.”

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Are

We

foreign fellow or

Spiders?

Story by Emma Cooke

I

t is a wonderfully odd thing to be a part of “The Internationals.� It involves the chance encounter of 92 students from all corners of the world studying here on exchange. It is the cobblestone streets in France and the barbeque-burning, kangaroo-hopping backyards of Australia mixed with the soothing steam of English breakfast tea from the U.K. and the exotic roll of the tongue from Spain.

You can just imagine an inimitable canvas splattered with language, culture, landscape and experience.

The wonderful thing is that it is the universal desire to experience American college life and culture at the University of Richmond that brings us Internationals together. At the beginning of the semester we were sitting in an unfamiliar building surrounded by foreign bodies and today, the group is a family. The Internationals live together, eat together, study together, and travel together.

The odd thing is that these great things aren’t quite what we came for. The Internationals came to meet the locals; we traveled ridiculous numbers of miles to immerse ourselves with all the American students who attend the University of Richmond. We came to join clubs with Americans, have American roommates, and go to American college football games.

So then how, you ask, have students from more than 10 vastly different countries so seamlessly connected with each other, yet feel so distant from the students from the one country they are actually in?

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to not only meet friends of their roommates, but also friends of friends who would invite them to social events.

Without such a connection to return to each day, exchange students only immerse themselves deeper and deeper into the international student world. They have little choice.

For the 14 females who live in the basement of one particular student dorm this semester, the expectation of American roommates is nowhere in sight.

They were assigned a corridor that is completely separated from American students, comprised of exchange students only.

Not once have American students walked past their rooms. Not once have they met someone new in the hallway. Not once have they felt a connection to the American students in the same dorm. In fact, many of these students said they felt as if they were excess baggage, the leftovers that the university had nowhere else to put so they were all shoved in a corner.

One of Richmond’s newest spiders, Dr. Martha Merritt, Dean of International Education, has made a note of this in her shiny new notebook of issues to address as the new dean.

“Those who work on housing brought this topic up with me throughout my ‘listening tours’ across campus over the past two months, so they are keenly aware and trying to get traction on what is a difficult challenge,” she said.

As an issue, or disappointment, that is obviously not as simple as a flick of a switch and is on Richmond’s radar, it really could enhance the integration experiences of exchange students and positively push our International Center in front of other uni-

versities.

Another concerning issue is an exchange student’s inability to bridge the gap between themselves and the local students. Do they know we are here? Do they care?

By their second or third year, many local students have formed their friendship groups. The spots are filled and although there is always room for more, why bother when the group works just the way it is?

Deborah Westin speaks passionately about the subject, seeing a pattern among the exchange students she has taught over the years. “Although norms are so radically different, they all seem to have the same experience,” she said. “They all seem to have a disconnect with American students.”

As elementary as it may seem, exchange students just really want to make American friends. They want to live at the all-American college campus and make American friends who will show them around campus, take them places in their cars, introduce them to their friends, and maybe even take them home for Thanksgiving so they can experience a grand holiday that, they have only seen in movies.

There is clearly a long way to go and the solutions are there. It will take time and it will take dedication but the future looks optimistic. “We will do our best to open up opportunities,” Merritt said. “As with our students who go abroad, it will be up to the newcomers to make the most of them.”

But is seamless integration an impossible dream, something that only exists on the pages of the glossy brochures? Or is the future of international education at Richmond as positive and vibrant as the canvas of culture, where disappointments only come from an exchange student’s first try of “cheese in a can”?

“We will do our best to open up opportunities. As with our students who go abroad, it will be up to the newcomers to make the most of them.”

-Martha Merritt, Dean of International Education

RIGHT: PHOTOGRAPHY BY MARIANA WEBER

T

his is not an issue to be taken lightly and it certainly is not an issue that is unique to the University of Richmond.

And yes, it is an issue.

It is an issue because isn’t one of the many reasons behind student exchange to create a learning environment involving students from all over the world with local students?

It is an issue because don’t exchange students who come to America have an expectation and deserve to have that expectation met?

It is an issue because international education is the absolute key to opening the minds of globally aware citizens.

It is an issue because exchange students are currently disappointed.

Disappointed. It’s such a heavy word yet one that seemed to be on repeat when I spoke to my fellow exchange students. Not because they feel as if it’s been a mistake coming to Richmond. In fact, exchange being a mistake is not even on the table. Many students feel that they have played their cards right in coming to Richmond; the campus is beautiful, the education is world-class, and it will be a once in a lifetime, unforgettable experience.

It’s just this ugly word disappointment seems to keep popping up, creating cracks in the surface, and it doesn’t take long to identify the main problem areas. That is, housing arrangements and difficulties in student connection.

The first disappointment, and the most prominent among exchange students, comes from the housing arrangements. The idea of becoming roommates with an American is one of the most exciting parts of exchange, especially for students who usually live at home with their parents. Living with an American was an expectation that many had, yet did not receive as most exchange students were roomed with fellow exchange students.

As Krittika Onsanit, director of International Student and Scholar Services points out, because of the turnover of exchange students and requests posted by local students in advance, it makes sense logistically for the Housing Office to room exchange students together. But, the decision to keep exchange students together, like a dangerous species that cannot mix with everyone else, limits exchange students’ ability to integrate.

It is therefore not surprising that the rare species, the few exchange students who were assigned American roommates, feel satisfied with the friendships they had made with American students. Having that one connection with a local student opened up so many doors for those lucky few that get the chance

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International Students Currently Studying at the

University of Richmond

Countries Represented by

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RIGHT: PHOTOGRAPHY BY MARIANA WEBER

International Faculty

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ted ode by is nts d to or rty ong her rty you be OS are ave attes atic

There is a constant stimulation that comes with the countless social media outlets and communication devices that are with students everywhere they go on college campuses. The University of Richmond is no exception. From the televisions in the Tyler Haynes Commons with a continuous stream of ads and promotions, to the laptops carried to and from the library and class, even students’ modes of relaxation and procrastination can be found on screens. From “Netflix and chill,” to video games, right down to the cellphones that are always cupped in our hands, there is no escaping the influence of technology.

Students frequently use their phones throughout the day, even when they are with other people. Such a paradigm shift is bound to have social repercussions, and cellphones clear-

anthropology and leadership studies double major. “We freak out when we don’t have our phones on us, because we essentially don’t know how to exist without them anymore. They distract us; they are a detriment to our social functioning. It’s a huge problem.”

Mullen furthered this point. “Our students — my students — apparently cannot live without their phones,” he said. “I would not just limit that to students; it appears that a lot of people can’t live without their phones. I think the average time it takes a student to get on a phone after class is about 1.2 seconds. Most people check their phones before they get up.”

Some students do not even wait until the end of their classes to check their phones, sneaking glances during discussions or a qui-

“Ultimately, I don’t think the benefits are worth the costs... Not in the slightest.”

ly have an effect on face-to-face relationships.

Of course, people are bound to feel differently about the prominence of technology’s impact. While some people find it hard to observe the positive outcomes of this social shift, others think the benefits outnumber the costs.

Thomas Mullen, director and professor of public affairs journalism at Richmond, illustrated these apparent pros and cons when he said, “I think that cellphone usage can be a mixed bag.”

“The obvious negatives are the disconnection we have with each other and the world around us,” said senior Amelia Mitrotz, an

–Amelia Mitrotz et moment. It is common for teachers to discourage these interruptions, because it takes the student out of the intellectual mindset and can be not only distracting, but disrespectful.

Kevin Pelletier, an English professor, said, “I have also had several students check their cellphones during class, and I cannot emphasize enough how volcanically angry this made me.”

These three are not alone in their observations.

Another Richmond student, Marin Kobb, shared her insight into the irritation that can come with having to take a backseat to a phone conversation.

“My pet peeve is definitely when people are hanging out with friends and everyone is on their phones for the majority of that time,” Kobb said. “So I definitely think cellphones can have a negative effect on people and relationships on campus in this sense.”

However, most people are able to appreciate the benefits of the presence of cellphones in their lives.

From speedy communication to interesting exchanges of information, to a good kickstarter for new relationships, the benefits differ from person to person.

“For me, cellphones are very useful in terms of communicating with my friends via text message or phone calls,” Kobb said. “I also believe that cellphones can allow you to become even closer with people, since you can text and call anyone whenever you want to get together with them. Cellphones can have a positive impact on beginning and maintaining a relationship on campus.”

Mitrotz added her insights on the positive aspects of technology. “We are tapping into the pulse of our world in many ways,” Mitrotz said.

“We are never far from world news, from apps that will help us meet people with similar interests, and great conversation starters. Simply put, things are more efficient with cellphones.”

Mullen, too, was able to shine light on his view of the positive aspects of cellphone usage.

“In my case I have found [cellphones] to be a good vehicle to communicate with students and with colleagues. The biggest positive is that it does allow you to keep in touch with people in an efficient way,” Mullen said. “It allows you to cast a wider net for information.”

Having all of these screens around students, wherever they go, does escreate a world where technology is dominant—and it is not a gradual shift.

“Ultimately,Idon’tthinkthebenefitsareworth the costs,” Mitrotz said. “Not in the slightest.”

LEFT: GRAPHIC BY ELIZABETH MONTAGUE

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TRACY HAS

Pick a day.

Monday, Tuesday, Wednesday, any day will do. Swipe a spider card and walk into the university’s dining hall. There are three open, practically identical rooms - tables, chairs, tall windows, and chandeliers. It’s Hogwarts, without the glowing candles and mail deliveries from family owls.

But look down at your outfit. What are you wearing today?

Your skin—what color is it? Is it brown, white, or a shade in between?

Are you a student athlete?

Which sorority or fraternity are you a part of?

Maybe you’re an international student.

Maybe, you’re not an athlete, a brother, or from abroad.

Okay, hold on. So you aren’t any of these? That’s fine. There’s a place for you.

A place? Yes, a room where you can find people just like you. See the first room usually seats students that are from fraternities or sororities. In the second room you’ll find basketball and football players sitting with friends. And well, in the third room you’ll see mostly international kids—and anyone else.

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The entire scene is a bit overwhelming, isn’t it? Imagine being a freshman and finding to your own not-so-pleasant surprise that upperclassmen seem to be divided up - sticking to the same rooms, with like people, day in and day out. Senior Masnoon Majeed is still at awe from the division he sees and he is always talking to freshman international students. He says that freshmen are often unable to find their niche on campus.

“Our campus is small. It’s a liberal arts college, and we’re a divided campus. You know the D-hall story. The third room, that third room,” he shakes his head and laughs a bit sadly, “If your niche is one of those three rooms, then you come into it because the divisions are so entrenched and strong.”

During freshman year, and maybe even sophomore year at that, it’s not odd to hear someone talking to an acquaintance in your dormitory hallway vocalizing their wonder and concern as to why they [with a slight hint of drama in their voice] “have no friends.”

Why do people feel this way? The d-hall scene definitely isn’t helping, with its subconscious call for people to think about where they belong. Do people sometimes feel friendless because they aren’t in a fraternity or a sorority, running around on a court or a field, or arriving from a different country?

Why else might it be so easy for students to feel ostracized, or left-out or friendless on Richmond’s campus? Many students transfer during their freshman or sophomore years for this reason alone.

Remington Pomaranski, a current senior, had a lot of her friends transfer early on.

“Ninety-five percent of my friends during freshman year transferred before sophomore year. They didn’t think there was a space for them, and they weren’t willing to make one,” she explains, “I’m not saying they didn’t try hard enough, but I think they focused too much on what was wrong rather than what was really great or what they could change.”

Perhaps, the “I have no friends” illusion could be some of our own doings, and not a complete result of d-hall’s seating arrangements. As she watched her friends leave, Pomaranski started to believe that “this place really didn’t have a space” for her. “But then, quickly, mind you, I just thought, ‘well, if there’s less people like me then I get to stand out more and be some of the weirdness this campus needs.’”

Pomaranski believes that adjusting perspectives and attitudes will be a major key to finding friends. Matthew McKenna, a senior as well, agrees. “To improve, I think we all need to be, quite frankly, a little more accepting and friendly to everyone on campus. Just because someone does not do something the way we do it or have always done it, does not necessarily mean that their way is wrong, it just means that their’s is different,” he says.

Majeed explains that pressure also causes people to feel uncomfortable or alone. “I think a lot of [loneliness] would come, from my understanding, from how you see yourself. For me the thing was, if I like something or if I want something, I would not change it for other people. If I don’t want to drink, I’m not going to drink. If I don’t want to smoke, I’m not going to smoke. It doesn’t matter if 20 people around me are doing it, but that’s not how most people work.” Perhaps, we need to find ways to be comfortable in our own skins.

Majeed believes that if we’re able to do this, people will respect you.

The dominating sight of similarities throughout each room in d-hall may be striking to some and go under the radar for many.

Whether or not you see the divisions, one thing seems clear. There’s a no-friend trend, and it’s stemming from somewhere.

“As a student-athlete on the cross country team, it’s been a blessing to come into Richmond already feeling welcome and included by both the men’s and women’s teams.

PHOTOGRAPHY BY RAYNA MOHRMANN

NO FRIENDS

However, I must admit I do not have many close friends off the team. Without them I bet I would feel very ostracized and alone in such a culture. … It makes sense that similar people become friends with each other while those that seem different stay away from each other, ultimately leading to such a clique-typed atmosphere,” McKenna adds.

Pomaranski gives her last piece of advice, “It’s just you have to be patient and look in the right places for the people that you actually connect with rather than who you think you should connect with. … However, I do think that Richmond does have a dominating ‘type’ of person or student that some people can focus on and thus develop this idea that they are too different - kind of a ‘self-created’ separation.”

There are a high number of white students in Greek life on campus and Richmond is often identified as a school with rich, white, privileged kids. But how can we find our way through the pre-conceived notions? How can we find ways to intermix and get to know

people outside of our supposed group? How can we stop late night conversations in Moore or Marsh Hall between freshman dormmates who say “I have no friends”?

“Sure, I have days where I feel lonely and friendless” Pomaranski says but then smiles, “But give yourself more credit than that. Realize that you’re probably saying that [you have no friends] to a friend, c’mon!”

“I think people need to try more on both sides,” Majeed said. If you go with the three room analogy, I think people in all the rooms need to challenge themselves. We should have a day - a no-division-D-hall day, where you sit randomly and you get to sit with people you don’t know.” Majeed laughed but was honest in his suggestion.

So what do you think, Richmond. How does a no-division-Dhall day sound? Let’s get out of our comfort zones and make new friends. Get a little uncomfortable. You might think this proclamation is lame, but if you’ve made it to the end of this article, maybe it isn’t so lame, indeed.

*Author’s Note* The witchy, dark-haired girl wearing green and blue lipstick, found all the weird, eclectic people she was looking for at Forum Magazine and they understand her natural proclivities toward all things strange. We all find the right niches and there’s nothing wrong with them, just sit in a different room of d-hall and meet new people for god’s sake.

STORY BY TRACY AKERS

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S t o ry by Dy l a n M c A u l e y and Jennie Trejo

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Forum orruum Magazine Magaziine ne

“You have ten seconds to get across.”

That was all the man smuggling Silvia Garcia across the Mexican border told her before she crawled under a barbed-wire fence, carefully preparing to run across the highway without police detection.

There would be no further instructions and no help; if she was caught she was on her own. As each member of the group, including Silvia and her pregnant sister, made it safely across, they began the ten miles to their final safe house in Mexico, where they would prepare to cross the final border. After over a month of grueling travel, the 16-year-old made it to the United States, but her journey was far from over.

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Silvia’s story begins in a small village in Honduras. In a family of eight children, Silvia always kept to herself – the quiet one. From the time she was a small child, Silvia knew pain. Her father left her and her family to work in the United States when she was seven years old - the lives of her five younger siblings were left in her care, and that of their short-tempered and abusive mother.

As a child, Silvia was a daddy’s girl. The yearly phone calls following her father’s move to the US were hardly enough to ease the burden she was left with in Honduras. Silvia’s mother was aggressive and demeaning, often calling her children names and taking her anger out on them with her hands or any other items she could get ahold of; Silvia faced her mother’s threats to kill her as she resorted to tears to escape the fighting.

Silvia began her days at a local plantation, harvesting coffee or tobacco to help support her family. After long mornings of backbreaking labor, she would go to school where, although conditions were not designed to help her succeed, she excelled. When classes finished, Silvia would return to the plantations to finish any incomplete tasks before making her way home to take care of her siblings. Silvia became accustomed to this daily routine, but

she committed herself to a brighter future.

With all odds against her, She dedicated herself to her studies, becoming a stellar student driven to continue her education as far as possible. Her tireless effort finally paid off, and she was awarded a full scholarship to attend medical school in Cuba at the age of sixteen. Silvia saw this offer as a tremendous honor and privilege, and an opportunity for her life to take a turn for the better. But despite the hope and excitement, Silvia was was forced to turn down the offer, as she faced the harsh reality that she could not afford the plane ticket to Cuba. She pleaded with her mother to help her pay for it, but she was refused. In the moment she realized her future was slipping away from her, Silvia decided that it was time to leave.

She wanted better for herself, and so began her journey to migrate to the United States.

With no interest in wasting time, Silvia sold her cell phone and her beloved guitar to cover the payment needed for the first leg of her journey: traveling to Guatemala. As she prepared to leave the place that had been home to her for so long, she told her plan only to her older sister. Her sister revealed to Silvia that was pregnant, and worried that when their mother found out she would be forced out of the house and left to fend for herself once again. Silvia encouraged her sister to come with her to the United States, and together they officially began the journey.

The managed to tell their father of the plan and, without a single goodbye to anyone in the village, the two girls paid about 2000 Honduran Lempiras, or about 90 USD, to cross the border into Guatemala.

They boarded a bus, making their way across Guatemala to the Mexican border where a friend of their father’s awaited their arrival.

He led Silvia and her sister to the first of many safe houses, where they waited until two unidentified men directed their group of three to

“We were children, so we thought everything was an adventure for us.” everything changed when she was eight years old.

Following her parents’ divorce, Silvia and her older sister, who was ten at the time, were thrown out by their mother. They moved into an empty house just outside of the village, where there were no adults or caretakers, leaving the girls to fend for themselves.

While Silvia was no stranger to hardships,

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go with them. They obediently follow the men - the first of several professional smugglers they would encounter.

As they prepared to cross the border into Mexico the following day, the five join a group of 35 more boarding very small canoes to cross the river that divides the two nations.

They floated down the river for hours before reaching a well-known spot to safely enter into Mexico. For six hours group trudged toward their destination: a drop site where a series of trucks waited for those being smuggled across the border.

Silvia joined the mass of 176 people fighting to cram themselves in the truck. With room only to stand and none to move, they spent fourteen long hours in the dark. The conditions in the truck were far from pleasant; pregnant women, screaming children, and when someone had to relieve themselves, they were forced to do so where they stood. As the truck finally pulled to a stop, the crowd piled out of the truck, barely even able to move from the pain and swelling. Yet the trip was far from over, and Silvia and her sister pulled together the energy to walk the remaining three hours.

Once they arrived at the next safe house, the girls waited for three days for enough people to arrive, about 200, to meet the smugglers’ quota to leave. Several teenaged boys were there to look after the group, but Silvia soon realized that they were armed – there to stand guard protect their business and their cargo. They threatened that no one was to leave or scream, or they would be killed. They delegated only one meal to each person for the duration of their three day stay, and the group feared for their lives.

Silvia knew they were constantly in danger.

O n the third

day of their stay, the smugglers ushered the group to board a closed, windowless truck.

With windows or doors, they crawled one by one through a hatch hidden away on the underside of the truck. The holding area was suffocating; with no source of ventilation, they struggled to find enough air to breath. Under strict instructions to avoid discovery, no one would be allowed to exit the space until they reached their final destination. With seventy travelers on board, once again their was only room to stand during the projected 18 trip. As Silvia stood among the group, bodies pressed together in the cramped enclosure, she began to regret leaving Honduras. She worried that this entire journey was a mistake. She watched as the people surrounding her neared death in the back of the truck, begging for someone to open the hatch and let in a little fresh air so they could breath. Their requests were denied.

The truck made its way through a number of police checkpoints, designed to thwart any illegal smuggling, and managed to safely avoid detection – until they reach the fourth checkpoint. The police manning the checkpoint, realizing what was truly being housed in the compartment, chased the truck as it fled.

For two hours, they were caught in a highspeed chase before the truck managed to lose the officers tailing them. Finally reaching safety, the group stumbled from the truck into the open air. The guides refused to tell them any details of what had happened.

Before they made the trip to the next safe house, Silvia and her sister were given new identities, portraying them as natives of Mexico to avoid police questioning. They were forced to learn Mexican history and music, and memorize every detail on their identification documents. They were told never to disclose the information of their journey, threatened that their friends and family would be killed if they did. Silvia had become accustomed to hearing this threat, as she was constantly reminded of the dangers she had subjected herself to.

Soon, they arrived in Puebla, Mexico, where their father was expected to wire the first half the payment promised to the smugglers, necessary for the girls to continue their travels. Any missed payment would result in one of two punishments: they would be killed or trafficked. The cost to bring one person to the United States was 6000 USD, a total of 12000 USD for Silvia and her sister have a chance of finishing the trip.

Though they were told they would be at the safe house in Puebla for only a few hours,

the group spent three days before continuing.

Silvia was grateful for the delay, as it was the first house that was able to provide bedding and food to everyone. Though they relished in the short break, the safe house was still dangerous for those being smuggled. It was common for Silvia to witness the terrible crimes of the young guards – including murder and assault – as they targeted the young women in the group. Silvia and her sister were dependent on each other, providing what safety and protection they could to avoid the relentless danger.

At their departure from the safe hous in Puebla, the group began the final leg of their journey: the walk through Mexico.

“They don’t do it for the principle.

They do it to make money.”

The guides sent each person into the desert, equipped with nothing more than a backpack holding a few apples, a small supply of water, and a pill. The mysterious pill was presented to each person with the instruction: “If you don’t think you can walk anymore, take it.” Silvia never learned what the pill actually was, but it seemed abundantly clear to her that it could be used to kill yourself if there was no hope of reaching their destination. So they began, walking all night and sleeping through the days, along the way finding many lost migrants who would join their group. Silvia was amazed as they passed one- and two-year-old children, who could barely walk, carrying their little backpacks as they walked all night.

There were almost-due pregnant women and mothers with their newborn children walking ten hours a day – all to get to the United States. As they walked, they collected more and more lost travelers. Often, those who had been lost in the desert without food for up to a week would give up, moving in plain sight of the roads the police patrolled just so

they would be caught and deported. Many did complete the horrific journey.

As they traveled, they passed crosses – makeshift graves for the dead who perished during the trip. There were bones and corpses littering the earth, from the times the other travelers were too weak to bury their companions.

With still a lot more ground to cover, one of the members of Silvia’s group began to turn a purplish-black color, and foamed at the mouth.

“Tell my wife I couldn’t make it,” he told them, and before long the group was forced to leave him behind to die in the desert. With just the slightest shred of hope for the man, Silvia left her food and water with him, sacrificing her own nourishment for at least a day.

Silvia and her group came upon a girl whose leg had broken so badly that the bone was visible peering through her torn flesh. Her companions had abandoned her to die even though the help and security of the road was nearby. Silvia and those with her helped the girl to a road with police activity, hoping that she would be picked up and saved.

They encountered a couple, emaciated and sunburned after being lost in the desert for fifteen days, alone with no source of food and no passersby to offer help. Forced to take shelter in a small place they discovered near a body of water, they slept among a mass of bodies – the remains of others who had died there, hoping to seek refuge from the harsh desert conditions.

Days and days passed as they continued walking. Finally, they reached their destination and were relieved for an escape from the torturous walk. They met yet another truck that would drive them further along. The men overseeing the operation passed out food and bottled of water to the group, before allotting them less than one minute to board. They drove for a number of hours, until a police helicopter spotted the suspicious vehicle. The smugglers quickly opened the truck, yelling at everyone to run. They darted off in different directions, scattering as they desperately tried to evade capture. Silvia and her sister ran.

They kept going without rest for almost two hours, with no sense of direction and no end in sight. Silvia refused to let her sister fall behind.

They ran through thorn bushes, but did not even notice until they were finally able to stop, looking down to find they were left with torn clothing and their bodies drenched with blood.

Before boarding the truck, the men shared a safe word with them, to be used in the event that they were pursued and forced to flee. Silvia and her sister hid in the bushes and waited, listening until they heard one of the smugglers

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“They always told me ‘we will kill your friends, we will kill your family.’” passing by say the safe word, alerting them that it was safe to reveal themselves. Once he found Silvia and her sister, they accompanied him as he collected the others. Only six of the 1 2 who were with them on the truck were found; Silvia has no idea what happened to the others.

They had to travel by foot for one more full night and day. By this point, many people had developed such horrific blisters that they could no longer walk. Silvia watched as many of the others intentionally burned their feet on the scalding hot rocks, attempting to cauterize the wounds to stop the bleeding.

The sight was forever seared into her memory. After another short trip by vehicle, they approached the destination they had been working toward: the border that separated the United States from Mexico. They had ten seconds to cross.

Each member of their group clamored through the barbed wire fencing and darted across the h i g h w a y . Careful to avoid detection, they safely made it to the other side. After a ten mile drive, they had made it to the final safe house, where they were able to shower and were given new clothes to cover up the harsh journey they had just been through. They were ready to be dispersed across the United States.

They were finally in American territory.

After the ordeal of crossing the border into the United States, Silvia and her sister were picked up by yet another stranger and driven hundreds of miles from Arizona to Los Angeles, California. After weeks walking, hunger, and fear, the two girls were allowed to rest. So exhausted from their trip, Silvia was so relieved that she did not even notice the long drive. They were headed to Los Angeles, where the person responsible for transporting the girls to their father ran his operation. They were en route to New Orleans, where their

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father worked a construction job, but they were in need of a ride, and for that their father would have to pay.

On arriving in Los Angeles, the men escorting Silvia and her sister contacted their father to demand the second half of the payment. He was ready and willing to pay, but now that they were in the United States, the smugglers doubled the price. Silvia’s father now needed to pay 18000 USD in addition to the 6000 USD payment he made for them in Mexico, in order to secure their release. Because human trafficking is a game with no rules, he had no choice but to pay and began the scramble for the money. Until then, Silvia and her sister sat hostage in a tiny, two-room apartment in Los Angeles where they found others had been trapped for years.

There was not much to do inside of the apartment. Most of those waiting sat about watching television, while the smugglers did little more than order them to stay away from the windows. They were under constant surveillance and told that they had a three-month deadline for their ransom to be paid. If the deadline passed, the hostages would be sold into slavery and forced to work at one of many sites throughout the nation, a fate that for many would be worse than death.

For two months, Silvia and her sister waited in the apartment with 70 other people, all anxiously awaiting for their loved ones to pay for their release. Some were able to conjure up the funds, others were not as lucky. There, Silvia met a woman who had been forced to work in the apartment for three years, as her husband had died before paying her ransom.

She was forced to be a slave to the smugglers, never to be allowed any semblance of freedom again.

Others inside the apartment shared the similar stories and sufferings, but they also looked out for each other. Many of the group offered help to Silvia and her sister, giving her sister medicine to help with the pregnancy discomfort, and attempting to ease Silvia’s constant fears. For some time now, Silvia had been pursued by one of the smugglers who was becoming obsessed with her. He and his unwanted advances were unwelcome and the companions she made in the apartment made it clear to Silvia that they would protect her.

As the days turned into weeks, Silvia be-

came accustomed to waiting. She found refuge in the acquaintances she had met in the apartment. Things began to seem almost normal, considering the circumstances, until something unexpected changed the narrative. The hostages began to notice the smugglers constantly on their cell phones, colluding quietly; it was clear that something unusual was going on. Eventually pairs of hostages were being removed from the apartment in a rush, until none were left. They were told that a neighbor had noticed the significant number of people in the apartment and had called the police; they needed to get rid of a lot of people quickly, because they had nowhere to take them.

The smugglers decided to release Silvia’s sister their father’s custody and keep Silvia until the ransom was paid. It was at this moment that Silvia’s sister repaid her for her efforts to get the two out of Honduras. Remembering the smuggler who was fixated on Silvia, her sister decided to stay in her place so that Silvia may be freed, sacrificing her own well being to protect Silvia. Silvia was to be sent to her father immediately.

The smugglers would only take Silvia as far as Oklahoma, here she and her father had an emotional reunion after what felt like an eternity. After months of walking, being held hostage, and constant danger, Silvia finally made it to her father. They departed for New Orleans where Silvia would begin her new life; her sister joined them just three weeks later.

As soon as she arrived in New Orleans, Silvia set out to find a job. As an illegal immigrant unable to speak English and a minor, legitimate, stable work was hard to find. Silvia was able to obtain falsified identification papers to claim she was in the country as a legal adult, helping her find job cleaning oil tanks in cargo ships. She was well skilled for this, because she was small enough to crawl inside while she cleaned. The work was hard, exhausting and endless, but Silvia was willing to do whatever it took to get by.

Three months into her new life, an unexpected event shattered her new world. Silvia’s father, along with her sister, had been in a car accident. Though he was not responsible for the accident, he was arrested as he was in the country illegally and was driving without a license. Her sister was transported to a hospital for concerns about her pregnancy. No one

contacted Silvia to keep her under the radar, knowing that she would be arrested as well if she was discovered. She arrived home the evening of the accident to an empty house, only to discover that someone had broken and stolen nearly everything they owned; even her father’s car was gone, which was strange because borrowed a friend’s car to drive to work that morning.

After a restless night of unanswered questions and fears, there was a knock at the door.

Silvia answered it to find her father’s friend, who explained what had happened and that the car was being kept as payment for the one that her father had crashed. Although he never said so, she assumed that he was the one who had broken in the day before.

A long process of confusion and emotion followed, resulting in Silvia’s father being deported. The man whom she had travelled thousands of miles to be with was now gone once again. Silvia had no choice but to leave for New Jersey to find an uncle she had never met, but he was not interested in taking care of her as he had a family of his own to provide for. Silvia was living alone in New Jersey when her father told immigration officials where she was, and they found the factory where Silvia was working and arrested her, along with illegal immigrants working there. She was led out of the factory in handcuffs and shackles and taken to a local jail where she was held for 16 days. Eventually, the police discovered that they had misidentified her as an adult and were forced to release her into the custody of a refugee program for minors, though the trauma of her 16 days in jail stayed with her. Silvia was taken-in by the “Children’s Village,” a charitable organization for struggling youths.

Although she had found help, Silvia was still alone. The refugee program tried to find a relative to release her to, but her sister’s life was not considered stable enough, and she showed little interest in helping anyway. They tried contacting Silvia’s mother in Honduras, who said very clearly that it was Silvia’s decision to leave and that it was up to her to deal with her problems. She did not want to take her. Those closest to Silvia had rejected her, so the program had two options: try to place her in a foster family or wait until she was 18 and deport her to Honduras. The shocking crime rates in Honduras led them to choose the former.

As she waited to be placed with a family, Silvia began to teach herself English. She placed sticky notes around her room to teach herself English vocabulary and practiced writ-

ing in notebooks, although she admits that this usually resulted in a mix of English and Spanish that could only be referred to as “Spanglish.”

Eventually, “Children’s Village” found a placement for Silvia in Virginia, and she moved in with her new foster family in 2010.

She lived with her foster mother for a year and a half before deciding that it would be better for her to live on her own. Before she turned 21, the program helped Silvia to obtain a green card, and thus legal status in the United States.

Silvia eventually returned to Honduras to visit her family after years of separation. At the end of her trip, as she left for the airport to depart for the United States, there were men blocking her way, forcing her to bribe them to let her leave the country. They directed her to an ATM, where she withdrew the necessary funds. Upon her return home, Silvia found

top 100 foster children in the United States. After a successful tenure at John Tyler Community College as a 4.0 student, Silvia graduated with her associates degree.

Encouraged to apply to a four-year institution to continue her education, Silvia set her sights on a few Virginia universities before deciding to attend the University of Richmond.

As she prepared to take out the loans necessary to pay for room and board, a couple she knew while in foster care offered her the chance to live with them while she got her degree, which she graciously accepted. Although the couple travels frequently and is not around a lot, Silvia sees them as family. The first Christmas that Silvia spent with the couple, she woke up to find 21 presents for her under the tree – one for each Christmas that she did not receive a single gift.

Today, Silvia is 23 years old and can either

“I think it was worth it, everything I did and everything I went through.” that her bank account had been emptied and that her banking information was being used in Mexico and Colombia. In a panic, she reported the crime to the police who told her they would look into it, but never told Silvia their findings.

Having lost all of her money, Silvia decided to enroll in classes at John Tyler Community College. It was here that she meant Vicky Muenstermann who works with Great Expectations, and would serve as Silvia’s coach in the program. Muenstermann helped Silvia to raise money to pay for tuition in addition to successfully convincing the college to donate money to pay for Silvia’s books – she even helped her apply to a program that allowed Silvia to shadow a United States Congressman. In awe of Silvia’s accomplishments and awards, of which there have been many, Muenstermann nominated Silvia, who was named one of the

be found working in a chemistry lab in Gottwald, or at one of her three jobs. Her first few weeks on campus were hard; she remembers crying after almost every class, but she never gives up on anything. She persevered and has found great success and a passion for the sciences. Silvia is on track to graduate and plans on attend school to become a physician’s assistant.

Silvia has experienced more in her short lifetime than most people ever will and she is stronger for it. When asked if she would do it again, she does not hesitate to say yes. Her life at Richmond is just one small step on an unexpected journey that began in a small village in Honduras.